The document discusses various prevention programs in schools aimed at addressing social issues like substance abuse, violence, dropout rates, and health-related problems. It categorizes these programs into different approaches, including primary, universal, and selective prevention strategies while highlighting the necessity of a supportive school environment and community involvement. Additionally, it emphasizes the need for evidence-based practices and ongoing professional development for educators to effectively implement these programs.

1. Chapter 9
PREVENTION
PROGRAMS
Copyright 2011 by Community
Action © Copyright 2009 - 2012 Betty Ford
Institute

2. Prevention Programs Defined
•Reduce or eliminate a nationally social ill
•Often targeted toward the middle class population
•Public schools the venue
teach academics
develop healthy, happy and productive citizens
socialize children
trained teachers and resources (logical place)
•Target students before they develop the behavior

3. Intentions of Prevention Programs
-Research on prevention is multidisciplinary
-Primary prevention- decrease behavior
-Universal prevention (no consideration for risk
factors)
-Selective Prevention (biological, psychological, or
social risk factors)

4. Substance Abuse Prevention Programs
Past two decades surfacing of prevention programs
Mandates prior to No Child Left Behind (2001)
-Elementary Secondary Act of 1964
-Drug Free Schools and Communities Act of 1986
-Improving America’s Schools Act of 1994
Knowledge/informational approach
-factual information
-scare tactics http://youtu.be/nl5gBJGnaXs
http://youtu.be/dC4KJ9Nd3EQ
Affective approach
-improving interpersonal skills
-no reference to drugs or other substances
Social Influences approach
-peer pressure and societal influences
http://youtu.be/icqbYMXXtGs
Ecological approach http://youtu.be/UoYRiZHPy8M
-interaction among many factors
-SAMHSA www.SAMHSA.gov
-36 model substance abuse prevention programs

5. Violence Prevention Programs
Increase in severity and intensity of violence
Drug Free Schools and Communities Act of 1994
-violence prevention
-disciplines environment conducive to learning
-federal funding for effective and research based programs
Classification of Violence Prevention Programs:
-School management programs
-student behavior and policy
-cooperation with law enforcement
-Environmental modification programs
-modify physical and social environment
-metal detectors, video cameras
-smaller school and class sizes
-Educational and curricular
-knowledge and skill development
-teach empathy, anger management, social problem-solving,
nonviolent conflict resolution strategies

6. Violence Prevention Programs
Effective programs
-learning and well being of students
-foster caring, positive learning environments
Ineffective programs
-Zero-tolerance policy
-rigid adherence to
-strict enforcement of
-harsh disciplinary tactics

7. Violence Prevention Programs
Factors that predispose or buffer against school violence
-Predispose
-poor design and use of school space
-overcrowding
-harsh disciplinary procedure
-insensitivity to multicultural factors
-student alienation
-rejections of at-risk students
-anger or resentment among students
-Buffer against
-a positive school climate
-clear goals and high expectations
-inclusive values and practices
-high levels of school attachment
-strong parental involvement
-social development and interpersonal skills

8. Dropout Prevention Programs
National concern
-limited earning potentials and overreliance on public
assistance
-at risk population increasing in schools
-greater accountability
Individual and contextual risk factors
-school failure
-low test scores
-retention in a grade (most significant)
3 times more likely to drop out
-school as non-supportive
-education as irrelevant
Family, school and community risk factors
-uninvolved parents
-schools with little consistency in policies, teachers, policies
-lack support systems for minority or low income
Latino and Native Americans have the highest dropout rates.

9. National Dropout Prevention Center/Network (NDPC/N)
Strategies to reduce dropout rates
-school community collaboration
-safe environments with belonging and acceptance
-improvement in family engagement
-early literacy interventions
-individualized or differentiated instruction
-active and authentic learning
-ongoing professional development for at-risk
teachers
-relevant curricula and instruction
-student support (mentoring, tutoring, service
learning)

10. Health Related Issues
Healthy People 2010-specific goals for education and school based health programs
Obesity
-tripled in past three decades (Center for Disease Control and Prevention)
-Increased risk of health issues and developing psychological problems and
disorders
Prevention Programs
-increase physical activity
-improve nutritional quality of food
-educate students on health decisions
-emphasize the whole-person approach
-base goals of a program on the existing health status
-stress the health factor and eating and exercise
Program by Michigan Department of Education, the Michigan Department of
Community Health, the Governor’s Council of Physical Fitness, Health and Sports,
the Michigan Fitness Council and the American Obesity Association (2002, p. 150).

11. Health Related Issues
Unintended Pregnancy, HIV/AIDS and other STDs
1970s, legislation in 20 states abolished sex education programs
Late 1970s, only three states required sex education
1980s HIV/AIDS increased health threat sex education again required
1990s significant limitation on instructional content
-abstinence until marriage
-no instruction on contraception
Vast improvements in effectiveness and prevention programs
Effective Programs include:
-narrow focus on reducing risk-taking behaviors
-based on social learning theory/social influences on behavior
-basic, accurate information about risks of behaviors
-reinforced specific values and norms
-provided modeling and practice in communication and negotiation
skills
-activities to address social and media influences

12. Prevention of Suicide and Other Mental Health Problems
1960 and 1990- suicide rate of ages 15 to 19 tripled
Since 1980 suicide rate of ages 10 to 14 increased 120 percent
1999- Surgeon General’s Call to Action to Prevent Suicide developed AIM-
Awareness, Intervention, Methodology
Intention to increase public knowledge
- risk factors associated with suicide
-effective prevention strategies
-resources within the community
-suicide prevention
-assessment and treatment
Intervention for schools (p. 153)
Risk Factors- vary by age, sex and ethnicity (p. 153)
Protective factors-(p. 153)
Program components
-training for school gatekeepers
-general suicide education
-screening programs
-general prevention programs
-information for parents
-Intervention plan to cope with the crisis

13. Student Intervention and Crisis Management
Crisis Intervention Team (Office for Victims of Crime-OVC)
•Crisis Team Chairperson
•Assistant Team Chairperson
•Coordinator of Counseling
•Staff Notification Coordinator
•Communication Coordinator
•Media Coordinator
•Crowd Management Coordinator
Crisis best handled by a crisis team approach-
-the death of a student, staff member or community member that
affects a significant portion of the student body
-major environmental disaster
-potential threat to physical safety or emotional well-being of
students

14. Current Controversies and Future Trends
Extent to which programs belong in public schools
-time spent in school
-seek out school staff and peers
-primary responsibility of school to educate and socialize
Lack of Evidence they are based on
-expert opinion or political ideology
-little evidence of long-term outcome
-need is met in order for time and resources to be well spent
Future Trends
-based on sound theories of child and organizational development
-recognition of interrelationship between many problem behaviors
-implemented on a continuous basis
-meet the cultural, community, and developmental needs of all

15. Administrative and Personal Issues
Essential to Success
-clearly stated goals and outcomes aligned with needs of all
-buy-in from the administration and staff as a whole
-need for prevention
-priority within the school
-staff must be selected, trained and supported ongoing
-exceptional interpersonal skills
-ability to convey meaningful, empathetic and effective
content
-administrator
-effectively communicate goals and intended outcomes
-outcomes extend beyond the program itself
-positive school climate
-mentoring and service learning