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Life Skills TrainingLife Skills TrainingPilot ProjectPilot Project

Welcome Everyone!Welcome Everyone!

May 25, 2009May 25, 2009

An Exciting Partnership of …An Exciting Partnership of …

• Manitoba JusticeManitoba Justice

• Healthy Child Manitoba OfficeHealthy Child Manitoba Office

• Manitoba Education, Citizenship and Manitoba Education, Citizenship and YouthYouth

……

To initiate a Random Control Trial LST To initiate a Random Control Trial LST Pilot Schools from throughout Pilot Schools from throughout ManitobaManitoba

Pilot Project CommitteePilot Project Committee

• HCMO- HCMO- Teresa Mayer-Teresa Mayer- Sr. Data & Statistical Sr. Data & Statistical Analyst Analyst Rob Santos-Rob Santos- Scientific Senior Policy Advisor Scientific Senior Policy AdvisorTinaTina Moody- Program and Policy Consultant Moody- Program and Policy Consultant

• JUS- JUS- Beth Ulrich-Beth Ulrich- Director, Crime Prevention Director, Crime Prevention• MECY- MECY- Carole Bilyk-Carole Bilyk- Acting Coordinator, Acting Coordinator,

Development Unit, Instruction Curriculum Development Unit, Instruction Curriculum and Assessment Branch and Assessment Branch Brian Hatherly-Brian Hatherly- PE/HE Consultant PE/HE Consultant

AgendaAgenda

• IntroductionsIntroductions• Ice Breaker ActivityIce Breaker Activity• LST Program OverviewLST Program Overview• RCT- What does this mean? RCT- What does this mean? • Evaluation and data collectionEvaluation and data collection• Forms “101” Forms “101” • Program timelinesProgram timelines• Expectations/commitments of participating schools Expectations/commitments of participating schools • Announcing … Intervention and Control Schools!Announcing … Intervention and Control Schools!• Other:Other:

– Expense formsExpense forms– Exit slipExit slip

Background:Background:

• The Life Skills Training program was The Life Skills Training program was brought forward as one of many brought forward as one of many current community initiatives to current community initiatives to address address crime prevention. crime prevention. The LST The LST program is encouraged through Public program is encouraged through Public Safety Canada (NCPC).Safety Canada (NCPC).

• The Life Skills Training Pilot Project is The Life Skills Training Pilot Project is being evaluated as a crime prevention being evaluated as a crime prevention strategy within Manitoba schools.strategy within Manitoba schools.

Healthy Kids, Healthy Futures, Healthy Kids, Healthy Futures, All-Party Task Force ReportAll-Party Task Force Report

Key Area Recommendations included:Key Area Recommendations included:

• Physical activityPhysical activity

• NutritionNutrition

• Substance use and abuse preventionSubstance use and abuse prevention

• Injury preventionInjury prevention

• Mental health and wellnessMental health and wellness

… … to list a few.to list a few.

Further BackgroundFurther Background

• Today’s youth are surrounded by a Today’s youth are surrounded by a variety of decisions that can lead to variety of decisions that can lead to unhealthy choices related to the risk unhealthy choices related to the risk factors on the previous slide. factors on the previous slide.

Overview: Life Skills Overview: Life Skills Training …Training …

… …is a research-validated substance is a research-validated substance abuse prevention program proven to abuse prevention program proven to decrease the risky behaviors decrease the risky behaviors associated with:associated with:

• alcoholalcohol

• drug drug

• tobacco tobacco

• violenceviolence

Overview: Life Skills Overview: Life Skills Training …Training …

•The Life Skills Training program The Life Skills Training program reduces these risks by targeting reduces these risks by targeting social and psychological factors social and psychological factors that may cause youth to initiate that may cause youth to initiate these risky behaviors including these risky behaviors including substance use.substance use.

Health behaviors and life style Health behaviors and life style choices play a major role in choices play a major role in determining youth risk. determining youth risk. Smoking prevention is important …Smoking prevention is important …•Decision to smoke or not, is important Decision to smoke or not, is important

because it has been found to be because it has been found to be associated as a gateway drug, in associated as a gateway drug, in addition to its relationship to the onset addition to its relationship to the onset of many diseases.of many diseases.

Smoking is a Gateway Drug:Smoking is a Gateway Drug:

• According to former US Surgeon General Jocelyn According to former US Surgeon General Jocelyn Elders, Elders, "What is notable about tobacco use is that it "What is notable about tobacco use is that it consistently occurs early in the sequence of consistently occurs early in the sequence of problem behaviors. When a young person starts to problem behaviors. When a young person starts to smoke or use tobacco, it is a signal, an alarm that smoke or use tobacco, it is a signal, an alarm that he or she may get involved in other risky behaviors. he or she may get involved in other risky behaviors. This is one of the few early warning signs we have This is one of the few early warning signs we have in public health. If we can prevent tobacco use in in public health. If we can prevent tobacco use in the first place, we might have a big impact on the first place, we might have a big impact on preventing or delaying a host of other destructive preventing or delaying a host of other destructive behaviors among our young people." behaviors among our young people." From: American Lung From: American Lung Assoc.Assoc.

LST OverviewLST Overview

• http://www.teachertube.com/viewVidhttp://www.teachertube.com/viewVideo.php?video_id=100212&title=LST_eo.php?video_id=100212&title=LST_Informational_VideoInformational_Video

Life Skills Training … Life Skills Training … The Big Picture!The Big Picture!

Major Components Major Components

•Personal Self-Personal Self-Management Skills Management Skills

•General Social SkillsGeneral Social Skills

•Drug Resistance SkillsDrug Resistance Skills

Personal Self-Personal Self-Management SkillsManagement Skills• Personal Behavior ChangePersonal Behavior Change

– Self-Image & Behavior / Goal-Self-Image & Behavior / Goal-SettingSetting

– Self-Monitoring & ReinforcementSelf-Monitoring & Reinforcement

• Problem-Solving & Decision-MakingProblem-Solving & Decision-Making

• Stress and Anxiety ManagementStress and Anxiety Management

General Social SkillsGeneral Social Skills

• Effective CommunicationEffective Communication

• Conversational SkillsConversational Skills

• Meeting new people, greetings Meeting new people, greetings and brief social exchangesand brief social exchanges

• Navigating Social Requests Navigating Social Requests

• Assertiveness skillsAssertiveness skills

Drug Resistance SkillsDrug Resistance Skills

• Awareness of Media and Other Awareness of Media and Other

Influences to the Use of DrugsInfluences to the Use of Drugs

• Development of Anti-Drug Use Development of Anti-Drug Use NormsNorms

• Prevention-Related Drug/Health Prevention-Related Drug/Health KnowledgeKnowledge

• Drug Refusal SkillsDrug Refusal Skills

Life Skills Training- Lesson Life Skills Training- Lesson Topics: Topics: • Self Esteem- high/low, “things I can do”Self Esteem- high/low, “things I can do”• Decision-making- Decision-making- Stop-Think-Go!Stop-Think-Go!• Smoking information- effects and why people Smoking information- effects and why people

choose to or not to smokechoose to or not to smoke• AdvertisingAdvertising• Stress- physical changes and relaxation Stress- physical changes and relaxation

techniquestechniques• Communication skills- feelings, body languageCommunication skills- feelings, body language• Social skills- qualities of a good friendSocial skills- qualities of a good friend• Assertiveness- refusal skills- different ways to say Assertiveness- refusal skills- different ways to say

NO. Can I copy your homework?NO. Can I copy your homework?

Sample LessonSample Lesson

Videos on LST\Start.exeVideos on LST\Start.exe

Summary of Evaluation Summary of Evaluation ResultsResults• Reduces substance abuse by up to Reduces substance abuse by up to

87%87%• Effective in reducing tobacco, alcohol, Effective in reducing tobacco, alcohol,

marijuana, inhalants, narcotics & marijuana, inhalants, narcotics & hallucinogenshallucinogens

• Effects last for at least 6 yearsEffects last for at least 6 years• Effective in reducing aggressive / Effective in reducing aggressive /

violent behaviorviolent behavior• Researched and proven effective with Researched and proven effective with

African-American, Hispanic, White, African-American, Hispanic, White, Urban, Suburban and Rural YouthUrban, Suburban and Rural Youth

Summary of Elementary Summary of Elementary Pilot Study ResultsPilot Study Results

• Reduces annual smoking rates Reduces annual smoking rates by up to 63%by up to 63%

• Increases self-esteemIncreases self-esteem

• Findings show that the evidence-Findings show that the evidence-based LST model is equally based LST model is equally effective at the Elementary leveleffective at the Elementary level

Life Skills Training (LST) Life Skills Training (LST) Research At-a-GlanceResearch At-a-Glance• # of studies: # of studies: 30 (including 6 independent studies) 30 (including 6 independent studies) • Types of studies: Types of studies: Federally funded, peer-reviewed, Federally funded, peer-reviewed,

randomized control studies that have been published randomized control studies that have been published in reputable scientific journals. in reputable scientific journals. – # of schools: # of schools: 700+ 700+ – # of students: # of students: 43,000+ 43,000+

• Populations: Populations: Caucasian, African American, Hispanic Caucasian, African American, Hispanic – Setting(s): Setting(s): Urban, Suburban, Rural Urban, Suburban, Rural

• Outcomes measured: Outcomes measured: Alcohol, Tobacco, Drugs, Alcohol, Tobacco, Drugs, Violence/Delinquency, Risky Driving, HIV/STD Risk Violence/Delinquency, Risky Driving, HIV/STD Risk Behaviors Behaviors

Supportive of Manitoba’s PE/HE Supportive of Manitoba’s PE/HE Framework of OutcomesFramework of OutcomesGeneral Learning Outcomes:General Learning Outcomes:• Safety (3)Safety (3) strand B, safety of self and strand B, safety of self and

othersothers• Personal/Social Management Skills Personal/Social Management Skills

(4)(4)• Healthy Lifestyle Practices (5)Healthy Lifestyle Practices (5) strand strand

D, substance use and abuse preventionD, substance use and abuse preventionNoteNote: SLO’s have been clustered for the above : SLO’s have been clustered for the above

GLO areas relative to LST.GLO areas relative to LST.

Smoking, Potentially Sensitive Smoking, Potentially Sensitive Content AreaContent Area

Substance use and abuse prevention Substance use and abuse prevention (Strand D in GLO 5- Healthy Lifestyle (Strand D in GLO 5- Healthy Lifestyle Practices)Practices)

• Check with principal as a letter will Check with principal as a letter will likely be required, informing parents likely be required, informing parents of this topic, prior to content delivery of this topic, prior to content delivery in this area.in this area.

Evaluation Component in Evaluation Component in Manitoba SchoolsManitoba Schools

• Teresa Mayer, Rob Santos …Teresa Mayer, Rob Santos …

LST EvaluationLST Evaluation

Randomized Controlled Trial (RCT)Randomized Controlled Trial (RCT)• Quick – provides results in one year (can also go Quick – provides results in one year (can also go

beyond if linkages are in place)beyond if linkages are in place)

• RCT = best evaluation design: can measure cause and RCT = best evaluation design: can measure cause and effect of programeffect of program- most cost-effective design - most cost-effective design

• Requires ‘pilot’ schools and ‘control’ schoolsRequires ‘pilot’ schools and ‘control’ schools

• Questionnaires used to compare pre-program and Questionnaires used to compare pre-program and post-program knowledge, attitudes and skills post-program knowledge, attitudes and skills (examine changes over time)(examine changes over time)

• Implementation (fidelity) questionnairesImplementation (fidelity) questionnaires

Evaluation Questionnaires for Evaluation Questionnaires for LSTLST

• Will help us determine if the LST works well Will help us determine if the LST works well in Manitobain Manitoba

• Data is collected under authority of The Data is collected under authority of The Healthy Child Manitoba Act Healthy Child Manitoba Act

• All personal information is kept locked (paper All personal information is kept locked (paper files) or on a secure computer (firewalls)files) or on a secure computer (firewalls)

• People who have access to personal People who have access to personal information are data entry or researchers information are data entry or researchers who have sworn oathswho have sworn oaths

• PHIA and FIPPA rules adhered PHIA and FIPPA rules adhered

Evaluation Questionnaires for Evaluation Questionnaires for LSTLST

• Children’s questionnaire to determine if Children’s questionnaire to determine if LST is ‘working’LST is ‘working’

Parental consent- likely passive consent Parental consent- likely passive consent (TBA)(TBA)

Both ‘pilot’ and ‘control’ schoolsBoth ‘pilot’ and ‘control’ schools

• Teacher’s implementation checklistsTeacher’s implementation checklists1 page1 page

Eight questionnairesEight questionnaires

Also called ‘fidelity’ questionnairesAlso called ‘fidelity’ questionnaires

Only required for ‘pilot’ schoolsOnly required for ‘pilot’ schools

Evaluation Questionnaires for Evaluation Questionnaires for LSTLST

Linkages neededLinkages neededAssess pre- and post-program Assess pre- and post-program

Assess dose effect (‘pilot’ schools only)Assess dose effect (‘pilot’ schools only)

long-term outcome evaluation long-term outcome evaluation with other with other datadata

Class lists to pre-fill questionnairesClass lists to pre-fill questionnairesHas: School name, Room number, Teacher Has: School name, Room number, Teacher name, Student name, MET, PHIN, name, Student name, MET, PHIN,

Wish list: School code, Child’s birth date, Wish list: School code, Child’s birth date, postal code, genderpostal code, gender

Names are not put into databaseNames are not put into database

Class lists sent to HCMO by SeptClass lists sent to HCMO by Sept. 18. 18

Evaluation Questionnaires for LSTEvaluation Questionnaires for LSTTeleform 101Teleform 101

Computer softwareComputer software

Creates databasesCreates databases

Creates forms / questionnairesCreates forms / questionnaires

Reads questionnaires Reads questionnaires

Uses markings to put Q into temporary Uses markings to put Q into temporary databasedatabase

Forms can be faxed…Forms can be faxed…

……or mailed in and read in like a photocopieror mailed in and read in like a photocopier

Rules to allow data checking Rules to allow data checking

After data checking, data is put into final After data checking, data is put into final databasedatabase

LSTQ: Children’s LSTQ: Children’s QuestionnaireQuestionnaire• Pre-LST and Post-LST Pre-LST and Post-LST

Both ‘pilot’ and ‘control’ schoolsBoth ‘pilot’ and ‘control’ schoolsPre-LST in September/October, Post-LST in ~MayPre-LST in September/October, Post-LST in ~MayMail in the questionnaires Mail in the questionnaires

• Cover page – tear off Cover page – tear off • Questionnaire sections:Questionnaire sections:

Linkage informationLinkage informationSection A: DemographicsSection A: DemographicsSection B: LST KnowledgeSection B: LST KnowledgeSection C: Attitudes towards alcohol & tobacco Section C: Attitudes towards alcohol & tobacco useuseSection D: Life Skills Assessment Section D: Life Skills Assessment

LSTQ: Children’s LSTQ: Children’s QuestionnaireQuestionnaire

• Cover page is used so that kids have Cover page is used so that kids have the correct questionnairethe correct questionnaire

• Pre-filled top section Pre-filled top section

Kids (or teachers) don’t have to fill Kids (or teachers) don’t have to fill in MET, school code or room in MET, school code or room numbernumber

Easier for ‘Teleform’ to readEasier for ‘Teleform’ to read

LSTQLSTQ

LSTQ: Children’s QuestionnaireLSTQ: Children’s Questionnaire

LSTQ: Children’s QuestionnaireLSTQ: Children’s Questionnaire

LSTQ: Children’s QuestionnaireLSTQ: Children’s Questionnaire

LSTQ: Children’s QuestionnaireLSTQ: Children’s Questionnaire

LSTQ: Children’s QuestionnaireLSTQ: Children’s Questionnaire

LSTQ: Children’s QuestionnaireLSTQ: Children’s Questionnaire

LSTQ: Children’s QuestionnaireLSTQ: Children’s Questionnaire

LSTQ: Children’s QuestionnaireLSTQ: Children’s Questionnaire

LSTQ: Children’s QuestionnaireLSTQ: Children’s Questionnaire

Fidelity: Teacher’s Fidelity: Teacher’s QuestionnairesQuestionnairesWhyWhy

Helps us know if the LST curriculum works in Helps us know if the LST curriculum works in your school (does the LST work in real life?)your school (does the LST work in real life?)Helps us know how much of the LST curriculum Helps us know how much of the LST curriculum was taught (dose effect was taught (dose effect onlyonly))Teacher names requested Teacher names requested onlyonly for purposes of for purposes of possible data entry problems possible data entry problems

too busy and no interest to be watchdogs!too busy and no interest to be watchdogs!Teacher names not put into fidelity databaseTeacher names not put into fidelity database

Our data entry person may call the teacher to Our data entry person may call the teacher to

confirm/verify data submittedconfirm/verify data submitted

Fidelity: Teacher’s QuestionnairesFidelity: Teacher’s QuestionnairesWhatWhat

Eight Questionnaires representing the eight Eight Questionnaires representing the eight units/lessons:units/lessons:

Self-esteem, decision-making, smoking Self-esteem, decision-making, smoking information, advertising, dealing with stress, information, advertising, dealing with stress, communication skills, social skills, communication skills, social skills, assertiveness assertiveness

To be filled out when the classroom teaching To be filled out when the classroom teaching and activities for the unit have been completedand activities for the unit have been completedOnly one page Only one page Friendly reminders to fax the Q to HCMOFriendly reminders to fax the Q to HCMOOnly for ‘pilot’ schoolsOnly for ‘pilot’ schools

Sample Fidelity Sample Fidelity QuestionnaireQuestionnaire

Sample Fidelity Sample Fidelity QuestionnaireQuestionnaire

Sample Fidelity Sample Fidelity QuestionnaireQuestionnaire

Sample Fidelity Sample Fidelity QuestionnaireQuestionnaire

Sample Fidelity Sample Fidelity QuestionnaireQuestionnaire

Points for Small Group Points for Small Group DiscussionDiscussion

• Launch or announcement of LST Pilot Launch or announcement of LST Pilot Project in the fall of ’09. Project in the fall of ’09.

•Would you host this event (intervention or Would you host this event (intervention or control school)? control school)?

• Asking teachers to fax-back teacher Asking teachers to fax-back teacher implementation checklist (8 x single-implementation checklist (8 x single-page sections).page sections).

• Any concerns or questions for your Any concerns or questions for your group to discuss …group to discuss …

Important Program Important Program TimelinesTimelines• September 18, 2009: Class ListsSeptember 18, 2009: Class Lists Template Template

will be sent to schools, please return by the 18will be sent to schools, please return by the 18thth..

• October 5, 2009: LST Teacher Orientation October 5, 2009: LST Teacher Orientation Day for all Intervention SchoolsDay for all Intervention Schools

• Pre- test Student Questionnaire to Pre- test Student Questionnaire to complete and returned in October 2009complete and returned in October 2009

• Post-test Student Questionnaire completed Post-test Student Questionnaire completed and returned in May 2010 and returned in May 2010

• Other time-lines to be shared on Oct. 5thOther time-lines to be shared on Oct. 5th

Key Considerations: Program Key Considerations: Program CommitmentCommitment

• Best results are achieved with Best results are achieved with provider fidelityprovider fidelity

• Teach the full scope and sequenceTeach the full scope and sequence• Teach the units in orderTeach the units in order• Teach at least 1 X weekTeach at least 1 X week• Use interactive teaching techniquesUse interactive teaching techniques• Teach the booster sessionsTeach the booster sessions

Other Program Other Program CommitmentsCommitments

• Implementation checklist fax-backsImplementation checklist fax-backs

• Pre and Post LST Questionnaires in Pre and Post LST Questionnaires in self addressed envelopes self addressed envelopes

Life Skills Training SchoolsLife Skills Training Schools

•Announcing …Announcing …

LST Control Group:LST Control Group:

• Walter Whyte SchoolWalter Whyte School

• Hamstead SchoolHamstead School

• Aborgate SchoolAborgate School

• Boissevain SchoolBoissevain School

• Juniper ElementaryJuniper Elementary

• Ruth Betts School Ruth Betts School

• Erickson ElementaryErickson Elementary

• Elkhorn School Elkhorn School

• OV Jewitt Community OV Jewitt Community School School

• Wanipigow SchoolWanipigow School

• St. Rose SchoolSt. Rose School

• InwoodInwood SchoolSchool

• Lavallee SchoolLavallee School

• Sigurborg Stephansson Sigurborg Stephansson Early Years SchoolEarly Years School

• Lake St. Martin First Lake St. Martin First Nation SchoolNation School

• Soiux Valley SchoolSoiux Valley School

• Gillis SchoolGillis School

LST Intervention GroupLST Intervention Group

• Long Plain SchoolLong Plain School• Waywayseecappo Waywayseecappo

Community SchoolCommunity School• Joe Ross SchoolJoe Ross School• Wawanesa SchoolWawanesa School• Cormorant Lake Cormorant Lake

SchoolSchool• Anola SchoolAnola School• Lt Colonel Barker VC Lt Colonel Barker VC

SchoolSchool• Westwood SchoolWestwood School

• Gladstone Elementary Gladstone Elementary SchoolSchool

• King Edward King Edward Community SchoolCommunity School

• Anicinabe Community Anicinabe Community SchoolSchool

• Skowan SchoolSkowan School• Charles Sinclair SchoolCharles Sinclair School• Amos Okemow Amos Okemow

Memorial SchoolMemorial School• William Whyte SchoolWilliam Whyte School• Douglas SchoolDouglas School

LST Pilot Project SchoolsLST Pilot Project SchoolsThank You:Thank You:

• Willingness to participate!Willingness to participate!

• Finding parking!!Finding parking!!

• Expense formsExpense forms

• Please complete the exit slipPlease complete the exit slip

• Information contact:Information contact:

• brian.hatherly@gov.mb.cabrian.hatherly@gov.mb.ca