experiential education and public health: the potential to move america toward health

Experiential Education and Public Health: The Potential to MOVE America toward Health

Aleta L. Meyer, Ph.D.National Institute on Drug Abuse

5th Annual Research and Evaluation on Adventure Programs SymposiumAtlanta, GAMarch 18, 2009

Overview

REAP 2008 – Federal Funding to Support Research on Adventure Programs – Focus on Drug Use

Casting the Net to Other Health Areas Experiential Approaches (NIH-funded) The “State” of Best Practices Type I and Type II Translation Research Federal Funding for Research & Training Positive Risk-Taking Adventure for Thought

NIDA-funded Prevention and Prevention Services Research

National Institute on Drug Abuse (NIDA)

NIDA’s Prevention Research Branch supports a theory driven program of basic, clinical, and services research across the lifespan to reduce risks and prevent the initiation and progression of drug use to abuse and prevent drug-related HIV acquisition, transmission and progression.

Additional Outcomes of Interest Proximal problems related to substance

use (e.g., early aggression, academic failure, association with deviant peers, poor peer relationships, family conflict and poor parental management skills);

Conditions which are co-morbid with drug use (e.g., psychiatric disorder); or

Conditions which share etiology with drug use (e.g., interpersonal violence).

Family

Surrounding Context

Cultural, Economic and Political Factors

School

Peers

Development

Guiding Principles for Substance Use Prevention that Link to Other Health Outcomes

Development in context / Experimental etiology Intervening Early in Families

To address problematic trajectories (e.g., early aggression) To promote successful transition to school (e.g., improved regulation and

social-emotional functioning) School-Based Approaches (Universal, Selected, Indicated)

During key developmental transitions (e.g., transition into school, early adolescence)

Address risk and protective factors relevant to drug use, violence, and other outcomes

Evidence for short-term, long-term, and cross-over effects Increase Reach of Evidence-based Programs (Type 2 Translation)

Research on factors associated with the adoption and utilization of scientifically validated interventions by service systems and settings under controlled, uncontrolled or uncontrollable conditions

Impact of implementation quality on outcomes Strategies for optimal adaptation of curriculum Economic analysis of evidence-based programs Development of community coalitions and examination of impact

Behavioral Interventions that Impact Underlying Biological Processes Related to Regulation

Multidimensional Treatment Foster Care - designed to improve foster parent skills (increase reinforcement relative to discipline) (Chamberlain et al.)

Fisher et al. examined its impact on HPA axis dysregulation in preschoolers

Effects of disruptions on the brain Maltreated children tend to have dysregulated cortisol rhythms

They display lower cortisol levels upon awakening and lower declines from morning to evening

Under routine conditions in regular foster care, placement changes appear to disrupt the regulation of the HPA axis resulting in less stable, more blunted HPA activity

It appears this can be mitigated by interventions that focus on providing stability, routine, nurturing, and planned transitions

Children in MTFC-P maintained a more normal diurnal rhythm during the 6 months after transition into a new placement

Fisher, Van Ryzin, & Gunnar (submitted)

HPA axis dysregulation associated with early life stress

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(downregulation via chronic stress)

Anxiety and affective disorders

Fisher, Van Ryzin, & Gunnar (submitted)

Developing interventions that Developing interventions that mitigate riskmitigate risk

New Approach for NIDA

Physical Activity as Prevention

Potential Mechanisms of Change (experimental etiology) Emotion-regulation Attention processes and executive control Sensation-seeking / Reward-pleasure mechanisms Sensory-motor coordination Healthy lifestyles Adult-child relationships

Science Meeting Agenda

Panel 1: Physical Activity in Prevention Interventions

Panel 2: Technological Tools for Assessing Physical Activity

Panel 3: Informing Drug Abuse Prevention Through Research on the Epidemiology and Etiology of Physical Activity and Substance Use

Panel 4: Physical Activity and Mood — Implications for Prevention

Panel 5: The Potential Role of Physical Activity on Attention and Other Cognitive Processes — A New Paradigm for Drug Abuse Prevention?

Panel 6: Physical Activity and Reward Mechanisms — A Model for Prevention Intervention Development

Funding Opportunity Announcement

Interactions between Physical Activity and Drug AbuseRFA-DA-09-013 (R01), RFA-DA-09-014 (R03)

Receipt Date: January 29,2009

Over 70 applications

Program Officials (e.g., research cheerleaders)

Advice and GuidanceWhat’s Hot: New initiatives

Answer your scientific questions Review Issues: Dos and Don’tsDiscuss funding alternatives

In other words, send a 2-3 page concept! [email protected]

Casting the Net to Other Health Areas

Experiential Education and Public Health: The Potential to MOVE America toward Health

Scary Health Costs

In 2007, the U.S. spent over $2.2 trillion on health care, and 75 cents of every dollar went towards treating patients with one or more chronic diseases

If the prevalence of obesity was the same today as in 1987, health care spending in America would nearly be 10 % lower per person – about $200 billion less

The Preventable Behaviors that Cause Scary Health Costs

The CDC estimates that 80% of heart disease

and stroke 80% of Type 2

diabetes 40% of cancer

Could be prevented if American’s did these three things:

Stop smoking Start eating healthy Get in shape

Marijuana, Inhalants, and Prescription Drugs Are Top Three Substances Abused by TeensPercentage of U.S. Teens (Grades 7 to 12) Reporting Ever Trying Drugs, 2008 (N=6,518)

0% 5% 10% 15% 20% 25% 30% 35%

Marijuana

Inhalants

Prescription Drugs

OTC Cough Medicine

Crack/Cocaine

Ecstasy

LSD

Meth

Ketamine

Heroin

GHB

33%

19%

19%

10%

9%

8%

7%

6%

5%

5%

4%

Number and Percent Distribution of

Victim to Offender Relationships, All Violent Crimes, 1995

Relationship Number Percentage

Family member 59,361 23%

Offender and victim

12,949 5%

Acquaintance 122,691 48%

Stranger 39,006 15%

Unknown Relationship

20,308 8%

Universal, School-Based Violence Prevention as an Example

Failure of educational and attitude-only programs to sustain behavior change

Skills and small group interaction based approaches

Responding in Peaceful and Positive Ways

Appeal of Experiential Approaches

Four categories of adventure programs (Priest, Gass & Gillis, 2000/2003) Recreational feelings Educational thinking and feelings Developmental social behaviors, thinking, and

feelings Treatment or therapy decreasing dysfunctional

behaviors and improving functional behaviors, social behaviors, thinking and feeling

Active approaches that are fun

How to teach diffuse? Tenkan

Appeal of moving beyond fun activities to intentional, experiential approaches “…simply going camping with juvenile offenders may produce youth more capable of living in the wilderness, but not necessarily youth more capable of succeeding in society.”

Consider the cumulative effects of inactivity, quick fix orientation to discomfort, and negative interactions with those we care about….

What can Adventure teach U.S. about…

Physical activity? Healthful eating? Natural highs? Social support? Coping with stress? Conflict resolution?

Adventure as Prevention or Treatment?

Potential Mechanisms of Change (experimental etiology) Emotion-regulation Attention processes and executive control Sensation-seeking / Reward-pleasure mechanisms Sensory-motor coordination Healthy lifestyles Adult-child relationships

Experiential Intervention Processes

Immediate feedback (e.g., reinforcement and consequences)

Skill development (e.g., behavioral enactment and rehearsal)

Emotion-affect link to real-life experiences (e.g., building a personal history of experience)

Social interaction Development of specific competencies Becoming teachable and coachable

Experiential Approaches Funded by NIH

Across NIH institutes

Different funding mechanisms R03 R21 R34 R01 P and U mechanisms K’s and supplements

HealthWise South Africa: Life Skills for

Young Adults

Funded by National Institute on Drug Abuse

Promoting healthy development and reducing risky behavior at a crucial developmental time point: early to middle adolescence

Examined the impact of the HealthWise school-based curriculum on substance use, violence, and sexual risk behaviors among low-income 8th and 9th grade students in South Africa.

The HealthWise program builds upon Botvin’s Life Skills Training and is designed: To help youth understand the benefits of leisure To avoid boredom and develop interests To teach youth leisure skills (such as how to plan for leisure and

overcome constraints) To encourage youth to take personal responsibility around making

healthy, meaningful, and developmentally productive choices in one’s free time.

Reduce risk behaviors by increasing the influence of protective factors

Comprehensive intervention In-school curriculum After school strategy

Targeted risk behaviors -- substance use, sexual risk behavior, and enacting violence

12 lessons in grade 8 3 50-min. classes per

lesson 6 booster lessons in grade 9

2-3 50-min classes per lesson

Implemented by trained teachers

Linkages with recreation and health providers

Skills to make leisure more positive and meaningful

Self-management skills (e.g., reduce anger, anxiety, stress)

Negotiating relationships Identifying and avoiding risky

situations Learning facts about sexual

risk behavior and substance misuse

Past Month Alcohol Use

(Beg. Grade 8) (Beg. Grade 10)

Results of HealthWise in South Africa

Positive effects on cigarette and alcohol use (and condom use self-efficacy) are very encouraging and indicate the program is a potentially promising efficacious program that may be helpful in reducing some risk behaviors among low-income adolescents in South African and elsewhere.

Smith, E., Palen, L., Caldwell, L., Flisher, A., Graham, J., Mathews, C., Wegner, L., & Vergnani,T. (2008). Prevention Science e pub.

Physical Activity in Adults and Early Adolescence

Improving Safety and Access for Physical Activity – D. Wilson (R01-NIDDK)

Self-Determination for Increasing Physical Activity – D. Wilson (R01-NICHD)

Experiential Approaches for Normative Transitions

Community Partnership to Affect Cherokee Adolescent Substance Abuse – J. Lowe (R01 – NIDA)

The Senior Odyssey: A Test of the Engagement Hypothesis of Cognitive Aging Stine-Morrow R01-NIA

Early Childhood

The CIA (Children in Action) Program – T. Nicklas R21-NICHD

Measuring Physical Activity Affordances in Preschool Outdoor Environments R. Moore R21-ES

Stress and Trauma

Stress Reduction: Impact on BP in African American Youth F-Treiber R01-NHLBI

Mindful Awareness in Body-Oriented Therapy for Women's Substance Abuse Treatment C. Price R21-NIDA

A First-Line Community-Based Mindfulness Trauma Intervention M. Dutton R34 - NIMH

Cessation and Relapse Prevention

Group Therapy for Nicotine Dependence D. Wetter R01-NIDA

Experiential Avoidance and Substance Use Relapse N. Chawla F31-NIDA

The State of “Best Practices”

Although there has been tremendous progress in the area of evidence-based practices, prevention and treatment efforts to sustain health behavior change have not had the hoped for impact on public health.

A Familiar Story

Despite great outcomes in efficacy and effectiveness trials, dissemination and sustainability not happening.

NIDA and SAMSHA efforts

Steve Aos at University of Washington

10.3%5.7%

56.5%

0%

10%

20%

30%

40%

50%

60%

Use of EBP Primary use ofEBP

Use of anyProgram#

NREPP Programs:•ATLAS*•Keepin’ it REAL*•Positive Action*•Project Toward No Drug Abuse*•Project Toward No Tobacco Use+•Too Good for Drugs

Ringwalt et al. The prevalence of substance use prevention curricula in the nation’s high schools. J Primary Prevent, 29, pp. 479-488, 2008.

Percent of US High Schools Using Evidence-based Substance Use Prevention Programs (based on SAMHSA

NREPP)

# Regardless of evidence-base* NIDA funded research+ NCI funded research

Type One and Type Two Translation Research

Type One Applies basic science discoveries to the development of interventions for the prevention and treatment of drug abuse, i.e., clinical research. Usually called “bench to bedside.”

Families that have dinner together…. Link this to Russell’s concurrent model… Role of bursts of exercise on academic performance Role of motivation in physical activity (Presidential

Guidelines) Drug preferences change….natural highs??

Type One and Type Two Translation Research

Type Two Research on factors associated with the adoption and utilization of scientifically validated interventions by service systems under controlled, uncontrolled or uncontrollable conditions, i.e., services research. CLINICAL PROCESSES IN DRUG ABUSE PREVENTION –

D. Coatsworth R01-NIDA Implementation of Adventure Programs

Implementation is Key: Core implementation components are integrated and compensatory (NIRN)

Center Tests

NIH Funding Opportunities

American Recovery Act (ARRA) Challenge Grants Additional RFA’s

Existing Program Announcements Drug Abuse Prevention Intervention Research

PA-08-217 (R01), PA-08-218 (R21), PA-08-219 (R03) Reducing Risk Behaviors by Promoting Positive Youth

Development PA-08-241 (R01), PA-08-242 (R03)

Training Opportunities Diversity Supplements Transition Awards

Educators, Scientists and Contemplatives Dialogue on Cultivating a Healthy Mind, Brain, and Heart

Because experiences can effect individuals on all levels…

Physiological Emotional Cognitive Psychological Social Historical

…the experiential approach has tremendous potential to sustain behavior change over time

Compared to didactic, skills-based, and educational modalities…

Experiential modalities…

Have naturally-occurring behavioral reinforcement built-in

Can provide metaphors to promote transfer of learning

Offer a learning style favored by many

experiential education and public health: the potential to move america toward health

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