Drug prevention programs for elementary schools

It results in avoidance of, or reductions in, alcohol use among participating youth. SFP uses family systems and cognitive-behavioral approaches to increase resilience and reduce risk factors. SFP offers incentives for attendance, good behavior in children, and homework completion to increase program recruitment and participation. The program is delivered within parent, youth, and family sessions using narrated videos that portray typical youth and parent situations. Sessions are highly interactive and include role-playing, discussions, learning games, and family projects.

The basic program is delivered over 7 weeks, usually in the evenings. Four optional booster sessions can to be held 3 to 12 months after the basic sessions. Bringing parents and youth together in SFP 10—14 has been particularly effective in achieving goals. Program instructions are in English; posters, handouts, and scripts for role plays are available in both Spanish and English.

It is based on the premises that conflicts cannot be suppressed or denied. That conflicts may have positive or negative consequences, depending on how they are managed. The program serves as a vital component in an overall strategy to reduce violence in schools.

It also enhances academic learning and achievement. Now translated into Spanish, Peacemakers is used in the United States, Canada, and many other parts of the world. It addresses behavioral risks associated with substance abuse among employees, their coworkers and, indirectly, their families. It increases employee help-seeking for and supervisor responsiveness to, troubled workers, enhance the work climate, and reduce problem drinking.

The training consists of six modules and is conducted across two 4-hour sessions with a company or business any size. Larger companies generally require multiple training sessions. Team Awareness is highly interactive and uses group discussion, communication exercises, a board game, role play, and self-assessments. Modules cover policy ownership, enabling, stress management, listening skills, and peer referral. Developed for use with students in kindergarten through 12th grade, TGFD has a curriculum for each grade level.

Students have many opportunities to participate and receive recognition for involvement. TGFD also impacts students through a family component used in each grade level. This is one of the promising alternatives to D. TGFV helps students in grades K—12 learn the skills they need to get along peacefully with others. Too Good for Violence is a universal prevention program for all students.

It was developed by integrating cognitive and behavioral interventions with traditional child abuse therapies. TF-CBT can be provided to children 3 to 18 years old, and their parents, by trained mental health professionals. It can be used in a variety of situations. It does to all employees at a workplace, using health screening, followup, and worksite- health promotion programs. The Wellness Outreach program is based on five principles.

Worksites that have used the program report major reductions in disease care costs. Skip to content Alternatives to D. Unfortunately, recent reports that D.

The alternative model programs follow. It seeks to strengthen the bonds between adults and youth and provide opportunities for positive community involvement. Specifically, the program aims to: Increase knowledge of health and substance abuse and foster healthy behavior toward drug use.

Improve school bonding, academic performance, school attendance, and behavior and attitudes toward school. Strengthen relationships with adults and peers. Enhance problem-solving and decisionmaking skills. It develops personal, social, and emotional skills in children 3 to 8 years old.

That includes substance use, violence, and premature sexual activity. To do so, it fosters the development of positive personal characteristics. It works to strengthen five specific qualities that are vital to achieving preventive effects: Developing positive ideals and future aspirations. Establishing positive norms.

Building strong personal commitments. Promoting bonding with school and community organizations. Promoting positive parental attentiveness. It uses team-centered dynamics, positive peer pressure, and role modeling to reduce the use of: Anabolic steroids Alcohol and other drugs Performance-enhancing supplements ATLAS is delivered to school sports team, with instruction led by student athlete peers and facilitated by coaches.

Promotes healthier choices among young adults. Provides important information and coping skills for risk reduction. The program includes Regular surveys of youths returning from a night of drinking. These include anonymous blood alcohol concentration BAC breath tests. Strong media advocacy programs which use information from the surveys to mobilize the community to action.

It targets: Conduct problems. Associations with anti-social peers. Early substance use. Problematic family relations. It operates on three levels to: Build resiliency in the child Strengthen families Make neighborhoods safer for children and their families The program brings together key stakeholders in a community or neighborhood schools, law enforcement, social services, and health agencies under one umbrella and provides case managers to work daily with high-risk children.

The purpose of these efforts is to: Correct misperceptions, increase knowledge, and change attitudes about alcohol and drug use behaviors among undergraduate students. Change policies and practices related to alcohol and drug use and abuse among campus fraternity and sorority chapters.

Change faculty, administration, parental, community, and policymaker perceptions to prevent perpetuation of alcohol and drug myths. Increase restrictions on alcohol availability and monitor on- and off-campus distribution and consumption.

The goal is to promote: School bonding: students commitment to, and engagement in, their school. Students interpersonal skills and commitment to positive values. Classroom and school-wide climate of safety, respect, caring, and helpfulness. A program for youth in grades 9 through 12, Class Action— Delays the onset of alcohol use Reduces use among youth who have already tried alcohol Limits the number of alcohol-related problems experienced by young drinkers Based on the social influences theory of behavior change, the Class Action curriculum uses interactive, peer-led sessions to discuss and debate the consequences of substance abuse.

The program helps children to: Learn about child sexual abuse as well as healthy sexuality Therapeutically process traumatic memories Overcome problematic thoughts, feelings, and behaviors Develop effective coping and body safety skills The program emphasizes the support and involvement of nonoffending parents or primary caretakers and encourages effective parent-child communication.

The program results in— Actual reduction in work and family stressors Increased use of social support Changes in the meaning of stressful events Less reliance on avoidance coping strategies Increased use of a wider range of stress management approaches Prevention or reduction of alcohol and drug use Prevention or reduction of psychological symptoms such as depression and anxiety Recognition Model Program: SAMHSA Creating Lasting Family Connections CLFC Creating Lasting Family Connections CLFC is a comprehensive family strengthening, substance abuse, and violence prevention curriculum.

Interventions include: Child social skills training and strategic peer involvement. Reading and math instruction and educational enrichment activities. Parent education and skills training. Family support, consultation, and brief interventions to cope with stress.

Proactive parent-school consultation. Contingency management of aggressive, disruptive, and noncompliant behavior. These attributes and skills enable youth to resistl forces that encourage early substance use.

Enhanced family functioning. Prevention of school failure. Prevention of substance abuse by any family members. Reduced stress from daily life situations for family members. These outcomes reduce substance abuse, delinquency, and school failure. That can influence adolescent substance use, including: Adult supervision and support. Rule-setting and monitoring. Family communication, attachment, and time together. Education encouragement. Substance availability. Peer attitudes and media orientation toward substance use.

The program: Reaches the mainstream of workers through health promotion. Raises awareness of the benefits of healthful practices and the hazards of using alcohol, tobacco, and drug misuse. Teaches employees specific techniques for improving health and reducing use of alcohol, tobacco, and illegal drugs Uses videos to raise self-efficacy and provide models for healthful practices.

Become independent, responsible, and confident, ready for school and ready for life. Learn to plan and do activities Gain knowledge and skills in important content areas. Facilitate the development of risk assessment, decision-making, and resistance skills.

Program components include: Resiliency Groups held at least weekly during the school day. Alternative Adventure Activities that include ropes courses, white water kayaking, camping, and hiking trips. Community Service in which participants are active in a number of community- and school-focused projects. The three components each focus on a different set of skills: Drug Resistance Skills enable young people challenge misconceptions about substance use. And also deal with peers and media pressure to engage in substance use.

Personal Self-Management Skills help students to examine their self-image and its effects on behavior,. To set goals and keep track of personal progress. Toidentify everyday decisions and how they may be influenced by others.

And to analyze problem situations,and consider the consequences of alternative solutions. General Social Skills give students skills to overcome shyness, communicate effectively and avoid misunderstandings. To use both verbal and nonverbal assertiveness skills to make or refuse requests. And to recognize that they have choices other than aggression or passivity. The goal is to develop in young adolescents: Essential social and emotional competencies.

Good citizenship skills. Strong, positive character. Skills and attitudes consistent with a drug-free lifestyle. An ethic of service to others within a caring and consistent environment. Itt assesses and intervenes with the— Adolescent and parent s individually. Family as an interacting system. The primary goals of MST are to: Reduce youth criminal activity.

Reduce antisocial behavior, including substance abuse. Achieve these outcomes at a cost savings by decreasing incarceration and out-of-home placement rates. MST addresses these factors in an individualized, comprehensive, and integrated manner. The program trains youth in Self-management and stimulus control.

Social skills and social influence. Stress management. Relapse prevention. Techniques to manage nicotine withdrawal. Weight management. Peer pressure. NFP is designed to improve five broad domains of family functioning: Health physical and mental.

Home and neighborhood environment. Family and friend support. Parental roles. Major life events e. Improves parenting skills.

Enhances family communication. Develops mutual support. Increases parental supervision and appropriate discipline of their children. Social competence. Positive peer relations. Interpersonal problem-solving skills. For students , Positive Action improves: Self-concept. Academic achievement and learning skills. Physical and mental health. PATHS is a comprehensive program for promoting emotional health and social skills.

The program also focuses on reducing aggression and behavior problems in elementary school children, while enhancing the educational process in the classroom. Mark T. Greenberg, Ph. This universal school-based intervention for grades one through six seeks to reduce childhood risks for delinquency and drug abuse by enhancing protective factors. This universal evidence-based program offers seven two hour sessions, each attended by youth and their parents, and is designed to help families to have better communication skills, teach peer pressure skills and prevent teen substance abuse.

It has been conducted through partnerships that include state university researchers, cooperative extension staff, local schools, and other community organizations. Loop Dr. National Institutes of Health. Operation Prevention lessons and materials are available online at www. The education resources seamlessly integrate into classroom instruction and out-of-school learning environments. The resources include downloadable digital lesson bundles for elementary school, middle school and high school.

Each digital lesson bundle includes an interactive PowerPoint presentation and educator guide outlining the program step-by-step, enabling the facilitator to customize the lessons as needed. The resources also include a webinar explaining the program and how to implement it. In addition to the digital lesson bundles, Operation Prevention provides a parent toolkit with information and tips to start family discussions and includes additional information on the warning signs of prescription opioid misuse and a guide to prevention and intervention empowering families to reach out.

The selection process involves communities attempting to match effective research-driven programs to their needs. This is often achieved through a structured review of existing programs to determine gaps. This information can then be included in the community plan that guides new program selection. You can overcome any struggle — including your substance abuse problem - if you have the right help from qualified professionals. Give yourself the freedom of recovery by turning things around today.

Despite the widely-recognized failure of early substance use interventions like DARE, these programs are effective — provided they are driven by evidence-based practices.

These evidence-based programs are delivered to students at the first-grade level to deter later onset of aggressive behavior, violence, and substance use disorders. They are also used to improve academic performance. The Caring school community initiative works to address risk and protective factors among elementary school children.

It is designed for both family and school settings. LST is designed for middle school students. It aims to address various protective and risk factors by educating students on general personal and social skills, along with drug resistance methodologies. The program has since been expanded to cover elementary and high school students. The elementary school version introduces students to life skills training , while the high school program aims to reinforce the gains attained in middle school.

Formerly known as Preparing for the Drug-Free Years , this evidence-based prevention program is designed to equip parents with the knowledge and skills to reduce risk factors and strengthen family bonds. Parents learn family interaction and involvement skills, how to set clear expectations, behavioral evaluation, maintaining discipline, and other bonding approaches.

SFA is a universally available commercial life skills education program for middle school students. It focuses on imparting skills that improve personal responsibility and mental health, decision-making, communication, asserting rights, and resisting social influences. The program also educates learners on drug use and its consequences.

Project Star is a community-based drug use prevention initiative designed for parents, schools, the media, community organizations, and health policymakers. The school aspect of this program targets social influence and is incorporated into classroom sessions by trained teachers over a two-year period.