DBs Unit 8

DB 8.1: Local Prevention Program in Memphis, Tennessee

Prevention is a proactive approach to reducing substance abuse by addressing its root causes and promoting healthier behaviors. In Memphis, Tennessee, the Shelby County Prevention Coalition (SCPC) is a prominent example of a local prevention initiative. This coalition raises awareness and builds community resilience through education, outreach, and partnerships with schools, law enforcement, and healthcare providers: DBs Unit 8.

The SCPC uses several activities, including campaigns against the use of alcohol, cigarettes, and misuse of prescription drugs. For instance, their “Talk, They Hear You” encourages parents to discuss with their children the wrong things with alcohol or drugs. Of these, prescription drug take-back programs that provide ways of disposing of unwanted and, in many cases, abused medications are some of the more important ones. These involve using practices that research has proven to minimize risks among juveniles and other adults (Lockman, 2024).

The need for such programs becomes all the more vital when budgets become stringent. Prevention will not only avoid the painful personal and social toll taken by addiction, but it can also save a significant amount of money. For example, substance use prevention can save as much as $10 in treatment and societal costs, such as health care, crime, and lost productivity, for every dollar spent on substance use prevention alone (Abuse, 2022). In addition, prevention campaigns such as the one driven by the SCPC ease the pressure on under-resourced services.

In a time when Memphis and many other cities are battling the opioid crisis and the continuing impacts of the COVID-19 pandemic, the work of the SCPC is essential more than ever. Programs like these attack the root causes of addiction, foster protective factors with strong family and community connectedness and raise awareness about the dangers of substance abuse (Nawi et al., 2021). The comprehensive model prevents substance misuse and builds healthier, more resilient communities, so limited resources are used most effectively.

References

Abuse, N. I. on D. (2022, April 28). Investing in prevention makes good financial sense. National Institute on Drug Abuse. https://nida.nih.gov/about-nida/noras-blog/2022/04/investing-in-prevention-makes-good-financial-sense

Lockman, C. (2024, October 8). Strengthening safer schools: Enhancing community resilience amid violence. Global Peace Foundation. https://globalpeace.org/building-safer-schools-a-call-for-community-resilience-amid-ongoing-violence/

Nawi, A. M., Ismail, R., Ibrahim, F., Hassan, M. R., Manaf, M. R. A., Amit, N., Ibrahim, N., & Shafurdin, N. S. (2021). Risk and protective factors of drug abuse among adolescents: A systematic review. BMC Public Health, 21(1). https://doi.org/10.1186/s12889-021-11906-2

DB 8.2: Developing a Prevention Program

Developing an effective prevention program requires careful planning and adherence to evidence-based steps to address the root causes of substance abuse while promoting healthier alternatives. Drawing from the guidelines in Chapter 13 of Stevens and Smith’s (2018) text, a “Healthy Futures Initiative” prevention program can target middle and high school students in Memphis, Tennessee. This program aims to reduce early exposure to substance use and enhance resilience through education, peer mentoring, and community involvement.

Step 1: Needs Assessment

This is done through a needs assessment using surveys, school data, and focus groups to determine the scope of the problem. The survey, for instance, might uncover that the targeted population misuses prescription drugs and consumes alcohol underage. Such information will enable one to rank the objectives and enable specification in the tailoring of the program to meet needs.

Step 2: Goal Setting and Objectives

The larger outcome of the program is to reduce substance misuse among the youth by 20% within three years. Its measurable objectives are increasing awareness about substance risks by 50% and equipping 70% of its participants with coping strategies to resist peer pressure.

Step 3: Program Design

The Healthy Futures Initiative integrates interactive workshops, peer mentoring, and parental involvement. Workshops cover the risks of substances, decision-making skills, and other ways to cope. Peer mentors undergo motivational training and act as positive role models by sharing personal experiences and offering support (Kelty & Wakabayashi, 2020). Parenting sessions teach families how to communicate effectively and offer protective settings.

Step 4: Implementation

The new program will be piloted in two Memphis schools over one school year in collaboration with educators, healthcare providers, and local community-based organizations. The activities include monthly workshops, biweekly mentoring sessions, and quarterly parental meetings. Educational brochures and videos ensure accessibility and interactivity.

Step 5: Evaluation

Program evaluation is important in gauging its success. Baseline data on substance use trends will be gathered along with follow-up surveys that measure changes in knowledge, attitudes, and behaviors. Focus groups and interviews with participants yield qualitative feedback through which the initiative can be refined (Litsky et al., 2022).

This program is of utmost significance in the attempts to enhance the use of information, expand the levels of protective factors, as well as to address the social issue of teenage substance use. Healthy Futures Initiative and the level of community participation, together with the use of data, ensures that it complies with the acceptable procedure for designing community and sustainable prevention programs.

References

Kelty, N. E., & Wakabayashi, T. (2020). Family engagement in schools: Parent, educator, and community perspectives. SAGE Open, 10(4), 1–13. https://doi.org/10.1177/2158244020973024

Litsky, L. D., D’Antonio, S., & Bonnevie, E. (2022). An evaluation of the Just Five program, a flexible digital approach to adult substance use education. PLOS ONE, 17(11), e0277112. https://doi.org/10.1371/journal.pone.0277112

Stevens, P., & Smith, R. L. (2018). Substance use counseling: Theory and practice (6th ed.). Pearson Education, Inc.

DB 8.3: Objective Performance Data

Prevention and treatment programs in human services rely heavily on objective performance data to evaluate their effectiveness and secure funding. When designing a treatment program or assessing its effectiveness, three critical areas of objective performance data to consider are baseline data, implementation metrics, and outcome measures. Together, they assure the program’s accountability and provide evidence for its success or need for improvement.

Baseline Data

Baseline data would provide a starting point for understanding the current status of the target population. For example, a program that targets opioid misuse would determine the rate of opioid use within the community, the demographics of affected individuals, and the existing barriers to treatment. This would be accomplished through surveys, community health statistics, and hospital admissions. Establishing a baseline is crucial to measure the program’s impact over time and determine if its interventions make a meaningful difference.

Implementation Metrics

These are metrics that monitor the efficiency with which a program is implemented. They range from participation rates to adherence to planned curricula and how participation in activities would go. For example, if the program has workshops and counseling sessions, implementation metrics will track attendance, dropouts, and the quality of delivery by the facilitators. Proper documentation ensures that the program aligns with its intended design, and such areas of non-compliance or inefficiency can be ascertained (Center for Substance Abuse Treatment, 2006).

Outcome Measures

Outcome measures assess changes in behavior, attitudes, or conditions due to the program. Key indicators could, therefore, include a reduction in substance use, increased knowledge of addiction risks, and improved mental health status for participants (Connors et al., 2020). For instance, pre- and post-program surveys can measure changes in substance use behaviors, while qualitative interviews might provide a deeper look into the participants’ perceptions of the program’s effectiveness.

Importance in Human Services

These aspects of performance data are crucial for professionals in the human services sector because they directly relate to funding decisions and program sustainability. Grant providers require data showing a program’s effectiveness and relevance to community needs (Jaramillo et al., 2019). In addition, good outcome data ensures the commitment of all stakeholders involved and that resources are utilized only for those programs that offer measurable results.

Examples of Outcome Measurement

In the case of a youth-focused substance prevention program, baseline data would include the percentage of students who self-report having experimented with alcohol. Outcome measures would be observations showing that the percent decreases after intervention. Tools such as the SAMHSA National Outcomes Measurement System (NOMS) can further track improvements in overall community health (Jaramillo et al., 2019).

References

Center for Substance Abuse Treatment. (2006). Chapter 6. Performance improvement and outcomes monitoring. Substance Abuse: Administrative Issues in Outpatient Treatment – NCBI Bookshelf. http://www.ncbi.nlm.nih.gov/books/NBK64068/#A87997

Connors, E. H., Douglas, S., Jensen-Doss, A., Landes, S. J., Lewis, C. C., McLeod, B. D., Stanick, C., & Lyon, A. R. (2020). What gets measured gets done: How mental health agencies can leverage measurement-based care for better patient care, clinician supports, and organizational goals. Administration and Policy in Mental Health and Mental Health Services Research, 48(2). https://doi.org/10.1007/s10488-020-01063-w

Jaramillo, E. T., Willging, C. E., Green, A. E., Gunderson, L. M., Fettes, D. L., & Aarons, G. A. (2019). “Creative financing”: Funding evidence-based interventions in human service systems. The Journal of Behavioral Health Services & Research, 46(3), 366–383. https://doi.org/10.1007/s11414-018-9644-5

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DB 8.1

• A key “buzz word” is “prevention” in federal, state, and local agencies. But what “is” prevention when it comes to addictions? Please research a local prevention program in your area and share information about this campaign. Why is this prevention program important and necessary in a time of extreme budget cuts?

NOTE: You must make at least 1 substantial posting and 2 substantial replies to this thread. You must participate in the Unit discussion board (making postings/replies) at least 3 days per unit to qualify for full credit and also have at least 1 posting by Wednesday at midnight. You also must use APA style in your posting and replies so please use in-text references and provide a reference to give proper credit to the authors.

DB 8.2

• In thinking about Chapter 13 in Stevens & Smith (2009), the steps to developing and assessing a prevention program are discussed. In thinking about these steps, please briefly discuss a possible program that you think could be useful following the step guideline. The questions shown will be helpful in providing the necessary information needed in the program you are developing or discussing. Please be sure to provide details to support your ideas.

NOTE: You must make at least 1 substantial posting and 2 substantial replies to this thread. You must participate in the Unit discussion board (making postings/replies) at least 3 days per unit to qualify for full credit and also have at least 1 posting by Wednesday at midnight. You also must use APA style in your posting and replies so please use in-text references and provide a reference to give proper credit to the authors.

DB 8.3

• In the field of human services, prevention work is critical. Human service workers are often charged with the task of understanding, creating, and measuring outcome data which includes a baseline, implementation, and outcomes for the specific group and changes over time in order to obtain grant funding. In thinking about the article below and the required reading (Guide to Science-Based Practices, 2001), what are 3 areas of objective performance data which you think will be critical if you were to work to obtain funding for a treatment program?
• How is baseline data collected and what are some means of measuring outcomes within a target population or community? Why are these areas important for you based on the areas in the field of human services in which you work or will work? Please be sure to provide examples to support your statements.
  • http://www.ncbi.nlm.nih.gov/books/NBK64068/#A87997

Readings:

• Please read Chapters 13 in Stevens and Smith (2013) 

Note:

• The client is from Memphis, Tennessee