PSY200 SNHU Prevention Program Presentation Create a small prevention program that could be implemented at a health fair, at a workplace, or in a school. T

PSY200 SNHU Prevention Program Presentation Create a small prevention program that could be implemented at a health fair, at a workplace, or in a school. The goal of this assignment is to articulate the social, biological, and psychological consequences of addictive behaviors to an at-risk population and contextualize issues of addiction in historical and social frameworks.

For this presentation, you will present your complete prevention program.

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The presentation should include 7–10 slides (not counting title slide and references slide) with speaker notes to address the following topics:

Population that is at risk
Addiction and the effects that this addiction has on the individual, family, workplace, and community
A look at the history and social frameworks of this addiction and the at-risk population
Where is the best place to implement this program?
How will you measure success for this prevention program?
Could you apply this prevention program within your real life and community? If so, will you, and if not, why not?

An effective presentation will include:

Dynamic formatting of the slides
Appropriate images, charts, graphs, and so on
Clean bullets points that do not give too much information per slide
Use of the speaker notes section to clearly define the bullets of the slide and provide reference to cited material

View this example prevention program.

For additional details, please refer to the Prevention Program Final Project Guidelines and Rubric document. Cocaine Addiction
among the Youth
Brendon Cronin
Southern New Hampshire University
11/17/
Addiction among the Youth
●Drug abuse and eventual addiction are global public health issues
●Alarming rates of addiction prevalence among youth (Somani & Meghani,
2016)
●Youth are prone to addiction because:
○Perceive drugs as a solution for stress and depression
○Desire to bond
○The difference in family structure
The History of Cocaine Addiction and Impact on Society
●Second most abused recreational drug
●Non-medical use grew between 1890 to 1903
●Popularity was due to the belief that the drug increased productivity
●The abuse began by age twelve by 1990
●Addiction resulted in social ills such as prostitution, violence, and rape
Current Impacts of Cocaine Addiction on Family
●Financial constraints
●Strained relationships
●Impact on the Community
●Insecurity
Current Impacts of Cocaine Addiction at the Workplace
●Decreased productivity
●Lack of focus
●Fatalities and physical injuries
●Poor performance
Reference
●Somani, S. & Meghani, S. R. (2016). Substance abuse
among the youth: a harsh reality. Open access to emergency
medicine, 6(4), 2-4.
PSY 200 Prevention Program Final Project Guidelines and Rubric
Overview
There are two major projects for this course.
Scenario/Case Study: This is a final project (with milestones) in which students will analyze a scenario of an individual dealing with an addiction in order to
explore potential diagnoses that could apply and to articulate a treatment plan for the individual. The goal of this assignment is to understand how addictions
impact the individual, family, community, and/or society.
This assessment will assess your mastery with respect to the following course outcomes:




Evaluate major intervention techniques for their effectiveness in treating addictions
Differentiate between the physiological and psychological effects of mood-altering substances on behaviors and mental processes
Analyze addictive behaviors for their social and psychological effects on the individual, family, community, or society
Differentiate between the biological, environmental, and philosophical perspectives on addiction
Prevention Program: Students will design a small prevention program that could be implemented at a health fair, at a workplace, or in a school. The goal of this
assignment is to articulate the social, biological, and psychological consequences of addictive behaviors to an at-risk population and contextualize issues of
addiction in historical and social frameworks.
This assessment will assess your mastery with respect to the following course outcomes:


Analyze addictive behaviors for their social and psychological effects on the individual, family, community, or society
Identify connections between historical milestones and contemporary approaches to addictions
Prevention Program Prompt
Create a small prevention program that could be implemented at a health fair, at a workplace, or in a school. The goal of this assignment is to articulate the
social, biological, and psychological consequences of addictive behaviors to an at-risk population and contextualize issues of addiction in historical and social
frameworks.
Below are the critical elements that must be addressed in this prevention program. Drawing on the some of the elements from Milestone One, provide a
complete prevention program for an at-risk population.

Identify the population that is at risk that will be the focus of this prevention program.
o Possible populations can include (this is not an all-inclusive list):
i.
Adult
ii.
Senior
iii.
iv.
v.
vi.
vii.
Youth
Adolescent
Workplace
Church member
LGBT

Identify the addiction and the impacts it has on the individual, family, workplace and community.
o Possible addictions can include (this is not an all-inclusive list):
i.
Alcohol
ii.
Drugs
iii.
Gambling
iv.
Tobacco
v.
Internet
o Possible impacts can include (this is not an all-inclusive list):
i.
Family conflict
ii.
Financial issues
iii.
Reduced productivity
iv.
Loss of faith
v.
Reduced reputation and standing in the community
vi.
Legal issues
vii.
Loss of job
viii.
Criminal charges

Describe the history and social frameworks of this addiction and the at-risk population.
o What is currently in place with this at-risk population?
i.
For example: April is alcohol awareness month, and October is violence prevention month.

Where is the best place to implement this program?
o Possible places can include (this is not an all-inclusive list):
i.
School
ii.
Church
iii.
Community center
iv.
Business
v.
Chamber of Commerce

Provide information on the marketing and funding of the program.
o

Possible marketing can include (this is not an all-inclusive list):
i.
Facebook
ii.
Twitter
iii.
News
iv.
Newspaper
v.
Blog
vi.
Company newsletter
How will you evaluate success of this prevention program?
o Surveys
o Questionnaires
o Before and after statistics
View this example prevention program.
Milestones
Prevention Program Milestone One: Short Presentation
In Module Three, you will create a presentation in which you identify the population and addiction that you will be addressing with your prevention program.
This milestone will be graded with the Prevention Program Milestone One Rubric.
Prevention Program Submission: Presentation
In Module Five, you will submit your final presentation, which should outline a small prevention program that could be implemented at a health fair, at a
workplace, or in a school. This submission will be graded with the Final Presentation Rubric.
Final Presentation Rubric
Guidelines for Submission: The presentation should be a PowerPoint presentation to include 7–10 slides (not counting title slide and references slide) with
speaker notes.
Critical Elements
Identify the
Population
Addiction:
Identification
Addiction: Impact
Addiction: History
Addiction: Social
Frameworks
Implementation of
the Program
Exemplary (100%)
Meets “Proficient” criteria and
uses specific, relevant
examples as to why this
population is at risk
Meets “Proficient” criteria and
utilizes specific and relevant
examples on how the addiction
relates to the at-risk population
Meets “Proficient” criteria and
uses specific and relevant
examples to substantiate the
addiction’s impact on the atrisk population
Meets “Proficient” criteria and
uses specific and relevant
examples to relate the
addiction to the at-risk
population
Proficient (85%)
Identifies the at-risk population
that will be the focus of the
prevention program and
discusses why they are at risk
Identifies the addiction that will
be the focus of the prevention
program and relates it to the
at-risk population
Analyzes possible impacts of
the addiction on the at-risk
population. Supports this
analysis with one peerreviewed article
Discusses the history of the
addiction and how it relates to
the at-risk population
Meets “Proficient” criteria and
uses specific and relevant
examples to relate the social
frameworks of the addiction to
the at-risk population
Meets “Proficient” criteria and
provides specific and relevant
examples of why the location
was chosen
Analyzes the social frameworks
of the addiction and relates
them back to the at-risk
population
Discusses where the program
will be implemented and why
this location was chosen
Needs Improvement (55%)
Identifies the at-risk
population, but lacks a mention
of why they are at risk
Not Evident (0%)
Does not identify the at-risk
population
Value
15
Identifies the addiction, but
there are gaps in how this
addiction relates to the at-risk
population
Analysis contains gaps between
the addiction and how it
impacts the at-risk population
OR does not support analysis
with a peer-reviewed article
Discusses the history of the
addiction, but lacks a discussion
of how it relates to the at-risk
population, OR discusses how
the addiction relates to the atrisk population, but does not
provide a history of the
addiction
Analyzes the social frameworks
of the addiction, but analysis
does not relate them back to
the at-risk population
Does not identify the addiction
15
Does not analyze the impacts
of the addiction on the at-risk
population
15
Does not provide a history of
the addiction
15
Does not analyze the social
frameworks of the addiction
10
Discusses where the program
will be implemented, but does
not state why this location was
chosen
Does not discuss where the
program will be implemented
10
Marketing and
Funding for the
Program
Meets “Proficient” criteria and
provides specific and relevant
examples of how to implement
the marketing and funding plan
Develops a marketing and
funding plan for the prevention
of the addiction and discusses
ways to implement this plan
Evaluation of Success
Meets “Proficient” criteria and
uses specific and relevant
examples to support the choice
in evaluation
Develops an evaluation that
will assess the program to
determine if it improved
awareness to the at-risk
population
Submission is free of errors
related to grammar, spelling,
and syntax
Submission has no major errors
related to grammar, spelling,
syntax, or organization
Articulation of
Response
Develops a marketing and
funding plan for the prevention
of the addiction, but does not
discuss ways to implement the
plan
Develops an evaluation that
will assess the program, but the
evaluation does not determine
if the program improved
awareness to the at-risk
population
Submission has major errors
related to grammar, spelling,
syntax, or organization that
negatively impact readability
and articulation of main ideas
Does not develop a marketing
and funding plan for the
prevention program
5
Does not develop an evaluation
of success
10
Submission has critical errors
related to grammar, spelling,
syntax, or organization that
prevent understanding of ideas
5
Total
100%
California State Incentive Grant (SIG)
Sample Prevention Plan Outline
Introduction: The following outline has been developed as a reference document for SIG
Grantees working towards completion of their Prevention Plan which is due to ADP on July 1,
2005. Grantees are not required to use this format; however, this outline is provided
as a resource and as guidance on the information that should be included in the
Prevention Plan. Please note that this outline incorporates the salient information from your
needs and resource assessments and is consistent with the Center for Substance Abuse and
Prevention (CSAP) five-step Strategic Prevention Framework (Appendix I). The outline is
composed of two major components; the Prevention Plan Narrative, and Logic Model.
I. Narrative Description: The Narrative provides the overall description for each of the
major components of your prevention approach to reduce binge drinking and should include
descriptive information about the Logic Model.
A.
Statement of Problem / Needs & Resources Assessment.
Using a community environment approach, describe the basic problem related to bingedrinking among youth and young adults ages 12-25 in your target community. (This should
represent a brief synopsis of the key findings identified in your Needs and Resource
Assessment deliverable).
ƒ What are the key data sources you have accessed to determine community
need (i.e. archival, program, and/or survey data sources)?
• Describe local pre-existing data available and data collected for the
purposes of the SIG project.
• Are there any concerns or issues regarding the quality or availability
of these data sources?
ƒ Describe the principle findings from the Needs and Resource Assessment
that have influenced project direction and choice of environmental
prevention programs and/or strategies.
B.
Planning Process and Identification of Priorities
This section should describe the overall planning process that the Community Partnership
used to select prevention priorities and/or target problematic environments.
• Describe how community members were mobilized during the planning
process.
o How were the Partnership members engaged in the assessment and
interpretation of needs and resource data and the identification of
prevention priorities?
ƒ What criteria were used to establish prevention priorities? Describe the process
for selecting priorities and target environments?
ƒ Define the priority target populations/community sectors (e.g. high school
students, college students, alcohol outlets, neighborhood zone)
SIG Sample Prevention Plan Outline and Logic Model: Final
05_18_05
1
C. Selection of Evidence-Based Environmental Level 3, 4 or 5 Prevention
Programs/Strategies
Describe the chosen evidence-based environmental prevention programs and strategies
selected for each of the targeted populations and/or communities and the rationale for the
selection. There should be a logical link between the community need and the selected
program or strategies and ultimately the proposed outcomes.
ƒ Describe the specific evidence-based programs and/or strategies that have
been selected.
ƒ If the evidence-based programs will be supplemented with other best practices,
describe the changes that are proposed.
ƒ If the evidence-based programs will be modified to apply to your community;
describe how these modifications will be made and how fidelity to the model will
be ensured.
ƒ How do the programs/strategies being proposed relate to the Institute of
Medicine’s (IOM) service categories? Are the interventions chosen considered
Universal, Selective, or Indicated?
ƒ Please address how the strategies are culturally relevant to the target
population/community.
D. Justification for Selection of Non-Evidence-Based Environmental Level 1 or 2
Prevention Programs/Strategies ( See Appendix II)
• Describe need(s) that have been identified through your Needs & Resource
Assessment which cannot be met by a Level 3, 4, or 5 program.
• How will the chosen Level 1 or 2 program(s) or strategies meet the identified
needs?
• Describe findings from efficacy/effectiveness studies conducted on this program
or strategy. Were these findings published in peer-reviewed literature?
• Please address how the proposed program or strategy is culturally appropriate
for the intended population/community?
E. Project Management and Collaboration
Describe the overall collaboration, organization, and management structure that will be used
to successfully implement the project.
ƒ Attach a project organization chart.
ƒ Describe current capacity and challenges for the organization in terms of
implementing the prevention plan.
ƒ Describe volunteer and in-kind participation, as well as training and support
provided to these stakeholders.
ƒ Describe sustainability plans.
F. Project Evaluation
Describe the role of the local evaluator and collaboration between the evaluator and project
stakeholders. If available, describe the preliminary evaluation plan design.
ƒ What measurable change in the proposed problem/need will result by using the
proposed program(s) or strategies?
ƒ Describe how the chosen objectives are measurable and realistic within the
proposed time frame given the project resources.
SIG Sample Prevention Plan Outline and Logic Model: Final
05_18_05
2
II. Sample Logic Model
The Logic Model provides a visual representation of the overall theory of change and predicted short-term, intermediate, and
long-term outcome measures.
State Incentive Grant
Sample Logic Model Format
Identified Problem or Need (supported by data)
GOAL
(or Aim)
RESOURCES
(What do we
have to help
meet our goal?)
STRATEGIES
(What methods
will we use?)
SIG Sample Prevention Plan Outline and Logic Model: Final
CONTRIBUTING FACTORS
(Focus on Environments)
1.___________________________________
2.___________________________________
3.___________________________________
EXPECTED OUTCOMES
(What do we think will happen as a result of our
efforts?)
SHORT- TERM INTERMEDIATE
LONG-TERM
05_18_05
MEASUREMENT
INDICATORS
(Specifically, how
will we know what
happened?)
3
APPENDIX I
Center for Substance Abuse and Prevention (CSAP) Prevention Framework
The central purpose of the Strategic Prevention Framework is to use public health
research findings and apply this knowledge, along with evidence-based prevention
programs that promote mental health and prevent substance abuse, to create healthier
communities. The Framework uses a five-step process known to promote youth
development, reduce risk-taking behaviors, build on assets, and prevent problem
behaviors across the lifespan. The five-steps are:





(1) profile needs and response capacity;
(2) mobilize and build needed capacity;
(3) develop a comprehensive strategic plan;
(4) implement evidence-based prevention programs, policies and strategies; and
(5) evaluate program effectiveness, sustaining what has worked well
The Strategic Prevention Framework is grounded in six key principles:





Prevention is an ordered set of steps along a continuum to promote individual,
family, and community health, prevent mental and behavioral disorders, support
resilience and recovery, and prevent relapse. Prevention activities range from
deterring diseases and behaviors that contribute to them, to delaying the onset of
disease and mitigating the severity of symptoms, to reducing the related
problems in communities. This concept is based on the Institute of Medicine
model that recognizes the importance of a whole spectrum of interventions.
Prevention is prevention is prevention. The common components of effective
prevention for the individual, family or community within a public health model are
the same–whether the focus is on preventing or reducing the effects of cancer,
cardiovascular disease, diabetes, substance abuse or mental illness.
Common risk and protective factors exist for many mental health and substance
use problems. Good prevention focuses on these common risk factors that can
be altered. For example, family conflict, low school readiness, and poor social
skills increase the risk for conduct disorders and depression, which in turn
increase the risk for adolescent substance abuse, delinquency, and violence.
Protective factors such as strong family bonds, social skills, opportunities for
school success, and involvement in community activities can foster resilience
and mitigate the influence of risk factors.
Resilience is built by developing assets in individuals, families, and communities
through evidenced-based health promotion and prevention strategies. For
example, youth who have relationships with caring adults, good schools, and
safe communities develop optimism, good problem-solving skills, and other
assets that enable them to rebound from adversity and go on with life with a
sense of mastery, competence, and hope.
Systems of prevention services work better than service silos. Working together,
researchers and communities have produced a number of highly effective
prevention strategies and programs. Implementing these strategies within a
SIG Sample Prevention Plan Outline and Logic Model: Final
05_18_05
4

broader system of services increases the likelihood of successful, sustained
prevention activities.
Baseline data, common assessment tools, and outcomes shared across service
systems can promote accountability and effective prevention efforts. A Strategic
Prevention Framework can make it easier for federal agencies, states, and
communities to identify common needs and risk factors, adopt assessment tools
to measure and track results, and target outcomes to be achieved.
SIG Sample Prevention Plan Outline and Logic Model: Final
05_18_05
5
Appendix II
Definition of Service Levels (1 through 5)
Evidence-based programs are ones that have been shown through scientific study to
produce consistently positive results. SAMHSA/CSAP has determined that certain
services/practices are …
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