After a community has carefully chosen and planned their prevention strategy, it is then time to implement the prevention program or programs. Implementation is the next step in the SPF process. At this stage it is important to think about the prevention program’s ‘active ingredients,’ or its goals, objectives, timeline, and protocols. It is likely that a program will need to be adapted to fit local conditions so as to be a good match for the cultural norms, values, and beliefs of a community. If an intervention is not seen as relevant to the target population, it is not likely to be effective. However, communities and organizations should be thoughtful and purposeful about the changes they make to their prevention programs. When making cultural adaptations to a program, changes need to be recorded and should not alter the features of the program that are thought to be the key ingredients for change.
When implementing culturally appropriate programs, service providers and planners often have to strike a balance between fidelity to the original program design and cultural adaption.
- Adaptation: Any change a prevention program undergoes in order to meet specific needs. Two types of adaptation include changes to program:
- Content: Making changes or additions to program manuals, tasks, and tools so that the content is more relevant to the target population. In order to be effective these changes should reflect the use of both culturally relevant names, terms, and examples (surface structure) and culturally relevant concepts, themes, and issues (deep structure).
- Delivery: Making changes to the way programs are carried out (e.g., online vs. in the classroom)
- Fidelity: The degree that an implemented prevention program stays ‘true’ to what its designers intended. Fidelity can be described along 4 dimensions:
- Adherence: How much did your program stick to the original design? It is not always possible or even desirable (in the case of cultural adaptations) to administer a program exactly as designed. However, it is important to note any deviations from the design to see if these have impacted your outcomes in some way.
- Dose: How much of the program did your target population receive? This refers to the number of classes or meetings participants actually attended, as well as the length and intensity of the program activities. It is important to keep track of the dose because it is quite possible that participants who attended more activities will show more change than those who left the program early.
- Quality of delivery: In the end, how high was the quality of your program delivery? This refers to the level of staffing and training as well as the resources deployed during program activities. It is possible to follow a program manual precisely but without a focus on the quality of the delivery. This is often the result of poor planning, inadequate training, or lack of enthusiasm on the part of program staff.
- Participant responsiveness: How did your target population respond to the program? A successful prevention program is not only well implemented with a high-level of quality, but it is also relevant to your participants. If your program is not meaningful and useful to your target audience, than even high-quality implementation will result in disappointing outcomes. Therefore, measuring the level of participant engagement is critical to understanding whether a program is effective.
Description: Attendees will become familiar with:
- Introductions and networking
- Discussion of “need of know” and relevance to field work
- 12 Ethical Principles of CSAC Code of Ethics
Description: Upon completion of the presentation, participants will be able to:
- Identify at least three statistical findings that validate the current surge of opioid, stimulant, and marijuana abuse in the US;
- List and describe natural brain neurotransmitters that are mimicked or disrupted by the abuse of external substances;
- Discuss the symptoms of stimulant, opioid, and cannabis use disorder and provide at least four symptoms of their withdrawal syndromes; and
- Name currently employed and developing treatment strategies for opioid, stimulant, and cannabis dependence.
Description: Learning Objectives:
- Recognize the high rates of tobacco use in individuals with behavioral health issues, specifically substance users
- Understand the medical, financial, occupational, and other consequences of tobacco use in individuals with addictions
- Gain increased awareness about the need for integrated tobacco treatment within the behavioral health setting and the barriers which keep smokers with addictions from accessing tobacco treatment. (This can include staff who use tobacco or policies that allow for continued tobacco use in the treatment setting.)
- Become familiar with tools for assessing tobacco use including carbon monoxide measurements, DSM criteria for tobacco use disorder and withdrawal syndromes, assessments of nicotine dependence and stages of change
- Describe the rationale for treatment as effective methods for increasing the success of quit attempts
Upon completion of this workshop the clinician/staff/educators will have a clear understanding of:
- All forms of CyberBullying, CyberStalking and the psychological impact on young people.
- Sexting in context to teenagers and young adults in the 21st century and legal implications.
- How parents, educators and clinicians can safeguard children, teenagers and young adults from Cyber-Abuse.
- Medical, Psychological, Sociological and Behavioral impact on humans as a result of Cyber-Abuse.
Description: This workshop is designed to incorporate the skills necessary to build better relationships with families who may be resistant or hesitant to services. Training will focus on assessing client strengths, reviewing various behavioral theories, approaches and techniques, and identifying strategies for addressing conflict in relationships.