Latest / Professor Peterson’s Psychology Classroom / Designing Safe, Effective Substance Use Prevention: 3 Essential Elements

Transcript

Designing Safe, Effective Substance Use Prevention: 3 Essential Elements · Professor Peterson’s Psychology Classroom

• 0:00
  Welcome to this edition of Psychology Explained by
• 0:04
  Dr. Curtis Peterson, who is trying to bring psychology
• 0:07
  alive for us all. Is we were looking at this architect
• 0:12
  of trust and about how just
• 0:17
  purely delivering information and then providing
• 0:20
  an expectation really is
• 0:24
  only a small part when we start
• 0:28
  to consider the full realm of needs in
• 0:33
  order to prevent,
• 0:36
  we could put this in the whole prevention world. We could say preventing
• 0:40
  violence, preventing substance use, preventing other
• 0:46
  types of social illnesses that tend to plague
• 0:51
  a community, as we would say. Um,
• 0:55
  but what I would like you to think about over
• 0:59
  fall break is what
• 1:04
  type of, uh,
• 1:09
  what type of, uh,
• 1:14
  substance abuse prevention program movement,
• 1:20
  community-based system can
• 1:26
  you maybe create with
• 1:31
  these 3 elements in mind?
• 1:35
  Okay, so the first element is
• 1:38
  what can you create that provides
• 1:42
  accurate information?
• 1:45
  So when it comes to, for example, substance abuse,
• 1:49
  not just telling individuals, uh,
• 1:52
  here's the drug, this is what it does, it's bad for you,
• 1:55
  don't do it, but actually talks
• 2:00
  about the process and the, uh,
• 2:03
  kind of actual real-world reasons
• 2:08
  why individuals fall into substance use,
• 2:12
  okay? And when it starts to get from
• 2:16
  low risk to high risk to that line we've been talking
• 2:20
  about in this class between high-risk use
• 2:24
  and substance abuse disorder, okay?
• 2:28
  And then what program could
• 2:31
  you create that has that low ecological
• 2:36
  cost? Meaning that it's safe,
• 2:40
  that they won't— safe
• 2:45
  in that they'll feel comfortable actually really exploring
• 2:49
  their substance use issue without having to
• 2:54
  deny it because they're worried about
• 2:58
  what mom and dad would think, or as adults, what our spouse and
• 3:02
  our relatives might think. How can you create
• 3:06
  that low ecological cost where they
• 3:10
  don't have to deny who they are? And then
• 3:13
  the last element is that identity safety,
• 3:18
  being able to feel secure given all of
• 3:22
  the chaos that is going on in their world.
• 3:26
  So if I were to give this as an example,
• 3:31
  Accurate information would be that education point.
• 3:35
  You give them a risk assessment, for example,
• 3:39
  and you have them look at it. If they then identify,
• 3:43
  wow, this says that I'm using at a really high risk
• 3:47
  level, how can they enter a low ecological
• 3:52
  space where that can be explored
• 3:57
  using the IBERT system,
• 4:02
  right? So short, immediate intervention,
• 4:08
  and then resources and those, and then going
• 4:12
  into that identity safety. How is this
• 4:16
  gonna help maintain or create a
• 4:20
  sense of I can,
• 4:23
  explore these issues and I can look
• 4:27
  at them and really start to work on them.
• 4:31
  Okay, I will tell you, in the field of violence prevention,
• 4:36
  an example of a prevention strategy that
• 4:40
  tended to work very well is doing
• 4:44
  a group or a class for individuals
• 4:49
  that are at high risk. So, for example, I did this at a college
• 4:53
  where they could come in, get information. I might,
• 4:57
  I might have done like a couples evening or relationship
• 5:03
  information and then provided them
• 5:07
  with risk factors to identify.
• 5:10
  Okay, and then I gave them a low ecological
• 5:14
  cost method when they
• 5:18
  see themselves getting to a high-risk violent situation
• 5:23
  at home, strategies they could use,
• 5:28
  individuals that they felt safe they could reach out to,
• 5:32
  and then they were provided the ability to come to,
• 5:35
  for example, my office or a local community
• 5:39
  office the next day and then process
• 5:44
  it. And that's maintaining their identity safety
• 5:49
  because they already were introduced to me in the information
• 5:53
  phase. And I spent a lot of time making
• 5:56
  sure that the ecological system, they felt
• 6:00
  secure and safe, that when they got to that
• 6:04
  high-risk point, they had tools to manage it.
• 6:08
  In the immediate moment, and then they had a route
• 6:12
  to go process it as a couple. Okay,
• 6:16
  and so think about that in— I gave a violence example,
• 6:21
  a violence prevention example, but I
• 6:25
  would— I want to encourage you to think about that in
• 6:29
  the basis of substance use.
• 6:33
  Okay, because when we come back, the goal after
• 6:36
  fall break Information-wise,
• 6:40
  we're gonna learn all the technical and measurement
• 6:45
  stuff about how do we measure a program,
• 6:49
  evaluate a program, all of those kinds of things.
• 6:54
  But right now is kind of the fun time where you
• 6:58
  can start imagining something that
• 7:02
  could potentially work and reduce the
• 7:07
  effects of substance use that may
• 7:10
  help people before it becomes
• 7:14
  a full-blown disorder. And you
• 7:18
  can really use your imagination on this one.
• 7:21
  And then we'll use everything that we're gonna technically,
• 7:25
  quote unquote, learn and say, let's take that
• 7:29
  and let's put it through, how can we measure it? How can
• 7:33
  we, what would be our success outcomes outcomes,
• 7:37
  and then we'll play like we, uh, um,
• 7:42
  kind of put it into action, and we'll kind
• 7:46
  of do an evaluation of it afterwards.
• 7:50
  Now, we'll do this step by step, um,
• 7:54
  but at this moment, what I want you to do is start using,
• 7:59
  uh, again, your imagination about what could
• 8:03
  something that would really, really help slow
• 8:07
  substance use within your chosen community that you're choosing
• 8:11
  to work with. And remember, this has,
• 8:14
  you need to think about this in a developmental process.
• 8:19
  Are you going to focus on adolescents,
• 8:22
  adults, people who,
• 8:25
  older individuals,
• 8:30
  The term geriatric comes to mind, but where
• 8:34
  I'm thinking about people over the age of 50 or so,
• 8:38
  because they tend— they are actually one of our higher risk groups right
• 8:42
  now. And then think about, are you wanting to
• 8:45
  do a gender-specific, or maybe
• 8:49
  you want to work with some
• 8:53
  of the subgroups like LGBTQ,
• 8:57
  or specific to that when it comes to gender
• 9:01
  and those kind of issues?
• 9:04
  And then, or are you specifically looking
• 9:08
  at like a given community, like a given
• 9:11
  middle school or a given high school, or for adults,
• 9:16
  a, something in the community that
• 9:20
  provides you access to individuals
• 9:23
  who are going through substance use issues?
• 9:28
  I'm trying to think of a few, like community organizations.
• 9:33
  I can think of, are you gonna focus on people
• 9:38
  in the workplace and maybe put a, implement a prevention
• 9:42
  program with an employer or a city
• 9:48
  or county or state?
• 9:50
  Employment agency, something like that,
• 9:54
  and think about that and what you would want
• 9:58
  to work with. And that is your, your homework,
• 10:03
  I guess I would say, for fall break.
• 10:07
  But I just want everyone to kind of keep
• 10:10
  this in mind. When we look at measure, we're going to not
• 10:14
  look at the the really insufficient measures
• 10:19
  that have been used before, such as, you know,
• 10:22
  we screened 85,000 people and we
• 10:25
  referred 45,000 people. Okay,
• 10:30
  we're going to really look at, um,
• 10:35
  this from a more specific
• 10:42
  levels. So the things I'd want you to look at is
• 10:47
  how do we measure privacy and compliance?
• 10:51
  Was a screening administered normalized,
• 10:54
  private place, meaningful transition,
• 10:58
  that warm handoff that we talked about? How do we get
• 11:02
  individuals from that initial contact point to
• 11:08
  then, uh, more resources
• 11:12
  and, um, and make sure that they're
• 11:15
  not just given a flyer and said, well,
• 11:19
  call these people or contact your, uh,
• 11:22
  company's EIP or something like that. Okay.
• 11:26
  And then how do you make it— this is in the medical field, the example
• 11:30
  on the slide. Uh, how do you make the patient's
• 11:34
  experience reflect respect and less stigmatization.
• 11:40
  Okay, and so think about the— Thank
• 11:45
  you for joining us for this Psychology Explained. I hope you'll
• 11:49
  join us in later episodes where we can— we'll continue to
• 11:52
  investigate the human mind and psychology.