Assumptions and Outcomes

Main intermediate factor(s) assumed to influence substance misuse

• Attitude and motivation

Underlying assumptions

• While studies shown that encountering social influences, teaching values confrontation, general social skills, and decision-making skills are important in successful preventive programs, they may not be sufficient to reduce the use of substance misuse among high-risk students
• Motivation activities (such as attitudinal perspective taking, stereotyping and health as values) are preferred than other activities
• School should be seen as a community by itself

Non-substance misuse outcomes

• Risk of victimization
• Frequency of weapon carrying

Previous Implementations

History

• Since early 2000s, the program has been implemented on almost all states in the United States

Previous participants

• American Indian or Alaska Native
• Asian
• Black or African American
• Hispanic or Latino
• White
• Race/ethnicity unspecified

Cultural relevance for Hawai‘i

0	No contextual relevance
1	Place-based or ethno-culture
2	Place-based and ethno-culture
3	Place-based or ethno-culture pertaining to Hawai‘i
4	Hawai‘i-oriented contextual relevance

Note: This framework was based on a study which examined several nationally recognized prevention programs to determine whether any may have cultural relevance to the context of Hawai‘i (Rehurer, Hiramatsu & Helm, 2008 ). We borrowed this framework and applied it to a more current list of EBPs. This approach looks at whether or not a program’s curriculum content was originated and developed with a certain place or culture in mind. A score of 0 (zero) indicates no specific reference to a place or an ethno-culture was included in the program’s development (no contextual cultural relevance) and a score of 4 (four) indicates that the program was developed either specifically for Hawai‘i or was developed somewhere else but was then also adapted for "local" and/or Native Hawaiian cultures. Placement of a program on the continuum was based on the sample population listed in their study reports and included considerations of 1) whether the program was ever implemented with populations similar to the racial/ethnic composition of Hawai‘i's population and 2) whether the program was ever adapted to meet the needs of a specified local or ethnic culture (for instance, was the curriculum has successfully implemented in Spanish or languages other than English?).

Ever implemented in Hawai‘i?

• Yes

Previous implementation in Hawai‘i

Location	Time Period	Organization
Honolulu County	2010–2013	Institute for Family Enrichment

Is there any published study with Hawai‘i participants?

• No

Other

Contact Information

• For information about implementation, contact: Leah Meza, USC Institute for Prevention Research, Soto Street Building, 3rd Floor, 2001 N. Soto Street, Los Angeles, CA 90032, Phone: (800)400-8461, Fax: (323)442-7254, Email: [email protected]
• For information about research, contact: Dr. Steve Sussman, USC Institute for Prevention Research, Soto Street Building, 3rd Floor, 2001 N. Soto Street, Los Angeles, CA 90032, Phone: (800)400-8461, Fax: (323)442-7254, Email: [email protected]
• Project towards No Drug Abuse website: http://tnd.usc.edu/

Reference

• Center on the Family, University of Hawai‘i at Mānoa. (2016). Prevention Programs Online Survey, 2014–2016 (Tool C2 & D5)
• Center on the Family, University of Hawai‘i at Mānoa. (2013). Substance Abuse Prevention Resource Mapping Project
• Rehuher, D., Hiramatsu, T., & Helm, S. (2008). Evidence-based youth drug prevention: a critique with implications for practice-based contextually relevant prevention in Hawai‘i. Hawaii Journal of Public Health. 1(1): 52-61. Retrieved from http://health.hawaii.gov/hjmph/files/2013/09/Volume1.1.pdf
• Yuan, S., Sabino, S., & Wongkaren, T. (2013). Final evaluation report: Strategic Prevention Framework State Incentive Grant, State of Hawaii, 2006-2012. Honolulu, HI: Center on the Family, University of Hawai‘i at Mānoa.