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Substance abuse prevention and education programs aim to prevent individuals, that the program has a positive impact on deterring the use of alcohol, drugs, and Also, mentored youth had significantly better relationships with parents and .. for Drug Offenders: Evaluating the Effectiveness of Kansas Senate Bill A Bill to require the Secretary of State to make provision to include relationship, drug and alcohol education in the national curriculum; and for connected. The report asked two key questions about alcohol and other drug education programmes: are not divorced from other youth mental health and relationship education The New Zealand Curriculum recognises classroom teaching is only one .. The Health and Safety Act , which states that schools must comply with.
After the ten-year period, no measurable effects were noted. The researchers compared levels of alcohol, cigarette, marijuana and the use of illegal substances before the D.
Although there were some measured effects shortly after the program on the attitudes of the students towards drug use, these effects did not seem to carry on long term.
General Accounting Office concluded in that the program was sometimes counterproductive in some populations, with those who graduated from D. Department of Education came close to creating such a Fairy Godmother when it required school districts to choose drug abuse prevention programs only if their effectiveness was supported by "scientific" evidence.
The experience showed advantages of such a procedure e. Federal procedures for identifying successful programs appeared biased. In addition, the Fairy Godmother discounted the professional judgment of local educators and did little to improve the fit of programs to local conditions. Nevertheless, giving evaluation more clout is a worthwhile way to increase the rationality of decision making. The authors recommend research on procedures used by other agencies to achieve similar aims.
Gorman writes, "what differentiates D. Department of Education prohibits any of its funding to be used to support drug prevention programs that have not been able to demonstrate their effectiveness.
America, ininstituted a major revision of its curriculum which is currently being evaluated for possible effectiveness in reducing drug use. It meets NREPP's requirements as an evidence-based intervention in the categories of tobacco, alcohol, and drug use. Gorman of the Rutgers University Center of Alcohol Studiesit supports the ideology and the "prevailing wisdom that exists among policy makers and politicians.
America also has been very successful in marketing its program to the news media through a carefully orchestrated public relations campaign that highlights its popularity while downplaying criticism. For that matter, so is snorting a few lines of cocaine. There are fluorescent yellow pens with the D. Recognize, Resist, Report' … encourages children to tell friends, teachers or police if they find drugs at home. Box' in every classroom, into which students may drop 'drug information' or questions under the pretense of anonymity.
Officers are instructed that if a student 'makes a disclosure related to drug use,' the officer should report the information to further authorities, both school, and police. This apparently applies whether the 'drug use' was legal or illegal, harmless or harmful.
In a number of communities around the country, students have been enlisted by the D. Implementation Guide, police officers are advised to be alert for signs of children who have relatives who use drugs.
AoD education programmes have an important and measurable educational role to play. Effective alcohol and other drug education programmes The Robertson review could not say how effective programmes had been at preventing or reducing alcohol or drug use. This was because there have been limited opportunities to carry out comprehensive evaluations of most of the programmes used in New Zealand.
Alcohol and other drug education programmes - guide for schools
The review found that most programmes were aligned with international best practice principles. Effective AoD education programmes for young people: One-off events such as expos and presentations that focus on delivering information are not effective. Monitoring and evaluation of AoD education programmes, as part of school self-review, ensures teachers and schools meet student needs more effectively. It assists with forward planning and improves future practices and activities.
School-wide health promotion is a more general context than AoD education programmes in the HPE learning area. Schools therefore need to think broadly about issues related to alcohol and other drugs.
The New Zealand Curriculum recognises classroom teaching is only one part of the educative process. Learning is enhanced when students are engaged at school, feel they belong and are valued.
A positive whole-school approach including and involving the wider school community is important in shaping the values, attitudes and behaviours of the students.
A whole-school approach uses multiple strategies. It incorporates the school culture, curriculum, structures and organisational models its norms and standards and the attitudes and values modelled within the school environment. It involves everyone in the school community working together. A whole-school approach should aim to include a combination of the following: This approach enhances student achievement, engagement and retention and helps students feel they belong and are valued.
Developing school policies Schools may wish to develop clear policies and practices around AoD education. An AoD education policy should incorporate input from important stakeholders, including students. Selecting education programmes Before engaging with external providers, schools and teachers should ask how to integrate new thinking into teaching and learning programmes and whole-school approaches to AoD education. Schools should also be clear about the changes and outcomes they want as noted above, AoD education programmes do not themselves directly influence behavioural change.
These questions may be useful for a school to identify its needs with regard to AoD education programmes: What is our vision for the whole school in this area? What do we want to achieve as a school? What changes and outcomes do we want? What is the AoD-related situation for our students, based on the data and information available to us? What programmes and approaches are known and available?
What can we do within our own resources and capabilities? Do we need to partner with an external provider?
How is our thinking and planning related to best practice principles? Schools should also be clear about the changes and outcomes they want. Does it meet the goals and expectations of the school charter?
To what extent does it fit with your existing planned programme? Do its aims and intended learning outcomes support the vision, values and principles of the New Zealand curriculum, and can they be integrated into the HPE learning area of the curriculum?
Does it meet the needs and interests of your target audience? Does it use interactive student-centred teaching and learning strategies? Are its aims and intended outcomes clearly stated and able to be monitored and evaluated?
Drug Abuse Resistance Education
Is the resource or programme designed for a New Zealand audience? Does it avoid stereotyping and discrimination and promote respect for diversity? Does it aim to change behaviour as well as knowledge and attitudes? How time and cost effective is the programme? Are the providers knowledgeable and skilled enough to work in an educational environment?
Do they have the personal attributes to connect positively with your students? Are the providers open to negotiation and collaboration? Teaching and learning focus: How will student learning be assessed as a result of this intervention? What are the next learning steps?
Are contingency plans in place to support students in the event personal issues arise which could cause distress or harm? As a context for learning it also has relevance for other areas such as the social sciences, English and science. A positive classroom environment for AoD education, with social interaction promoting respect, concern for others and shared responsibility for learning, is important. This is described through aspects of effective pedagogy The New Zealand Curriculum, p.
Schools can be effective in addressing the risk factors students face in their peer groups, and in the wider community. HPE provides learning opportunities and contexts for knowledge and skill building to make this difference. Quality AoD education programmes, as a part of meaningful health education, can enable all New Zealand youth to thrive and become confident, connected, actively involved, life-long learners The New Zealand Curriculum, HPE has appropriate learning outcomes from years 1 — 13 which focus on the relationship between AoD use and wellbeing.
HPE is compulsory in years 1 — 10, and is a topic of student choice in years 11 — 13 with achievement standards.
Drug Abuse Resistance Education - Wikipedia
There is an expectation that AoD education is part of the mental health key area of learning. All of the competencies in the learning areas of the New Zealand Curriculum are relevant to AoD education. Three in particular - relating to others, managing self, and participating and contributing - are fundamental to the development of healthy relationships and attitudes to alcohol and other drugs at every age. Four concepts are central to the HPE learning area: These concepts promote a holistic approach which is designed to build resilience, empathy and a sense of personal and social responsibility in young people.
Curriculum outcomes are not measured by behaviour changes related to AoD. Some students have healthy behaviours already and do not need to change. Others may have issues with alcohol and other drugs that an AoD education programme cannot change in a few hours of teaching and learning. Leaders have a role to play in helping create the wider school conditions for a HPE classroom. This emerges from a supportive whole-school environment, community and staff where behaviours are modelled to help shape the values, attitudes and behaviours of students.
Health Promoting Schools is a helpful resource in this area. Schools can be effective in addressing the AoD risk factors students face in their peer groups, and in the wider community.
Building teacher inquiry into programmes Student learning needs drive the design and planning of curriculum-based AoD education programmes. This requires an inquiry approach to teaching and learning. Learning is a social practice.
Different strategies work with different students. Effective teaching requires teachers to continually inquire into the affect of their teaching on students. Teaching as inquiry diagram: The New Zealand Curriculum p. How might AoD education programmes best be implemented to achieve these goals? Ongoing formative assessment helps motivate students through providing feedback about their progress. Formative assessment also helps teachers make decisions about next steps in teaching.
Summative assessment may occur at the end of the unit of work to determine if the focus of the learning has been achieved relating to knowledge, understanding and ability to demonstrate specific skills.