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Research Based Curriculums
The foundation of PPI curriculums is the most recent research about
brain chemistry, life skills education, risk and protective factors,
asset development, community service, and spirituality. Curriculums
incorporate research recommendations from numerous studies by
federal agencies:
- National Institute on Drug Abuse's Prevention Principles which
recommends programs enhance protective factors; reduce risk
factors; target all forms of drug abuse including tobacco,
alcohol, marijuana, and inhalants; teach life skills; be
interactive; include a parent component and be age specific,
developmentally appropriate, culturally sensitive.
- National Institute on Alcoholism and Alcohol Abuse's
Prevention Principles which recommend that programs have
clarity of purpose; address resiliency factors and risk
factors; have clear "no drug" messages; teach skill
building and refusal skills; offer positive healthy
alternatives; include parental risk factors; and start
as early as possible offering role models and support
groups for specific high risk populations.
- Asset Development Research, which recommends that
programs build internal assets (such as caring,
self-esteem, sense of purpose, and positive view of life);
build external assets (family support, communication, empowerment);
and teach social competencies.
- Research on children of alcoholics/addicts (coa/a) which recommends
that programs reduce risk factors; teach communication skills, how to
make healthy friends and set boundaries; increase resiliency/protective
factors including teaching children that chemical dependency is a disease
affecting all members of the family -- their parents love them, but have
a disease that makes it difficult for them to express this love.
- Research on children with learning differences and those
exposed in utero to alcohol and other drugs, which recommends
programs increase resiliency/protective factors; reduce
risk factors; and emphasize areas where they can contribute.
These high-risk children need to realize that they are part
of something larger than themselves. They need to learn rage/anger
management, how to appropriately express feelings/defenses,
boundaries, problem solving and decision-making skills,
and centering. Lessons need to be age-specific, developmentally
appropriate, interactive, multi-modal, repetitive and structured.
Self-esteem issues are critical.
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