Crea%ng a Preven%on-‐Oriented Campus to Ensure Overall Student Wellness Rhonda DiNovo, Director Substance Abuse Preven%on and Educa%on
The Office of Substance Abuse Preven5on and Educa5on: Crea&ng a diverse campus environment that engages students in healthy, low-‐risk behaviors related to the use of alcohol and other drugs through environmental strategies and prac&ces
Today’s Learning Objec%ves Par%cipants will discuss the following: • What is substance abuse and what does it look like on our campus? • What is Substance Abuse Preven%on and why is it important? • What is a Preven%on-‐Oriented Campus? • What are Environmental Preven%on Strategies and how do they differ from Individual Preven%on Programming? • What are Preven%on Processes and Ins%tu%onaliza%on? • How do we integrate a porOolio of Preven%on Strategies across mul%ple campus sePngs to create a Preven%on-‐Oriented Campus?
What are the consequences of high-‐risk drinking on college campuses?
Excessive and underage drinking affects virtually all college campuses, college communi%es, and college students, whether they choose to drink or not.
What is Substance Abuse Preven%on?
• Educa%on vs. Preven%on • History of Preven%on • Levels of Preven%on • Levels of Interven%on • Principles of Preven%on
Why is Substance Abuse Preven%on important?
The Strategic Preven%on Framework: A Model for Crea%ng a Preven%on-‐Oriented Campus The Strategic Preven%on Framework process enables our campus to: • Plan and develop substance abuse preven5on infrastructure • Implement effec%ve preven%on strategies • Achieve popula%on level outcomes
Crea%ng a Preven%on-‐Oriented Campus The Preven%on Oriented Campus has a porOolio of strategies and prac%ces that include a variety of: ü Environmental Strategies ü Programming ü Processes ü Ins%tu%onaliza%on
What are Environmental Preven%on Strategies and how do they differ from Individual Preven%on Programming?
Environmental Preven%on Strategies vs. Individual Preven%on Programming
Environmental Strategies
Individual Programming
Scale
Community-‐level outcomes
Individual outcomes
Cause
All causes are iden%fied and addressed
Single cause is iden%fied and addressed
Ac%vi%es
Diffused across mul%ple systems
Program staff lead single interven%on
Environmental Prevention Strategies •  Enhancing Access/Reducing Barriers: Improving systems and processes to increase the ease, ability and opportunity to utilize systems and services (assuring health services, transportation, education, safety, cultural and language sensitivity).
Environmental Prevention Strategies •  Changing Consequences (Incentives/Disincentives): Increasing/enhancing protection (e.g. public recognition for best practices or behavior) or decreasing risk through consequences for performing specific behaviors (ie. citations, fines, loss of privileges).
Environmental Prevention Strategies •  Physical Design: Changing the physical design or structure of the environment to reduce risk or enhance protection (e.g., parks, landscapes, signage, lighting, outlet density).
Environmental Prevention Strategies •  Modifying/Changing Policies: Formal change in written procedures, by-laws, proclamations, rules or laws with written documentation and/or voting procedures (e.g., workplace initiatives, law enforcement procedures and practices, public policy actions, systems change within government, communities and organizations).
Environmental Prevention Strategies •  Enhancing Skills: Workshops, seminars or other activities designed to increase the skills of participants, members and staff needed to achieve population level outcomes (e.g., training, technical assistance, distance learning, strategic planning retreats, curricula development).
Environmental Prevention Strategies •  Providing Support: Creating opportunities to support people to participate in activities that reduce risk or enhance protection (e.g., providing alternative activities, mentoring, referrals, support groups or clubs).
Environmental Prevention Strategies •  Providing Information: Educational presentations, workshops and seminars, or other presentations of data (PSAs, brochures, billboards, community meetings, forums, web-based communication).
Encouraging Responsible Decision-‐Making: Policies • Follow the law • Follow the Student Code of Conduct • Sanc%ons for misconduct (alcohol & drugs) • Parent No%fica%on
Encouraging Responsible Decision-‐ Making: Campus Partnerships C o n t
i n u u m o f A l c o h I n t
e r
v e n t
o l
i o n s
Made possible through partnerships between SAPE, Student Conduct, and CHDC
U101 peer lead alcohol class curriculum
Alcohol EDU
Prior to arriving at USC
U101 “Top Ten” presentation
U101 class options for freshmen
Carolina Awareness of Alcohol Policies and Safety (CAAPS) workshop
Students Taking Initiative & Responsibility (STIR) and E-chug/E-toke
“Redefining…” 6-week group counseling through CHDC
Referral to off campus community agency
1st alcohol offense
2nd alcohol or 1st alcohol with fighting or damage
Hospitalization for alcohol/drugs, DUI, failed drug screen
Repeated severe offenses
What are Preven%on Processes? Preven%on Processes: • Partnerships • Collabora%on • Planning • Coordina%on
• Vision: A caring community united for a safer Carolina • Mission: To create a campus-‐community environment that promotes healthy and safe behaviors among faculty, staff, students, and community organiza%ons
• Purpose: To build capacity and to perform ongoing assessment, planning, implementa%on, and evalua%on of substance abuse preven%on strategies, and to make recommenda%ons for policy change • Goal: To contribute to the overall reduc%on of high risk substance use and its consequences at the University of South Carolina
What is Preven%on Ins%tu%onaliza%on?
Preven%on Ins%tu%onaliza%on • University commitment of resources and leadership to preven%on issues • Policy Development and Enforcement
Ques5ons & Answers SAPE Contact Informa%on Phone-‐ (803)-‐777-‐3933 E-‐mail-‐ sape@sc.edu Follow us on Facebook at-‐ SAPE at USC