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Jan Ryan, CARS Consultant 1
Starting, Strengthening, and Maintaining
Comprehensive Student Assistance Programs (SAP)
Equal Access to PreventionEqual Access to Prevention
12nth Annual Adult Educators Conference on May 6th
Jan Ryan, CARS Consultant 2
Starting, Strengthening, and Maintaining
Comprehensive Student Assistance Programs • STARTING: By listening to and using
student/family strengths to meet their needs, SAP helps students own their education. Owners are careful with their time and effort; when one student benefits, they often want other students to have access to the same support.
• STRENGTHENING: Comprehensive SAP programs can be organized in ways that every student receives something, vulnerable students receive more, and students at high risk receive individualized services.
• MAINTAINING: This workshop shares successful prevention models (even in tough fiscal times) that sustain because students/families own their SAP.
1. Owners and Renters
2. IOM Prevention Categories
3. SAP Models
Starting an SAP
Owners and Renters: start with the end in mind
Jan Ryan, CARS Consultant 5
Jan Ryan, CARS Consultant 6
Physical Education
After-School Programs
Psychological Testing
Health Services
Clinic
Nutrition Education
School Lunch Program
Drug Prevention
Drug Services
Smoking Cessation For
StaffCodes of Discipline
Pregnancy Prevention
Social Services
Child Protective Services
HIV/AIDS Services
Community-Based Organizations
Mental Health Services
Juvenile Court Services
Violence & Crime
Prevention
HIV/Aids Prevention
Health Education
Special Education
Pupil Services
School
Counseling
Adapted from: Health is Academic: A guide to Coordinated School Health Programs (1998).Edited by E. Marx & S.F. Wooley with D. Northrop. New York: Teachers College Press.
Adapted from: Health is Academic: A guide to Coordinated School Health Programs (1998).Edited by E. Marx & S.F. Wooley with D. Northrop. New York: Teachers College Press.
Fragmented and Marginalized Programs/ServicesFragmented and Marginalized Programs/Services
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SAP = introduction to support
SAP-Coordinated Prevention is an ambassador for mental health at school, home, communitywide
• Welcomes• Educates• Links to other services• Creates expectations
Jan Ryan, CARS Consultant 8
Inside the Numbers
• ~25% of 7th graders and 21% of 9th grade students have been in a physical fight one or more times within the past 12 months.
• ~33% of high school students report that they have been so sad and hopeless almost every day for two weeks that they stopped doing some usual activities.
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Inside the Numbers
• Research has shown that about ~11% of children live with a parent who is in need of treatment for drugs or alcohol dependency.
• Alcohol and drug abusing parents are 3x more likely to abuse their children and 4x more likely to neglect them.
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Definition of SAP
“A Student Assistance Program is a comprehensive school-based program for students (K-12) designed to identify issues which prevent students from learning and being successful in school.
SAP provide education, prevention, early identification, intervention, referral and support groups.”
(Help is Down the Hall by Jim Crowley)
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SAP is available in many districts
• Local Educational Agency Plans – Goal 4:353 of 1300 indicated that they planned to use a Student
Assistance Program as a research based strategy for prevention/intervention in AOD use.
• 423 of 858 LEAs reporting indicated that they had a “systematic program of identification and intervention with students showing signs of problems with substances and/or violence.”
Source: Safe and Healthy Kids Annual Report 2004-05
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Referral Sources
• Teacher Referral 41%• Self-Referral 29%• Counselor Referral 23%• Parent Referral 7%
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Survey of SAP shows
Issues do California High School SAPs Address:• Alcohol and Other Drug Use (92%)• Mental Health Issues (92%)• Academic Performance (92%)• Violence/Bullying (89%)• Attendance (86%)
Source: High Risk Users Report
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Reducing abuse may significantly improvethe learning environment for all students
9% of 9th-graders, identified as high risk users of AOD are responsible for:
• 21% of school fighting,• 24%-27% of school vandalism, D/F’s, and chronic
truancy (once a month or more),• 34% of weapons possession.18% of 9th-graders, identified as high risk users of AOD
are responsible for:• About 30% of fighting and vandalism.• About 40% of chronic truancy, D/F’s, and weapons
possession.
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AOD as a “calling card”
High Rate Underage Users are more likely to also exhibit problem behaviors in the areas of:
• ATTENDANCE• ACADEMIC ACHIEVEMENT• DISCIPLINE/BEHAVIOR• MENTAL HEALTH
Strengthening an SAP
If you hear the answer “no”, then you called the wrong office.
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Prevention for all, some, and one student/family at a time
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With respect to substance abuse, prevention can be concretely defined as all services provided prior to a specific diagnosis of abuse or dependence –
treatment comes after.
Continuum of Care Protractor
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IOM Prevention Services Populations: Quick Look and WHY IOM MATTERS
Type of Prevention
Definition
Universal General population
Selected people who are selected because they have increased risk for developing a problem.
Indicated people who have some sign or symptom of an impending problem, though not yet to a level that requires treatment.
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The Standard 6
CSAP Prevention Strategies• 1. Information Dissemination• 2. Prevention Education• 3. Alternative Activities• 4. Community-Based Processes• 5. Environmental Approaches• 6. Problem Identification and Referral
Center for Substance Abuse Prevention, 1993. Prevention Primer
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CSAP SixStrategy Definition Examples
Information Dissemination One way BrochureHealth faire
Education Two way Curriculum
Alternatives Activity Peer Programs
Community-based Processes
Collaboration Coalitions
Environmental Setting, Conditions
Policy, Laws, Access
Problem ID and Referral Individual 1X1 Help
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Connecting the Tools• One Dart board: Continuum of
Services - the Big Picture• Three Circles: IOM prevention
populations: universal, selected and indicated
• Six Darts: Six Prevention Strategies: Alternatives, Environmental, Information Dissemination, Education, Community-based Processes, Problem Identification and Referral
• Many Scores and Systems: Cal OMS Prevention, Evaluation of County, School, Grant Programs
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Resilience and Assets = School Connectedness
• Caring Relationships – supportive connections with others who serve as pro-social models and support healthy development.
• High Expectations – direct and indirect messages that students can and will succeed.
• Opportunities for Meaningful Involvement relevant, engaging, and interesting activities. including opportunities for responsibility and contribution.
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IOM and SAP ComponentsComprehensive SAP = Evidence-based Process
• Universal – School Board Policy– Staff Development– Integration with Other School-based Programs– Cooperation and Collaboration Communitywide– Classroom Curriculum and School-wide Events– Crisis Team Response
• Selected– Educational Student Support Groups– Parenting Workshops
• Indicated– Internal Referral Process and Services– Individualized Family Conferences and Family Action Planning – Suicide Prevention and Intervention
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Underage Binge Drinking Sample
IOM Population
Strategy Practice/Process
Universal Information Dissemination
Posters educating youth on definition and impact of binge drinking for males and females
Universal Environmental Youth Development through FNL: campaign to discontinue alcohol advertising at local sporting events
Selected Prevention Education
School-based support groups for Children/Youth impacted by ATOD
Selected Alternatives FNL activities before and after sporting events, New Years
Indicated Problem ID and Referral
Student Assistance Programs Screening/Brief Intervention
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Preventing Violence Sample
IOM Population
Strategy Practice/Process
Universal Information Dissemination
Posters educating youth on school policy and availability of support
Universal Environmental Youth Development through Peer Education and Helping Programs: Conflict Mediators
Selected Prevention EducationAlternatives
School-based support groups and activities for Children/Youth impacted by violence or needing educational intervention
Indicated Problem ID and Referral
Victims of bullying receive individualized support
Indicated Problem ID and Referral
SAP Screening Brief Intervention with suspended youth
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Exit Test Support Sample
IOM Population
Strategy Practice/Process
Universal Information Dissemination
Availability of tests and support
Universal Environmental Creating a social norm that supports passing for all students
Selected Prevention Education
Specialized education for students struggling with writing or math
Selected Alternatives Incentives for coming to after-school and summer programs
Indicated Problem ID and Referral
SAP Screening/Brief Intervention to identify and remove barriers to learning
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Slow down to go fast.
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Indicated Prevention for individuals
Prevention
the
size
of
one
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Indicated Prevention Linkages
NeedsOf school,community
ServicesAvailablein schools,
communities
Internal Student/Family Strengths, Assets, Needs, Resources
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Basic SAP Process
STUDENTStrengths
NeedsResources
FAMILYStrengths
NeedsResources
SCHOOLServices
COMMUNITYServices
COUNTYSTATE
COUNTRYWORLD
Plan
????
Referral
Concern Identified
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Peers and Family
STUDENTStrengths
NeedsResources
FAMILYStrengths
NeedsResources
SCHOOLServices
COMMUNITYServices
COUNTYSTATE
COUNTRYWORLD
Plan
Engage with the Individual StudentIndividualized Service using Peer SupportInvite Family Participation and Partnership
Plan is based on self determination with support from every system
Referral
Concern Identified
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On a scale of 0 to 10, how important is it for you to change ____________________?
0 _________________________10
• Answer is: 5• Why are you at a 5 and not 0?
The answer to that question is their reason for change.
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Appreciative Inquiry
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Maintaining SAP
Relationships last longer than the
money.
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SAP Design
• SAP provides an “umbrella” of prevention, identification, screening, intervention and support strategies within a school, often in collaboration with a community support network.
Three Structures:• External• Internal• Combination
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Continuum of CollaborationWhat does it take to be on the
team?
One school
District-wide
Networking with other systems
CBO Agency
Cooperating between systems
Empowering students & parents as full partners
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Sustainable Designs
• Internal: – San Juan School District, Sacramento – Poway School District, Southern California
• External:– Watsonville: Linda Perez
• Combination: – Desert Sands Unified School District– Murrieta Unified School District
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Funding: Today and Tomorrow
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Stages of CollaborationStages of Collaboration
CompetitionSchool staff view prevention program
as another pressure to their day
Networking/Cooperation
Cooperation/Coordination
Coalition
Collaboration/Partnership
InitiatingPrevention program presented in
classroom by prevention staff with school staff observation or assistance
Nurturing
School staff trained in prevention programSchool staff implements program
Continuous dialogue and support between school and prevention staff
Alliance built between school and prevention
Staff School begins to see prevention program as integral part of school
Prevention services considered part of school’s LEAP, mission, or strategy plan
Staff informed, aware, and supportive of servicesSchool assists in securing funds for prevention
services
Sustaining
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Listening = TA on Demand
• Listening to our “consumers”• Linking with families, friends• Looking for talent among our peers• Letting our imagination lead the way• Laying it on the line: ways to say what is real
and still keep your job• Letting other people know - you know you
don’t know and are open to learning
