Monthly Archives: March 2012

SCOPE Thought Piece, Question #2: What have we learned to date in our prevention efforts that practitioners should know about?

Michelle N. Issadore, M.Ed. It takes a village. In truth, no single practitioner can drive environmental change without institutional commitment (top-down) and proper positioning (bottom-up) — be that in the form of: an office tasked with prevention efforts; a seat … Continue reading

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SCOPE Thought Piece, Question #2: What have we learned to date in our prevention efforts that practitioners should know about?

Beth DeRicco, Ph.D. Three key take-ways for me include: Process is critical; The most important thing is asking the right questions and then doing the right thing based on readiness (which is a whole other issue); It is a process … Continue reading

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SCOPE Thought Piece, Question #2: What have we learned to date in our prevention efforts that practitioners should know about?

Brett A. Sokolow, Esq. I have learned the value of centralized prevention planning as contrasted with the scattershot efforts seen on some campuses.  Centralizing the planning process can allow your campus to program strategically with respect to timing, dosage, message … Continue reading

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SCOPE Thought Piece, Question #2: What have we learned to date in our prevention efforts that practitioners should know about?

Jane Stapleton, M.A. An important thing that we have learned in the development and research on prevention strategies is the importance of the target audience, both in the creation of prevention strategies and in the evaluation of them.  Prevention strategies … Continue reading

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SCOPE Thought Piece, Question #2: What have we learned to date in our prevention efforts that practitioners should know about?

Linda Langford, Sc.D. Given that I work for two national training and technical assistance centers that aim to answer this question comprehensively, I’ll be as succinct as I can! We’ve learned a tremendous amount about effective campus prevention in the … Continue reading

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SCOPE Thought Piece, Question #2: What have we learned to date in our prevention efforts that practitioners should know about?

Alan Berkowitz, Ph.D. There are many specific prevention approaches that have been shown to be effective in scientific studies.  Broadly speaking, these approaches attempt to change both the peer culture and/or the larger environment in which problems occur and may … Continue reading

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SCOPE Thought Piece, Question #1: What are the critical challenges facing the prevention field?

Michelle N. Issadore, M.Ed. A lack of evidence-based programs and initiatives will undermine the efforts of practitioners and limit the continued availability of resources and institutional support. It is imperative that prevention specialists remain current via listservs, journals, webinars and … Continue reading

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SCOPE Thought Piece, Question #1: What are the critical challenges facing the prevention field?

Beth DeRicco, Ph.D. What prevention field?  Campus, school and community are different and face some similar and some not so similar challenges, including: Competing priorities; Lack of skills, knowledge; Lack of appropriate training; Terminology; Reactive rather than proactive approach. All … Continue reading

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SCOPE Thought Piece, Question #1: What are the critical challenges facing the prevention field?

Brett A. Sokolow, Esq. Many campuses use effective prevention practices, based on researched models, strong data and proven methodologies.  Some campuses have originated models that have achieved admirable outcomes, such as Bringing in the Bystander™ at the University of New … Continue reading

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SCOPE Thought Piece, Question #1: What are the critical challenges facing the prevention field?

Jane Stapleton, M.A. Some of the most critical challenges facing the prevention field relate to the need to connect prevention researchers (the people who are developing prevention strategies) with prevention practitioners (the people who are implementing prevention strategies). Ultimately, prevention … Continue reading

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