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“SPF’ing” with existing prevention efforts. Julie Hynes, MA, CPS 20 th Annual KYCPG Educational & Awareness Conference February 10, 2017 PROBLEM GAMBLING

SPF'ing Your Prevention Programs for Problem Gambling

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Page 1: SPF'ing Your Prevention Programs for Problem Gambling

“SPF’ing”with existing prevention efforts.

Julie Hynes, MA, CPS20th Annual KYCPG

Educational & Awareness ConferenceFebruary 10, 2017

PROBLEM GAMBLING

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All slides and resource materials are at:www.preventionlane.org/kentucky

First Thing First:

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Objectives:

• Identify common risk and protective factors for prevention of problem behaviors

• Discuss using Strategic Prevention Framework in efforts

• Gain practical tools to bring back for use with target population(s)

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Let’s be real.

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What are some of the Key Challenges in your work?

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Besides funding.

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Besides time.

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Limited research

Lack of support

Industry

Always something elsenew to do

Common challenges:

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Why Problem Gambling?

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our work.

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factors.

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Resi

lienc

y Th

eory

ADVERSE CHILDHOOD EXPERIENCES (ACE)

40 DEVELOPMENTAL ASSETS

SOCIAL DEVELOPMENT STRATEGY

PROMOTIVE FACTORS

Risk & Protective Factor Theory

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Risk Factors for Adolescent Problem Behavior

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Recognized Problem Behaviors • Substance abuse• Violence • Delinquency• Teenage pregnancy• School dropout• Depression & Anxiety Problem gambling??

– Apparently similar risk factors– Very high co-occurrence between problem gambling & other

problem behaviors, especially alcohol/substance abuse

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Protective Factors

• Protective factor: a characteristic associated with a lower likelihood of problem outcomes or that reduces the negative impact of a risk f actor on problem outcomes

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check it out.

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)

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Prevention in action.

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Using SPF

2. Capacity Building

3. Planning

1. Assessing4.

Implementing

5. Evaluating

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Using SPF

2. Capacity Building

3. Planning

1. Assessing4.

Implementing

5. Evaluating

1. Assessing

- Risk & protective factors

- Existing resources / gaps

- Readiness?

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Schools: Is there a need?

Source: http://oregon.pridesurveys.com

(Yikes)

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Using SPF

2. Capacity Building

3. Planning

1. Assessing4.

Implementing

5. Evaluating

2. Capacity Building

- What resources do we have?

- Who are our stakeholders?

- How do we get their buy-in?

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REALISTIC FOCUS: Integration. Why?

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Realistic focus: Integration1. Making evidence-based connections2. Increasing awareness3. Adding PG to existing curricula

- May have added focus on brain dev. & tech.4. Implementing systems level work

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2. Capacity Building

Using SPF

2. Capacity Building

1. Assessing4.

Implementing

5. Evaluating

3. Planning

- What 1-2 risk & protective factors are

most important to address?

- Do we have existing tools?

- Is this thing feasible?

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Awareness.Training.Technical Assistance.

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2. Capacity Building

Using SPF

2. Capacity Building

3. Planning

1. Assessing4.

Implementing

5. Evaluating

4. Implementing

- Can we do this while maintaining

fidelity?

- Are we evaluating this initiative?

- Can we keep this going?

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• Examples (policy)

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Using SPF

2. Capacity Building

3. Planning

1. Assessing4.

Implementing

5. Evaluating

- Have we done what we said we were

going to do?

- Were the “right” strategies

addressed?

- What can we do to improve?

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Partnering with schools: Tips• “How can we help?” approach• Partnering with any ally

– e.g., kid’s friend’s mom is assistant principal)• Tapping into community parenting programs

– e.g., Strengthening Families• Integrating with selective prevention programs

– e.g., Reconnecting Youth• Considering timing

– not September or months during testing

CSAP: Info dissemination, policy, community process, education, ID & referral (possibly alternative activities)

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Higher Ed Partnerships: Tips• Know what you want• Find whatever allies you can• Go with a “how we can help you” approach• Set realistic expectations• Integrate wherever possible• Don’t overcomplicate it (contracts = bureaucracy)• Try to get questions on counseling/health center assessments• If you can, do a needs assessment survey

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Taking the plunge

It doesn’t need to be complicated; infusing problem gambling language within the context of the curriculum/ eval can easily meet fidelity requirements

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www.preventionlane.org

Thank You! Let’s stay connected.

Connect :Connect :

[email protected]@uoregon.edu | @HynesUOUniversity of Oregon

@preventionlane

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