Drug Abuse Health Problem Intervention Paper

Description

Now for the fun part! Design an intervention that addresses your problem and considers the data you collected (The Assess Step). An intervention is a simple program to impact your area of study.You MUST use the data you collected! You MUST address the determinants you found. For example, if you learned your problem is more common in urban women, make sure your campaign is focused to them.
DO NOT have an intervention that is huge, has multiple parts or is changing an entire law. A simple class. A simple advertising or awareness campaign. A simple community program. A simple way to persuade the community to vote for your policy.Here is some food for thought:1.Think about education alone programs. Does anyone really listen to just education? I could tell you all to go for a run tomorrow because it is good for you and most of you wont, right? How are you getting these people to even log on to or attend these educational programs? We learned so much this week on motivation and culture so put it in your work. Do not just do education unless your goal is an education goal. Do not just do an app because I did! Incentivize!!2 You cant have interventions just to improve MEDICAL care, like doing intake forms and research. Public health is the disaster that does not happen! We want to stop behaviors, we want to change behaviors, not treat disease. We must motivate.
3. Consider SDoH of your populations. Low SDoH populations may not log into the web to search a topic. They may not use social media. We have to capture and engage our audience a little more where they live, work and play. If you have an ethnic group or race, think of how you can use their patterns and culture to impact change. Low SES women? How about ads and links in WIC payments pages with a lottery to win a box of diapers? Is your group children? Kids need FUN! Don’t just design a boring app like I did : ) Have some incentive in there!4.Do not pitch lots of ideas. I’d rather see one cool idea. How about getting an egg company (or a place like McDonalds) to team up with a helmet company to do head trauma awareness and give discounts on helmets? Would a kid or family like that better or a form at the MDs office on helmet safety!? Keep it simple. Fitness? How about a fun run?4. IDEAS. Motivate!!!! Make your interventions to one that would motivate YOU or your family. Convincing kids to stay in school with a lecture-BORING. Making a fun poster that shows how much more money you make with every year of school is more likely to motivate a teen than a lecture.
INSTRUCTIONSThis week we will have 3 more slides.ASSIGNMENT Read these instructions, review the template and use my example to guide your work!Intervention Statement and Description (Plan Step) 10 pts Tell me what your intervention is. Use the red cues on the slides to helpDeterminant Integration and Rationale (Plan Step) 10 pts You did research to tell you WHO your problem happens to. Show me how you will use this information in your program. For example, if your program is for older men, how will you engage them? Find your population where they livee work and play!
Potential partners 10 pts (Mobilize Step) Who will help you create your program? Who will promote it? DO NOT say the government will pay for it-they wont AND we will talk money later. This is more getting work done. Who can you get to help?

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Intervention Statement & Description
• My intervention is: have a simple intervention statement that addresses the determinant you
said you could impact last week. DO not address another determinant. DO not make a program to
change the world .For my lung cancer example last week I would NOT say “give everyone insurance”.
If I picked behavior, I could say “have a contest for people who quit smoking” or “have an ad
campaign educating people in poor areas about how they are targeted” DO NOT MAKE A CLASSPEOPLE DO NOT GO TO CLASSES. Unless the class is fun and offers something it wont work-that is
not public health. Cooking class? Giveways? Sure! A boring class-NO. If I wanted to focus on Policy I
could say “make a policy that convenience stores are taxed more for cigarettes” .
• It will entail: then I would describe the basics of what I chose. For example: My ads would be on
social media sites that target urban area interests of 18-35 year old males (my identified demographic
distribution earlier).
• Some details: then more. For example, “During March Madness, I would have blasts on score
reports that say “Did you know Big Tobacco spends over TWICE as much advertising in lower income
and minority areas? Your lungs. Your choice. Say NO to Big Tobacco” (this is education but NOT a
class.)
Determinant Integration & Rationale
• Determinants identified in my research are: Go back and look at
your research. Is age a factor? Race? Socio-economics? Mention how you
will focus on these. For my lung cancer, I might add “ Hispanics were also
identified as high-rate smokers so I would have ads in Spanish and on soccer
games too
• Why I picked this intervention: For example. “I picked this because
being taken advantage of is more motivating to quit than someone telling
you to stop something.”
Who will help you to provide labor and promote your program?
Next week we will talk about money. This week is about working partners.
Potential Partners
• Partners: Who will help make this happen? Do you need professionals? This
is about who will do the work or provide supplies, not money For example. I
need web programmers and designers to make the ads.
• Marketing: How will people find out about your program? Remember to use
what you learned in your research. For example. If it is an anti-smoking
programs, posters in bars rather than parks would be more helpful.
Remember help people where they live work and play. Older adults do not
use Tik Tok-don’t just say “social media”
References






1. Bloom, L. (1998). Language acquisition in its developmental context. In W. Damon (Ed.), Handbook of child psychology: Volume 2: Cognition,
perception, and language (pp. 309-370). Hoboken, NJ: John Wiley & Son
2. Bredekamp, S. & Copple, C. (1997). Developmentally appropriate practice in early childhood programs, revised edition.Washington, DC: NAEYC
3. Bell J, Condren M. Communication Strategies for Empowering and Protecting Children. J Pediatr Pharmacol Ther. 2016;21(2):176-184. doi:10.5863/15516776-21.2.176
4 https://www.childhealthdata.org/docs/default-source/nsch-docs/2018-2019-nsch-fast-facts_cahmi_edited_10-2-20.pdf?sfvrsn=4a7b5f17_2
5 Schwab JF, Lew-Williams C. Language learning, socioeconomic status, and child-directed speech. Wiley Interdiscip Rev Cogn Sci. 2016;7(4):264-275.
doi:10.1002/wcs.1393
6. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3955219/ Zuckerman KE, Mattox KM, Sinche BK, Blaschke GS, Bethell C. Racial, ethnic, and language
disparities in early childhood developmental/behavioral evaluations: a narrative review. Clin Pediatr (Phila). 2014;53(7):619-631.
doi:10.1177/0009922813501378

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