The foundation of PPI curriculums is the most recent research about brain chemistry, life skills education, risk and protective factors, trauma-informed/resilience-building practices, asset development, and community service. Curriculums incorporate research recommendations from federal agencies and national organizations:


  • 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. 

  • US Department of Health and Human Services (DHHS) Substance Abuse and Mental Health Services Administration (SAMHSA) and ACEs Connection Network which focus on identifying and addressing Adverse Childhood Experiences (ACEs) identified by Kaiser and Center on Disease Control & Prevention in one of the largest investigations of childhood abuse and neglect and household challenges and later-life health and well-being.

  • United Nations Office on Drugs and Crime (UNODC) which recognizes that Family Skills Training for the whole family (parents and children - infancy through adolescence) positively change family functioning and parenting practices in enduring ways resulting in healthier and more supportive environments.

  • 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. 

  • Harvard Center on the Developing Child whose mission is to drive science-based innovation that achieves breakthrough outcomes for children facing adversity with a focus on the early years of life. 

  • ZERO TO THREE which works to ensure that babies and toddlers benefit from the family and community connections critical to their well-being and development.

  • National Association for Children of Addiction and other research on children of addiction (COA) 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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