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Division Mental Health and AddictionsAlcohol and Drug Abuse Prevention
Services (ADAPS)
Frances B. Phillips, R.N., M. H. A.Health Officer
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ORCC Demographics
An estimated 6,000 a year
Arrive at ORCC from JRDC
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• ADP: 91 Females, 317 Males
• The avg. age: 33 for males & females and 66% reside in AA County
• ORCC Women: 63% white/47% black
• ORCC Males: 56% white/42% black
More ORCC Numbers…
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Charge Summary
40%
20%
12%
9%
6%
6%
2%
1% 1% 1%2% Property Crimes
Drug ChargesAssault/1 or 2DWI/DUIDWS/RViolentSex CrimesGun CrimesNon-SupportCHABMisc.
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What is Prevention?
• Creation of conditions, opportunities and experiences which encourage and develop healthy people (MAPPA).
• Prevention aims to forestall behaviors or render it impossible rather than taking corrective action later (MAPPA).
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Alcohol Drug Abuse Prevention Services (ADAPS)
Mission
• To promote public health by reducing substance abuse and violence among residents of Anne Arundel County.
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ADAPS Programs
• Presentations, Trainings, and Exhibits
• Combating Underage Drinking
• Community Grants
• Strengthening Families Program
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Strengthening Families Program
• Center for Substance Abuse and Prevention (CSAP) model program.
• Builds family relationships and improves parenting and life skills.
• Targets families with a member in treatment and/or incarcerated.
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Strengthening Families Program• 1st research-based family program designed
specifically for substance abusing parents and their children
• Developed on NIDA grant, 1982-1988 • Developed for elementary school-aged children,
ages 6-11• Adapted for junior high school, ages 10-14• Selective prevention for at-risk groups of children
but successful as universal prevention
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Workshop Objectives
• Present and explain all necessary components for logistics and SFP implementation
• Provide an overview and understanding of the three SFP curricula and their integration
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Parenting Is Prevention
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Critical Role of Families
• Effective parenting is the Anti-Drug.
• Parenting is the most important component in prevention programs.
• A root cause of substance abuse is dysfunctional family relationships.
• Parents teach values and habits by their actions and by their words.
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Biological Family Risk Factors• Genetically Inherited Risks
– Personality Disorders– Hyperactivity or Rapid Tempo
– Rapid Brain Waves– Decreased Verbal IQ
(Prefrontal Cognitive Dysfunction)– Lead Poisoning during Childhood– Fetal Alcohol and Drug Syndrome– Co-occurring Mental Illness
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Family Environment Risks
• Family conflict• Lack of love, care, & support• Pre-occupation with distractions such as television • Meals not eaten together, irregular work hours and
shift work• Lack of supervision or discipline• Lack of family rituals• Low expectations for school success• Lack of communication
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Family Environment Risks
• Family conflict• Lack of love, care, & support• Pre-occupation with distractions such as television • Meals not eaten together, irregular work hours and
shift work• Lack of supervision or discipline• Lack of family rituals• Low expectations for school success• Lack of communication
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Family Environment Risks (continued)
• Sexual or physical abuse
• Stress due to medical, legal or economic problems
• Grieving loss due to death, divorce and family break-ups
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Child Risk Factors
• Deficits in skills valued by self and others• Low Self-Esteem and Behavior Problems• Low Academic Motivation• Rejection of anti-drug educational messages• Psychological Disturbances• Lack of Peer Refusal Skills• Rejection of Pro-Social Values & Religion• Experimentation with Tobacco and other
Risky Behaviors
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How do we neutralize risk factors?
How do we give kids what they need for success?
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Parents’ Influence = Peers• National Longitudinal Adolescent Health Survey
(Resnick, et al., 1998)• Kumpfer & Turner (1990/1991)’s Social Ecology
Model (1990/1991)• CSAP’s High Risk Youth Pathway Models
(CSAP, 1999)• Models for Substance Abuse, Delinquency, Teen
Pregnancy, and School Failure (Ary, et al., 1999)
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No Substance
Use
Family Supervision
Family and Peer
Norms
Family Bonding
Academic Self-Efficacy
Self-Control
Social and Community Prevention
Environment
SFP Expected to Strengthen Major Protective Factors for Drug Use
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Family Responsibilities
• Physical necessities
• Emotional support
• Learning opportunities
• Moral guidance
• Building skills and resilience
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Why it makes sense to work with Families
• Children succeed when the family works well
• Communities benefit when families work well
• When children succeed, family pride goes up and stress goes down
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Family Protective Processes
• Parent/child attachment
• Parental monitoring and discipline
• Consistent, predictable parenting
• Parents’ communication of values and expectations not to use drugs
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SFP Focuses on Building Resiliency
• Why does one child in a family or one family in a community do well despite adversity?
• Resilient youth – do well despite family and personal problems or set-
backs
– learn from failures and bounce-back
– are capable of positive change after life stressors
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Seven Resilience Factors
1. Happy and Optimistic
2. Caring and Empathetic
3. Wise and Insightful
4. Intelligent and Competent
5. High Self-esteem
6. Direction, Mission and Purpose in Life
7. Determination and Perseverance
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SFP Teaches Resiliency Skills• Social skills: speaking and listening• Planning & organizing: family meetings• Problem solving• Peer resistance• Restoring self-esteem• Identifying feelings, taking criticism• Emotional management, coping with anger• Finding inner strength
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SFP Enhances Resiliency Factors • Stresses importance of one caring adult• Increases opportunities to help others• Increases social skills for home & away• Increases self-discipline• Increases communication of family
expectations about drugs & alcohol • Stresses parents should help children with
critical life decisions
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SFP MAJOR OBJECTIVES
• Improve Family Relations
• Increase Parenting Skills
• Increase Children’s Skills
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SFP Evaluation and Outcomes
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Strengthening Families Program
• NIDA (1982-1986) research and 15 SFP replications found positive results in:• Improved parenting knowledge & skills• Improved family relationships• Improved children’s social skills and behavior
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SFP Outcomes• Parent Training: increased parenting skills and
decreased children’s conduct disorders and decreased family conflict
• Children’s Skills Training: Increased children’s social skills
• Family Skills Training: Increased family cohesion and organization
• Reduced parent and child alcohol/drug use
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SFP Results: Parent
• Increased parenting efficacy
• Increased parenting skills
• Increased marital communication
• Decreased stress
• Decreased depression
• Decreased alcohol and drug use
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SFP Results: Child• Decreased depression• Decreased conduct disorders• Decreased aggression• Increased cooperation• Increased number of pro-social friends• Increased social competencies• Increased school grades• Decreased tobacco, alcohol or drug use
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Evaluation Report
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Strengthening Families Program: An Evidence-based Practice
• NIDA Red Book
• OJJDP Strengthening America’s Families
• CSAP Model Program
• CMHS Model Program
• ONDCP Model Program
• National Mental Health Association National Partner
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Multicultural SFP Replications
• African-American, rural and urban
• Hispanic - Spanish language translation
• Pacific Islander version
• Canadian version
• Australian version
• Native American Tribes
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SFP Fiscal Year 2003/2004 Activities
• Since May 2003, SFP model program initiative has served 30 families.
• 90 participants
• Currently enrolled: 10 families, including 31 participants
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SFP Logistics and Mechanics
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SFP in Practice
• SFP: 3 Life Skills Courses for Parents, Children, & Family Skills
• All three are taught together, typically over 14 weeks
• Courses can be “unbundled,” but are most effective when taught together
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A Typical Weekly Session • Dinner - families sit together, with other
families & Group Leaders• 1st Class Hour: Parents’ Group and
Children’s Group• 2nd Class Hour: families rejoin & divide
into two Family Groups• Babysitting: for children under 6
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SFP Typical Class Session
FAMILY STYLE MEAL
CHILD PARENT
GROUP GROUP
Childcare
2 FAMILY GROUPSTransportation
1 Hour Simultaneously+
1Hour
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Staffing
• Site Coordinator
• 4 Group Leaders: 2 for Parents’ Group, 2 for Children’s Group
• Babysitter/Child Care Provider
• Adolescent Tutor/Mentor
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Top Qualifications for Leaders
• Sincere desire to help families learn SFP
• Interpersonal skills: one-to-one & group
• Understanding why and how SFP works
• Balance teams to include men & women, ethnicities
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Site Coordinator: A Key Role• Course arrangements:
– Books, class materials, open-up, set-up– Meals– Transportation– Babysitting
• Communication with families and leaders• Coordinates recruitment• Supports and supervises Group Leaders
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Site: Safe, Welcoming, Accessible
• 3 rooms minimum:– 1 large room for meals, babysitting– 2 smaller rooms for Parents’ & Children’s
Groups and then Family Groups
• Agency site or community partner: church, housing authority
• Size: Large enough for 6-12 families
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“Extras” -- that aren’t• Meals: remove an obstacle and provide an
incentive to attend• Transportation: know what you can do to
get families there• Babysitting: for children under 6 • Small rewards for attending and home
practice• A BIG graduation: ceremony & party
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Successful Program Implementation
• Effective and well-trained staff• Sufficient resources
– incentives– child care transportation – transportation– food
• Interactive/Experiential techniques• Booster sessions
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Make the Program Fun!!!!!
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Questions or Comments?
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For more information or to request a presentation or exhibit:
Contact: Virgil Boysaw, Jr. or Anissa Walker
Alcohol and Drug Abuse Prevention Services (ADAPS) 407 S.Crain Highway, Suite B Glen Burnie, MD 21061 (410) 222-6724
