Substance Use Prevention

in the Department of Education

 Preventive Drug Education Program (PDEP)

HEALTHY WORKFORCE AND LEARNERS

Substance Use Prevention (Tobacco, alcohol and other drugs)

WORKFORCE LEARNERS
(Teachers and Non-Teaching Personnel)

• Health Education • Health Education

• Health Services • Health Services
• Mandatory/Random Drug Test • Counseling
• Appropriate Intervention for substance • Random Drug Testing
users • Appropriate Intervention for substance
• Capacity building users
• Wellness activities • Life skills development
• Co-curricular activities

DEPARTMENT OF EDUCATION 2
 PDEP Framework for Learners
All students are able to realize their full potential and contribute
Vision
meaningfully to building a cohesive nation

Goal Develop healthy learners in a safe, nurturing and healthy environment

Educate learners on the dangers and ill effects of substance use,

Objective
and provide appropriate interventions for those who have initiated use
Intermediate Learners are well-rounded and equipped with resistance skills to avoid
Outcome risky behaviors that could lead to substance use and abuse
Preventive drug education and promotion, life skills development, and
Strategies
health service provision

Policy support, health services, co-curricular activities, staff development ,

Program
parent education and community outreach, drug testing, intervention,
Components
counseling, monitoring and evaluation

DEPARTMENT OF EDUCATION 3
 Use of Psychoactive Substances

Consequences Early Substance Use

Increased likelihood of serious

Academic substance use and addiction
Social Economic
and Health
 Poor  Family issues  Lower Increased vulnerability to
academic  Social productivity physical and social problems
performance problems  Lower income
 Psychological/  Criminal  negative
mental issues activities economic
 Physical impact
 Health-related
problems
 Injuries

DEPARTMENT OF EDUCATION 4
 Costs to Society of Ignoring Prevention
Mental, Emotional, and Behavioral Disorders

Health of the Individual Health of Others

• Mortality • Family
• Health-related quality • Victims of crimes
• Peers

Economic Resources Informal Care

Services Juvenile Justice

Productivity
Education
Health Care Child Welfare
Adapted from Eisenberg and Neighbors (2007)

DEPARTMENT OF EDUCATION 5
 Importance of Substance Use Prevention
Help people
Objective of SU Prevention (particularly young people)

avoid or delay avoid disorders

initiation of SU (if already started SU)

Broader Aim of Drug

Prevention

YOUTH  Realize their potential

 Become contributing
members of community
and society

DEPARTMENT OF EDUCATION 6
 The School’s Role in Substance Use Prevention

Reducing the adverse

Demand Reduction
Preventing or at least delaying
the youths’ substance use by
instilling anti-substance use
values, norms, beliefs and
attitudes, and by developing
the skills to say “NO” to peers
who invite them to use
substances.
Supply Reduction
Developing clear and
consistently enforced policies
targeting the sale (and use) of
all substances, including
alcohol and tobacco, on and
near school grounds and at all
school-sponsored events.
consequences of
substance use
 Treating students who are problem
users with sensitivity and
compassion, providing them with
appropriate interventions, and
helping them to stop using and to
remain substance free.
 Teaching students, from a very
young age, the dangers of exposure
to second-hand smoke, and the
dangers of riding with adults or
peers driving under the influence of
psychoactive substances.

Effective substance use prevention programs have been linked to academic achievement and dropout prevention.

DEPARTMENT OF EDUCATION 7
Prevention Intervention Targets
 INDICATED
 Individualized intervention for specific student needs
 Goal: Reduce complications, intensity, severity of
current cases

 SELECTIVE
 Target group interventions
 Goal: Reduce vulnerability and risk factors

 UNIVERSAL
 School-wide programs for all students, staff, and
settings
 Goal: Reduce new cases of problem behavior

DEPARTMENT OF EDUCATION 8
 School-Based Substance Use Prevention
Components
 Preventive Drug Education Program
 Co-curricular activities to enhance peer relationships
and personal and social skills
 Support for study habits and academic
achievement
 Life skills development
 Positive teacher and student relationship
 Child friendly facilities
 Respected principal with good relationship
with teachers
LEADERSHIP
 Integration in Curriculum Instruction (RA 6475, RA 7624)



Promotion of Co-curricular Activities (RA 7624)
Authorized Drug Testing (RA 9165, DBBR No. 3, s. 2009)
Policy on Comprehensive Tobacco Control (DO 48, s. 2016)
 Drug-Free Work Place Policy (DO 37, s. 2017)
 Random Drug Testing in Public and Private Secondary Schools (DO
40, s 2017)
 Programs of the Supreme Student Government (DO 49, s 2011)
 Youth Smoking Prevention Program (DO 33, s 2003)
Policy
Positive
School
Climate
Curriculum  Specific age-related knowledge and skills that help youth
And navigate the school environment
 Interactive school activities
Instruction  Structured learning exercises
 Life skills based health education
 Classroom Management
 Integration of Preventive Drug Education Concepts

DEPARTMENT OF EDUCATION 9
 School Climate
School Climate refers to the quality and character of the school and school life.
Positive School Climate Poor School Climate
 Students’ perceptions of physical and emotional  Disconnectedness and disengagement
safety  Physical or psychological danger: teasing, bullying,
 Connections to caring and gangs
 Respectful and dedicated teachers and staff  Poor, uncaring, and disrespectful interactions and
 Engagement in meaningful and rewarding activities relationships with school staff and peers
 Key areas of school climate linked to achievement  Teachers more focused on order than on teaching,
include: but have great difficulty in maintaining order
• Students’ belief that they are challenged  Low expectations of achievement
• Social competencies  Reactive, punitive, or inconsistent approaches to
• Perceptions of safety discipline
• Perceptions of support  School policies are not understood or fairly
enforced

Hammen, C.L., & DeMayo, R. (1982). Cognitive correlates of teacher stress and depressive symptoms: Implications for attributional models of depression. Journal of Abnormal Psychology, 91(2), 96.
Osher, D., & Boccanfuso, C. (2011). Making the case for school climate and its measurement. Available at:
http://safesupportivelearning.ed.gov/sites/default/files/sssta/20110303_PresentationFinal21011SSSTASchoolClimateWebinarpublic.pdf
Peterson, C. (1993). Learned helplessness. John Wiley & Sons, Inc.
DEPARTMENT OF EDUCATION 10
 Micro-level Protective Factors

School Family Connectedness

 Provides a caring and  Parents are involved actively  Student cares about his or
encouraging environment in helping their child succeed her school
 Provides clear rules and at school  Student feels safe at school
consequences  Parents provide clear rules &  Student is actively engaged
 Teachers encourage the expectations in learning
young person to do well  Parents monitor a student’s  Student is optimistic about
behavior her or his future

Fisher, D., Imm, P., Chinman, M., & Wandersman, A. (2006). Getting to outcomes with developmental assets. Minneapolis, MN: Search Institute.

DEPARTMENT OF EDUCATION 11
 Resiliency Wheel

Have high Teach life

supported skills
expectations

Bonding and
Provide Connectedness
opportunities Show care
for and support
meaningful
participation
Establish
clear and
consistent
boundaries

Henderson, N. & Milsten, M. (2003). Resiliency in schools: Making it happen for students and educators. Corwin Press.
DEPARTMENT OF EDUCATION 12
 Connectedness

“Working together to create a safe, supportive

and engaging school climate has positive
outcomes in not only substance use but in
academics and other risk taking behavior.”
Zili Sloboda (2016)

Osher, D., & Boccanfuso, C. (2011). Making the case for school climate and its measurement. Available at:
http://safesupportivelearning.ed.gov/sites/default/files/sssta/20110303_PresentationFinal21011SSSTASchoolClimateWebinarpublic.pdf

DEPARTMENT OF EDUCATION 13
Random Drug Testing Process
Department of Health
National Reference Laboratory
East Avenue Medical Center
 What is Random Drug Testing (RDT)
• A test to determine the presence or absence of a
dangerous drug substance in the body

• Selection of students is conducted thru an unbiased

process of randomization procedure using a preset
formula in a computer or a scientific calculator.

• Testing will be done by trained , competent drug test

analyst of the Department of Health.
National Reference Laboratory
15 East
DEPARTMENT OF EDUCATION Avenue Medical Center East
On Site Selection and Randomization

• The selection board, composed of Student

Representative, Parent Representative,
Teacher Representative, School Head, DepEd
Coordinator (in the presence of NRL personnel)
is in charge of the randomization procedure

• In the presence of selection board, selection

thru randomization procedure

National Reference Laboratory

16 East
DEPARTMENT OF EDUCATION Avenue Medical Center East
 National Reference Laboratory
17 East
DEPARTMENT OF EDUCATION Avenue Medical Center East
 URINE TESTING
• To prevent deterioration,
specimen will be tested on the
same day by a competent NRL
analyst
• All specimen and documents will
be handled by DOH-NRL
personnel in a secured and
confidential manner.
• In case of positive screening
result , same specimen will be
subjected to confirmatory testing National Reference Laboratory East
DEPARTMENT OF EDUCATION Avenue Medical Center East
 CONFIDENTIALITY OF RECORDS
• All records , Any information
relating to the donor of the
specimen and the results of the
assay on the specimen will be kept
in a high security area to which
only authorized individuals has
access.
• Use of code for non-biased test
• Confidentiality agreement / clause
for all personnel for all personnel
involved in testing process National Reference Laboratory East
DEPARTMENT OF EDUCATION Avenue Medical Center East
In compliance with the Data Privacy
Act , all personal information is not
shared with any other party, nor
shall be used for any purposes.
For inquiries you may reach us thru:
contact@nrleamcdoh.org
http://nrleamcdoh.org
(+632) 930 7875 / 930 7879

National Reference Laboratory East

DEPARTMENT OF EDUCATION Avenue Medical Center East
 Department of Health
National Reference Laboratory
East Avenue Medical Center

For inquiries you may reach us thru:

contact@nrleamcdoh.org
http://nrleamcdoh.org
(+632) 930 7875 / 930 7879
National Reference Laboratory
21 East
DEPARTMENT OF EDUCATION Avenue Medical Center East
TAKE that control back!
There is help.
There is hope.

For Students/Personnel Confirmed Positive

ON Random Drug Testing
What happens if a child is confirmed positive to random drug
testing?

• 1. Parents will be informed by the RDT coordinator before

informing the student of the result of random drug testing
(RDT).
• 2. A consent will be secured from the parents of the child so
that screening to determine risk of child’s drug use to become
a drug dependent. Screening using the screening tools
(ASSIST/CRAFFT) will be done by guidance counselors or
health workers trained by DOH*a to do the screening.
• 3. ASSIST or CRAFFT –linked Brief intervention/counseling
will be given by the guidance counselor

DEPARTMENT OF EDUCATION
What happens if a child is confirmed positive to random drug
testing?

• 4. Proper intervention will be given to the child based

on the result of the screening. If risk for the student’s
drug use to become drug dependent is low, general
intervention will be done (Please see programs on
Client flow for Wellness and Recovery-for substance
related issues).*b
• If risk for the student’s drug use to become drug
dependent is moderate –severe, then the student is
referred to a DOH-accredited physician*c or physician
trained by DOH to assess the student’s severity of
substance use disorder using DSM-5/ ICD 10.

DEPARTMENT OF EDUCATION
What happens if a child is confirmed positive to random drug
testing?

• 5. If result of assessment is mild severity of

substance use disorder, student is referred for
community-based drug rehabilitation program.
• If result of assessment is moderate severity of
substance use disorder, student is referred for an
outpatient drug rehabilitation program.*d
• If result of assessment is severe substance use
disorder, student is referred for Admission to a
residential drug rehabilitation facility.*d

DEPARTMENT OF EDUCATION
What happens if a child is confirmed positive to random drug
testing?

• 6. Guidance counselor will follow up the progress of

the student’s rehabilitation regularly until such time
that he/she completes the program.
• 7. While undergoing rehabilitation, education
through various available learning schemes will be
provided to the student. Upon completion of the
program, student goes back to school.

DEPARTMENT OF EDUCATION
 DOH-trained screeners

The guidance counselors and health workers who will do

the screening were trained by DOH to complete the module
on the Training on Screening, Brief Intervention and
Referral to Treatment (SBIRT) or the Initial Assessment and
Intervention for students or personnel who Turned Positive
for Drugs

DEPARTMENT OF EDUCATION
 DOH-accredited Physicians
• These physicians underwent a very rigid and intensive
training using a standard module of DOH on the
Assessment and Management of Drug Dependency

DEPARTMENT OF EDUCATION
 DOH-Accredited Specimen
Collector
• These are medical technologists/ analysts,
teachers, health workers who were trained by DOH
on how to properly collect urine samples for drug
testing.

DEPARTMENT OF EDUCATION
 Annex:
• *a. List of DOH-trained screeners who were trained
on SBIRT.
• *b. Client flow for Wellness algorithm
• *c. List of DOH-accredited Physicians
• *d. List of DOH-accredited Drug Abuse Treatment
and Rehabilitation Centers as of December 2017

DEPARTMENT OF EDUCATION
Thank you.