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Friday, November 20, 2020 | History

2 edition of implementation of good practice in school-based drug education found in the catalog.

implementation of good practice in school-based drug education

Nicola Drucquer

implementation of good practice in school-based drug education

a stakeholder evaluation

by Nicola Drucquer

  • 182 Want to read
  • 4 Currently reading

Published by De Montfort University in Leicester .
Written in English

Edition Notes

Thesis (Ph.D) - De Montfort University, Leicester 2005.

StatementNicola Drucquer.
ContributionsDe Montfort University.
ID Numbers
Open LibraryOL16410102M

  The disconnect between education policy as text and policy as practice is not a new phenomenon, but it has been acknowledged by several scholars in various parts of the world (Honig, ; Levinson et al., ; McLaughlin, ; Spillane, Gomez, & Mesler, ).Author: Sibusiso Douglas Bayeni, Thamsanqa Thulani Bhengu. School-based substance use prevention programs are a common method to approaching drug use in youths. Project SOS is a single-session drug prevention program developed by police officers and delivered by elite junior hockey players to students in grades 6 and 7. The current study evaluates the effects of Project SOS at achieving its objectives. The Role of Schools in Alcohol Education 2 Review of educational programs and interventions A comprehensive, descriptive literature review was undertaken that examined the evidence. Strengthening drug education in school communities: Best Practice Handbook and a Practical Guide. The Best Practice Handbook for Design, Delivery and Evaluation Years is for principals, health teachers, drug education providers and funders of drug education. In addition A Practical Guide provides a quick reference tool.

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implementation of good practice in school-based drug education by Nicola Drucquer Download PDF EPUB FB2

DRUG EDUCATION, Vol. 32(4)PRINCIPLES THAT UNDERPIN EFFECTIVE SCHOOL-BASED DRUG EDUCATION* RICHARD. consider the role of education and, in particular, how ‘success’ is defined in assessing alcohol education programmes, • raise questions regarding what constitutes ‘good practice’ in alcohol education, • identify core principles of ‘good practice’ to inform the development and implementation of school-based alcohol by: 2.

Drug education is the planned provision of information, resources, and skills relevant to living in a world where psychoactive substances are widely available and commonly used for a variety of both medical and non-medical purposes, some of which may lead to harms such as overdose, injury, infectious disease (such as HIV or hepatitis C), or addiction.

CHAPTER 20 School-based alcohol and drug education programs can be effective. Stuart Fors, Ph. Introduction. The availability of all kinds of drugs (Johnston, O'Malley, and Bachman, ) makes it a virtual certainty that young people will be put.

implementation and review of school drug education programs, policies and practices. The Principles are intended to convey the essence of what is currently understood as effective school practice, without prescribing a specific set of actions or procedures within a school.

Principles of Good Practice in Drug Education - In the School Setting Section 2. Incorporating knowledge, attitudes/ values and skills Knowledge, Attitudes and Skills for Facilitators Overview of Life Skills-based Approach for Drug Education in Schools Four Methods of Implementing Life Skills-based Drug Education in Schools Possible Program Content.

Suggested Citation: "10 GOOD PRACTICE: COMMUNITY-BASED INTERVENTIONS AND SERVICES." National Research Council. Losing Generations: Adolescents in High-Risk Settings. Washington, DC: The National Academies Press.

doi: / As detailed throughout this report, many of the major institutions, or settings, in which adolescents are. Developing a school-based drug prevention program to overcome barriers to effective program implementation: The CLIMATE schools: Alcohol Vol.2, No.3.

the implementation of the intervention. Some recent examples show the dangers of the widespread implementation of programs that lack such an evidence base. Studies of the widely implemented Drug Abuse Resistance Education program for reducing drug use showed little impact of the program (Ennett, Tobler, Ringwalt, & Flewelling, ).

The literature on school-based drug prevention programs has expanded considerably since this publication, so it would be possible to extend the number of trials for our analyses.

However, it would require a vast amount of work to obtain a complete up-to-date search of this literature, and we recognized that we could easily introduce systematic Cited by:   The service model for school-based implementation seems to be related to implementation, with more success when a school partners with a community or mental health agency.

Instead of focusing on what specific barriers are, it may be relevant to shift the focus onto what sets of conditions make it more or less likely that barriers can be by: anxiety, anger control, drug use, and stress management. School-based mental health professionals or a teacher.

A parent or guardian is also contacted. Begins with a 2 -hour long computerized suicide assessment which is followed by a 2 hour motivational counseling and social support intervention. A follow –up reassessment and booster counselingFile Size: KB. Although effective school-based alcohol prevention programs do exist, the overall efficacy of these programs has been compromised by implementation failure.

The CLIMATE Schools: Alcohol Module was developed to overcome some of the obstacles to high fidelity program implementation. This paper details this development of the CLIMATE Schools: Alcohol by: The 16 best practice statements are based on a literature review prepared for the Department of Health Promotion and Protection, Addiction Services during the development of A Question of Influence Curriculum Supplement: A Teacher’s Drug Education Resource for 16 in School-Based Drug Education for Grades continued.

most robust evidence available regarding the effectiveness of school-based drug education. For this reason, “Universal school-based prevention for illicit drug use” (Faggiano, Minozzi, Versino and Buscemi, ) is key to understanding „what works‟ in File Size: KB.

Treatment integrity: An essential—but often forgotten—component of school-based interventions. Preventing School Failure, 48(3), 36– Here the authors offer a brief overview of implementation fidelity while again stressing its importance as an indispensable ingredient in the success or failure of instructional practices and programs.

Full Implementation. Full implementation is the final stage in implementing an intervention. At this point, the intervention is implemented at scale across the whole school or district. The important actions are to monitor the quality of implementation and the various processes that have been established to support implementation.

iv Preventing Drug Use among Children and Adolescents National Institute on Drug Abuse Preface v Today’s youth face many risks, including drug abuse, violence, and HIV/AIDS. Responding to these risks before they become problems can be difficult. Effective education is needed to address today's burgeoning substance abuse problem.

Although the annual, benchmark study, Monitoring the Future (MTF) [], has measured small declines in drug use during the past few survey years, the estimated 13 million youths aged 12–17 in the U.S.

who become involved with alcohol, tobacco and other drugs annually. Suggested Citation:"10 Implementation, Evaluation, and Research."Institute of Medicine. School Meals: Building Blocks for Healthy gton, DC: The. The goal of this book is to help researchers, practitioners, and policy makers prevent drug abuse, primarily among adolescents who either have not used drugs before or have just started using them.

Handbook of Adolescent Drug Use Prevention: Research, Intervention Strategies, and Pages: Drug education is planned information and skills that are relevant to living in a world where drugs have become more commonly misused (Wikipedia, ). For teachers, implementing drug education can help individuals to gain knowledge about drugs that they may be introduced to or come into contact with, and help to prevent the use and misuse of.

In countries around the world, we have successfully implemented youth development, literacy, and health initiatives and worked with Ministries of Education and Health to improve school and health programming. In the United States, we support the implementation of evidence-based strategies, both nationally and regionally.

School-based interventions based on social influence and/or skills development (e.g. refusal skills, problem-solving) are helpful for reducing alcohol and drug use. There are a number of multi-component programs that have been developed and tested in the Australian context and shown to reduce alcohol and/or drug use (e.g., Climate Schools.

Finally, it is important to remember that there are many factors that contribute to substance use. Drug education (or lack thereof) is a part of it, but so are parents, teachers, peer groups, physical and mental health and family history, just to name a few.

Effective school drug education provides one piece in a much larger : Andrew Scholefield. Program Goals Too Good for Drugs (TGFD) for elementary school students is a school-based drug prevention program designed to reduce students' intention to use alcohol, tobacco, and illegal drugs, while promoting prosocial attitudes, skills, and behaviors.

The evidence base for drug education and effectiveness has developed to the point where there is general consensus amongst educationists on what constitutes good practice in this area, and this is apparent in the advice given in the Government's (DfEE ) drug education guidance document for schools and the Youth Service, Protecting Young People.

The framework outlined in Figure 1 depicts the vital elements of implementation fidelity and their relationship to one another. The measurement of implementation fidelity is the measurement of adherence, i.e., how far those responsible for delivering an intervention actually adhere to the intervention as it is outlined by its nce includes the Cited by: alcohol and drug education.

evidence-based practice. pupil behaviour. school drug policy. substance abuse. vulnerable pupils. social-emotional learning. alcohol and drugs. alcohol and drugs education. New Psychoactive Substances.

classroom resources. good practice guidance. teaching approaches. teaching methods. drug education practitioners forum. Below you will find a list of useful drug education resources.

You can filter these according to your needs using the filters on the left hand side. See Getting Started for more information about how to use this site. By default results that have the highest evidence base rating, and are Australia-based, are displayed first.

Evidence-Based Practices in School Improvement Five Profiles of Promising Practices November These profiles were prepared by AEM Corporation under contract ED-ODSA/ to the U.S.

Department of Education (Depart ment), Office of State Support, in the Office of Elementary and Secondary Education. Schools have long been viewed as a good setting in which to encourage healthy lifestyles amongst children, and schools in many countries aspire to more comprehensive, integrated approaches to health promotion.

Recent reviews have identified evidence of the effects of school health promotion on children’s and young people’s health. However, understanding Cited by:   The parents of the recipients of the School- Based Feeding Program were all called for an Orientation conducted by the School Head, the Canteen Teacher and the BAC.

They were informed of their child’s nutritional status and the programs objectives and purposes which they would take part. The 12 Principles for School Drug Education are based on current theory and research and provide a best practice, evidence-based guide to understanding what can be included in school drug education programs and how they can be delivered to ensure a comprehensive approach.

They illustrate a multi-layered approach and provide a framework of core concepts and values. “We Act” is a health-promoting school intervention comprising an educational, a parental and a school component. The intervention was implemented in 4 Danish public schools with 4 control schools.

The objectives were to improve pupils’ dietary habits, physical activity, well-being and social capital using the Investigation, Vision, Action & Change (IVAC) health Author: Ane Høstgaard Bonde, Nanna Wurr Stjernqvist, Nanna Wurr Stjernqvist, Marianne S.

Sabinsky, Helle Ter. The materials (education book, calendar and project diary) will be distributed massively in Nigeria from the month of March Project Background: The European Union (EU) and the Government of Nigeria (GoN) entrusted UNODC with the implementation of the project “Response to Drugs and Related Organised Crime in Nigeria”.

Ennett and colleagues () used a quasi-experimental research design to evaluate the effect of Drug Abuse Resistance Education (DARE) on initiation of drug use. The data used in this study comes from the Illinois DARE study, which was a convenience sample of 18 pairs of elementary schools in northern and central Illinois.

School-based Drug Education: A guide for practitioners and the wider community. UNODCCP, Summary Document of UNICEF's Participation in the 14th International Conference on the Reducation of Drug Related Harm.

Chiang Mai, Thailand Document School-based Drug Education: A guide for practitioners and the wider community. For each of the school based events, the Braybrook training team remained fairly consistent, comprising the Student Welfare Coordinator, the school health nurse, the school’s Drug Education contact person, the Equal Opportunities Coordinator and the Senior Program Offi cer from the Western Region Offi ce of the Department.

instruction, practice, and classroom- based feedback as part of the educator evaluation process. • Sustained Professional Learning: Professional learning is adequately sustained and rigorous to en sure learning for participants that leads to high fidelity classroom implementation for File Size: KB.

A review of school‐based drug abuse prevention programs was conducted for – In addition to a comprehensive literature review, interviews were conducted with a panel of 15 leading experts in prevention research.

Key elements of .Get Real - A Harm Minimisation Approach to Drug Education consists of a number of booklets that provide advice and assistance to schools. The booklets provide drug education curriculum, student welfare support and appropriate responses to manage drug-related incidents.

Get Real - page 1 to (pdf - mb) Get Real - page to (pdf - 4.the Office of Safe and Drug-Free Schools (OSDFS) in the U.S. Department of Education, the federal government has distributed up to about $25 million annually in grants to state and local education agencies for the design and implementation of character education Size: 1MB.