International Centre for Credentialing and Education of Addiction Professionals (ICCE)

The Universal Prevention Curriculum (UPC) for Substance Use Training Series

Curriculum 1
UNIVERSAL PREVENTION CURRICULA
Introduction to Prevention Science
FOR SUBSTANCE USE AND ABUSE
OVERVIEW

1.1
1.2
Substance Use World-Wide

 The United Nations Office on Drugs and Crime

(UNODC) reports that, in 2012, 162 to 324
million people between ages 15 and 64 used
illicit substances at least once.
 Of those who use psychoactive substances,
10%-14% will develop substance use problems.

1.3
World Extent of Psychoactive Substance
Use

http://www.who.int/substance_abuse/facts/global_burden/en/ 1.4
EXECUTIVE SUMMARY WORLD DRUG REPORT

 An estimated quarter of a billion people, or

around 5% of the global adult population, used
drugs at least once in 2015.
 29.5 million of those drug users or 0.6% of the
global adult population, suffer from drug
disorders. This means that their drug use is
harmful to the point that they may experience
drug dependence and require treatment.

1.5
What is the Universal
Prevention Curriculum?

1.6
The Universal Prevention Curriculum
(UPC) for Substance Use is based on
the latest research and tools,
necessary to implement prevention
strategies and interventions in
various communities.

1.7
UPC has been developed to meet the
current demands for evidence-based
practices in the area of substance
use prevention.

1.8
 UPC has been developed by teams of
international experts in the field. The
materials are written, piloted and are
being used for training by prevention
and addiction professionals in the
field particularly in Southeast Asia,
Africa and South Africa.

1.9
This curricula is of special interest to
major international organizations
including the United Nations Office on
Drugs and Crime (UNODC), the
Organization of American States
(OAS/CICAD), the European Drug
Monitoring Centre (EMCDDA) and the
World Health Organization.
1.10
Colombo Plan and the Bureau of
International Narcotics and Law
Enforcement Affairs (INL) have been
the major financial providers for the
development of this curricula.

1.11
The underlying principles of UPC are to provide a
way forward for prevention that is based on:

 Scientificresearch and evidence;

 Sound quality standards; and
 An ethical stance in how prevention
should be undertaken.

1.12
The UPC has 2 series:
UPC Series 1
UPC Series 2

1.13
 UPC Series 1

Provides a 288-hours training

programme for prevention
coordinators who coordinate and
supervise the implementation of
prevention interventions and/or
policies.

1.14
 UPC Series 2:
 Providesin-depth knowledge and skills
to prevention specialists who implement
prevention interventions and/or policies.

 Provides a more in-depth understanding

of the content, structure, effective
delivery, and monitoring and evaluation
of the short-term and long-term impact of
the intervention policies. 1.15
 UPC 1 Series is composed of 9 curricula:

Curriculum 1: Introduction to Prevention

Science (5 days)

Curriculum 2: Physiology and Pharmacology

for Prevention Specialists
(3 days)

Curriculum 3: Monitoring and Evaluation of

Prevention Interventions and
Policies (5 days) 1.16
 UPC 1 Series is composed of 9 curricula:

Curriculum 4: Family-Based Prevention

Interventions (4 days

Curriculum 5: School-Based Prevention

Interventions (5 days)

Curriculum 6: Workplace-Based Prevention

Interventions (3 days)
1.17
 UPC 1 Series is composed of 9 curricula:

Curriculum 7: Environment-Based Prevention

Interventions (3 days)

Curriculum 8: Media-Based Prevention

Interventions (3 days)

Curriculum 9: Community-Based Prevention

Implementation Systems
(5 days)
1.18
Curriculum 1: Introduction to Prevention
Science (5 days)

 Overview of the science that underlies

evidence-based prevention interventions
and strategies and the application of
these effective approaches in prevention
practice

1.19
Curriculum 1 Training Goals

 To provide an overview of the science that is the

foundation for prevention;
 To provide an overview of the information needed
to inform the selection of prevention interventions;
 To provide participants with the tools to inform
stakeholders and policy-makers about the
foundation of evidence-based drug use
prevention;
 To provide participants with the tools to coordinate
and supervise drug use prevention specialists
1.20
 International Centre for Credentialing and Education of Addiction Professionals (ICCE)
The Universal Prevention Curriculum (UPC) for Substance Use Training Series

Curriculum 1
Introduction to Prevention Science

MODULE 1—TRAINING INTRODUCTION

1.21
Overview of Prevention Science

 The primary goal of prevention science is to improve public

health by identifying malleable risk and protective factors,
assessing the efficacy and effectiveness of preventive
interventions and identifying optimal means for
dissemination and diffusion
 The field involves the study of human development and
social ecology as well as the identification of factors and
processes that lead to positive and negative health
behaviors and outcomes
 Prevention science is the foundation for health education
and health promotion as well as preventive interventions

1.22
Why Prevention Is Important

1.23
Why is Prevention of Health and Social
Problems Important for any Nation?

 Health is linked to:

 Rising incomes
 Increased productivity
 Children’s education
 Adult well-being

1.24
Why is Substance Use Prevention
Important?

 The primary objective of substance use prevention

is to help people, particularly young people, avoid or
delay the initiation of the use of psychoactive
substances, or, if they have started already, to avoid
the development of disorders (e.g. dependence).
 The general aim of substance use prevention is
much broader, the healthy and safe development of
children and youth to realize their potential and
become contributing members of their community
and society.

1.25
International Centre for Credentialing and Education of Addiction Professionals (ICCE)
The Universal Prevention Curriculum (UPC) for Substance Use Training Series

Curriculum 1
Introduction to Prevention Science

MODULE 2—EPIDEMIOLOGY OF
SUBSTANCE USE AND THE ROLE OF
PREVENTION

1.26
What is Epidemiology?

The World Health Organization defines epidemiology

as:
 The study of the distribution and determinants of
health-related states or events (including disease)
 The onset of the health-related state/event/disease
(incidence)
 The existing cases of the health-related
state/event/disease (prevalence)
 The application of this study to the control of
diseases and other health problems
(Source: World Health Organization: 1.27
http://www.who.int/topics/epidemiology/en/)
Epidemiology and Prevention

To reduce or eliminate a health problem, we need

to:
 Treat existing cases affected by the health
problem
 Prevent new cases from being affected by the
health problem

Source: http://www.who.int/topics/epidemiology/en/ 1.28

What Epidemiologic Methods Contribute
to Prevention?

 Various
methods can be used to carry out
epidemiological investigations:
 Surveillance and descriptive studies can be used to
study distributions of a health issue
 Analytical studies are used to study determinants of
the health issue (etiologic studies)
 Forms the foundation for developing prevention
and treatment strategies
 Forms the basis for planning and evaluation of
prevention and treatment service delivery
1.29
Etiology of Substance Use

The term “etiology" has been defined as “… the

science that deals with the causes or origin of
disease, the factors which produce or predispose
toward a certain disease or disorder”

(Source: Merriam-Webster Dictionary) 1.30

Environmental Influences
and the Etiology Model

1.31
Etiology Model: How the Interactions of Personal
Characteristics and the Micro- and Macro-Level
Environments Work (2/2)

1
Macro-Level
Environments
Beliefs
Personal
Attitudes
3 Characteristi
Behaviors
cs

Micro-Level
Environments 2

• Genetics
• Temperamen
t
• Physiology

©UNODC 2013 1.32

Micro-Level Influence: Parents and Family

 Parents and families:

 Nurture children and keep them safe
 Instill social and emotional regulatory skills
 Teach children about sharing and reciprocity
 Reinforce accepted norms, values, and age- and
gender-specific behaviors of the community/society
 Parenting and family continue to be important
through adolescence when youth have more
autonomy and opportunities for risky behaviors

©UNODC 2013 1.33

Micro-level Influence: Peers

Peer relationships are influential socializing

experiences that affect attitudes, skills, and
“normative” behaviors

©UNODC 2013 1.34

Micro-Level Influences: Schools, Faith-
Based Organizations

After the family, the next major socialization agents

in a society are schools and/or other education-
related groups (such as guilds or apprenticeships)
and religious organizations
 Provide the needed skills to transition from
childhood into the expected adult roles important
to any society
 Reinforce societal values, norms, and acceptable
behaviors

©UNODC 2013 1.35

Macro-Level Environmental Factors

General
 Social and cultural environment
 Poverty
 Physical environment
Environmental Prevention
 Restricts access to substances, especially for
youth
 Modifies the context of use
 Promotes non-substance use norms
©UNODC 2013 1.36
Macro-Level Influences of the Social and
Cultural Environment

The social environment of the larger community

influences beliefs, attitudes and behaviors
through:
 Shaping social norms
 Influencing beliefs about the risks and
consequences of using psychoactive
substances
 Effecting stress responses
 Enforcing patterns of social control

©UNODC 2013 1.37

Poverty and Families…

 Increases stress among parents and caregivers

 Reduces ability to invest in learning & educational
opportunities
 Compromises ability to be involved, patient, responsive and
nurturing parents to their children throughout development
 Creates conditions that are stressful for children
 Interferes with growth, ability to respond adaptively to stress,
development of psychological health and self-regulatory skills
 All of these conditions are strongly associated with risk for
substance use and other problem behaviors

©UNODC 2013 1.38

On a Societal Level, Poverty…

 Affects the quality of the environment

 Limits choices and opportunities that adults can access to help their
children
 Places a strain on social systems and supports
 Increases conflict
 Has adverse effects on parent and child health
 Breaks down cooperation among residents and between community
organizations
 Consequences for children:
 Teaching children effective social skills they will need to interact with peers and
other adults is more difficult and less effective
 Poor children are much more likely to grow up to be poor adults and to raise
children who suffer the same problems they experienced

©UNODC 2013 1.39

 International Centre for Credentialing and Education of Addiction Professionals (ICCE)
The Universal Prevention Curriculum (UPC) for Substance Use Training Series

Curriculum 1
Introduction to Prevention Science

MODULE 3—PREVENTION SCIENCE:

DEFINITIONS AND PRINCIPLES

1.40
Learning Objectives

 Define prevention science

 Explain the three legs of prevention science and
practice: epidemiology/etiology, intervention/policy
development, and research methods
 Describe the theoretical foundations of prevention
 Describe the processes for the development of
prevention interventions

1.41
Defining Prevention Science

 The primary goal of prevention science is to improve public

health by identifying malleable risk and protective factors,
assessing the efficacy and effectiveness of preventive
interventions and identifying optimal means for
dissemination and diffusion
 The field involves the study of human development and
social ecology as well as the identification of factors and
processes that lead to positive and negative health
behaviors and outcomes
 Prevention science is the foundation for health education
and health promotion as well as preventive interventions

1.42
International Centre for Credentialing and Education of Addiction Professionals (ICCE)
The Universal Prevention Curriculum (UPC) for Substance Use Training Series

Curriculum 1
Introduction to Prevention Science

MODULE 4—INTRODUCTION TO
MONITORING AND EVALUATION: KEY
TO EVIDENCE-BASED PREVENTION

1.43
Learning Objectives

 Define key terminology associated with the

evaluation of substance use prevention
interventions
 Understand differences in research methods
including:
 Research designs
 Sampling methods
 Measurement and data collection methods
 Statistical approaches
 Interpretation of research findings
1.44
Terminology

 Evaluation and Research

 Monitoring and Evaluation
 Efficacy and Effectiveness
 Research Design
 Sampling
 Probability
 Measurement and Data Collection
 Validity
 Reliability
 Analysis
 Statistics
1.45
 International Centre for Credentialing and Education of Addiction Professionals (ICCE)
The Universal Prevention Curriculum (UPC) for Substance Use Training Series

Curriculum 1
Introduction to Prevention Science

MODULE 5—EVIDENCE-BASED PREVENTION

INTERVENTIONS AND POLICIES: THE UNITED
NATIONS OFFICE ON DRUGS AND CRIME
INTERNATIONAL STANDARDS ON DRUG USE
PREVENTION

1.46
Intent of the International Standards

 To summarize the currently available scientific

evidence, describing effective interventions and
policies and their characteristics
 To identify the major components and features of
an effective national drug prevention system
 Ultimately, to help policy-makers worldwide to
support programs, policies and systems that are
a truly effective investment in the future of
children, youth, families and communities

1.47
International Centre for Credentialing and Education of Addiction Professionals (ICCE)
The Universal Prevention Curriculum (UPC) for Substance Use Training Series

Curriculum 1
Introduction to Prevention Science

MODULE 6—THE ROLE OF THE

SUBSTANCE USE PREVENTION
COORDINATOR AND PREVENTION
SPECIALIST
1.48
Prevention Coordinators: The Face of
Prevention

Prevention Coordinators:
 Translate prevention
science for policy-makers,
decision-makers and major
stakeholders, and the public
 Apply their understanding of
prevention science to
promote the quality delivery
of evidence-based
prevention programming
1.49
But What Do You Need to Be the “Face of
Prevention?”

 Professional development
 Professionalism
 Competencies and skills
 European Monitoring Centre for Drugs and Drug
Addiction (EMCDDA)−European Drug Prevention
Quality Standards
 IC&RC Standards for Addiction Professionals

1.50
Professional Development

 ProfessionalDevelopment is “the process of

obtaining the skills, qualifications, and
experience that allow you to make progress in
your career “.

1.51
Professionalism

 Skills
 Competencies
 Integrity
 Ethics

1.52
Prevention Competencies and Skills

Competencies
General Competencies
Skills
Analytic Abilities
Communication
Program Management and Staff Supervision
Social and Personal Interactive

Basic Intervention Knowledge of effective substance use prevention

Competencies approaches/components
Interactive instructional strategies
Understanding developmental issues

Specific Intervention Effective parenting strategies

Competencies Teaching decision-making skills
Understanding classroom management
Knowledge of policy and other environmental approaches

Meta-Competencies Skills that cut across all of these specific approaches

Ability to adapt prevention interventions
Include cultural sensitivity, community organization, planning and
resource development, and monitoring and evaluation.

(Sources: European drug prevention quality standards, 2011) 1.53

Tasks of the Prevention Coordinator

 Assessment of the problem

 Availability of community resources
 Selecting prevention programming and
implementation
 Monitoring and evaluation

1.54
Prevention Coordinator Skills:
Communications

Listening Analyzing Writing

Communications Skills

Speaking

Formal Informal

1.55
 International Centre for Credentialing and Education of Addiction Professionals (ICCE)
The Universal Prevention Curriculum (UPC) for Substance Use Training Series

Curriculum 1
Introduction to Prevention Science

MODULE 7—REVIEW OF INTRODUCTION

TO PREVENTION SCIENCE:
APPLICATION TO PRACTICE

1.56
Training Goals

 To encourage participants to apply their

knowledge about evidence-based (EB)
prevention to their own practice
 To help them think about opportunities and
barriers to bringing prevention to their area
 To provide the opportunity to network with other
participants when they return home

1.57
Thank You!

1.58
1.59