Enhancing Competencies with Prevention Professionals

David Merriman Author

08/10/2023 Added

14 Plays

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2023 NECPA Statewide Convening

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[00:00:04.320]Hi, everyone. My name is Joan Masters.
[00:00:07.200]I am the project director
[00:00:08.850]for Missouri Partners in Prevention,
[00:00:10.980]and I'm thrilled to be here with all of you.
[00:00:13.320]Actually, on behalf of my colleague, David Anderson,
[00:00:17.580]President Emeritus at George Mason Universities,
[00:00:20.040]who really worked on this prevention competencies project.
[00:00:23.296]It's very exciting to talk about this a bit more
[00:00:27.090]and to find out what questions you all have,
[00:00:29.400]so that we can move forward in the work that we do.
[00:00:32.400]It's always great or helpful for me
[00:00:34.920]to not just know who's in the room,
[00:00:36.630]but also what questions you have,
[00:00:38.400]or what drew you to this presentation in the first place.
[00:00:41.730]Unfortunately, I'm afraid if we do that,
[00:00:44.070]I won't be able to hear you
[00:00:45.240]because of the information in the other room.
[00:00:49.530]But if there is something,
[00:00:50.640]maybe that's something that Melissa can chat to me.
[00:00:54.480]If folks do have specific questions
[00:00:57.720]or would be willing to share just a few things
[00:01:00.810]about what drew you to this presentation in particular,
[00:01:03.630]and what you're hoping to learn.
[00:01:05.130]Melissa, is that something we can facilitate
[00:01:06.810]through the chat?
[00:01:08.700]I think that's really excellent. So, thank you, Elena.
[00:01:11.850]I hope I'm pre pronouncing your name correctly.
[00:01:15.030]So, part of the reason
[00:01:16.050]why this competencies project was created was
[00:01:19.200]because there currently were no...
[00:01:21.570]prevention competencies overall,
[00:01:23.520]but specifically not for higher education.
[00:01:25.830]And so many of us who do prevention
[00:01:27.720]in higher education come from other areas.
[00:01:30.810]So, we are working with res life staff.
[00:01:33.450]I know my mentor and supervisor
[00:01:35.250]for years was a res life employee
[00:01:37.770]that found prevention later in her career
[00:01:40.320]and became the director of our wellness center
[00:01:43.080]in Missouri Partners in Prevention where I work,
[00:01:45.270]which is basically a similar
[00:01:46.770]to your statewide coalition in Nebraska.
[00:01:49.050]But for Missouri, we have folks that are deans of students
[00:01:52.260]come from a conduct background and things like that.
[00:01:54.660]And so, this isn't something that they learned in school.
[00:01:57.651]It is something that they are kind of just bringing forward
[00:02:03.030]and willing to do on campus,
[00:02:04.980]but that doesn't mean that they have all the tools
[00:02:07.170]in the toolbox necessary to move forward.
[00:02:09.300]So, thank you for that.
[00:02:10.620]Is there anything else?
[00:02:12.690]Okay, great.
[00:02:14.130]So, thank you.
[00:02:15.540]Clinicians have dual roles,
[00:02:17.190]so wanna help the nonclinical staff to understand
[00:02:19.650]how to do programming.
[00:02:20.910]I think that's really important.
[00:02:22.410]I feel like every time,
[00:02:23.760]when you guys are talking in the room,
[00:02:25.080]I can see the good energy about what somebody says.
[00:02:27.420]I'm like, "Oh, I can't wait to hear
[00:02:28.560]what comes out of the chat."
[00:02:30.840]So, I think that's an excellent point.
[00:02:33.900]We, in prevention, often, and we'll talk about this,
[00:02:37.509]a little bit about how these competencies were created,
[00:02:41.066]need to also understand prevention beyond programming
[00:02:45.240]and how programming and education is a necessary piece
[00:02:49.050]of the overall comprehensive prevention framework.
[00:02:51.900]But we tend to only think sometimes of prevention
[00:02:54.900]as programming and education and the spectrum of prevention
[00:02:59.430]as well as what really works
[00:03:01.320]when we do alcohol and drug prevention,
[00:03:04.350]substance misuse prevention.
[00:03:06.120]Overall, violence prevention and mental health promotion
[00:03:09.990]is really the socioecological framework
[00:03:13.170]of addressing both individual needs
[00:03:15.210]through education and programming,
[00:03:17.100]peer needs and the societal or greater community needs
[00:03:20.520]through environmental work.
[00:03:21.720]So, I really appreciate you sharing that.
[00:03:24.360]A little background about me before I get into the slides
[00:03:28.860]and actually share some messages from my co-presenter
[00:03:32.010]who couldn't be here, David Anderson,
[00:03:34.980]is that I have worked in the same role
[00:03:37.050]as the director of Missouri PIP
[00:03:38.670]since I started in prevention as a professional.
[00:03:42.000]I was a student peer educator
[00:03:43.890]and kind of grew up in the field.
[00:03:45.420]But certainly, before I went to college
[00:03:47.280]and became a peer educator, I had no idea.
[00:03:49.680]I didn't like grow up and say,
[00:03:50.827]"I wanna be a statewide coalition leader when I grow up."
[00:03:54.180]That doesn't really,
[00:03:55.890]in fact, many of the roles that we have
[00:03:57.390]in higher education usually aren't the roles
[00:03:59.460]in which we thought we would be doing
[00:04:02.370]before we were in this role.
[00:04:04.500]And so, I have a passion for making sure
[00:04:08.070]that the people who are tasked with prevention,
[00:04:10.560]which is an incredibly daunting challenging tasks
[00:04:13.790]on campuses sometimes have the tools
[00:04:16.140]and the resources they need.
[00:04:17.820]And so, while this wasn't related to my work
[00:04:20.370]at Missouri Partners in Prevention,
[00:04:22.260]the Mid-America Prevention Technology Transfer Center
[00:04:25.110]through SAMHSA tapped both Dr. Anderson and myself
[00:04:28.710]for two different projects.
[00:04:30.150]For Dr. Anderson, to create a set of prevention competencies
[00:04:33.840]that individuals as well as supervisors,
[00:04:36.120]a lot of you talked about working with supervising staff,
[00:04:39.630]could use to help staff understand
[00:04:42.870]how their role can be professionalized
[00:04:46.530]and what the importance of prevention can be
[00:04:50.550]in context of a role.
[00:04:53.250]And then my task was to create a training
[00:04:56.430]to cover some of those very basic competencies.
[00:04:59.607]And so, I'm not going to be necessarily
[00:05:02.820]pouring through every competency
[00:05:04.650]nor doing the training that I developed
[00:05:06.600]because that is like a eight-hour, several day process,
[00:05:11.130]but I'm going to be introducing you
[00:05:13.170]to the idea of competencies.
[00:05:15.780]You're certainly welcome to contact me
[00:05:17.550]to talk more about them.
[00:05:18.810]And then also sharing with you a lot of resources
[00:05:21.960]that were developed because of this competencies project
[00:05:24.510]and how you can gain access to them.
[00:05:26.220]So, the first thing I wanna do
[00:05:28.470]if the technology works is that, like I said,
[00:05:31.770]my colleague David Anderson from George Mason University
[00:05:35.730]worked for several years on developing the competencies
[00:05:39.240]that we're gonna talk about today,
[00:05:41.490]and we were originally tasked
[00:05:44.130]to do this presentation together.
[00:05:47.340]But David is also a professor emeritus.
[00:05:49.650]He is retired and traveling.
[00:05:51.600]And so, I am here doing this presentation,
[00:05:54.630]and he recorded a video for all of you,
[00:05:58.020]which really talks about sort of the foundational work
[00:06:00.930]that he did as he developed the competencies.
[00:06:03.627]And I have some slides to reflect that.
[00:06:05.970]But as soon as his video is over,
[00:06:08.100]I'll go and launch my slides
[00:06:09.660]and we'll talk more about what the competencies are,
[00:06:12.870]how they came to be,
[00:06:13.830]and how you can use them with audiences
[00:06:16.020]in your community or on your campus.
[00:06:19.530]Hi, Nebraska.
[00:06:21.420]My name's David Anderson,
[00:06:22.440]and I'm sorry I'm not able to join you
[00:06:24.390]for this session today.
[00:06:26.640]I know that Joan Masters has everything under great control
[00:06:30.030]and is gonna do a marvelous job
[00:06:32.280]talking about the eight professional competencies
[00:06:35.610]and ways of further enhancing the campus efforts
[00:06:40.980]that we are dedicated to doing
[00:06:42.720]and actually making a difference with our students.
[00:06:46.050]As a brief background that Joan asked...
[00:09:00.840]And so, I ended up with 864 competencies,
[00:09:05.700]and I organized it and, you know.
[00:09:09.000]It's never been published.
[00:09:10.170]It was a report to the PTTC,
[00:09:12.360]and I organized it under four different core areas.
[00:09:16.770]One was called core, one was called planning,
[00:09:19.170]one was called implementation, and one is personnel.
[00:09:21.810]And within those, there were a total of 12.
[00:09:24.750]The question is, "Where did this come from?"
[00:09:27.180]And I've been involved with drug
[00:09:28.410]and alcohol misuse prevention since 1975.
[00:09:33.210]Yes, that's 48 years,
[00:09:35.760]and I've written on this,
[00:09:38.100]have done lots of presentations.
[00:09:41.100]Probably met many of you.
[00:09:43.770]Done the national college alcohol survey since 1979.
[00:09:48.090]We do that every three years,
[00:09:50.100]trying to take stock of what's happening
[00:09:52.980]on college campuses, four-year schools at least,
[00:09:56.400]public and private, large and small.
[00:09:58.440]And we do that again every three years.
[00:10:00.180]The next version is coming out.
[00:10:02.700]We'll administer it in February of 2024.
[00:10:07.320]So, with all of that background,
[00:10:08.940]I got a phone call from Dave Closson
[00:10:11.250]who was directing the Mid-America PTTC.
[00:10:16.530]Again, you probably know Dave.
[00:10:18.720]And he said, "I'm looking for some help
[00:10:22.680]in creating something that will help our professionals,
[00:10:26.610]help guide them as they're looking
[00:10:29.370]at enhancing their own skills,
[00:10:31.941]help their supervisors and the higher ups
[00:10:35.760]at the institutions of higher education
[00:10:38.670]know what the nature of what they should be doing.
[00:10:43.470]What do we look for?
[00:10:44.910]And as we're hiring folks to be
[00:10:47.250]in these coordinating positions,
[00:10:49.170]prevention specialist positions."
[00:10:51.270]And I said, "What is that gonna look like? "
[00:10:53.040]And he said, "I don't know,
[00:10:54.150]but maybe you come up with an idea."
[00:10:57.060]So, I looked at some sources.
[00:10:58.620]I wrote a proposal and he endorsed it,
[00:11:01.830]and then I ended up with 12 different competency areas.
[00:11:10.230]I looked at a lot of different sources, the CAS standards,
[00:11:13.410]and other documents that have to do with drugs and alcohol,
[00:11:16.230]particularly with the college campus.
[00:11:19.050]And at that point, there was no federal publication
[00:11:22.500]on prevention competencies that came out
[00:11:25.740]midway through my work on this.
[00:11:28.830]And so, I ended up with 864 competencies,
[00:11:33.660]and I organized it,
[00:11:35.640]and you know, it's never been published.
[00:11:38.130]It was a report to the PTTC,
[00:11:40.350]and I organized it under four different core areas.
[00:11:44.730]One was called core, one was called planning,
[00:11:47.130]one was called implementation, and one was personnel.
[00:11:49.800]And within those, there were total of 12 clusters,
[00:11:53.550]and it's very detailed.
[00:11:54.383]And I know you can't read this,
[00:11:56.762]and that's not what's important today,
[00:12:01.170]but all of these topics and subtopics, it was mammoth.
[00:12:06.390]It was mammoth. 864 of these.
[00:12:08.727]And again, through my experience
[00:12:11.190]and then the grounding of multiple publications referenced,
[00:12:15.510]and then I also separated out,
[00:12:18.540]and Joan and I were talking throughout this
[00:12:21.450]because of the training that she's doing
[00:12:24.570]and has prepared and we'll talk about.
[00:12:27.360]But I also sorted out what was most vital among those
[00:12:33.390]for someone who's just beginning.
[00:12:36.060]So, we call it foundational.
[00:12:38.280]So, I had foundational, intermediate, advanced,
[00:12:41.340]and I got it all this done.
[00:12:42.467]It was a nine-month project.
[00:12:44.850]And then Dave said, "This is great.
[00:12:48.360]Now, how do we move it forward? What does it look like?"
[00:12:51.030]And I said, "In order to do that,
[00:12:52.590]I think it's important to have some assistance.
[00:12:54.990]I'd like to have you fund an advisory group."
[00:12:58.680]So, I identify five people for that.
[00:13:01.200]Joan being one of those.
[00:13:02.640]Karen Moses at Arizona State.
[00:13:04.770]Jim Lange at San Diego, San Diego State,
[00:13:07.410]who's also director of the Higher Education Center,
[00:13:09.330]which is based outta Ohio State.
[00:13:11.337]Susie Bruce at the University of Virginia,
[00:13:13.620]and Tom Hall who used to be
[00:13:15.410]at the University of Central Florida,
[00:13:17.370]and now directs the Orange County Florida drug-free office.
[00:13:23.340]So, that group came on board January a year ago,
[00:13:27.600]so that's about 18 months ago.
[00:13:29.610]And of course ,I shared this resource
[00:13:32.160]and this background work and they said, "This is great,
[00:13:35.130]but it needs to be reorganized.
[00:13:37.740]It needs to be simplified."
[00:13:39.690]And so, that's what we did.
[00:13:41.100]Again, Joan was part of all this discussion.
[00:13:43.500]She can say more about that.
[00:13:45.300]But with that,
[00:13:46.620]we decided to organize it within eight clusters
[00:13:50.310]all around a health enhancing environment.
[00:13:52.980]And again, I know this is hard to see,
[00:13:55.320]but what we found is that all too often,
[00:13:58.170]people focus on program management.
[00:14:00.930]You know, they focus on program management,
[00:14:03.840]and they'll focus a little bit on strategic planning,
[00:14:06.450]but how grounded are our campus folks on prevention science,
[00:14:11.550]prevention science or what's the knowledge level again
[00:14:15.570]from the prevention folks as well as those
[00:14:18.540]that they affiliate with on drugs and alcohol
[00:14:20.940]and substance use disorder and recovery issues.
[00:14:25.110]So, and then we organized within that,
[00:14:29.520]within each of those eight areas,
[00:14:31.080]what are the specific subcompetencies
[00:14:33.600]or individual competency items?
[00:14:37.380]And those vary from seven to 10 for each of those areas.
[00:14:40.590]And we focused on what are the applications
[00:14:43.530]that someone's going to have within that area,
[00:14:47.310]and what are the skills and the knowledge
[00:14:49.680]that feed into that application.
[00:14:51.690]Again, Joan can go more in detail on what that looks like,
[00:14:55.020]but that's what we spend our time doing.
[00:14:57.150]Within each of those areas,
[00:14:59.670]we again have those subcompetencies,
[00:15:02.970]but we also reference other resources.
[00:15:06.450]So, when you download the document
[00:15:09.630]at www.preventioncompetencies.org,
[00:15:15.300]you go in the PDF file and click on one of those areas,
[00:15:18.480]leadership, strategic planning, whatever.
[00:15:21.000]And then within that, click on the resources,
[00:15:24.360]and that'll take you to the resource pages
[00:15:27.330]for that particular item.
[00:15:29.700]Also, in this resource, you'll see other resources,
[00:15:33.540]national organizations, federal organizations, data sources,
[00:15:38.340]Listservs, all of that can be helpful.
[00:15:41.400]And this document is available
[00:15:43.440]at the Mid-America PTTC website,
[00:15:48.240]but it's also direct linked at preventioncompetencies.org.
[00:15:53.340]And the last thing I'll leave you with is
[00:15:56.730]that this now is gonna get a further life,
[00:16:00.330]more visually and more of an interactive nature
[00:16:03.840]with a webinar series that rolls out.
[00:16:06.567]So, in this month, July and August, with...
[00:16:11.700]Through the Drug Enforcement Administration.
[00:16:14.430]So, when you look at their website
[00:16:17.610]at campusdrugprevention.gov,
[00:16:20.820]and you'll see the prevention competencies document there.
[00:16:26.280]You'll also see on rolling out over a two-month period
[00:16:32.580]up to the start of the school year,
[00:16:33.990]rolling out the eight different competencies,
[00:16:38.100]eight separate webinars from 45 minutes to an hour.
[00:16:41.310]Joan was part of three of those,
[00:16:43.650]and those are really meant to bring to life
[00:16:45.870]these eight competency areas.
[00:16:48.480]I should say that, through this process,
[00:16:50.670]we viewed it all as aspirational.
[00:16:52.980]This is what we thought would be ideal for a campus,
[00:16:56.640]for a campus professional, and for the higher level.
[00:17:02.550]Within the document itself,
[00:17:04.020]we have a how to use this guide and other audiences,
[00:17:06.870]whether it's grad prep programs or state
[00:17:09.000]or national organizations and agencies
[00:17:11.910]and how they can bring it to life.
[00:17:13.800]Ultimately, we seek a health enhancing environment
[00:17:18.030]for the college campus.
[00:17:20.070]We do see it as aspirational,
[00:17:21.990]but it also has specific directions
[00:17:25.020]that individuals, groups, organizations can go.
[00:17:29.790]So, we hope that this helps take some of the sting out,
[00:17:34.650]making campus prevention even more meaningful
[00:17:37.830]and more efficient,
[00:17:39.360]and ultimately more rewarding for all of us
[00:17:42.930]and for the students that we seek to provide healthy
[00:17:48.300]and safe living and learning environment.
[00:17:52.260]I hope that's helpful as a background.
[00:17:53.940]I wish you well with the conference.
[00:17:55.530]I have very fond thoughts and memories
[00:17:58.680]of being in Nebraska a few years ago with some training,
[00:18:02.790]and hope that this session
[00:18:04.200]and expect the session will be going very, very well for you
[00:18:06.900]and most productive as you return to your own home settings.
[00:18:10.860]So, thank you.
[00:18:11.850]Thank you for this opportunity
[00:18:13.170]and best wishes for every success.
[00:18:19.290]Sorry about the technical difficulties there.
[00:18:21.540]I will share my slides.
[00:18:34.470]Okay, so that really gives an overview.
[00:18:38.369]Honestly, David probably could have done
[00:18:40.290]a video for this hour and a half,
[00:18:41.880]and he's engaging and has so much resources to share
[00:18:46.020]that we just wanted to give you the opportunity
[00:18:49.530]to even virtually have a conversation with us
[00:18:53.250]to talk about the development of these competencies
[00:18:55.650]and how they can be most useful.
[00:18:58.200]So, a little bit about the why behind this project.
[00:19:02.190]We will learn about the eight core competency areas,
[00:19:05.700]and then we're going to talk a little bit more
[00:19:07.950]and hopefully, unfortunately,
[00:19:10.200]probably rely on Melissa once again
[00:19:12.030]to chat through any ideas you have
[00:19:17.850]of how we can make this really come to life.
[00:19:20.940]I will say that for both David and I,
[00:19:23.280]this is a labor of love.
[00:19:24.720]We were both contractors with the Mid-America
[00:19:28.770]and Great Lakes Prevention Technology and Transfer Center.
[00:19:31.890]But now, contracts have ended,
[00:19:34.710]but we still have these really great resources
[00:19:37.230]that we hope to get out
[00:19:38.730]to as many preventionists as possible.
[00:19:41.790]So, as David shared, this is what the guide
[00:19:44.160]to the eight professional competencies look like.
[00:19:47.425]It is downloadable. It's free.
[00:19:50.400]There's no funding involved or anything like that.
[00:19:54.990]You can go to prevention competencies.org to find it.
[00:19:58.830]I highly suggest the webinar that David talked about
[00:20:02.340]and I'll share more about that later in the presentation.
[00:20:05.820]The work that we do in prevention really is,
[00:20:11.850]again, it's so difficult,
[00:20:13.620]and it's important for us to understand
[00:20:17.040]both why we develop these competencies
[00:20:20.430]to address that difficulty,
[00:20:22.290]and why we want to not just have them be sheets of paper
[00:20:25.470]that sit on our shelves or on our computer,
[00:20:28.110]but actualized into the work that we do.
[00:20:30.990]So, as we're having this conversation over the next hour,
[00:20:33.720]we want you to...
[00:20:35.880]how might you be able to take this back
[00:20:40.020]to your home campuses, to the work that you do,
[00:20:42.870]even beyond your jobs.
[00:20:44.280]If you have student affairs preparation programs
[00:20:46.830]or other ways in which you are finding people
[00:20:49.590]entering the prevention field,
[00:20:51.540]how might you share this resource with them?
[00:20:54.090]What challenges do you see
[00:20:55.680]in implementing a resource like this?
[00:20:57.420]We want to hear it.
[00:20:58.890]We have been, we worked with the DEA to do the webinars.
[00:21:01.954]We've been talking more and more
[00:21:03.510]how to get this out into the open public
[00:21:05.700]so that folks can use it.
[00:21:07.290]But hear from the public,
[00:21:09.174]from the folks that are either using it
[00:21:11.970]or finding it difficult to use, how we can make it better.
[00:21:14.970]So, keep that in mind
[00:21:15.960]as we're going through this conversation today.
[00:21:19.410]So, professional competencies.
[00:21:23.370]I think we, you know, hit the nail on the head
[00:21:26.130]with some of the comments earlier
[00:21:27.990]is that we have a lot of folks that are working
[00:21:30.540]in prevention that are not preventionists by nature,
[00:21:35.100]and that is not in a sense the problem,
[00:21:38.520]but it is a symptom of the problem,
[00:21:40.097]which is that prevention overall
[00:21:42.930]is not a highly professionalized profession.
[00:21:47.310]Some of our...
[00:21:50.101]Might have a certificate or a certification
[00:21:52.890]in being a prevention specialist.
[00:21:54.360]I know Missouri has that,
[00:21:55.920]as well as several neighboring states.
[00:21:58.530]We might have certain certifications
[00:22:02.880]or continuing education certificates.
[00:22:07.147]The CHES credential is one
[00:22:09.300]that a lot of folks in my state have.
[00:22:12.300]We might have folks that have an MPH
[00:22:15.960]and have gone through MPH preparatory programs.
[00:22:19.320]But honestly, the rise in health promoting programs
[00:22:24.540]and MPH programs has only really been in the past 15 years.
[00:22:28.200]And so, there is a group of people that are doing prevention
[00:22:31.710]that didn't have an opportunity necessarily
[00:22:34.140]in their graduate programs
[00:22:36.180]or even in their first years working on campus
[00:22:39.990]to have any sort of background.
[00:22:42.900]We know that substance misuse issues on campus continue.
[00:22:46.950]I have a colleague in Michigan,
[00:22:49.320]Ellen Gold, that said to me formative time of like, I...
[00:22:53.550]It's hard, I know.
[00:22:56.100]Because these are the issues they enroll every semester.
[00:22:59.700]Alcohol and drug abuse enrolls every semester
[00:23:01.740]and it just never seems to graduate.
[00:23:03.720]It just never goes away.
[00:23:05.220]We are talking about issues
[00:23:06.930]that are incredibly difficult to manage on campus.
[00:23:12.090]We're talking about issues that often are based
[00:23:14.940]on experience of trauma for students,
[00:23:18.570]previous experience of drugs and alcohol abuse
[00:23:22.410]for the most part, at least in the state of Missouri.
[00:23:24.930]Students don't come to our college campuses
[00:23:27.540]as non-drinkers or as non-
[00:23:31.290]They come and they develop new patterns of use,
[00:23:34.020]but they've already been using.
[00:23:36.120]We see a lot of those complex issues
[00:23:39.480]and those are the complex issues we cannot educate away.
[00:23:43.230]And so, while we might be able to get
[00:23:46.080]a free alcohol jeopardy,
[00:23:48.300]or be able to do some programming
[00:23:50.280]around the facts of alcohol.
[00:23:52.830]The facts of alcohol and drugs are not necessarily
[00:23:55.680]going to sway a student in terms of their behavior
[00:23:59.040]when the environment in which they're in
[00:24:01.140]or their previous disposition to use substances
[00:24:06.090]really is stronger than their knowledge
[00:24:08.310]about the subject of drugs and alcohol.
[00:24:11.160]We also know that drugs and alcohol,
[00:24:13.620]whether our administration folks want to admit it or not,
[00:24:17.520]is the primary mental health issue or driver
[00:24:20.580]behind the mental health issues on our college campuses.
[00:24:23.940]And at the same time,
[00:24:25.020]we're tasking people with multiple roles.
[00:24:29.190]I think about some of the most important things
[00:24:32.460]that I trust others to do, like fix my car,
[00:24:36.450]or prepare my food at a restaurant or do a surgery,
[00:24:42.480]if that person was also responsible
[00:24:44.970]for doing eight other things
[00:24:46.440]while they were doing my surgery or fixing my car
[00:24:49.110]or fixing my meal, I probably wouldn't trust it, right?
[00:24:52.500]And so, it's not that our prevention professionals
[00:24:55.320]are doing a bad job, it is that they lack the time
[00:24:59.010]and the effort to be able to focus.
[00:25:01.560]And so, we're hoping that while we can't necessarily change
[00:25:04.950]the way in which administration at our colleges
[00:25:08.370]and universities give time to prevention specialists
[00:25:11.130]and allow them to work in like a full-time effort role.
[00:25:15.270]We can at least point them to quicker ways
[00:25:18.180]to access what they might need to focus on.
[00:25:21.900]There is also a very limited amount
[00:25:24.240]of preparation programs for those who want to work
[00:25:27.660]specifically in collegiate prevention.
[00:25:29.550]So, collegiate prevention is incredibly different
[00:25:31.890]than working in middle school alcohol
[00:25:33.660]and other drug prevention in alcohol
[00:25:36.540]and drug prevention for the community.
[00:25:38.670]If you think about the idolized behavior
[00:25:41.760]that is intrinsic in higher education,
[00:25:44.184]if we think about the fact that we are working
[00:25:46.440]with folks who are over age and of age,
[00:25:48.780]we are working with folks who are coming
[00:25:51.030]from 50 different states and beyond with different laws,
[00:25:55.500]rules and expectations about certain substances.
[00:25:59.220]In Missouri alone,
[00:26:00.180]I think we have at our colleges and universities,
[00:26:04.200]definitely students from all 50 states attending
[00:26:07.290]our colleges and universities,
[00:26:08.820]and every single one of the 50 states
[00:26:11.010]have a different law about cannabis.
[00:26:13.890]So, then they're coming to a state
[00:26:15.270]that they have no idea how to live in.
[00:26:17.550]They're not communicated about the laws and policies.
[00:26:20.130]They don't understand safe
[00:26:21.870]and drug-free schools regulations.
[00:26:23.760]That is all incredibly complex.
[00:26:26.280]That is why the role of a full-time preventionist
[00:26:29.340]or someone to focus on prevention and higher education
[00:26:31.950]is so incredibly important,
[00:26:33.900]but oftentimes not the things that we focus on
[00:26:36.780]in the work that we do.
[00:26:37.800]So, we're gonna talk about how that's addressed
[00:26:40.050]in the competencies overall.
[00:26:42.930]So, David mentioned this.
[00:26:44.640]He developed the these competencies
[00:26:47.700]which I think really speak for themselves.
[00:26:49.980]They're very helpful to go through.
[00:26:52.440]Hopefully, the webinar series will give you all
[00:26:55.170]a better understanding even beyond what we discussed today
[00:26:58.440]about the competencies.
[00:27:00.600]But then I do have, if anyone is interested in it,
[00:27:04.200]a training that I have put together
[00:27:06.270]that folks can be trained to give to others
[00:27:09.780]about how to satisfy some of the base level competencies
[00:27:14.880]for prevention professionals.
[00:27:16.140]We've done it now several
[00:27:17.880]and throughout several areas of the country,
[00:27:20.790]and folks are now trained as trainers
[00:27:23.202]in our prevention competencies training.
[00:27:27.180]So, David looked at a variety of primary resources.
[00:27:30.660]Again, this is a very busy slide.
[00:27:32.880]I was working with both what David sent me
[00:27:35.730]and what I knew I needed to cover.
[00:27:37.380]So, bear with me on some of these heavier slides.
[00:27:41.100]But this, in and of itself, gives you a sense
[00:27:44.880]of all the different places that we have noise about
[00:27:47.910]what we need to do as preventionist, but we truly...
[00:27:50.962]It's very difficult for us to figure out
[00:27:53.310]which one we look at when we try
[00:27:55.110]and figure out how to do our job.
[00:27:56.580]And so, the competencies were an effort to take the things
[00:28:00.540]that are most salient from all of these documents
[00:28:03.450]and put them into one place
[00:28:05.010]for our campus prevention professionals
[00:28:07.680]to be able to access.
[00:28:10.110]So, as he mentioned, he started with four areas.
[00:28:13.350]Core areas such as just content overall,
[00:28:16.380]drugs and alcohol content, what prevention science is,
[00:28:19.860]and why it's important to look beyond education
[00:28:22.290]to environmental change and policy.
[00:28:24.660]He looked at some of the core issues that we...
[00:28:28.890]Planning alcohol and drug work,
[00:28:30.510]like doing strategic planning,
[00:28:32.310]how to work with each other to build capacity,
[00:28:34.470]how to do needs assessment and evaluation.
[00:28:37.050]And he really thought through the fact
[00:28:39.090]that we don't do this work in isolation.
[00:28:42.600]This is not just Joan Masters' job
[00:28:44.490]to fix on the campus she works on.
[00:28:46.440]If it was, I would do a terrible job at it.
[00:28:48.630]I need a group of people working with collective impact
[00:28:52.360]to help me do the work that I do as a prevention specialist.
[00:28:57.000]And then we think need to think about implementation,
[00:28:59.481]how we do the work that we do,
[00:29:01.260]how we communicate with students,
[00:29:03.270]what it looks like, how we manage it.
[00:29:05.340]And so, like he said, the document that all of us,
[00:29:10.380]as part of his implementation team or planning team,
[00:29:13.140]looked at was quite large.
[00:29:14.940]There was a lot of of competencies.
[00:29:19.440]It was a lot to go through.
[00:29:20.730]We didn't actually understand
[00:29:22.260]how any of these could be actualized.
[00:29:24.570]And so, we gave feedback to him through this process
[00:29:27.561]that there needed to be more,
[00:29:30.330]and we needed to give people simpler ways
[00:29:33.570]to understand and digest these competencies.
[00:29:36.480]So, he put together the planning body that he talked about
[00:29:39.840]and we looked at what he had to to share with us.
[00:29:43.260]We clarified really what the foundation
[00:29:46.230]of the work that we needed to do,
[00:29:48.480]what was beyond the scope
[00:29:50.130]of just substance misuse prevention on campus,
[00:29:52.740]and what was appropriate specifically
[00:29:54.690]for the higher education setting.
[00:29:56.550]We knew that SAMHSA was coming out
[00:29:58.200]with prevention competencies,
[00:29:59.880]which, if you haven't seen that,
[00:30:01.500]I'll share that in a little bit.
[00:30:03.030]Excellent document.
[00:30:04.230]They're doing trainings and rolling out trainings
[00:30:07.140]all throughout the nation to help people learn
[00:30:09.270]about those prevention competencies.
[00:30:11.220]But what I have heard from my higher education colleagues
[00:30:13.680]who have attended those competencies training
[00:30:16.140]is that it's been very helpful.
[00:30:18.870]But the opportunity to talk
[00:30:21.930]about our specific higher education setting.
[00:30:24.540]For those of you who are long-term preventionists
[00:30:26.760]or have worked in the prevention field for a while,
[00:30:28.590]you might have gotten access to the SAPST training,
[00:30:31.440]which is a long, longer four to five-day planning training
[00:30:36.030]about how to implement the strategic prevention framework.
[00:30:39.240]Great training isn't relevant to the most critical issues
[00:30:44.090]in higher education prevention.
[00:30:45.930]We need to have a different training which goes through
[00:30:48.450]how to implement the strategic prevention framework
[00:30:51.210]in a higher education setting.
[00:30:52.860]Again, that is exactly why the competencies were created,
[00:30:55.890]and then the training on the competencies were created.
[00:30:59.430]So, we really took it to heart
[00:31:01.950]that we needed to revamp the framework
[00:31:04.380]and really think about how to promote
[00:31:06.240]that health enhancing environment.
[00:31:08.700]And then what resources were we going to give to folks?
[00:31:11.760]Were we just going to tell you this was important
[00:31:13.830]for someone to give this to their staff professional
[00:31:16.980]and say, "Here, figure this out"?
[00:31:18.540]Or what resources could you have as a prevention specialist
[00:31:22.710]or as someone who supervised a prevention specialist
[00:31:25.327]to be able to know what those competencies mean
[00:31:29.275]day in and day out.
[00:31:31.140]So, these are the eight,
[00:31:35.241]and we included the website up again as well.
[00:31:39.570]The competencies include communication and advocacy,
[00:31:43.380]leadership, policy and environmental strategies,
[00:31:46.064]program management, prevention science, drugs and alcohol,
[00:31:49.350]strategic planning and needs assessment,
[00:31:51.390]evaluation and research.
[00:31:53.400]So, I wanna spend a little bit of time on this slide
[00:31:56.190]and tell you what all of these four mean.
[00:31:59.250]And I do apologize I had some opportunities
[00:32:02.370]for us to really talk with each other,
[00:32:04.560]but I'm afraid that will slow us down with the chat
[00:32:07.680]and the being off mute.
[00:32:09.690]So, I do apologize.
[00:32:10.740]I will talk at you for this section for a bit.
[00:32:13.980]So, prevention science.
[00:32:15.600]The prevention science competency really reminds us
[00:32:18.660]that we have to be implementing evidence-based strategies
[00:32:22.200]and how to find those evidence-based strategies
[00:32:25.470]to address the most problematic health concerns
[00:32:29.280]for substance abuse prevention.
[00:32:31.200]It reminds us of the risk and protective factor framework,
[00:32:34.350]that for some students that they might have risks
[00:32:40.140]which make them more susceptible
[00:32:41.910]to the drug and alcohol behavior that they are engaging in,
[00:32:46.260]or might make that drug and alcohol behavior
[00:32:49.620]more impactful on their lives.
[00:32:51.870]It reminds us that the campus's role
[00:32:54.060]is both to address those risk factors,
[00:32:56.730]but also put in place protective factors for those students,
[00:33:01.440]such as the health enhancing environment,
[00:33:03.330]and the role that we have, again, to create an environment
[00:33:07.950]which promotes healthier decision making
[00:33:10.320]among college students.
[00:33:12.660]In our drugs and alcohol section,
[00:33:14.130]we really just remind people that it's really important
[00:33:16.950]not to get our information about what drugs and alcohol are
[00:33:20.460]from Google and Wikipedia,
[00:33:22.200]that we need to understand what it means.
[00:33:26.786]On some of the basics that we teach students,
[00:33:29.580]most students don't grow up,
[00:33:30.930]even if they were drinking before,
[00:33:32.730]knowing what constitutes a drink,
[00:33:35.040]the definition of binging or heavy episodic binging.
[00:33:38.940]They don't understand what it truly means
[00:33:41.700]to overdose on a cannabis product
[00:33:43.740]and that cannabis can be harmful to them
[00:33:49.500]because they've heard information about it being natural
[00:33:53.190]and like grass or weed, et cetera.
[00:33:57.510]Those are all things that we, as prevention specialists,
[00:34:00.780]if we're not trained correctly,
[00:34:02.400]we could promote bad information among students
[00:34:06.240]if we ourselves do not have the information that we need.
[00:34:09.930]So, that means looking at the best resources
[00:34:12.870]that we have available,
[00:34:13.920]such as the National Institute on Drug Abuse, NIDA,
[00:34:18.000]the NIAAA, which is the National Institute
[00:34:21.150]on Alcohol Abuse and Alcoholism,
[00:34:24.060]going to the DEA resources
[00:34:26.250]and finding about new drugs of abuse, et cetera.
[00:34:29.340]It doesn't necessarily mean, you know, getting information,
[00:34:32.910]again, off the internet that is not tested,
[00:34:35.160]that is not evidence-based,
[00:34:36.570]and just really propagates bad information
[00:34:40.321]more so to students.
[00:34:42.570]Right now, this generation of students,
[00:34:44.130]I don't know if any of you are in the room
[00:34:46.290]have had the TikTok diagnosis phenomenon,
[00:34:49.950]but that's really going on in Missouri
[00:34:51.690]where a student will come into their college counselor
[00:34:54.030]and say, "I saw it on TikTok.
[00:34:55.290]I'm pretty sure I have Tourette's.
[00:34:57.000]I saw it on TikTok.
[00:34:58.080]I'm pretty sure I have ADHD,"
[00:34:59.820]or "I need this medication
[00:35:01.680]because this TikTok influencer told me."
[00:35:04.290]Again, when we are not speaking,
[00:35:06.150]when we are not giving good consumer information
[00:35:08.670]about drugs and alcohol, students are only listening
[00:35:12.150]to those who are giving that misleading, bad,
[00:35:15.000]or even not even intentionally bad,
[00:35:16.770]but just information that is not....
[00:35:19.980]Is not going to keep them healthy and safe.
[00:35:22.890]It means that we have to understand drugs
[00:35:24.780]in an epidemiological standpoint.
[00:35:27.390]We need to understand that substance abuse prevention
[00:35:30.270]is violence prevention and is mental health prevention.
[00:35:34.620]It is. All of these issues are intersectional.
[00:35:37.590]And if we don't understand that
[00:35:39.060]and we think of ourselves in silos
[00:35:41.160]as we're just here to educate about drugs and alcohol,
[00:35:44.820]miss the understanding of why drug and alcohol education
[00:35:48.300]and prevention is incredibly important to students overall.
[00:35:52.770]And we'll also keep them safe in issues related
[00:35:55.470]to interpersonal violence, anxiety,
[00:35:58.380]depression, suicidality, et cetera.
[00:36:01.560]When we think about strategic planning,
[00:36:03.930]there's usually like an overall groan
[00:36:06.150]of what strategic planning is,
[00:36:08.640]unless I find like a super policy nerd like myself
[00:36:12.870]really, really it gets excited about strategic planning.
[00:36:15.930]But what this competency encourages us to do
[00:36:18.690]is to think about the need to set a vision
[00:36:22.019]for prevention on our campus.
[00:36:24.330]Again, this might be in partnership
[00:36:26.220]with the leadership on campus.
[00:36:28.050]But again, we are not just educating this problem away.
[00:36:31.500]We are not going to affect the long-term use of alcohol
[00:36:35.550]and drugs in a harmful way by college students
[00:36:37.980]by doing one program here or one program there.
[00:36:41.065]We are not even going to make it go away
[00:36:44.880]by doing one evidence-based program,
[00:36:47.160]like just having basics on a campus,
[00:36:49.170]or just doing one, you know,
[00:36:51.057]the Y1CBP at the beginning of the year.
[00:36:53.670]Those are excellent programs
[00:36:55.230]and top tier programs in prevention,
[00:36:57.480]but that does not make comprehensive prevention.
[00:37:00.630]And so, we need to think about what capacity we have
[00:37:04.350]and be able to implement our prevention
[00:37:07.500]based on the resources and the readiness,
[00:37:09.600]and that involves thinking strategically
[00:37:11.850]with the work that we do.
[00:37:13.830]Obviously needs assessment, evaluation and research,
[00:37:16.740]it kind of speaks for itself,
[00:37:18.060]but it's the need to do both the monitoring of our outcomes,
[00:37:22.470]ultimately what we see in terms of the cannabis use rate
[00:37:25.830]of our students.
[00:37:27.810]In terms of the binge drinking rate of our students,
[00:37:30.900]how that's related to their mental health, et cetera.
[00:37:33.810]But also just monitoring our process,
[00:37:36.240]making sure that we are implementing the programs
[00:37:39.330]that we select with fidelity.
[00:37:42.300]We have a lot of campuses in Missouri that say,
[00:37:43.927]"Oh yeah, yeah, we do basics." They do nothing of the sort.
[00:37:47.070]There's pieces of basics in what that they do,
[00:37:50.220]but it is not basics.
[00:37:51.600]You can't, you know, drive your Buick
[00:37:54.450]and call it a Lamborghini, and it suddenly becomes one.
[00:37:57.240]We have to remember that what we do, how we do it,
[00:38:02.040]and with the fidelity that we do, it does matter.
[00:38:04.980]That's part of that competency area.
[00:38:07.980]In our program management area,
[00:38:09.600]which I tend to think is some of the most important,
[00:38:12.240]because as a statewide coalition leader,
[00:38:14.490]I work really with campuses and their program management.
[00:38:18.570]But to me, some of the most important work that we do here,
[00:38:22.470]the reminders that we have,
[00:38:24.240]is to put the right personnel in place,
[00:38:27.144]whether they're volunteers or building our capacity
[00:38:31.080]with folks that really are influencers on campus,
[00:38:35.790]or people that get things done,
[00:38:37.740]and how we put our resources into capacity.
[00:38:41.820]But also, which you'll find in a lot of these competencies,
[00:38:48.330]is the focus on cultural humility.
[00:38:50.520]For those of you who are aware
[00:38:52.170]of the strategic prevention framework,
[00:38:54.030]which I'll show in a moment,
[00:38:55.288]there's a piece of it that says cultural competence
[00:38:58.110]and sustainability is sort of the core of the SPF.
[00:39:01.320]I prefer to use the term cultural humility,
[00:39:04.050]which basically means that I don't take a course,
[00:39:07.680]or I go and I deem myself to be culturally competent.
[00:39:10.448]I get a staff in my prevention passport
[00:39:13.110]and I can say I'm culturally competent.
[00:39:16.650]Cultural humility means that I am aware of my own biases,
[00:39:20.670]my own lack of education,
[00:39:22.980]my own lack of willingness to learn more.
[00:39:27.750]And that I know that it's important
[00:39:30.210]to move forward with the voices of those
[00:39:33.900]that we are working with in prevention,
[00:39:38.790]both hearing those voices and having those voices
[00:39:41.520]at the table for our planning,
[00:39:43.290]but also honoring them through the work that we do.
[00:39:46.050]And knowing that I'm never going to know
[00:39:47.880]as much as I need to know,
[00:39:49.290]and always be learning more
[00:39:51.300]about how prevention is implemented,
[00:39:55.620]especially in communities of color,
[00:39:57.840]among LGBTQ populations,
[00:40:01.050]among our students who are first generation
[00:40:03.617]or who lack certain educational access.
[00:40:06.540]It's really important for us to, as we manage our program,
[00:40:10.230]think about the fact that we're not just planning
[00:40:12.540]for some white students that have the resources
[00:40:16.410]to get good information about drugs and alcohol.
[00:40:18.990]They might not necessarily act that way,
[00:40:21.780]but for a lot of us,
[00:40:22.800]we need to think about what are the barriers
[00:40:24.600]to even get access prevention.
[00:40:27.150]And that comes from a sense of cultural humility.
[00:40:30.240]In policy and environmental strategies,
[00:40:32.340]we're really challenged as a profession
[00:40:34.860]to think about shaping that healthy environment on campus
[00:40:39.030]through policy that I can do a fantastic presentation
[00:40:43.440]and I can be in a group of students where they're convinced
[00:40:46.950]that they're not going to drink and drive,
[00:40:48.840]or they're going to count their drinks
[00:40:50.640]the next time they go out,
[00:40:51.750]they're going to be a good bystander,
[00:40:53.820]they're going to only have three drinks
[00:40:55.650]even though they want five, a variety of things.
[00:40:59.100]They have their strategies.
[00:41:00.480]We've implemented things
[00:41:01.650]like the alcohol skills training program,
[00:41:04.590]or we've done an educational intervention with them.
[00:41:07.890]But ultimately, when they go out into that community
[00:41:11.280]and they can get their 25 cent beer for a lot cheaper
[00:41:16.530]than their 5 cent or $5 soda,
[00:41:19.560]what else do we think that they're going to select?
[00:41:23.040]If they are in a friend's room,
[00:41:25.740]in a residence hall drinking and they say,
[00:41:28.687]"You know, I don't wanna do this.
[00:41:29.670]I think we'll get in trouble."
[00:41:30.690]And the friend goes, "My RA does not care.
[00:41:32.910]He's totally cool. He'll just tell us to pour it out,"
[00:41:36.540]even if he doesn't say anything.
[00:41:38.370]That sends a signal to that student
[00:41:40.530]that the education I gave them isn't worth anything.
[00:41:44.361]That the school does not take something seriously.
[00:41:47.460]And so, our policy and environmental strategies
[00:41:49.560]are really core to the work that we do .
[00:41:51.870]In leadership, we think we have to think
[00:41:53.790]about the future of prevention on our campus.
[00:41:56.580]Again, going back to the SPF model,
[00:41:58.800]we're challenged to think about not just cultural humility,
[00:42:02.700]but how sustainability really works its way
[00:42:05.520]through all of our planning process in prevention.
[00:42:08.490]And so, in leadership,
[00:42:09.780]we have to think about how we are as leaders.
[00:42:12.390]Even a part-time graduate student
[00:42:14.850]that is doing prevention on a campus,
[00:42:16.650]how we are inspiring others to be leaders
[00:42:19.440]in prevention on campus?
[00:42:21.360]And finally, in communication and advocacy,
[00:42:23.970]we think about prioritizing student engagement
[00:42:27.390]in the work that we do, but also,
[00:42:29.670]and the fact that our work needs to be professional.
[00:42:32.670]If we are up against other resources on campus
[00:42:36.600]that are professionalized,
[00:42:38.880]their work are using evidence-based programs,
[00:42:41.490]and we come in with our piece-mealed,
[00:42:44.130]like back in my prevention day, it was like,
[00:42:46.740]you know, clip art and a variety of other things
[00:42:49.470]of how we would do prevention.
[00:42:51.660]We are not taken seriously by students.
[00:42:54.030]Or if we come into a conversation with students
[00:42:58.350]or a policy that we want to put forth
[00:43:01.080]and we're not listening to the voices of students,
[00:43:03.600]they're not going to think that we're on their side,
[00:43:06.000]that we're advocating for their health,
[00:43:07.830]that we're communicating with them
[00:43:09.240]in a way that makes them want to live a healthier lifestyle
[00:43:15.810]or be a part of the health
[00:43:17.547]and enhancing environment of our campus.
[00:43:20.610]So, I spent a lot of time at this slide
[00:43:22.830]and this will really be the foundation of what you will see
[00:43:27.480]in the competencies project,
[00:43:29.880]but I'll talk with you a little bit more
[00:43:31.290]in the coming slides about how we take a competency overall
[00:43:36.180]like prevention science and break that down
[00:43:38.520]into skills that your preventionists on your campus
[00:43:42.420]could be implementing related to those competencies.
[00:43:46.260]I'll just stop here for a minute
[00:43:47.880]and ask if there's any need to clarify anything
[00:43:51.510]or any comments or anything like that in the room.
[00:44:23.260]Okay, thank you.
[00:44:27.750]So, what you will see if you open up the document is,
[00:44:30.750]in phase two, we took each competency
[00:44:34.290]and created several applications for that competency.
[00:44:38.010]So, like I mentioned,
[00:44:39.420]when we think about the prevention science competency,
[00:44:43.470]we have to remember about the need
[00:44:45.420]to implement evidence-based practices.
[00:44:47.760]We need to think about applying a risk
[00:44:50.070]and protective factor model to the work that we do.
[00:44:53.670]And in each competency or application of each competency,
[00:44:57.570]there are things we can do every day,
[00:45:00.120]and there is things that we need to know
[00:45:02.280]to be able to do that every day skill well,
[00:45:05.640]if that makes sense.
[00:45:06.840]So, it's a little bit like a recipe
[00:45:09.540]where we gather all of our information.
[00:45:12.330]The application is the name of the thing we're cooking.
[00:45:16.110]We're cooking fettuccine Alfredo.
[00:45:18.750]And the knowledge is all of the resources
[00:45:22.620]that we're going to have to gather together to make that,
[00:45:25.200]whether it's our pots and pans,
[00:45:26.935]how we're going to heat it,
[00:45:28.650]and the ingredients themselves.
[00:45:30.540]And the skills are really how we put that recipe together,
[00:45:34.800]how we take all of that knowledge that we've gained
[00:45:37.350]and how it is applied to prevention and put it into place.
[00:45:46.230]So, I talked a little bit
[00:45:47.490]about the strategic prevention framework already.
[00:45:50.520]What you will see moving throughout the document
[00:45:53.220]is nods to the strategic prevention framework throughout.
[00:45:57.780]So, for anyone, this is new,
[00:46:00.510]the quick elevator speech
[00:46:02.340]about the strategic prevention framework.
[00:46:04.890]It's a non-linear planning model developed by SAMHSA.
[00:46:07.980]It's non-linear.
[00:46:09.030]But non-linear kind of means, then where do you start?
[00:46:11.250]So, in Missouri,
[00:46:12.083]we always start at the top and go clockwise.
[00:46:14.760]And so, we think about what evaluation
[00:46:17.010]or assessment we have about a particular problem on campus.
[00:46:20.280]We build capacity,
[00:46:21.510]which is related to the resources that we have
[00:46:24.030]and the readiness that we have.
[00:46:25.770]I have campuses in Missouri throw money at things
[00:46:28.890]and buy a lot of stuff
[00:46:30.210]and be part of all these national things,
[00:46:32.820]and we've spent $3,000 to be part
[00:46:35.580]of this consortium, et cetera.
[00:46:37.440]But they actually don't wanna do anything
[00:46:39.360]to change health or behavior.
[00:46:41.340]I have a lot of campuses that have a lot of people
[00:46:43.410]that want to do things, but they're not making,
[00:46:45.889]they have no money and they have no resources
[00:46:48.420]for training, et cetera.
[00:46:49.500]So, capacity is where the resources that we have
[00:46:52.440]and the readiness of our community meet.
[00:46:54.750]And then we plan the prevention that we do,
[00:46:57.120]we implement it with fidelity,
[00:46:58.740]and then we evaluate it all over again.
[00:47:01.080]And like I mentioned,
[00:47:01.950]as I was talking about the competencies,
[00:47:04.620]sustainability and cultural competence really are the stem.
[00:47:09.000]This is actually the SPF flower is what it's called,
[00:47:11.880]or folks use it.
[00:47:13.350]I think about like myself laying in like in a field
[00:47:15.870]and holding the flower and looking up at the sky.
[00:47:18.180]Sustainability and cultural competence really are a stem
[00:47:21.858]which feeds all of the petals of the SPF flower.
[00:47:25.860]So, thinking about how we're going to continue
[00:47:29.010]to move things forward,
[00:47:30.300]which we will see in the leadership competency
[00:47:32.940]and the communication and advocacy competency,
[00:47:35.610]the competency about strategic planning.
[00:47:37.980]But also how we are going to proceed with cultural humility,
[00:47:42.180]which we will see both in program management,
[00:47:44.880]as well as in the prevention science competence.
[00:47:49.800]So, within the document, David always,
[00:47:52.320]he thinks this is a great way to navigate,
[00:47:55.500]and I agree with him,
[00:47:56.790]but we were kind of tickled when it made it happen.
[00:47:59.340]In the PDF document,
[00:48:01.320]if you're interested in finding out more about leadership,
[00:48:03.690]you can click on leadership,
[00:48:04.860]and it'll take you directly to the resources
[00:48:07.560]about the prevention competency related to leadership.
[00:48:12.060]So, just note, there's a lot of great navigation
[00:48:14.490]within the PDF document that you can use.
[00:48:17.310]Within each competency,
[00:48:20.820]then a set of larger applications.
[00:48:23.462]So, as you can see here by evidence
[00:48:26.250]by the prevention science competency,
[00:48:29.550]we first look at what are the skills
[00:48:32.160]and knowledge needed to disseminate findings
[00:48:35.190]to identify the strategies that you need.
[00:48:37.410]Again, think back to the SPF
[00:48:39.120]for us to be able to assess the work that we do
[00:48:42.090]and then plan accordingly.
[00:48:43.860]How are we going to apply local data
[00:48:47.340]and engage students to the work that we do?
[00:48:49.710]How we develop the prevention programs
[00:48:52.560]and monitor the efficacy of the work that we do.
[00:48:58.260]And how, in terms of monitoring,
[00:49:01.980]how we're doing what we're doing?
[00:49:04.265]and then are we doing it ethically?
[00:49:06.630]Are we doing it in a way that we need to be doing it
[00:49:09.960]in order to protect our students the best way forward?
[00:49:13.710]So, this is what it looks like,
[00:49:15.000]which is a very much different
[00:49:17.760]than the first set of 80 pages that we first looked at.
[00:49:23.040]I am so glad that David took the process that he did,
[00:49:25.800]and we had the phase one and phase two project
[00:49:28.710]'cause it really got us to a fantastic place.
[00:49:31.500]Whereas you can see here for each of the applications,
[00:49:36.330]there is then a knowledge, a set of knowledge,
[00:49:39.450]and a set of skills that are necessary.
[00:49:42.480]So, we don't necessarily need someone
[00:49:45.840]in the case of this strategic planning competency
[00:49:52.830]related to managing strategic planning efforts
[00:49:55.980]along the entire planning continuum.
[00:49:58.740]That's the way it is applied and the work that we do.
[00:50:01.680]But it tells us what we need to know.
[00:50:03.240]We need to understand theoretical frameworks like the SPF,
[00:50:07.680]like the model, the socioecological framework.
[00:50:12.270]We need to understand why students are making
[00:50:14.280]the decisions that they are.
[00:50:16.020]And then when we do that,
[00:50:17.370]we're going to en engage in vision setting
[00:50:20.280]for our campus prevention work.
[00:50:26.670]And then, with each, I'll go back here.
[00:50:28.920]So, within the document it's also has a navigation
[00:50:32.220]where if you click up here on this resources tab,
[00:50:35.280]it will take you to a set of resources
[00:50:38.220]related to strategic planning,
[00:50:39.990]both three or four primary resources,
[00:50:42.810]meaning the most important things
[00:50:44.700]for your staff or your colleagues to look at.
[00:50:47.370]But then also a set of other resources
[00:50:49.740]that may be helpful if a person is really interested
[00:50:52.380]in diving deep into the work.
[00:50:55.050]There's also resources in terms of federal agencies,
[00:50:58.260]both for funding, but then also, like I said,
[00:51:01.050]for the competency related to drugs and alcohol
[00:51:03.720]for us to understand truly what the problem is
[00:51:06.750]beyond just very simple information
[00:51:09.510]that might be misleading,
[00:51:11.340]that we gather from the internet.
[00:51:15.210]There's also national organizations and resources listed,
[00:51:19.200]and news and information resources
[00:51:22.770]such as Listservs, et cetera, and data sources.
[00:51:26.010]So, we get a lot of questions
[00:51:27.330]in the state of Missouri often,
[00:51:28.470]like, well, that's fine
[00:51:29.790]that you have a 23% binge drinking rate,
[00:51:32.490]but how does that compare to the remainder of the nation?
[00:51:38.940]Or you make it sound like that's a good thing,
[00:51:41.610]but maybe that's some of the highest in the nation.
[00:51:44.400]Do we need to be worried about what our data says?
[00:51:49.170]And so, as we're going through that assessment
[00:51:51.180]and capacity building process of the SPF,
[00:51:53.790]we can rely both on our own individual data sources,
[00:51:57.222]but also federal data sources as well.
[00:52:03.510]So, we go back,
[00:52:05.010]and the reason why we pull this resource together,
[00:52:09.810]channel for the resource, is that we want to,
[00:52:12.480]really, it's a blank slate for us.
[00:52:14.670]That's why I appreciate this picture. I'm sorry.
[00:52:17.090]We're having a bunch of wind and rain here.
[00:52:19.140]So, my internet connection is unstable.
[00:52:21.630]Hopefully, I'm coming through.
[00:52:23.850]So, we want to increase the understanding
[00:52:26.220]and effectiveness of service delivery,
[00:52:28.230]how to do the work that we need to do
[00:52:30.150]for prevention programming in a comprehensive effort,
[00:52:34.350]which creates that health promoting environment
[00:52:36.810]or health enhancing environment.
[00:52:38.940]How we address the kind of the bleed on our campuses
[00:52:44.940]related to high risk drinking, cannabis use, et cetera.
[00:52:48.961]I know, in the state of Missouri,
[00:52:50.850]our drinking rates have plummeted over time,
[00:52:54.360]but it is cannabis rates that are uniquely concerning.
[00:52:58.290]We did just pass adult-use cannabis
[00:53:01.700]in the state of Missouri.
[00:53:02.820]And so, in anticipation of that and after it,
[00:53:05.460]we did see the numbers of our college students rise.
[00:53:08.460]And so, it's really important.
[00:53:10.950]We don't want people who are undereducated
[00:53:13.890]or under-resourced to be able to address these really...
[00:53:18.330]Topics.
[00:53:19.736]I'll share with you a story of something
[00:53:22.200]that's happening to us in the state of Missouri,
[00:53:24.210]especially about adult legalized cannabis,
[00:53:27.000]adult-use cannabis, is that,
[00:53:29.190]because adult-use cannabis or recreational cannabis
[00:53:34.050]is something that we have allowed in the state of Missouri,
[00:53:37.410]but it's federally illegal,
[00:53:39.720]that means that some of the things
[00:53:41.280]that we have in place related to alcohol,
[00:53:44.640]not necessarily in place for cannabis,
[00:53:49.710]such as regulations related to packaging,
[00:53:53.610]regulations related to how we message about...
[00:53:57.780]The effectiveness of the product,
[00:54:03.810]or what the product is meant for.
[00:54:05.760]So, our students are going into cannabis shops,
[00:54:08.400]which are almost on every corner,
[00:54:10.740]especially in our college communities,
[00:54:13.650]and they can be lied to.
[00:54:16.121]There is really nothing keeping those individuals,
[00:54:20.610]maybe not from purposefully lying,
[00:54:22.500]but for giving information that is not consumer-based.
[00:54:27.270]If we think about the work that we do
[00:54:29.670]because of federal consumer protection laws
[00:54:32.520]about coffee being hot when you get it in a drive-through.
[00:54:36.030]Nuts being in a product.
[00:54:37.726]Something was created in a factory
[00:54:41.940]that doesn't have nuts in it, but producing something.
[00:54:45.240]Nothing is-
[00:54:52.590]As students are getting information from the folks
[00:54:55.530]that work the budtenders and things like that
[00:54:58.027]that work in these head shops in Missouri.
[00:55:01.170]They're not necessarily hearing
[00:55:02.880]the most evidence-based information
[00:55:05.670]from the prevention professionals
[00:55:07.410]because they are undereducated about the science of cannabis
[00:55:11.760]and how it affects your body.
[00:55:13.500]And it's not their fault.
[00:55:15.600]They hear the same information from the cannabis industry.
[00:55:19.200]They hear the same information from social media
[00:55:21.600]or get the same information off of the internet.
[00:55:25.590]But rather, it's important for us to know
[00:55:28.530]that these problems are going to persist
[00:55:30.840]and if the folks that are,
[00:55:32.370]the students are either coming to ask questions
[00:55:34.680]or the folks that are doing the education,
[00:55:37.020]setting the policy, et cetera,
[00:55:38.760]have bad information about the products students are using,
[00:55:41.970]we're probably not going to be working
[00:55:43.830]in the best interest of students.
[00:55:47.670]So, this product overall was really designed
[00:55:50.310]to bolster the foundations
[00:55:51.750]for those who provide campus-based leadership and service.
[00:55:55.920]We designed this as much
[00:55:57.630]for a vice president of student affairs
[00:56:00.480]who is leading or supervising the health and wellbeing unit
[00:56:06.180]as we did for the person who just started their job
[00:56:09.150]on a campus and came from,
[00:56:11.370]was an elementary school teacher or a social worker
[00:56:14.370]and doesn't know what collegiate prevention is.
[00:56:17.430]There's really utilization
[00:56:20.400]for many different folks on campus.
[00:56:24.330]So, it's really important again
[00:56:26.760]as we use this product to really think
[00:56:29.610]about how we move forward to use it.
[00:56:33.180]And our audiences for use that our committee came up with
[00:56:37.110]are our prevention specialists obviously,
[00:56:39.690]our professional colleagues that do prevention.
[00:56:42.330]I have a lot of folks in the state of Missouri
[00:56:44.040]who are the folks that are implementing
[00:56:46.830]the alcohol skills training program,
[00:56:48.510]and they are the Greek life advisor.
[00:56:50.700]They are the residence hall coordinator.
[00:56:53.190]They're the crime prevention officer or the conduct officer.
[00:56:56.670]A lot of our care team and folks that were put in place
[00:57:00.840]to help student basic needs coordination
[00:57:03.934]are also doing some of this prevention work,
[00:57:06.750]and we want them to have good information
[00:57:08.790]about the roles that they have.
[00:57:10.800]That was part of the reason
[00:57:11.940]why I developed the training that I did.
[00:57:13.980]And again, happy to share more information
[00:57:15.960]about that as folks need it.
[00:57:18.210]We also designed it for campus leadership.
[00:57:21.330]What we hope we see eventually
[00:57:23.670]as we continue to roll this out
[00:57:25.710]is for campus leaders to take this,
[00:57:27.990]and as they are creating the role
[00:57:31.740]for their campus prevention specialist
[00:57:33.780]and writing maybe the,
[00:57:35.970]we call them personnel classification questionnaires,
[00:57:39.600]PCQ, for different roles on campus,
[00:57:42.300]they're able to use language about what they want to see
[00:57:45.510]in a prevention specialist role.
[00:57:47.340]What I will often see happen on college campuses is that,
[00:57:51.420]especially a person in HR
[00:57:53.010]that truly doesn't know any better says,
[00:57:54.607]"Oh, we have a social worker on campus.
[00:57:56.850]We'll just put that.
[00:57:57.900]We'll just use all the language from that role."
[00:58:00.570]Or "We have someone who does education on something else.
[00:58:03.630]We'll just use all of that information."
[00:58:05.430]And so, the folks that apply to that role
[00:58:07.680]and ultimately get selected are not necessarily the folks
[00:58:11.310]that would be the best for the role,
[00:58:13.740]again, to create that health promoting environment.
[00:58:17.100]It is definitely David and my dream
[00:58:19.590]that we see this implemented
[00:58:22.140]or used in academic preparation programs.
[00:58:25.354]I am hopeful that we'll be able to train folks
[00:58:28.350]who might teach master's in public health courses
[00:58:31.680]or health science programs
[00:58:34.020]or student affairs preparatory programs
[00:58:36.840]on what prevention is.
[00:58:39.300]I would love to see it in counseling psychology programs.
[00:58:42.570]I was in a very unique situation in graduate school
[00:58:45.480]where I have a counseling psychology degree
[00:58:47.970]with a higher education prevention emphasis
[00:58:50.730]because I designed the degree with three other people
[00:58:54.090]and we had an advisor willing to take us on.
[00:58:56.730]Honestly, if it weren't for my advisor, Dr. Good,
[00:59:00.060]at that point for having that program
[00:59:02.400]and being willing to sponsor us and see us through,
[00:59:04.680]I'm not sure I would've felt empowered to go into prevention
[00:59:08.190]and stay in prevention in the way that I did.
[00:59:10.440]And so, it's really important for us to think about the role
[00:59:13.410]that those academic preparation programs have
[00:59:15.630]in building the next era of prevention professionals.
[00:59:19.650]We have trained a number of state agencies and offices
[00:59:22.710]in my training program that I developed
[00:59:24.840]based on the competencies and have been sharing them.
[00:59:27.480]It's our hope that as state agencies give out funding
[00:59:31.380]to implement strategic prevention-based projects
[00:59:34.110]on colleges and universities,
[00:59:35.940]that they don't send all of those folks through SAPs,
[00:59:38.490]but rather give them a set of the prevention competencies
[00:59:41.460]and take them through the prevention competencies training
[00:59:43.950]for higher education.
[00:59:45.540]Obviously, we've been focusing as well
[00:59:47.730]on different national agencies and offices
[00:59:50.730]and national organizations so that they know
[00:59:53.046]what these competencies are and how they can be implemented.
[00:59:58.980]And we started that with our partnership with the DEA
[01:00:02.580]and the Campus Drug Prevention Program,
[01:00:04.590]which I'll talk about in a moment.
[01:00:06.870]You do not need to be able to see this.
[01:00:08.370]This is just an illustration of some of the things
[01:00:10.860]that are in the prevention competencies document
[01:00:13.530]that give us ideas of how we can continue
[01:00:15.900]to move these competencies forward.
[01:00:18.630]I spent a good time talking about how we are trying
[01:00:22.680]to operationalize this for a number of audiences,
[01:00:25.680]but this just gives some,
[01:00:27.570]and I will share these slides with Melissa and any CPA,
[01:00:31.560]so that they can distribute them to you as well,
[01:00:33.570]as well as David's introductory opening.
[01:00:37.470]But this gives us a better understanding
[01:00:39.240]of how we might work with individual individuals on campus.
[01:00:44.040]I did have some time built in,
[01:00:46.980]which we maybe get to at the end as we get to questions
[01:00:50.880]related to others that you can think of
[01:00:52.890]or what your next step might be,
[01:00:54.720]and who you would share this with,
[01:00:56.580]or what you might do when you download the document.
[01:00:58.920]But just in the interest of time
[01:01:01.170]and the awkwardness of using the chat,
[01:01:03.120]we'll hold that to the end if that's okay.
[01:01:07.740]So, really, I asked you to ponder these questions.
[01:01:11.100]To consider the breadth of these resources,
[01:01:13.830]what are your overall reactions to it?
[01:01:16.500]And how do you think others could use it?
[01:01:18.330]So, these are the questions we'll be really looking back on
[01:01:21.030]in our question and answer section.
[01:01:24.240]So, as we wrap up,
[01:01:25.170]there are a few other resources I wanna mention too,
[01:01:27.990]if you're not familiar with them.
[01:01:30.030]First of all, campusdrugprevention.gov
[01:01:32.370]is the place where you will find the resources
[01:01:35.460]about the webinar series.
[01:01:38.880]So, essentially, what happened was that David sat down
[01:01:41.790]with members of our planning committee, myself,
[01:01:45.570]Tom Hall, Karen Moses, Susie Bruce, and Jim Lange,
[01:01:48.555]and really asked us about how we see
[01:01:51.030]these prevention competencies kind of working out
[01:01:55.230]in our daily life as preventionists.
[01:01:57.030]So, I think it's a little bit like a fireside chat,
[01:01:59.880]or like an advice column
[01:02:01.650]for how to make these prevention competencies come alive.
[01:02:05.790]I have a set of new prevention professionals
[01:02:07.710]that I'm onboarding at Missouri Partners in Prevention,
[01:02:10.950]and as the webinars go live
[01:02:14.580]and they'll continue to stay live,
[01:02:15.870]I think one comes out every Wednesday
[01:02:17.760]and they started with prevention science
[01:02:19.380]with Susie last Wednesday.
[01:02:21.630]I'm bookmarking them and having all of my staff watch them.
[01:02:26.160]How the prevention competency might be something
[01:02:29.730]that they see in their role moving forward.
[01:02:33.720]And then we're using that as a conversation piece
[01:02:36.750]at six months, 12 months, et cetera,
[01:02:39.450]as they build into their role.
[01:02:41.430]But I think that, for me,
[01:02:43.345]and maybe it's just because I spent time preparing
[01:02:46.260]and doing the webinars with David
[01:02:47.640]and found them very interesting,
[01:02:49.410]but for me, reading the competencies
[01:02:52.470]and hearing from others reflecting on the competencies
[01:02:55.770]is a really great sort of engagement of all of our ways
[01:03:00.090]that we learn about a new concept like these competencies.
[01:03:05.160]So, David talked a little bit
[01:03:06.720]about the campus drug prevention federal resources,
[01:03:10.170]as well as their practitioner's toolbox.
[01:03:13.158]The practitioner's toolbox at the DEA website
[01:03:16.200]is really useful, and has a great amount
[01:03:20.040]of webinars, podcasts, views from the field, et cetera.
[01:03:25.260]If you don't have this bookmarked for new staff
[01:03:28.020]or folks that are are working in prevention,
[01:03:30.990]it's definitely a must.
[01:03:32.328]And then, ooh,
[01:03:33.210]David included some great spinny action on that,
[01:03:37.320]and the new webinar series moving forward.
[01:03:40.080]If you haven't spent any time with the SPF,
[01:03:43.740]I love the SPF.
[01:03:45.090]I'm not a tattoo person and this sounds super nerdy,
[01:03:47.940]but I have a very good friend who lives
[01:03:51.480]and breathes the socioecological model
[01:03:53.730]'cause he works in violence prevention
[01:03:54.897]and he has a tattoo of it on his arm.
[01:03:57.210]And I often say that I think I would get a tattoo
[01:03:59.550]of the SPF if I was that person.
[01:04:02.672]I am not that person and I...
[01:04:05.460]But I really believe that we SPF,
[01:04:08.430]can SPF everything that we do for greater outcomes.
[01:04:12.210]I SPF my grocery list.
[01:04:13.620]I think about what I have in my cabinets,
[01:04:16.200]what my kids like to eat, what is fitting in my budget.
[01:04:20.130]I think about how much money I have
[01:04:21.930]and how many resources I have to make,
[01:04:24.150]how much time I have.
[01:04:25.470]I think about my capacity.
[01:04:26.940]I plan what I'm going to buy, I buy it.
[01:04:30.060]And then I decide whether or not those were things
[01:04:32.490]that did all, or the spinach I waste.
[01:04:36.660]We have to think about this continuing and ongoing,
[01:04:41.370]not just as a one-off way to program or plan,
[01:04:47.070]but rather to think about the fact
[01:04:48.630]that the community only will change
[01:04:51.450]if we engage in a strategic planning framework
[01:04:54.510]that really moves us forward.
[01:04:57.000]This is all the time that say, "John, I don't understand.
[01:04:59.730]We did like 50 presentations this year.
[01:05:02.400]Why is our binge drinking rate still so high?
[01:05:04.890]What could be a number of factors?"
[01:05:06.330]One, you also could have people that are engaging
[01:05:10.290]in high risk behavior after you've talked to them
[01:05:12.390]in your presentations in the residence hall
[01:05:14.250]and no one's caring.
[01:05:15.480]You could have people who are, you know,
[01:05:19.170]undoing the work that you do in the direct prevention.
[01:05:22.560]You also could be focusing on the wrong students.
[01:05:24.960]You're focusing on all the students that would have had
[01:05:27.780]that pretty moderate, good behavior anyway,
[01:05:29.940]and you're not working with the students
[01:05:31.470]who are engaging in high risk behavior.
[01:05:33.300]There are a lot of reasons why prevention doesn't work,
[01:05:36.360]and it usually is because we are not implementing
[01:05:40.388]an evidence-based planning model
[01:05:42.990]and implementing comprehensive prevention
[01:05:46.080]that is both has the depth of addressing students
[01:05:49.530]from pre-matriculation,
[01:05:50.850]like the Year One CBP through graduation,
[01:05:53.430]but also is comprehensive in nature,
[01:05:55.290]so that it is addressing all of the high risk behavior
[01:05:58.410]that students are engaging in from both an individual level
[01:06:01.860]all the way to a community level.
[01:06:04.830]This is the SAMHSA prevention competencies.
[01:06:07.800]So, it's available at the store on SAMHSA.
[01:06:11.700]I think the store, you don't have to pay for it necessarily.
[01:06:14.940]Even though it says store, it's a free download.
[01:06:17.400]Again, I highly recommend these.
[01:06:19.020]These are great prevention competencies,
[01:06:21.120]but they are not higher education specific.
[01:06:23.730]So, it could be that this is a helpful document,
[01:06:26.431]but we hope that our prevention competencies
[01:06:28.890]that were developed are most helpful to your work.
[01:06:34.020]David put these slides together, but even if he didn't,
[01:06:36.840]I would be promoting two books that David and Tom Hall,
[01:06:40.449]our colleagues both worked at
[01:06:43.140]or worked on over the last 10 years.
[01:06:45.690]And I think these are just really helpful resources.
[01:06:49.349]I have encouraged my staff to read these as they are new.
[01:06:53.790]I think that there's chapters in them especially,
[01:06:56.217]and this gives a sense of how, specifically this book,
[01:07:00.810]in leadership and drug and alcohol prevention
[01:07:03.150]really can move us forward.
[01:07:05.070]So, again, these are just additional resources
[01:07:08.520]that are available to you as you...
[01:07:11.280]Your capacity off and yourself
[01:07:13.830]to do evidence-based prevention.
[01:07:18.330]So, that is a whole lot more talking than I usually do
[01:07:22.080]in just one big swath, and hopefully we have time.
[01:07:28.050]I know it's gonna be a little bit awkward potentially
[01:07:30.150]with a chatting back and forth,
[01:07:31.770]but please, I'd love to just get your general sense.
[01:07:36.150]They can be like one-word answers or two-word answers.
[01:07:39.270]Maybe from Melissa's typing fingers.
[01:07:41.370]But like what are your overall impressions?
[01:07:43.680]Or what questions do you still have?
[01:07:49.890]Great, great question. Where do you start?
[01:07:52.680]You can really honestly start anywhere.
[01:07:56.370]The starting place is using the competencies,
[01:08:03.900]and part of the reason why prevention science
[01:08:07.260]and drugs and alcohol are the first two competencies
[01:08:10.980]is that those are seen as primarily foundational.
[01:08:15.210]So, first, the most important thing
[01:08:17.460]that we want folks to understand
[01:08:19.860]is that evidence-based strategies have to be implemented
[01:08:24.390]and we cannot educate the problems
[01:08:26.550]of drugs and alcohol away on campus.
[01:08:28.920]We can't program it away.
[01:08:30.540]We can't, you know, have fun events.
[01:08:34.860]And I mean this with all due respect to folks
[01:08:37.740]that do these programs on campus,
[01:08:40.200]but I recently had an addiction specialist,
[01:08:44.580]somebody who teaches in the addictions faculty
[01:08:46.530]at St. Louis University, say to me, he is like,
[01:08:50.617]"We spend more time bringing fluffy animals
[01:08:53.760]for students to pet to campus
[01:08:55.710]than we do ever talking to them about drug overdose."
[01:08:58.800]And they have lost,
[01:09:00.090]in a particular community that he was talking about,
[01:09:02.550]a lot of students to overdose.
[01:09:04.200]And so, it's just about remembering.
[01:09:05.880]Again, there is great value in the programs
[01:09:11.370]that we do to get students to come to us,
[01:09:13.740]to help students to feel more comfortable on campus,
[01:09:16.230]to know that we care.
[01:09:17.820]But those are not necessarily the things
[01:09:20.370]that are going to create change
[01:09:22.050]when it comes to their drinking and drug use behavior.
[01:09:25.320]That is going to be a three-legged stool of educating them,
[01:09:29.910]enforcing policies we have,
[01:09:32.670]and adjudicating them supporting them
[01:09:34.470]when they break those policies.
[01:09:36.330]And so, you'll find a lot of those prevention,
[01:09:38.640]like the related prevention competencies,
[01:09:40.950]in prevention science and the drugs and alcohol section.
[01:09:45.660]I think that if I didn't know anything about this, right?
[01:09:49.860]And I was just looking at it for the first time,
[01:09:53.040]I would probably just look at it
[01:09:55.410]and make some comments and say, "I don't think I do that,"
[01:09:58.590]or "I need to learn more about that,"
[01:10:00.210]or "I feel really confident
[01:10:01.860]that that's something that we do."
[01:10:03.611]These are reminders to folks.
[01:10:05.880]Again, these competencies,
[01:10:07.440]there's no certificate that you get
[01:10:09.210]in prevention competencies yet.
[01:10:11.250]These are reminders to us of how to do our job
[01:10:14.340]in a way that is...
[01:10:17.610]That garners respect from others on campus
[01:10:20.550]that we're not just, "Oh, aren't too cute,
[01:10:22.140]put you a little drug and alcohol programming,"
[01:10:24.510]but rather is important, is professionalized
[01:10:27.870]in the same way that we have other professionals
[01:10:32.370]working on campus and is evidence-based.
[01:10:35.760]So, that is my best advice is that it is absolutely a lot.
[01:10:41.501]We went from having nothing in our profession
[01:10:45.510]to having this very comprehensive document,
[01:10:50.010]but you don't have to feel that you can't do drug
[01:10:52.230]and alcohol prevention programming
[01:10:54.120]if you're not doing every single one of the,
[01:10:57.630]you know, have all the knowledge
[01:10:58.920]or the skills that we're recommending.
[01:11:00.960]But it's rather can even be a self-reflection point
[01:11:04.650]about whether or not you are doing the work
[01:11:06.720]of drug and alcohol prevention programming in a way
[01:11:09.720]that might create that health enhancing environment.
[01:11:18.450]Some of our members have asked for prepackaged programming.
[01:11:22.380]Is there anything like that out there?
[01:11:23.880]Like standard drink education activities
[01:11:25.980]that are engaging for students?
[01:11:27.900]I mean, certainly, there are folks that...
[01:11:30.990]That are selling those things
[01:11:36.524]that are not necessarily evidence-based,
[01:11:39.780]but they're trying to sell you something.
[01:11:42.390]I'm happy to share with Melissa,
[01:11:45.210]the Missouri Partners in Prevention,
[01:11:46.770]we create for all of our member campuses
[01:11:48.900]something called "Programs to Go," which are like, again,
[01:11:53.100]prepackaged resources that campuses can use.
[01:11:56.610]We developed them during the pandemic
[01:11:58.470]because we found that the average Joe, Jane,
[01:12:03.780]you know, Chris at a campus was not a prevention specialist,
[01:12:08.550]but was suddenly being asked to do prevention in Zoom
[01:12:12.956]and like keeping up with the prevention on campus,
[01:12:15.810]and they knew very little about it
[01:12:17.460]because the folks that normally did prevention
[01:12:19.770]were to COVID response.
[01:12:23.730]We have several resources, like we have one on cannabis.
[01:12:27.435]We have one on alcohol on, like,
[01:12:31.140]what basic consumer alcohol education is
[01:12:34.950]in terms of standard drinks, things like that.
[01:12:39.030]And they've all been developed with resources
[01:12:41.760]from like the alcohol skills training program,
[01:12:43.830]the (indistinct) program, et cetera.
[01:12:45.540]So, I'm happy to share that programs to go link
[01:12:49.230]if anyone is interested in it,
[01:12:50.760]or we can share our templates for your coalition
[01:12:54.180]to create your own.
[01:12:56.400]Basically, our member campuses,
[01:12:57.900]some of them use them as is.
[01:12:59.490]Others of them pull out parts of them.
[01:13:01.380]They use them for bulletin boards.
[01:13:03.870]They use them for potty papers and newsletters.
[01:13:07.885]It's just basically a free for all
[01:13:10.050]for whatever they need them for.
[01:13:14.970]Just remind me, Melissa.
[01:13:16.110]I'll send that to you when I get tomorrow.
[01:13:22.590]I know we're getting close to time,
[01:13:24.900]but any other thoughts or questions?
[01:13:27.390]I did this.
[01:13:28.740]You can like thumbs up.
[01:13:29.880]Lik, I can see the backs of your heads too,
[01:13:31.860]so I can't see the front of you,
[01:13:33.840]but if anybody doesn't mind,
[01:13:35.370]like did this kind of work for you?
[01:13:38.340]Give you some good ideas moving forward,
[01:13:40.260]or how might you operationalize this
[01:13:42.450]as you are maybe leaving the conference today
[01:13:48.300]and going out into your campuses?
[01:13:52.320]Anyone have a good next step to close us out
[01:13:54.990]in terms of what they might be doing
[01:13:56.640]or who they bring this with?
[01:14:00.570]Yeah, I think it's incredibly important to,
[01:14:05.940]whenever possible, and I am, in Missouri,
[01:14:09.450]in Missouri Partners in Prevention,
[01:14:10.950]we have campuses that are extremely wealthy
[01:14:14.160]versus campuses that are not.
[01:14:17.051]The level of funding they get from donors,
[01:14:19.440]the funding they get from the state is very limited.
[01:14:22.380]And so, I always steer from like telling a campus
[01:14:26.130]that they need to have a professional person
[01:14:28.770]in a prevention role.
[01:14:30.180]But that's really the bottom line is that,
[01:14:33.742]and I could have given an entire presentation on this too,
[01:14:36.570]but if we think about our work
[01:14:38.820]from a collective impact model,
[01:14:40.530]for those of you who are familiar with collective impact,
[01:14:42.450]it basically means that,
[01:14:44.400]rather than us all doing different things
[01:14:47.580]in terms of a service of a goal,
[01:14:50.220]we're all doing the work that we're doing to come together
[01:14:55.590]and point to a centralized health and wellbeing goal.
[01:15:02.340]We are all, instead of being in the sandbox,
[01:15:04.830]like two year olds all playing separately,
[01:15:07.440]kind of looking at each other's stuff,
[01:15:09.510]we are building one sandcastle
[01:15:11.760]and we're all taking a piece
[01:15:13.650]of residents life is in charge of the moat,
[01:15:17.513]our campus police are in charge of the road into the castle,
[01:15:22.770]things like that.
[01:15:23.640]And so, I love analogies,
[01:15:25.290]and I'm sorry if I've worn you out on them.
[01:15:27.300]But the idea of really all moving in the right direction.
[01:15:33.000]And in order to do that,
[01:15:34.500]we need to have a specialist on campus
[01:15:37.710]that knows what they're doing.
[01:15:39.300]Maybe not all the time and maybe it's a work in progress,
[01:15:42.720]but someone that understands doing this work.
[01:15:45.780]We wouldn't necessarily ask a bunch of people
[01:15:48.720]who work in our, you know,
[01:15:51.150]marketing office to suddenly be IT professionals.
[01:15:54.630]But that's what we do in prevention.
[01:15:56.190]We take folks who aren't trained, who are undertrained,
[01:16:00.240]and again, it is not their fault.
[01:16:02.310]It is truly the situation that they're being put in,
[01:16:05.850]and expect them to do things that truly change behavior.
[01:16:10.140]And without that,
[01:16:11.858]that guidance and right tools in the toolbox,
[01:16:17.240]they're just gonna perpetuate what they think works.
[01:16:20.730]And unfortunately, the college aim from the NIAAA
[01:16:24.720]and things like that tell us that the programs
[01:16:28.590]that we tend to think of that would be so exciting
[01:16:30.990]and so cool to do like drunk goggles and,
[01:16:35.070]you know, drunk driving demonstrations, crash car displays,
[01:16:39.690]you know, speakers that really knock your socks off.
[01:16:42.480]Those are none of the things
[01:16:43.680]that are actually making change on campus.
[01:16:46.080]But when you put a new prevention professional
[01:16:48.090]into a space and they're not trained
[01:16:50.010]or they're undertrained,
[01:16:52.440]they're going to go to the things that we know doesn't work
[01:16:57.600]because that's what they have experienced
[01:16:59.460]probably previously,
[01:17:01.140]or they're going to over-complicate the work that we do
[01:17:04.470]because they don't have that training and guidance.
[01:17:06.450]So, I appreciate the fact that this might be a good start
[01:17:11.490]in reminding us what sort of,
[01:17:14.040]how to keep the main thing,
[01:17:15.270]the main thing with our prevention on campus.
[01:17:19.980]Well, thank you for bearing with me.
[01:17:22.560]I feel like, it's like a lost in translation sort of thing.
[01:17:27.180]So, hopefully, this was something that you found valuable.
[01:17:33.240]My email is mastersj@missouri.edu.
[01:17:37.571]Melissa and Megan both have it,
[01:17:40.860]but you can certainly reach out to me at any time.
[01:17:43.020]David Anderson and I love to talk about these competencies
[01:17:46.170]and the training that I have developed.
[01:17:47.940]So, if that's something that would be useful
[01:17:50.190]for our folks in Nebraska, I'm more than happy
[01:17:52.590]to come up and provide that.
[01:17:54.630]That also might be a way to answer that question before
[01:17:57.810]in terms of like where do we start.
[01:17:59.790]So, thank you very, very much for your time
[01:18:03.750]and spending time with me,
[01:18:05.070]and I'm sorry I'm not there in person to be with you,
[01:18:07.800]but I really appreciate it.

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Enhancing Competencies with Prevention Professionals

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