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From Problem to Proof: Building Effective Prevention Programs · Professor Peterson’s Psychology Classroom

0:05
Welcome to Professor Peterson's Psychology Classroom,
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connecting the science of human behavior to everyday life.
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Here's Dr. Curtis Peterson.
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All right, so our main goal is to try and figure out
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how can we build an effective
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prevention strategy that then we can show
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works beyond, for example,
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people showing up to the program or number of flyers
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we handed out? How do we really take a look
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at a prevention strategy and really implement
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it? So, um,
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this would be kind of the central question that will
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be your discussion question if you choose to do
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the discussion component for this week instead of doing the
1:00
reflection. Okay, the key— the question
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that I'm going to propose in a discussion is, how do we turn real-world
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problems into something we can investigate?
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And I'm using the word scientifically, but when I want— when
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I use that, I don't want you to think,
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oh, we're gonna, uh, you know,
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independent variables, dependent variables,
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statistics, that kind of part of science. What I'm saying
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is, is how can we investigate it in
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some systematic way that makes sense
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for the community for which we're giving,
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we're implementing that prevention strategy?
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So, that's going to be the kind of overarching discussion
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question if you want to choose to do that one. And You
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know, 1 or 2 short paragraphs, nothing, you know, you don't
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have to go do a huge thesis on it.
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But just to kind of think about that and give some of your answers.
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And the other central thing about this question is you'll notice
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there's no right or wrong answers. Okay.
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It is, how do we turn real-world problems into
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something we can investigate
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Using that term scientifically.
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And yes, the discussion question— the discussion will have this question
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in it. So, but kind of keep that in mind
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as we go through this. Okay, so again, the question
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one more time: how do we turn real-world problems into
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something we can investigate? And we're using this term
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broadly, scientifically.
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Okay. Um, and so,
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which I hope sets up a prompt for
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what we're really going to be talking about,
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uh, in our conversation today.
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Um, because we're going to be looking at what
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is called the evaluative thinker's playbook.
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Okay, which is kind of a systematic way to
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get from problem question to
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a method to get to what you
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want to achieve with that program. Okay,
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so if you remember the example of Rogers,
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so if we imagine a community clinic introduces a program to
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reduce substance use among adolescents, And 6
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months later, the clinic reports that they were successful.
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Uh, and we see this all the time, right? But what
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I would encourage you all to start asking is,
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what would you need to know before accepting that conclusion?
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So when a program says it is being successful,
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I would really encourage you to sit back and go, well, how do
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they know?
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Because, for example, on a grant,
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you could look very successful because a grant may require you
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just to tell how many people participated in
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a program, and they'll ask for your sign-in sheets.
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And so then I can say to the world, hey, according to,
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you know, the NIH or SAMHSA or
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whoever, You get the research through that this was successful.
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But the question is, is how did it really make a human
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difference? And this is where we get
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through this evaluative thinker's playbook.
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And we're going to start with these kind
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of 4 functional processes.
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But I don't want you to think of this as linear as
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the slide presents. I want you to think of
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this as these can interact with each other as
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you move along. And the first place
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we start with usually is with grounding,
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okay? And this is formulating a useful question
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and selecting an appropriate method. All right,
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and if you notice, it says EIM logic
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model, okay, because when
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we look at substance abuse prevention,
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I want to encourage you to look at it from that ecological
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perspective. And so if we go back to the example
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of Roger, I hope by
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this point in our class you see
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that Roger didn't start drinking because,
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um, he was a bad kid or because
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he, uh, had a weak mind
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or he had the propensity to drink.
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That instead there were several factors.
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That influenced Roger's drinking.
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Lack of transportation, lack of after-school
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programs, that conflict he had between
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caring for his family, school,
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and providing for his family.
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He had, because of the lack of being able to integrate
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well into his school and focus on that, he had the acceptance of
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an older group. Because what was Roger
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being asked by caring for his family, both financially
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and physically? He was being asked to go
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into an adult role. And so a more
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mature peer group that is accepting is
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very tempting to Roger. Then within that
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peer group comes then the substance
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use cycle. Oh, this substance lets
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me get away from my world for a while.
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It's accepted here. It's promoted here.
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I'm— I don't feel that
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it's going to harm me because it's being so accepted.
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Okay. If you think about that,
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and if you think about this from a prevention strategy,
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There's a lot of prevention strategies without even you
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needing to say that it's a substance use prevention program.
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Okay, if you think about this, you may do
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a program that works on transportation
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and works with the community and transportation
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providers to increase the access to transportation.
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You may work with the school to provide more
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accessible after-school programs.
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You may work with the school to create a peer support program.
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You may work with a program
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that has families who have medical or disability
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issues and are dependent upon a younger
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or older caregiver. If you think
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about Roger's ecological system,
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by working on any of those things,
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we then can start to reduce Roger's
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trajectory towards substance use.
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Okay, kind of a real-life example is
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a violence prevention program that, that I
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was involved in. Okay? So, there was this umbrella
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program defined by the college as the College Violence
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Prevention Campus, Campus Violence Prevention Program.
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But under it, they traditionally did those things that probably
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don't work. They went into classrooms and gave the traditional
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spiel on power and control, abuse behaviors,
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survivor behaviors, those kinds of things. Okay,
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that traditional holding a pamphlet or doing a presentation.
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And in effect, it really didn't even
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really work. Okay, the program had
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no real good outcomes. Okay,
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so instead, what our team did
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is we said, let's look at the ecological
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conditions that create the
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environment for which violence can occur,
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especially on a campus. And so we
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looked at those factors and we realized there's a big
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bystander issue, that there was a lot of individuals
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getting victimized and people would just stand around
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or ignore it. So, we implemented a bystander prevention
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program, not even mentioning that it had to deal with
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violence or anything like that. We noticed
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that relationships
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needed worked on. So, instead of talking about violent relationships,
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we talked about healthy relationships and what someone could do
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to work on that. We never mentioned
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domestic violence or anything like that in those programs.
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We had a peer support program because a lot
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of the survivors we interviewed felt isolated and they had no
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one, a peer, that they could go talk to. Okay?
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So, under that main program, we had several
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other programs that you wouldn't even think were even a part of a relationship
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violence program, but we knew Those
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were the factors that influence violence
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on campus. Okay? And sure enough, all of them had their
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program outcomes and did what they did. And year
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by year, there were less sexual assaults and less domestic violence
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calls year after year as the program went on.
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Okay? So there was the overall arcing thing
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without even saying, hey, I'm here to present to
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you on domestic violence. Let's talk about bystanders.
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Okay, which really is a turnoff to a lot of students
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or a lot of people in, in, in general.
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Okay, the same thing I want you to apply to
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your, your substance abuse program.
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You can definitely implement
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a program that identifies high risk,
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okay? You surely could do that, but I want you to think outside
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the box. I want you to think about the ecological conditions
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that kind of increase the probability
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of substance use with the population you want to work
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with. Okay, so I'm going to give you a second and
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kind of let you think about what is
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a question that I want to answer for my community or the
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group you want to work with, and what am I
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going to focus on? What component of
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the ecological conditions do
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I want my program to focus on? So think about that for
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just a minute, or at least 30 seconds.
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Okay. And if Zoom land, you want to share, please put it in the chat.
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If you want to be heard, let,
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let me know. Same with you guys here. Can't put it in
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the chat, but I can tell you're thinking.
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All right. Okay. So now, once we have a
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question and once we have what part
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of substance abuse prevention we wanna
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focus on, what environmental,
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social, psychological aspect
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that you wanna focus on and you have a good question about it,
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then we go to the gathering stage. Okay,
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in the gathering stage, we operationalize
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our constructs, and I'll explain that in a minute,
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and selecting an appropriate design. So what
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does operationalizing your construct mean?
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It means that you can observe something
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that maybe is Uh,
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not observable. Okay, so I want
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to go back to the bystander example.
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And, and yes, it sounds like a limit to it,
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but let me kind of explain.
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So in the bystander example,
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and so we go through a training, we go through all this information
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campaign and all of this kind of stuff. I can't
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go and measure every time there's a conflict
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in the college community and see if everyone intervenes.
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That's not something that is
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feasible. All right, so how do I know if
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the program is successful based
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upon the inability to measure those things.
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So for that simple— that program, what we did
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is we operationalized it by observing
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in a role-playing situation how effective
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the participants intervened
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or responded, okay? Were they still apprehensive?
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Did they have doubts that they could do it? And we
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would ask those questions after a role play, okay?
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And so the operational definition for
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that program was effective
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role play, behavioral role play, 'cause at least we got
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them to understand the information and we taught their bodies
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that it could behaviorally react in a conflict.
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Okay, so, but in other programs,
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so let's talk about, um, um,
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another program is we did conflict
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resolution for couples who tended to have a
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lot of conflict because we know that conflict
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is predictive of relationship violence. It's not
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directly It's correlational, but it is associated with
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it. So we again implemented a
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behavior program where couples who were having troubles
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communicating would come to a series
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of groups, knowing that groups won't necessarily
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reduce conflict, but it was to teach
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them how to deal with conflict. Okay,
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so part of that was, is that when they come to
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conflict, um,
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they one had to identify it and then do the
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responsible relationship stuff, right? Uh,
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separate for 10-15 minutes, come back together,
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try to resolve it. And then if they can't
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resolve it they agree that they would,
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when they went onto campus, stop by one of our offices.
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Okay, the stop by our offices was
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the outcome measure. Okay, is could we successfully
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get students who are in relationships to effectively
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behaviorally go to a safe place when
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they couldn't resolve a conflict between each other?
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Um, and again, um,
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that was the measure or the operat— operationalization
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of our construct. Okay, so that's
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what I want you to think about when you think about
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how can I then say, uh,
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in the example of transportation,
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How can I say if I've worked with the city, if I've worked with transportation
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companies, they've opened up more, more transportation,
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um, maybe they're giving discounts to the clinics
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and to schools, those kinds of things, whatever that may look
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like, how do you operationalize
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that? Okay, well, uh,
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if we operationalize it, it would be increased use
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of the transportation system, right? It would
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be increased use of using the transportation to
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go to places that increase after-school
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activity, increase access to healthcare,
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whichever transportation issue you're trying to eliminate.
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Okay, so think about for
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a few seconds the question that you've kind of developed, and if you don't
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have one fully developed, Think about how you would operationalize
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an idea that you have. So just take a few seconds,
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and if you need to make one up, go for it. But go through
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this process of thinking about the
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operal— operalized
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definition of what
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you would want to see based on your question.
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Sorry, I'm kind of lost, but like, what type
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of program are we trying to make? This is for anything
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that would, as we would say,
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substance abuse reduction, right?
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So this is any program that
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would target at least one area
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that drives high— the probability
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of high substance use in a community. Okay.
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Yeah,
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or at least reduce it, right?
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So, as we say,
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It could be.
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No, those, those are really good examples because
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we can bridge, you know,
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substance use as a— one
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reason people fall into substance use is
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they don't have any productive outlets, right?
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And so that would be an excellent example of a program.
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Uh, and, and again, you see, you're not calling it a substance abuse
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prevention program, right? Because that's going to
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just say to people, well, I don't have a substance
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use problem, or my drinking is fine, why do I need to go
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to that? You're calling it what the ecology is saying it is.
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It's, it's a barrier for people to make a different
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choice In how they engage their world.
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Yeah, yeah, yeah. Substance abuse would be somewhere
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probably in your documentation that the— especially if
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you're going to do like an NIH grant or something like
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that. Um, but, you know, and I'll
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just state this because we'll look at some
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grants later. From the NIH and from
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SAMHSA, which is— SAMHSA funds substance
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abuse prevention programs. And you
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will notice that in the beginning of the grant, it might say,
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you know, the goal is to reduce substance
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abuse in our community that has this high use
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rate. But their program seems totally
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disconnected from the actual thing
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that they're implementing, but it's connected
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to substance use because those are one of
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the community barriers, so one of the community things
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that isn't in place that in other communities reduces
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substance use. Does that make sense?
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So let's look at our training.
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A teen mental health program?
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Yeah, but the question that I would encourage you to ask again,
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if you're going to do, say, a teen mental health program,
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is again, if we look at the case of Roger,
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right, is it accessible?
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Are they able, do they have the ability to attend it?
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And that really gets into our next one, which is guarding,
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okay? Guarding is, is we could have an excellent program,
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but if that program isn't accessible,
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if it isn't operating during times where
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your target population is,
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not available, then is
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that a barrier, right? So I think of a
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teen program that I—
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this was years ago, and they were frustrated because
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they couldn't get anyone to come to their mental health.
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It was a teen mental health program where they focused on
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mental health and all those kinds of things. And they
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were sitting there wondering, why don't I have any teens coming to this?
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And, but their operating hours were between 8 and 3.
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Well, where are most teens between 8 and 3? They're in school.
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And so, but it was a group
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of well-intending individuals that just
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weren't able to run a program in the evening or the late afternoon.
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So that barrier then suggests
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that that program probably isn't worth pursuing, right?
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Um, okay, let me look at our chat.
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Will you be putting that in writing somewhere? Oh yeah, that's for
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the question, right? Yes, it will be in the discussion question
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I post. Where do you feel the most safe in your life and
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environment to express your needs, goals, desires,
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and true self? I,
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I think that's an excellent question. This is recording, so I don't want
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to say the student's name. That's an
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excellent question to start with, right?
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And so the next step then would be that operation
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phase is, okay, so we know that
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a safe environment, a place to be,
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So the next step would be operationalizing that.
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Where are those spaces in
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a community? So here it was said, well, what about
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like an art program, right? Is that— and so,
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and art
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and dance are very expressive.
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You're encouraged to express your true self.
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Yes, there's techniques and, and lessons and music,
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all that kind of stuff, but that's a space where
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you're encouraged to express yourself. Okay,
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so then the guarding question in our next section is,
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if I did an art and dance program, are there barriers
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to accessing that? Okay,
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so what would be the barriers? Uh, that you could think of.
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Some barriers we can't eliminate. Um,
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but if we can eliminate as many as we can,
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then, then that provides— yeah.
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So, um,
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let me
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think, what's a good example?
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Uh, oh, so an example is, is,
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is way back when, when I was doing child abuse
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prevention, right? Um, one of
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the things we note is that parents don't have a lot of support,
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but parents also don't like going to something
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that says this is a parenting program.
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Right? And also, that also is taking away time,
28:03
valuable time of a parent to actually be engaging with
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their child. All right? So one of this,
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and in a rural area, what problems do we have?
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We have transportation issues. Okay? So even
28:19
though it wasn't called a child abuse
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prevention van, It wasn't called
28:27
a parenting van. We had
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a van. It was like, actually, it was one of those mobile monstrosities.
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I forget what they're called. Mobile home? Not— it's not a mobile
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home. It's an RV. It was a huge RV.
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And it was a book and early childhood activity center.
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But behind the scenes, so children would come in
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and they had developmentally appropriate toys they could interact
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with, and there'd be a person there that is
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educated in that, that would kind of interact with a child
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in a developmentally appropriate way. So here we
29:13
have the opportunity for parents to do what we call observational learning,
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right? That they can observe the interaction when
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it's done developmentally appropriate. And then they had the reading
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section where they could borrow books, but usually they had a reading moment
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where, again, modeling the,
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the interaction while reading. Okay,
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then on the other side of it, there were parent support
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people there, so the parent didn't feel like that they
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were going to be at a parenting program, but they had the ability
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to ask questions to someone who,
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who has knowledge and information in parenting.
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Okay, because again, parents are the
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biggest, uh, buffer to child abuse.
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Okay, so the question that you'd want to ask with
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your art idea is if you're looking at somewhere urban,
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right, you're usually then just looking at,
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is it really accessible financially?
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Is it in a safe location that is accessible to
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the population that you're working with? In the rural area,
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you would want to look at, is there a centralized location
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that then people from several communities could come
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to? Um, uh,
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or is, is this something that I would want to do and,
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you know, take a community rec center and do
30:47
this community one night, another community another night, and do
30:52
it like that? I don't know if you could do that within RV
30:55
dance classes. Maybe an RV.
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No, but you may be able to do the art thing.
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Um, so that would be the questions that you want to consider.
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So if I do this, uh, for example, here out
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at the Nation, yes, you would get great access
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and sales, but would that be the location people have transportation
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to? Or would you want to consider if it's a brick-and-mortar
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thing you're thinking about? So those are the things that you want to think about.
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If you were doing it in Tucson, it would be a different question,
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right? So let's
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Yes, Lynette. And again, when we're talking about
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adult protective abuse programs, we're kind
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of looking at the same kind of things as the accessibility.
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We're kind of reverse engineering it, right?
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So, uh, if a child abuse example,
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you're getting the parent to come in the,
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uh, adult abuse. If we use that
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example, it would be, is their child caregiver going to show
32:10
up with them? Or are they even going to allow them to come?
32:14
Right? Um, it's interesting
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when we're dealing with older adults.
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I designed one of the very first things I did when I got
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into program design was I designed an adult
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abuse prevention program. And this
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was in the very early days. This is barely even when Adult
32:40
Protective Services started to exist and they were trying to figure
32:44
out what they were even doing because they had,
32:48
you know, state and federal mandates, but No one knew exactly
32:51
what their job description was. And I
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think in some communities we still have that issue, but back
32:59
then, so the questions that came to,
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to, uh,
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arise is, sure, we could provide training
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to child caregivers or adult
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child caregivers. We could do all of those kinds of things. But one,
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how do we get them to show up? And 2,
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uh, what would be the mechanisms that
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they would say, oh, I need to go to this? There was— because there's no—
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unlike, for example, in a child protective situation,
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uh, parents are encouraged to go to a program because they might
33:38
lose their child, right? And so when
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we deal with adult protective abuse issues,
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Those are the kind of the questions we have to kind of reverse engineer
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the ideas that we have when working with children.
33:53
Okay, but yes, that would be an excellent program
33:58
example. And again, that kind of adult
34:02
protective program does associate
34:07
with substance use prevention. Okay.
34:11
Because one way to make
34:16
sure that that elder stays in their place is
34:20
through substance use. Okay, so it's
34:24
a, it's a very good question, and I would encourage you to
34:27
think about it and see what you come up with.
34:32
So, okay,
34:35
so For the sake of today, let's get through our other 2,
34:41
and then we'll see if there's any other questions or ideas.
34:45
So again, we— so we got through gathering, and this is, uh,
34:49
how do we know if the program did what the program
34:53
said it was going to do? How do we define that? Okay,
34:57
beyond a questionnaire.
35:00
Okay. And then
35:04
the next thing we want to talk about, now that we have the behaviors and
35:08
what we want to see, and we know we could
35:12
measure it in some way, using the term measurement very
35:16
broadly, and we have our grounded
35:19
question, then we need to think about the guarding.
35:23
And I think we've been kind of talking about this already.
35:28
Is what are the things that—
35:36
what are protecting participants and measuring the
35:40
invisible ecology? Okay, so in guarding,
35:45
one, how do we protect our participants from
35:49
further harm because of our program? Okay,
35:53
and that was one of the— going back to the elder abuse example,
35:56
that was one of the difficult parts about elder abuse.
36:01
Is because there was nothing we
36:05
could do when those families
36:10
went home. The only time we could
36:14
say they were protected was when they
36:18
were in our program. Okay? I always
36:21
felt the same way with domestic violent
36:25
offenders groups. I felt that the only time we were really protecting
36:29
the family was when we had them at that group.
36:35
And so, we gotta think about this kind of in a broad way.
36:38
Is there things that we can make sure that when
36:43
someone goes home, they're going
36:46
to feel like they're safe and they're okay?
36:51
And this brings up some of the invisible ecology.
36:55
And when we say that, we're talking about what
37:00
are the things that people are gonna face when they get home
37:04
that we wouldn't expect. Okay? So let's take
37:08
Roger's example. So we do a really
37:11
effective afterschool program. And let's say
37:15
with Roger, we even did a good peer support program. All right?
37:20
And he's really engaged with that. So he now has a peer group
37:25
and a place of purpose in school. But remember
37:29
what Roger is going home to. He's going
37:32
home to an economically and environmentally
37:38
deprived place where he
37:41
is partly caretaking. I think it was for
37:45
his parents or his grandparents. I can't remember which one.
37:49
And what kinds of messages are they going to send
37:53
Roger when he gets home from that safe environment?
37:58
Okay, I think of this, um, um,
38:02
when, when I worked with addicts in the prison system,
38:07
one of the biggest fears that many of the women that I worked
38:11
with had is that they were afraid of
38:15
what their community, their family and friends
38:19
were gonna think about them when they got home
38:23
and didn't drink. Were they gonna laugh
38:27
at them? Were they gonna pressure them?
38:30
Believe it or not, people who have addictions often think that people who don't
38:34
have addictions are being better than them or
38:38
are weaker than them because they can't handle it anymore.
38:42
Those kinds of things. And so what are
38:46
the messages that are potentially going to be received once they're
38:49
out of that safe environment? Okay.
38:53
And is there anything we can do about that, such as prepare
38:56
them for it or provide support
39:00
for that in some way?
39:03
So that's the invisible ecology that we're talking
39:07
about. Is what are those community cultural standards
39:12
at which this individual who wants
39:16
to live a good life
39:21
going to receive from their environment once they're outside
39:26
your program? Okay, and what can we do
39:29
to help strengthen them to resist
39:34
those messages.
39:36
Okay.
39:39
And then after we look at those and we do as much
39:43
as we can to protect the participant while they're with us,
39:48
what are the guide— the last thing is guiding.
39:52
Okay. And this is where we interpret our findings
39:56
without overclaiming our results. Okay,
40:00
this is where, for example, I can't say
40:04
that doing bystander intervention and
40:08
having them role-play in the— and successfully role-play
40:12
bystander intervention reduced campus violence.
40:18
Okay, um, uh,
40:21
what I can say is that it gave individuals
40:25
an opportunity to make a different choice. When faced
40:30
with that situation. That's, and that's the limitations
40:35
that I can say my program could promise.
40:39
All right, and so that's an important thing is,
40:42
and this is really an important one,
40:45
especially for grant writing. Um,
40:49
in part of my career, I went into organizations
40:52
that were on what was called probation. Grant probation because
40:58
the grantor wasn't seeing the claims that the organization
41:01
made about what they were doing.
41:05
Okay, they spent all the money but didn't achieve
41:09
this big huge claim they were going to make, and usually
41:13
it was because they skipped this guiding phase.
41:16
They skipped what is the practical reality
41:21
of this program, um, and the
41:25
claims that it can make. So those are
41:29
our 4 guiding, uh, questions.
41:33
Um, and I think,
41:40
I think I've given you guys enough to think about for this
41:44
time. Thank you for joining us for this Psychology
41:48
Explained. I hope you'll join us in later episodes
41:51
where we can— we'll continue to investigate the
41:55
human mind and psychology.