evidence based prevention in schools: scaling up · ikea social initiative unodc project regional...
TRANSCRIPT
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Evidence based
prevention in schools: scaling up
Experiences from EU-Dap TOT network
International Standards for Drug Use Prevention,
23-25 January in Vienna
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EU-Dap History
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• 7 European countries
• 2002-2005
• Sample: 7079 Students
• Pretest – 12 lessons intervention –Posttest
• A reduced chance for recent drunkenness of 30%, for daily smoking of 28% and for cannabis use of 23%
• EB school based CSI prevention program: Public Domain
Action ResearchAction ResearchAction ResearchAction Research
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Slide 2
2 voeg world map uit artikel implementatie toe als aparte dia (merits aan EC, UNODC en Mentor…) Peer van der Kreeft, 19/01/2012
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ICAA Estoril, October 2009
The Unplugged CurriculumThe Unplugged CurriculumThe Unplugged CurriculumThe Unplugged Curriculum12 Lessons12 Lessons12 Lessons12 Lessons1.1.1.1. OpeningOpeningOpeningOpening
2.2.2.2. To be or not to be in a groupTo be or not to be in a groupTo be or not to be in a groupTo be or not to be in a group
3.3.3.3. Choices Choices Choices Choices –––– alcohol, risk and protectionalcohol, risk and protectionalcohol, risk and protectionalcohol, risk and protection
4.4.4.4. Your beliefs, norms and information: Your beliefs, norms and information: Your beliefs, norms and information: Your beliefs, norms and information: do they reflect reality?do they reflect reality?do they reflect reality?do they reflect reality?
5.5.5.5. Smoking the cigarette drug Smoking the cigarette drug Smoking the cigarette drug Smoking the cigarette drug –––– inform inform inform inform yourselfyourselfyourselfyourself
6.6.6.6. Express yourselfExpress yourselfExpress yourselfExpress yourself
7.7.7.7. Get up, stand upGet up, stand upGet up, stand upGet up, stand up
8.8.8.8. Party TigerParty TigerParty TigerParty Tiger
9.9.9.9. Drugs Drugs Drugs Drugs –––– Get informedGet informedGet informedGet informed
10.10.10.10. Coping competencesCoping competencesCoping competencesCoping competences
11.11.11.11. Problem solving and decision makingProblem solving and decision makingProblem solving and decision makingProblem solving and decision making
12.12.12.12. Goal settingGoal settingGoal settingGoal setting
3 Parent evenings3 Parent evenings3 Parent evenings3 Parent evenings• Better understanding of your teenagersBetter understanding of your teenagersBetter understanding of your teenagersBetter understanding of your teenagers
• Parenting a teenager means growing up Parenting a teenager means growing up Parenting a teenager means growing up Parenting a teenager means growing up togethertogethertogethertogether
• A good relationship with my child also A good relationship with my child also A good relationship with my child also A good relationship with my child also mean setting up rules and limitsmean setting up rules and limitsmean setting up rules and limitsmean setting up rules and limits
Effective program componentsEffective program componentsEffective program componentsEffective program components
• Information about drugs/ perceived Information about drugs/ perceived Information about drugs/ perceived Information about drugs/ perceived benefitsbenefitsbenefitsbenefits
• Normative beliefNormative beliefNormative beliefNormative belief
• Focus on specific influence based Focus on specific influence based Focus on specific influence based Focus on specific influence based skillsskillsskillsskills
• Interactive delivery (skills training) Interactive delivery (skills training) Interactive delivery (skills training) Interactive delivery (skills training)
• Teacher training and expert supportTeacher training and expert supportTeacher training and expert supportTeacher training and expert support
• Involve family and communityInvolve family and communityInvolve family and communityInvolve family and community
• Cultural sensitivityCultural sensitivityCultural sensitivityCultural sensitivity
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Mentor project IKEA social initiative
UNODC project regional off. Middle East & North Africa
EC Drug Information projects
DISSEMINATION
ItalyGreeceSwedenSpain
BelgiumPoland
Czech RepublicAustria
GermanyRomaniaLithuaniaCroatia
SlowakiaCyprusFrance
°21.06.11
MoroccoEgypt
Jordan
Kuwait
Lebanon United Arab Emirates
Russian Federation Kyrgyzstan
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Training for scaling up
Unplugged[…] five elements with evidence from
strong reviews were found to be similar for
all three domains:
-use of theory;
-addressing social influences, especially
social norms;
-addressing cognitive-behavioral skills;
-training of facilitators;
-and multiple components
(Peters et al. 2011)5
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EU-Dap Faculty: EC
Cofunded project
“The overarched goal of the EU-Dap TOT network is to ensure Quality Control of efficacy tested school-based programmes based on a Comprehensive Social Influence model during the dissemination stage.”
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EU-Dap TOT Model: 15
European Countries• Training
Seminars
• TOT cluster
training WS’s
• Future summer
and winter
schools
• Manualisation
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Training: 2 directions
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Faculty Team Trainer
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National Master trainer
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Trainers
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Teachers
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Pupils
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Opening up for other
programs1. evidence based programs;
2. school-based (possible family or community component);
3. containing a life skills training/ CSI component;
4. not widely implemented at this stage;
5. cooperation between practitioners and researchers;
6. clear position in universal, selective or indicated spectrum;
7. accessibility of documentation and licenses;
8. practice oriented programs, able to use the existing Faculty
tools;
9. interactive training model
10.diversity in the developmental stage.
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Training Standards
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Training and certification
• Pitfalls:
– Many trainers
– Trickle down effect
• Need for certification of professionals and programs: 2 examples of promising practice
– Czech Republic & Slovenia
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Certification Benefits
• Quality standards for preventive action –
cost effectiveness vs. RCT
• Motivation/incentives for prevention
deliverers
• Financial support for accredited
interventions
• Increasing the interest of various target
groups
• Sensitizing stakeholders13
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Contributions to Quality
Standards• Independent accreditation body (e. g. EUSPR
for Europe)
• TOT network to include
adaptation/implementation instructions in program materials
• Translating research findings: Including
distinction core elements/adaptable elements
• Adaptations and studies in several setting and
cultures would increase critical mass and spur on more study
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Q & Awww.eudap.net
www.eudapfaculty.net
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