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“SPF’ing”with existing prevention efforts.
Julie Hynes, MA, CPS20th Annual KYCPG
Educational & Awareness ConferenceFebruary 10, 2017
PROBLEM GAMBLING
All slides and resource materials are at:www.preventionlane.org/kentucky
First Thing First:
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)
Let’s be real.
What are some of the Key Challenges in your work?
Besides funding.
Besides time.
Limited research
Lack of support
Industry
Always something elsenew to do
Common challenges:
Why Problem Gambling?
our work.
factors.
Resi
lienc
y Th
eory
ADVERSE CHILDHOOD EXPERIENCES (ACE)
40 DEVELOPMENTAL ASSETS
SOCIAL DEVELOPMENT STRATEGY
PROMOTIVE FACTORS
Risk & Protective Factor Theory
Risk Factors for Adolescent Problem Behavior
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
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
check it out.
)
Prevention in action.
Using SPF
2. Capacity Building
3. Planning
1. Assessing4.
Implementing
5. Evaluating
Using SPF
2. Capacity Building
3. Planning
1. Assessing4.
Implementing
5. Evaluating
1. Assessing
- Risk & protective factors
- Existing resources / gaps
- Readiness?
Schools: Is there a need?
Source: http://oregon.pridesurveys.com
(Yikes)
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?
REALISTIC FOCUS: Integration. Why?
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
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?
Awareness.Training.Technical Assistance.
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?
• Examples (policy)
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?
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)
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
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
www.preventionlane.org
Thank You! Let’s stay connected.
Connect :Connect :
[email protected]@uoregon.edu | @HynesUOUniversity of Oregon
@preventionlane
preventionlane.org
facebook.com/preventionlane
twitter.com/preventionlane
