Student Assistance Programs: History

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Student Assistance Programs History How
they Succeed

• Presented by
• Rob Vincent, Director
• True North--Student Assistance Treatment
  Services, ESD113
• Sis Wenger, Exec Director
• National Association four Children of Alcoholics

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Student Assistance Program History

• Student Assistance Programs have their beginnings
  rooted in Employee Assistance Programs that
  started in the middle of 1970s to address the
  growing concern with substance abuse problems in
  young people.
• Some of the early pioneers include
• Jim Crowley, Community Intervention, Inc 1975
• Ellen Morehouse, Student Assistance Services NY
  1977
• Gary Anderson, DePaul Heath Systems, WI 1978
• Ken Winters, University of Minnesota 1985
• Paul Moberg, University of Wisconsin 1985
• Partnership to implement statewide SAP services
  by the 9 ESD directors, OSPI and DASA, WA State
  1988

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Student Assistance Program History

• Early programs initially dealt with prevention
  and intervention for substance abuse problems.
• Programs today in many cases focus more widely
  and incorporate issues that affect student
  achievement and a supportive learning environment
  related to substance abuse and dependency.
• Most programs deploy a professional to provide
  identification referral, screening/assessment
  and various types of support groups or continuing
  care.
• Early programs had intensive training components
  (5 day) to aid in the development of school staff
  to create support, in recent years competition
  for time has reduced teaching staff availability.

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What is a Student Assistance Program?

• Student Assistance Programs typically provide a
  comprehensive model for the delivery of K-12
  prevention and intervention support services
• Student Assistance Programs often utilize a
  systems approach of effective practices,
  principals, and strategies to respond to student
  issues and challenges related to substance abuse
  and violence.
• Student Assistance Programs in partnership with
  parents, students, school resource officers, and
  community agencies seek to remove barriers that
  impede student success.

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Student Assistance Programs are grounded in
Research!!!

• Prevention Principles and strategies
• SA programming based on need
• Choosing a SAP model the fits the need
• Mapping the programgoals, objectives,
  activities, evaluation

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High School Groups of Students with Low Substance
Use and Violent/Delinquent Behavior Have Higher
Academic Achievement
Math
Reading
Q4. Very Above Average Q3. Above Average Q2.
Below Average Q1. Very Below Average3
Groups of high school students with low levels of
substance use scored an average of 33 points
higher on math and groups with low
violent/delinquent behavior scored 31 points
higher on reading on the ITBS than groups with
moderate levels of these behaviors. Moderate
refers to 1-2 violent or delinquent acts in the
past year or having tried alcohol or drugs in the
past month.
Level of Achievement (ITBS)
National Average
Moderate Low
Moderate Low
Degree of Substance Use Behavior
Degree of Violent/Delinquent Behavior
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Middle School Groups of Students with Low
Violence/Delinquency and Substance Use (Attitudes
and Behaviors) Have Higher Academic Achievement
Groups of middle school students with low
involvement in substance use and
violence/delinquency scored an average of 53
points higher on math, 24 points higher on
reading, and 53 points higher on writing on the
WASL than groups with moderate involvement. Moder
ate refers to engaging in 1-2 violent or
delinquent acts in the past year, having ever
tried alcohol or drugs, and endorsing attitudes
favorable to both substance use and
violence/delinquency.
Math
Reading
Writing
Meet Standard Below Standard Very Below
Standard
State Standard
Level of Achievement (WASL)
Moderate Low Moderate
Low Moderate Low
Degree of Violence/Delinquency and Substance Use
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Basic Functions (Milgram 1989)

• Early Identification of problems
• Screening/Assessment
• Intervention
• Referral
• Support Groups
• Case-Management

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Three Types of Prevention

• The Institute of Medicinethe IOMhas
  conceptualized prevention using three categories

• Universalthe target population
• Selectivethe target population is a high-risk
  group.
• Indicatedthe target population is high-risk
  individuals.

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The Intervention Spectrum for Behavioral
Disorders
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Source Mrazek, P.J. and Haggerty, R.J. (eds.),
Reducing Risks for Mental Disorders, Institute of
Medicine, Washington, DC National Academy
Press, 1994.
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What makes a good program?

• School systems perform a dual function,
  reflecting both community values and attitudes.
  They also have an ideal opportunity to help with
  the implementation of a system of care for
  adolescents (Andersen 1987).
• The School setting is the most practical within
  which to implement prevention and intervention
  programs because of the opportunity to observe
  student behavior (Carlson, 1994)
• Elementary and Secondary approaches
• Why programs succeed and fail

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Creating a Supportive Learning Environment starts
with

• The recognition that the district has a
  responsibility to create and maintain a safe,
  civil, and inclusive environment for learning
  and teaching.
• Acknowledgement and agreement of this by all
  members of the educational team is essential to
  enhancing academic achievement and increasing
  student outcomes.

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Components of a School-Based Prevention and
Intervention Programs
School policies procedures
Physical plant safety, security appearance
regularly assessed

• Partnerships with
• Parents families
• Students
• Law Enforcement
• Fire Departments
• Emergency Medical Services (EMS)
• Emergency Management agencies
• Social services/mental health agencies

Climate of caring, respect, and support is
maintained
Successful Schools
Everyone knows their role in prevention,
intervention, crisis management, and recovery
activities
At Large
Everyone has been trained and is working toward
continuous improvement of the plan.
Financial and staff resources prioritize PI
Successful Students
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Components of a Student Assistance Program

• Policy development and ongoing revision
• Foundation for program success
• Policies and practices which are congruent and
  connected to federal and state laws
• A comprehensive plan and logic model containing
  programs and services aimed at appropriate target
  populations,
• Joint development and alignment of plans with the
  community
• A framework for prevention, intervention,
  chemical dependency treatment

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Components of a Student Assistance Program

• Staff Development
• Identify training needs
• Successful approaches to training
• Staff development should train and empower
  individual school building planning teams to
  implement programs and provide awareness to
  students regarding services.
• Employee Assistance Programs

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Components of a Student Assistance Program

• Referral Process
• Receiving referrals from within the school and
  from the community
• Referral pathways Analysis
• Confidentiality and student data systems
• County and Community Leaders should be included
  in training and planning activities.
• The goal is to make certain that community
  awareness activities and programs complement each
  other and emphasize the understanding of
  complementary program development and
  implementation

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Components of a Student Assistance Program

• Problem Solving and case Management
• Core Team development/problem solving
  teamsfunctions roles, etc
• Intervention process
• Keeping statistical data on program activity and
  students
• Conduct trends analyst

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Components of a Student Assistance Program

• Program awareness
• Marketing the program
• School/Community advisory membership
• Your availability as a professional

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WEB of Influence

• A life domain cannot be viewed as static they
  all affect the individual and are affected by the
  individuals perceptions and interactions with
  others.

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SAMHSA Categories

• Problem Identification Referral
• Student Assistance Programs (Referral and Problem
  solving/case management components)
• Employee Assistance Program
• Intervention programs associated with
  disciplinary offenses, juvenile court complaints,
  or DUI convictions
• Community Capacity-building
• School-Community team training
• Systematic community planning
• Multi-agency coordination and collaboration
• Community Norms and Policies
• Establishing and periodically reviewing schools
  polic8ies pertaining to violence, alcohol,
  tobacco and other drug use
• Zero tolerance policies used by school, law
  enforcement, and juvenile court
• Modifying alcohol and tobacco advertising
  practices
• Merchant and vendor training to prevent underage
  access to alcohol

• Information Dissemination
• Clearinghouse/information resource centers
• Resource directories
• Media campaigns public service announcements
• Brochures
• Speakers Bureaus radio/TV appearances
• Information lines
• Education
• Classroom and/or small group sessions
• Peer leader/helper programs (peer conflict
  mediation programs)
• Bullying programs
• Education support groups for children of
  substance abusers, other at high risk of use,
  suicide, violence, etc.
• Parenting and family management classes
• Alternatives
• Drug-Free dances and parties (Operation
  Program/Graduation)
• Youth/adult leadership activities
• After-school programs
• Community recreation and drop-in centers
  (Boys/Girls Clubs)

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SAP resources

• www.nasap.org
• www.communityintervention.org
• www.nacoa.org
• www.recoveryschools.org
• www.prponline.net
• www.chestnut.org
• www.esd113.k12.wa.us

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Questions?