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The aim of developing substance use programmes is to delay or avoid initiation of use or to prevent the onset of dependence and other disorder
people as young as 13 years old are at risk for substance use and so only a small time frame is available to persons who work to fight against substance use

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A better understanding of the science of drug use, especially how it affects the CNS is crucial to developing and implementing anti drug policies
Psychoactive drugs alter the functioning of the CNS which affects feelings, perceptions, thought processes etc
The blood brain barrier serves as a defence mechanism by regulating the susbatances that enter into the brain

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A very informative session where participants were able to evaluate the drug situation in their respective countries and share their answers with the other participants. This gave an insight of the drug problem in each country.

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I learnt about the effects of psychoactive substances on the brain and other parts of the body. I also learnt about the different functions of the parts of the brain, medication, blood brain barriers and anandamide.
I really appreciate the introduction of the Jam board and Padlet Platform to enhance learning and also the Mouse party which has a lot of relevant information.

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Todays session was quite insightful. The relationship between population health and a nations economy reinforced the importance of looking at the drug problem from a wider perspective to fully understand its detrimental impact. By participating in the small group exercise revealed the similar/differed dynamics among persons affected by substance use and the varied substances prevalent among participants countries.

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How varied substance use affects our feelings, perceptions, thought processes, and behavior was well received. My takeaway in todays sessions was understanding more clearly how psychoactive substances alter
the functioning of the nervous system causing the reaction they have on our mental health. I'd like to make specific mention of the interactive "mouse party" this was a very fun and creative way to present the necessary information.

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Today we continued to study the effects of psychoactive substances on the body.
1. Psychoactive substances target the reward circuit (directly and indirectly), and the overstimulation of this circuit produces the euphoric effect that people seek to repeat
2. while it is difficult to pinpoint the exact causes of addiction, both environmental and biological factors play a role, with genetics accounting for 40-60 percent of a person's vulnerability to addiction
3. The use of imaging to study the effects of different drugs on the brain is important in developing programmes which aim to increase perception of risk of psychoactive substances in order to delay initiation of use and to prevent adverse effects from developing

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Today's session was very informative in looking at information on Addiction and the Reward Circuit which responds to our natural behaviors. Also how genetics contribute to the likelihood of individuals being addicted to drugs. While in the small group we looked at consequences of psychoactive substances on the youth.

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The first few sessions have been extremely informative. The different modes of executing work has been new and innovative. The togetherness of the small groups has been very effective. Delving into the consequences of Psychoactive substance use on youth continued to reiterate the harm that these drugs have on youth mentally, emotionally, physically, educationally and financial. I learned how Addiction and rewarding and it's response to our brain and body interacts, or nature Vs nurture as it relates to drug abuse.

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Today we continued to look at the effects of pyschoactive substances, especially as it relates to the classification (Stimulant, Opiods, Depressants, Hallucinogens etc) and the routes of administration of these substances
We also took a look at other factors that increase vulnerability such as Age, Weight, Amount of Substance used and lenght of time substance is use. These factors can help us determine whether an individual is at risk, experimenting, a regular user or addicted.
During the group discussion we took a look at the etiology model which is based on the socialization process. It explains the causes/determinants of substance use and the positive attitude towards substance use. The model provides opportunities for effective prevention, by looking at the interaction between the individual with his or her unique characteristics and his or her micro and macro environment.

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Today we covered the progression of use among individuals.

1.experimentation this is normally when individuals are just having fun but don't use regularly.

2.regular use- this is when someone is not addicted but do uses substances often

3.risky use/abuse- this is the serious line between addiction and regular use. This can lead to serious problems and the user is in danger of becoming addicted.

4.addiction and dependency - this is when the user has the uncontrolled need for the substance and will do what is necessary to have it.

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In wrapping up Module 2, quite  a bit was discussed. One point that caught my attention is the Introduction of Restorative Treatment, where treatment is used instead of punishment.  Also the quickest mode by which drugs reaches the brain is smoking which takes 7 to 10 seconds. Progression of drug use are: Experimentation, Regular Use, Risky Use/Abuse and finally Addiction and Dependence. Addiction is a brain disease that causes relapse, hence the reason why someone may quit then feel the  urge to continue to use the drug.
In Module 3, our group looked at Critical Theories in Prevention. Theories are critical because they inform the development of evidenced based prevention and they provide guidance as to what groups are vulnerable to substance use.

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Today's session looked at a summary of the 11 Critical Themes.  The first small group i was placed on looked at Theme 7 which is the Science of Prevention. This theme is multi-disciplinary and many field of knowledge contribute to our understanding of human development. Prevention Science has become the foundation not only for prevention interventions but also for related areas of health education and health promotion.
To wrap up the day's session emphasis was placed on micro and macro level influences.

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Today was a very informative session, my team discussed professional competencies and skills.

Skills included: Integrity, Ethical Standards, Accountability and Specialized Knowledge - professionality.

Intervention competencies:

1. General competencies-to carry out prevention intervention/policy. Eg. Communication skills, program management and social & personal skills.
2. Basic intervention -to deliver prevention intervention. Eg. Knowledge of effective substance use prevention approaches and components interactive instructional strategies understanding developmental issues.
3. Specific intervention- used for specific selected intervention - effective parenting strategies, teaching, decision making
4. Meta competencies adapt prevention interventions effectively. Eg. Meet the specific needs of the target audience - cultural

By learning these it allows me to have a greater understanding of assessing the extent of substance use, identify at risk population and assess availablity of community resources.

Today we also learnt the importance of micro and macro influences and it's effects on children through out life. These include family values, proper socialization-social clubs, religious beliefs, social media and peer pressure.

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Today we continued to explore the critical themes of the Universal Prevention Curriculum for implementers. In a group setting, we looked at the theme Trained Prevention Professionals. As persons working in the field of substance use prevention, our role is to both understand and explain the science-based interventions to the stakeholders in the communities.
We also took a look at the micro and macro-level environments and their impact on the individuals

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Session 3 was a continued discussion of Psychoactive Substances and the Body. The presentation on brain imaging an how different drugs affect the segments of our brain responsible for thinking/ feeling, pain, body movement, and coordination and balance was extremely insightful. This shed much light on why persons under varied substances influence experience the way the feel or behave. Moreover, we learnt how Psychoactive substances don't only affect users but also has a wide range of effects on different aspect of society.

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Today we addressed the topic Critical Themes of the Universal Prevention. The session aid in further understanding and identify how macro and micro level influencers can contribute to substance use behaviors. Moreover, how the critical themes of universal prevention are essential in addressing macro and micro level influencers.

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The session  further indulged in the understanding of the critical themes in prevention. Through the assigned group work, I was enlightened on the importance of professional ethics as a critical themes in prevention as well as the use of the White and Popovits/ The Think Tank Model in maintaining integrity in our professional judgement for the protection of clients. The session also allowed us explore further Macro and Micro influencers in a positive and negative setting.

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The first week was a good experience.  It laid a excellent foundation to new learning.  I was able to redefine the definitions of substance use and medicine.  It became very clear as to how drugs work in the brain and the factors that influence how drugs impact our body, physically, emotional, financially and psychosocially.
On another note, I am still getting use to google classroom and all these new technology.

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Today we learned about prevention science. The importance of epidemiology and its role in guiding substance prevention.
The major components of the science are epidemiology/etiology, intervention development and research methodology.
Epidemiology guides prevention through surveillance, and analytical studies. It's two relevant concepts to substance use prevention are
1. Incidence-identifying age of first use
2. Prevalence-use at three different times in life.

We used a crossword game in order to learn the words pertaining to substance prevention studies.

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Prevention Science: Todays take away was focused on the key concepts on prevention science (epidemiology and etiology). My knowledge was strengthened in the area of how epidemiology and etiology contribute to the understanding of substance use issues and aid in determining relevant and appropriate intervention / prevention programmes. Also that the epidemiologic methods include: surveillance and descriptive studies (focus on distributions of a health issue) and analytical studies (focus on determinants of the health).

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Module four focused on Prevention Science. The three major components of Prevention Science are: Epidemiology and Etiology, Intervention Development and Research Methodology. Epidemiology focuses on age, occupation, geographic residence and the determinants of the health issue of interest. Two components in epidemiology that are relevant to substance use prevention are Incidence and Prevalence. Interventions can be classified as either Universal, Indicated or Selective.

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Today was a very interesting learning day.  I have seen how monitoring and evaluation play a vital role in the development and implementation of a social program.  Although every stage is important for the success of any program, monitoring and evaluation are key components for ensuring sustainability.
I enjoy my learning life/

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Today we delved into prevention intervention and policy development-design. This addresses the malleable factors that promote positive development and reduce negative behaviour. Also intervention should consider target population - universal, selective, indicated.
Effective intervention includes cooperative collaboration, adaptation, standardization and Sustainability.
In my small group we looked at Research methodology - tests effectiveness throughout the intervention, assessing the program, initial startup testing, monitoring for quality assurance and control, theory based objectives.

Why is prevention science important to practice?
This is important because it allows practitioners to evaluate what interventions work best for healthy individual and social development. It also allows us to assist in reducing risks in order to achieve more loving and caring families and communities.

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In wrapping up Module 4, we looked at a video on Prevention Intervention and Policy Development, in an effort to emphasize the different stages. In our small group, we looked at Evaluation of the Intervention Implementation stage.
Prevention Science is important to practitioners because prevention science is evidence- based and it will better help in developing specific programs for targeted population. it is also necessary because the dynamics of prevention programmes have changed overtime so it is necessary to develop and implement programmes that are effective and can minimize waste of resources and finance and in turn will create an impact on the targeted population.

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As we came to the end of Module 4, I became more aware of the importance of the major components in Prevention Science. The component "intervention and development" allowed me to clearly understand the critical step and procedure involved, why identifying suitable target populations and identifying appropriate intervention settings are important, and the role of collaborators in intervention development and the importance of component of Research and methodology in accessing prevention interventions.
Overall the module sought to give an insightful understanding that Prevention Science provides standardize guidelines and evidence base information for prevention professionals and implementers  to guide policy decisions and to make informed choices in selection/ development of intervention programs.

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Today's session focused on the importance of theory in prevention.The two critical theories in prevention are human development and human behavior. In looking at Theories of Human Development the types of interventions needed for each developmental period from infancy through adolescence was discussed. The small group that I was assigned to focused on the the positive and negative aspects of the school environment.

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Motivation is an internal state that determines to what extent we think, feel or act. Motivation can either be intrinsic or extrinsic. Intrinsic motivation is more beneficial than extrinsic.
Basic needs need to be addressed before the implementation of any prevention intervention programs.
I'm thankful that participants from the other countries could share their success stories. This served as hope and encouragement for others to continue though at times it may seem challenging.

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I was unable to attend this session however, through my review of the unit I was able to note that the main topic was related to critical theories as it pertains to evidence based prevention.
One of the main Theories was Human Development. This looked at observations and testing over life spans which can assist us as practicioners in understanding which interventions are best to use.

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We continued model 5 and started looking at motivation. This can be both intrinsic/internal motivation (self -I need this) or extrinsic/external motivation (outside sources) what others need us to accomplish.
The related theories to support this were Maslow's hierarchy of needs as it relates to motivation included feelings of conformity and respect, competence and self worth, need for affiliation and recognition.
Two theories of behaviour in relation to prevention are social learning- learned behaviour through observations and the thought process behind behaviour, and planned behaviour theory- beliefs about association, good and bad behaviours as well as behavioural outcome, perception of behavioural norms.

In my small group we looked at intrinsic sources of motivation that can occur within a school such as:
Curiosity,. Team work, cooperation, self motivation, goal setting, recognition, excellent work ethic development, self respect

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Today we began model 6. We first reviewed UNODC/WHO International standards on drug use prevention in order to properly understand the new model. International standards are intended to provide summaries of current existing scientific evidences where the main components are identified. Also it aids policymakers in understanding which programs, policies and systems need their support or immediate intervention. When we look at international standards we reference stages between infancy and adolescence, populations of interest as well as population setting. These provide, give or offer great interventions and techniques to practising.

In my small group we looked at the"delivery challenge to maintain implementation fidelity, while adapting to the specific needs of the target population" - we concluded that this entails four components collaboration, adaptability, standardization and sustainability.

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Evidence Based Practice is essential in Prevention Programmes. These practices encourages the use of systematic decision-making processes through available scientific outcomes to improve measurable outcomes. Various barriers affects the delivery of EBP, such as culture, religious practices and limited availability of resources.

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I really enjoyed the role playing to present the information on Evidenced based interventions/policies that target different populations. I was happy to be a part of group 4 who was given the responsibility to look at late adolescence and adulthood. Thanks to Caleb for naming our Television Show "Above The Influence" and to all the other participants who contributed.

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I really enjoyed participating in the kahoot game. The information was re-emphasized and deliberations were very relevant. I also appreciated the video that was shared by Tania and I think if not the same video, but something similar should be done for other countries to use. Another aspect that caught my attention is that prevention intervention should focus more on strengthening the knowledge of the worker instead of drug testing.

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I am really enjoying the use of the different platforms and today was no exception with the introduction of Educaplay. In our small group, Ms Jarvis and I looked at the Implementation Plan Guide to design the cycle of implementation for a prevention intervention programme in a community in the North-East of the island. We are hoping that when the other join we will be able to finalize the plan.

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Unfortunately I was unable to attend this session due to a previous teaching prevention program however after reading the module I was quite intrigued with the information about the various interventions.
1. During infancy and early childhood it is imperative children achieve developmental goals and resilience to stressors. Interventions at this stage should cater to pregnant women, infancy clinics and early childhood education skills.
2. During Middle childhood children learn to relate to those out of the family dynamics, hence the most effective intervention are geared towards parents, classroom environment personal/social education.
3. Adolescent years are an important stage of developing maturity as well as mentally, emotionally and physically. The greatest intervention here are towards parents, school policy and psychological vulnerabilities.
4. Later Adolescence and adulthood stems from development of ones own identity, best interventions are geared towards the community, media workplace and entertainment.

In order to fully understand this module we played the kahoot.tt game based on these interventions and was encouraged to share our thoughts and implementation within our job. It was mentally stimulating.

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I again due to being out of range missed this session. However this was the introduction to module  7 after reviewing the information covered for that day I was able to discern that the implementation cycle is where evidence based substance use prevention intervention and policies are implemented.
This cycle has 6 phases
1. Needs and resource assessment
2. Selecting evidence based intervention
3. Preparing and implementing interventions
4. Specific and definite outcomes
5. Disseminating and improving
6. Monitoring and evaluation

These phases especially needs and resource assessment will allow practitioners to identify the unique characteristics of specific communities.

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Today we continueodel 7. We played a quiz game to delve into as well as understand
Qualitative data- looks at why things occur, eg. Interviews, focus groups and ethnographic study
Quantitative data- measure quantity/amount, statistics, surveys

We were introduced to a very efficient website where we were able to narrow our search to a particular fields of interest-blueprintprogam.org. my group assessed the intervention of alcohol use by pregnant adolescent women, where our objectives included intervention for alcohol use, teen pregnancy, academic performance, physical health and wellbeing.

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This session focused on the major components of prevention science.
1. Epidemiology and Etiology
This is the study of the distribution and determinants of health-related states. (incidence = new cases, prevalence = existing cases)
Methods include surveillance and descriptive studies and analytical studies. Data suggests that perception of harmfulness = lower use for drugs
2. Intervention Development
Prevention policies can be Universal, Selective or Indicated and they address malleable factors that promote positive development and reduce negative behaviors
3. Research Methodology
Different tools that help with understanding the relationship between etiological factors and health

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we continued to look at module 4 and focused on prevention intervention and policy development. The Design(Malleable factors that promote development and reduce negative behaviors), Target population(Universal, Selective, Indicated), and delivery (Collaborations, Adaptations, Standardization, and sustainability) were highlighted.
In a group setting, we looked at the Monitoring of the intervention implementation. This includes training to ensure that the target group understands the problem, monitoring to make adjustments to program and taking reviews from the target population itself

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Today we took a look at the critical theories for evidence based prevention interventions and policies. The focus was on theories of human development which are informed by observations of people through various stages of development and through imaging of the brain. Learning theories are useful in the how, in terms of method of delivery and Behavior and Behavior change theories are needed to understand what factors are key when making a decision to do something.

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we looked at motivation; an internal state that arouses us to action. Motivation is extrinsic (external source) and intrinsic (source comes from within the individual). it has been shown that intrinsic motivation is more beneficial to an individual.
Maslow's hierarchy of needs highlights some of the basic human needs that can be helpful in building up, protective factors to drug use.
Within a small group, we looked at examples of INTRINSIC sources of motivation that can occur within a family. These include
-Family Achievement (s)
-Family Expectations
-Family Name
-Sibling Position
-Family Support/ appraisals
-Family Unity
-Family Pride
-Values and Norms
-Sense of Love and Care by family and felt by family
-Feeling of responsibility towards each other/ need to provide for family.
-Fear of being shun by family

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We continue with the concept of ‘evidence-based’ prevention interventions and policies and to the International Standards on Drug Use Prevention, a guide for policy makers that was developed by the United Nations Office on Drugs and Crime (UNODC) in collaboration with prevention researchers, prevention specialists and
policy makers from around the world.

While these preventions are backed by science, there are still barriers that can prevent successful implementation of these policies.
In a group setting, we looked at "The EB intervention challenges cultural and religious beliefs with regards to parenting, family structure, gender roles, etc."
These are some of the points discussed:
These issues are relevant challenges for us in the Caribbean - parenting, gender etc. are deeply culturally important
1. Determine current belief systems/practices - key stakeholder engagement - community leaders, parenting groups, gender groups etc.
2. Sensitization/engagement at multiple levels  on evidence - show how studies proven otherwise
3. Public education campaign to dispel myths - reaches masses (traiditional and social media)
4. Address policies that don't line up with Evidence - eg Corporal Punishment

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This session was very interactive and filled with continuous discussion. In our first group work we delved into the purpose of monitoring and evaluation-- which looked at providing feedback of progress, to measure effectiveness, to ensure objectives and goals are met. The issues which would arise with monitoring and evaluation would entail lack of resources, inaccurate data and lack of transparency. This allowed for discussion and constructive feedback from all members.
After our second group breakout we were introduced to a new evidence based prevention website where we were encouraged to read an article and identify the long as well as short-term results prevention intervention.

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Today we delved into the importance in professional training prevention. The most important to me was competencies and skills which is your ability to bring about the desired results, to direct clients to appropriate and available resources and to work effectively with the selective client population.

In my small group we looked at the importance of knowledge, competencies and skills, and Attitudes and attributes as it relates to family based prevention. We then under went self introspection by doing a professional self assessment, this helped to realize that I had many areas to gain more experience and knowledge in such as reporting laws, referral, prevention ethics and identification of use.

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Today we were placed into small groups to present the information on Evidenced based interventions/policies that target different populations. I was in a group with several dynamic individuals who presented in the form of a television show "above the influence" on the later adolescence and adulthood population. I played the role of a prevention specialist who highlighted the ways in which alcohol and tobacco policies within the target population could help reduce substance use.

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During these sessions we were able to adequately work together as a country to piece together our evidence based Prevention for the Newtown Primary School. These sessions allowed us to collaboratively organise and list the worksheet as well as the steps in our positive action prevention plan for the Newtown Primary School.

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During these sessions we discussed ethics in professional intervention practice and looked at case studies in our small break out groups. We had to evaluate and efficiently discuss the role of the prevention practionner in dealing with these situations. It was insightful.

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It was the week of presentations and farewells. It allowed team Dominica to present our positive action prevention plan for the Newtown Primary School and community. Then sessions were done.