Underage Drinking Including Binge Drinking What Can We

Underage Drinking (Including Binge Drinking) What Can We Do? The St. Helena Case Study Presentation to: CDE Statewide Coordinator’s Meeting Sacramento, California Presented by: Joel L. Phillips Community Prevention Institute (CPI) 771 Oak Ave. Parkway, Suite 2, Folsom, California 95630 September 21 -22, 2005 1

Overview n Getting Started n n Getting the facts n n n Dimensions of the problem Resources Developing the plan n n Leadership Forming a team Planning for meetings Action plan (resources/timelines) Case study – St. Helena Other considerations 2

Why The Concern? n Nine teens die every day from alcohol related incidents. (S. D. Youth council, 2004) n n n Alcohol kills far more teens than all other drugs combined (S. D. Youth Council) Three leading causes of death for 15 to 24 year olds are automobile crashes, homicides and suicides—alcohol is the leading factor in all three (NIAAA 2003) It has been estimated that over three million teenagers are alcoholics. Several million more have a serious drinking problem they cannot manage on their own (NIAAA 2003) 3

Getting Started Who needs to (can) be involved? n Planning Models n n n Coordinator led Team (school based) Partnership (school/community) 4

Advantages/Disadvantages Advantages Coordinator led n n n Team (school based) n n n Coordinator Teacher Students Community Partnership n Coordinator n Teachers n Students n Community n n n Control Buy-in Understand school environment Spread work Understand school environment Youth participation Spread work (delegate) n Task completion more likely n Ownership Spread n Disadvantages n n n More Work! Logistics, getting team together Competing Time Commitment Organizational logistics 5

Start-Up Issues Leadership Roles and Responsibilities Recruitment n Depends on Planning Model Resources n n Assistance Funding Timeline – 1 year effort minimum 6

Getting the Facts 1 Dimensions of the Problem SOURCES n Survey Data 1. 2. 3. n CHP 1. 2. n National Data (Household survey, MTF) CSS (State) CHKS – District/school specific Drinking/driving – accidents Drinking/driving – arrests DOJ 1. Adolescent arrests 7

Getting the Facts 1 Dimensions of the Problem SOURCES continued Profile your community Present community data by demographics (age, gender, ethnicity) Compile information in easy to understand graphics –- they are one of your marking tools. 8

Getting the Facts 2 Identifying Resources WHAT KINDS OF RESOURCES 1. People! n n n Map the Environment 2. n Current programs – list out all programs/resources that could be involved Outside Support 3. n 4. What can they contribute? Who can help? Identify all individuals school/community Technical assistance Compile resource Inventory 9

Develop and Implement the Action Plan Form a team 1. n n Determine type of team Contact members Collect and review ‘Facts’ 2. n n Dimensions of the problem Potential resources Conduct Planning meetings 3. n n Introductory meeting Tasking meeting 10

Develop and Implement the Action Plan continued Conduct additional data collection 4. n n Example: Youth led focus groups Example: Social norm survey Present Findings and Recommendations 5. n Organize Presentation Implementation 6. n n n Identify work group areas (based on recommendations) Solicit additional volunteers Develop process to monitor progress 11

St. Helena Case Study Background Structure n n n Youth Death (DUI) Concerned Parents Supervisor Involvement n Called a planning meeting Meeting Structures (four types) took place over 10 months. 12

Meetings Structure 1: ‘Matchstick’ Group n Membership n n 5 -6 people (met 2 x) Purpose n Discussed various planning options 13

Meetings Structure 2: ‘Kindling’ Group n Membership n n 12 -15 people (met 5 x) Purpose n n Review/Discussed next steps/stage Set up Process for focus groups Data Collection DATA Collection Process: Youth Groups Youth. Led Focus Groups 14

Meetings Structure 3: ‘Bonfire’ Group n Membership n n Community – 60 plus (met once) Purpose n n Review findings and recommendations Community members joined one of the 6 work groups 15

Meetings Structure 4: Work Groups n Membership n n 4 -6 per work group Purpose n Implement recommendations 16

Youth Led Focus Groups Process n Recruitment (≈ 14 youths) n Training (2 Sessions) n n Questions Developed by planning group Youth Volunteers paid Role played the questions Focus Groups n n Five Youth-led Sessions Approximately 60 participants (all paid $10/$20) n Report Prepared (CPI) n Presentation to ‘Bonfire’ Community Meetings 17

Questions. . . Ten questions; in three sets SET 1: How Youth spent their time when not in school and percieved opportunities to be involved SET 2: Youth perceptions concerning adult support for them in their communities (ie, do you feel like adults in the community encourages value and value you as part of the community? ) SET 3: Role of alcohol and/or drugs in their life 18

Findings. . . 1. 2. 3. 4. 5. 6. Alcohol use is common Social acceptance of alcohol use by peers Availability and access Reasons to use – differentiated by intent At risk behaviors—lack of concern re: excessive drinking Adult relationships with teen generally positive 19

Framework for Recommendations 1. 2. 3. 4. 5. Must address issues raised by teens Must be based on approaches demonstrating prior success Must be doable (low cost/minimum resources) Must include community members Must involve youths and adults 20

Recommendations n n n School Based Risk Management Availability and Access Media Community Development Parent Education and Intervention 21

Risk Management Recommendations n SADD n Parent/Child Pledges n Harm Reduction Information on Alcohol 22

Availability Recommendations n n Responsible Beverage Service Training Enforcement Compliance Checks Social Host Ordinance 23

Media Recommendations n Media Advocacy n Awareness Campaigns 24

Community Development and Youth Leadership Youth Advisory Task Force n Friday Night Live n Community Development Framework n 25

Parent Education and Intervention n Parent Skills Training n Brief Intervention Training 26

Lessons Learned. . . n n Payments important ($ minimal) Youth prepared ‘notes’ were problematic Planning/scheduling is critical Recruitment n n Diversity (age, student types) Conclusion: n Youth led Focus Groups can be an important way to gather information and involve youth 27

Status n n 5 of 6 Work Groups meet every month (5 -10 members) Special Projects (recommendations) are being pursued n n n n Youth media campaign Brief Intervention RBS Place of last drink survey Parents involvement—Family Resource Center Implementation SADD Interest in a SAP 28

Next Steps. . n CPI will work with up to FIVE School Districts in developing / Supporting an Underage Drinking Planning Process 29