Early-onset substance use is a risk factor for poor long-term outcomes. Indigenous youth are more likely to engage in early-onset substance use than non-Indigenous peers. Therefore, culturally-appropriate prevention programs are needed for Indigenous youth in the school system. This course/article explores the literature examining school-based substance use prevention programs for Indigenous children between the ages of seven years to thirteen years. This course/article will review best practices for developing school-based substance use prevention programs for Indigenous youth and will include recommendations for facilitating community engagement and participation.
This course is based on the reading-based online article, A Scoping Review of School-based Indigenous Substance Use Prevention in Preteens (7–13 Years) created by Geoffrey Maina RN, BScN, MN, PhD, et al. in 2020.
Publication Date
Subst Abuse Treat Prev Policy 15, 74 Oct 2020
Course Material Authors
Course Material Authors authored the material only, and were not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
Geoffrey Maina RN, BScN, MN, PhD
Dr. Geoffrey Maina is an Associate Professor at the Prince Albert Campus of the College of Nursing at the University of Saskatchewan. His program of research focuses on interventions with an emphasis on HIV prevention and care, (i.e., on harm reduction, stigma reduction, and peer interventions, both locally and globally); improving outcomes for clients and families affected by addiction and promoting immigrant health. Dr. Maina uses diverse community-based research methodologies that employ qualitative research methods such as art-based methods, and methodologies that honour lived experiences such as patient-oriented research. He is keen to support undergraduate and graduate students who are interested in research on HIV, substance use and addiction, and immigrant health.
Maeve Mclean
Maeve McLean is a Research Specialist who joined the Saskatchewan Research Authority's Research Department June 2020. As a Research Specialist, Maeve evaluates a variety of mental health and addiction programs across the province and participates in rapid review syntheses that inform decision making by senior leaders in the SHA.
Solomon K. Mcharo
Solomon Mcharo is affliated with the College of Nursing, University of Saskatchewan, Saskatoon Campus, Saskatoon, Canada. He has published works in multiple peer reviewed journals.
Anna Hollis, Ph.D., NCSP, is a nationally certified school psychologist currently living near Detroit, Michigan. She is licensed as a psychologist in 2 states (Michigan and South Carolina) and certified as a school psychologist in in 5 states (South Carolina, Michigan, Vermont, Pennsylvania, and Maryland). She is a member of the American Psychological Association (APA); the National Association of School Psychologists (NASP); the Michigan Association of School Psychologists (MASP); and the Association for Contextual Behavioral Science (ACBS). Dr. Hollis obtained her Ph.D. in School Psychology from the University of South Carolina. Her professional interests include Acceptance and Commitment Therapy (ACT); Positive Psychology; Trauma-Informed Practice; and Urban School Psychology.
Recommended For
This course is recommended for counselors, marriage and family therapists, psychologists, and social workers. This course is appropriate for all levels of knowledge.
Course Objectives:
After taking this course, you should be able to:
List the potential long-term negative outcomes of early-onset substance use.
Identify the prevalence and statistics of substance use among preteens.
Describe and discuss the adverse childhood experiences that Indigenous children face which are significant risk factors for substance use.
Describe the discussed limitations, implications, and recommendations regarding future programming and research.
Availability
This course is available starting Aug 5th, 2022 and expires Jan 4th, 2040
Disclosure to Learners
Disclosure of Relevant Financial Relationships
CE Learning Systems adheres to the ACCME's Standards for Integrity and Independence in Accredited
Continuing Medical Education. Any individuals in a position to control the content of a CE activity –
including faculty, planners, reviewers, or others ― are required to disclose all relevant financial
relationships with ineligible entities (formerly known as commercial interests).
The following relevant financial relationships have been disclosed by this activity's planners, faculty, and
the reviewer:
Planners and Reviewers
The planners of this activity have reported that they have no relevant financial relationships.
Material Authors
Any relevant financial disclosures for course material authors can be found in the article.
Course Creator
Anna Lynn Hollis, Ph.D., School Psychologist – No relevant financial relationships.
Commercial support
There is no commercial support for this distance-learning course.
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