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The Substance Abuse and Mental Health Services Administration is a branch of the U.S. Department of Health and Human Services. It is charged with improving the quality and availability of treatment and rehabilitative services in order to reduce illness, death, disability, and the cost to society resulting from substance abuse and mental illnesses. The Administrator of SAMHSA reports directly to the Secretary of the U.S. Department of Health and Human Services. SAMHSA's headquarters building is located outside of Rockville, Maryland.
The National Institute of Mental Health (NIMH) is one of 27 institutes and centers that make up the National Institutes of Health (NIH). The NIH, in turn, is an agency of the United States Department of Health and Human Services and is the primary agency of the United States government responsible for biomedical and health-related research.
Drug Abuse Resistance Education is an education program that seeks to prevent use of controlled drugs, membership in gangs, and violent behavior. It was founded in Los Angeles in 1983 as a joint initiative of then-LAPD chief Daryl Gates and the Los Angeles Unified School District as a demand-side drug control strategy of the American War on Drugs. The program's mascot is Daren the Lion.
The Substance Abuse Prevention and Treatment Block Grant and the Community Mental Health Services Block Grant are federal assistance block grants awarded by SAMHSA.
Drug education is the planned provision of information, guidelines, resources, and skills relevant to living in a world where psychoactive substances are widely available and commonly used for a variety of both medical and non-medical purposes, some of which may lead to harms such as overdose, injury, infectious disease, or addiction.
Project STAR was three-year, federally funded research project which consisted of an intervention with preschoolers enrolled in the Head Start program in Lane County, Oregon, United States. The project was conducted from 1999 to 2003 by the Early Childhood Research Unit of the University of Oregon College of Education. The principal investigators were Dr. Ruth Kaminski, one of the co-authors of the DIBELS early literacy assessment, and Beth Stormshak. The goal of the program was to increase literacy skills of at-risk children by improving their learning environments by increasing the number of planned and focused activities. The curriculum had two components: a classroom ecology component and family-focused intervention activities. The intervention was focused on strengthening children's skills in social ability. In order to help children they increased parenting and family participation in school by working directly with the parents of the students.
After-school activities, also known as after-school programs or after-school care, started in the early 1900s mainly just as supervision of students after the final school bell. Today, after-school programs do much more. There is a focus on helping students with school work but can be beneficial to students in other ways. An after-school program, today, will not limit its focus on academics but with a holistic sense of helping the student population. An after-school activity is any organized program that youth or adult learner voluntary can participate in outside of the traditional school day. Some programs are run by a primary or secondary school, while others are run by externally funded non-profit or commercial organizations. After-school youth programs can occur inside a school building or elsewhere in the community, for instance at a community center, church, library, or park. After-school activities are a cornerstone of concerted cultivation, which is a style of parenting that emphasizes children gaining leadership experience and social skills through participating in organized activities. Such children are believed by proponents to be more successful in later life, while others consider too many activities to indicate overparenting. While some research has shown that structured after-school programs can lead to better test scores, improved homework completion, and higher grades, further research has questioned the effectiveness of after-school programs at improving youth outcomes such as externalizing behavior and school attendance. Additionally, certain activities or programs have made strides in closing the achievement gap, or the gap in academic performance between white students and students of color as measured by standardized tests. Though the existence of after-school activities is relatively universal, different countries implement after-school activities differently, causing after-school activities to vary on a global scale.
The Drug Resistance Strategies Project (DRS), a program funded by the National Institute on Drug Abuse (NIDA), teaches adolescents and pre-adolescents how to make decisions and resist alcohol, tobacco, and other drugs (ATOD).
Substance abuse prevention, also known as drug abuse prevention, is a process that attempts to prevent the onset of substance use or limit the development of problems associated with using psychoactive substances. Prevention efforts may focus on the individual or their surroundings. A concept that is known as "environmental prevention" focuses on changing community conditions or policies so that the availability of substances is reduced as well as the demand. Individual Substance Abuse Prevention, also known as drug abuse prevention involves numerous amounts of different sessions depending on the individual to help cease or reduce the use of substances. The time period to help a specific individual can vary based upon many aspects of an individual. The type of Prevention efforts should be based upon the individual's necessities which can also vary. Substance use prevention efforts typically focus on minors and young adults – especially between 12–35 years of age. Substances typically targeted by preventive efforts include alcohol, tobacco, marijuana, inhalants, coke, methamphetamine, steroids, club drugs, and opioids. Community advocacy against substance use is imperative due to the significant increase in opioid overdoses in the United States alone. It has been estimated that about one hundred and thirty individuals continue to lose their lives daily due to opioid overdoses alone.
Jack, Joseph and Morton Mandel School of Applied Social Sciences is a school of social work, one of the six professional schools within the Case Western Reserve University system, located in the University Circle in Cleveland, OH. Established in 1915, it is one the first schools of social work in the United States to be affiliated with a university.
Safe Schools/Healthy Students (SS/HS) is a grant program funded by the United States Department of Education, United States Department of Justice, and United States Department of Health and Human Services that helps school districts, in partnership with mental health providers, law enforcement and juvenile justice agencies, implement projects that create safe and healthy schools and communities.
The National Registry of Evidence-based Programs and Practices (NREPP) was a searchable online database of interventions designed to promote mental health or to prevent or treat substance abuse and mental disorders. The registry was funded and administered by the Substance Abuse and Mental Health Services Administration (SAMHSA), part of the U.S. Department of Health and Human Services. The goal of the Registry was to encourage wider adoption of evidence-based interventions and to help those interested in implementing an evidence-based intervention to select one that best meets their needs.
Mary Jane Rotheram-Borus is a licensed clinical psychologist and professor with the University of California, Los Angeles, Department of Psychiatry and Biobehavioral Sciences. Rotheram is the professor-in-residence in the Semel Institute for Neuroscience and Human Behavior. She is the Director of the Global Center for Children and Families at UCLA and the former director of the Center for HIV Identification, Prevention, and Treatment Services.
3C Institute is a private, for-profit research and development company based in Durham, North Carolina which develops "web- and game-based applications and technology solutions designed to improve the health and well-being of youth and families." The company partners with researchers, program providers, non-profits, and companies to develop customized digital information delivery systems, such as personalized games, e-training courses, and web-based assessments. 3C Institute also develops evidence-based social emotional learning products for children, adolescents, and parents.
School-based prevention programs are initiatives implemented into school settings that aim to increase children's academic success and reduce high-risk problem behaviors.
Education sector responses to substance abuse refers to the way in which the education sector strategizes, developments and implements policies and practices that address the use of tobacco, alcohol, and other drugs in educational settings.
Stan Kutcher is a Canadian Senator and Professor Emeritus of Psychiatry at Dalhousie University. He was appointed to the Senate of Canada on December 12, 2018.
Screening, Brief Intervention and Referral to Treatment (SBIRT) is a model that encourages mental health and substance use screenings as a routine preventive service in healthcare.
Faye Z. Belgrave is a psychologist known for her research conducted for the benefit of the African American youth, specifically in the areas of substance abuse and HIV. She is currently a professor of Psychology and the founding director of the Center for Cultural Experiences in Prevention (CCEP) at Virginia Commonwealth University (VCU).
References
- ↑ Collaborative for Academic, Social, and Emotional Learning (http://casel.org/programs/selecting.php Archived 2010-03-05 at the Wayback Machine )
- ↑ National Institute on Drug Abuse, Examples of Research-Based Drug Abuse Prevention Programs (http://www.drugabuse.gov/Prevention/examples.html)
- ↑ Substance Abuse and Mental Health Services Administration of the U.S. Department of Health and Human Services: National Registry of Evidence-based Programs and Practices. (http://nrepp.samhsa.gov/programfulldetails.asp?PROGRAM_ID=158 Archived 2008-12-20 at the Wayback Machine )
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