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Harm Reduction 2008: IHRA’s 19 th International Conference “Towards a Global Approach” Joy Barlow

How to build an international network for education and training in harm reduction strategies and approaches; plans for preparing an evidence-based curriculum. Harm Reduction 2008: IHRA’s 19 th International Conference “Towards a Global Approach” Joy Barlow MBE STRADA. CURRICULUM.

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Harm Reduction 2008: IHRA’s 19 th International Conference “Towards a Global Approach” Joy Barlow

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  1. How to build an international network for education and training in harm reduction strategies and approaches; plans for preparing an evidence-based curriculum Harm Reduction 2008: IHRA’s 19th International Conference “Towards a Global Approach” Joy Barlow MBE STRADA

  2. CURRICULUM WORKFORCE CHALLENGES

  3. Who is the Workforce • Universal services • Specialist drug and alcohol prevention and treatment services All signing from the same hymn sheet

  4. STRADA Triangle Inpatient Detox and Residential Support Postgraduate Diploma/MSc Levels of Engagement Community Rehabilitation Prescribing Services Postgraduate Certificate in Addiction Low Level Intervention Services Certificate in Higher Education – Drug and Alcohol Practice Modular Training Courses Practice Development Universal Services

  5. What is the appropriate curriculum? Prior considerations: • Planning of the workforce • Knowledge, skills and ability – confidence, competence and effectiveness

  6. Features of the curriculum • Awareness, recognition, assessment and referral • Prevention and reduction of harm • Routes to support recovery • Practice skills • Reflection on practice

  7. Features of the curriculum “too often....work is undertaken with no analysis of problems and no theoretical base for practice. The consequence is that staff may be ill equipped to do the job, and have no framework for examining what goes on” (Beedell & Clough 1992 p.1)

  8. Donald Schon Learning Theorist and Philosopher “Even when (the worker) makes the conscious use of research-based theories and techniques, he is dependent upon tacit recognition, judgements and skilful performances” (Schon 1983. 50)

  9. Other features of the curriculum • Equality and diversity – issues of discrimination and stigma • Organisational factors/cultural context

  10. Competencies • UK – Drugs & Alcohol National Occupational Standards Examples: • Support individuals who are substance users • Supply and exchange injecting equipment • Employ techniques to help people to adopt sensible drinking • Counsel individuals about their substance use

  11. Overarching Principles • Beliefs attitudes and values • Etiology of substance misuse

  12. REVIEW AGREE PRIORITIES FOR LEARNING DELIVERLEARNING DEVELOP TRAINING/LEARNING PLAN UNDERTAKE TNA Determination of an evidence-based curriculum Training Needs Analysis

  13. Challenges • Voice of service users • Practitioners • Manager/employers • Commissioners • Education and training providers

  14. Conclusion • Building of a network • What would an evidence-based curriculum look like from your perspective?

  15. Curriculum should be based upon: • Objectives • Syllabus • Methods • Practical experience • Assessment

  16. The Meditations from Marcus Aurelius “Living, dying and the good life” “Your actions and perceptions need to aim: • At accomplishing practical ends • At the exercise of thought • At maintaining a confidence founded on understanding” (Book 10.9)

  17. STRADA contact details are: • Email: strada@gla.ac.uk • Phone: 0141 330 2335 • Website: www.projectstrada.org

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