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DRUG EDUCATION

DRUG EDUCATION. CASE STUDY. SCHOOL CONTEXT. Heights College is a co-ed, independent K-12 College of approximately 450 students in Rockhampton. College structure consists of approximately 230 primary students and 220 middle and senior school students. SCHOOL CONTEXT.

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DRUG EDUCATION

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  1. DRUG EDUCATION CASE STUDY

  2. SCHOOL CONTEXT • Heights College is a co-ed, independent K-12 College of approximately 450 students in Rockhampton. • College structure consists of approximately 230 primary students and 220 middle and senior school students.

  3. SCHOOL CONTEXT • The College is founded upon Christian ideals and philosophy. • Most families expect their children to abstain from the use of illegal drugs and in many instances those of a socially accepted nature.

  4. IDENTIFIED NEED • Need originally seen at staff in-service regarding drug education and associated resources. • It was identified that staff lacked knowledge of how to respond to drug scenarios.

  5. IDENTIFIED NEED • Staff also lacked knowledge of how to teach students strategies to respond to situations encouraging drug use. • Current College policies only refer to the use of prescribed and over the counter medications.

  6. Case Study - Aim • Initial application prepared by Mrs Kaye Head and Mr Kevin O’Callaghan (Co-Ordinator of Student Studies and Welfare). • AIM – to develop the professional learning needs of staff in the area of drug education.

  7. Case Study - Focii Specifically the following areas were focused upon: 1) Developing a whole school approach toward drug education. 2) Becoming familiar with local relevant human resources.

  8. Case Study - Focii 3) Enhancing communication to parents regarding policies and implementation 4) Developing staff awareness and identification of drug related behaviours. On advice from Senior Project Officer, focus point 4 was given top priority.

  9. Case Study – Prof. Dvt. Stage 1 • All 15 middle and senior school staff. • Initial teacher knowledge ascertained through completion of questionnaire. • These results provided our baseline data. • Some key findings were:

  10. Baseline Data – Key Findings

  11. Baseline Data – Key Findings

  12. Baseline Data – Key Findings

  13. Say no (4) Information (6) Talks by addicts (2) Consequences (5) Peer responses Self – esteem Self-control Baseline Data – Key FindingsQ 14 – What skills can be taught to students to minimise drug use?

  14. Red / glassy eyes (5) Behaviour problems (5) Aggressive behaviour (4) Change in behaviour (4) Inattentive (3) Lack of interest (3) Anti – social (3) Depressed or withdrawn (3) Mood change (2) Dilated pupils (2) Drop in results (2) Tiredness (2) Baseline Data – Key Findings Q 15 – Major signs of use or affect of drugs.

  15. Any assistance (4) Signs and symptoms (7) Health Professional (2) Facts (2) Consequences Student coping mechanisms DVD’s Legal responsibilities of teacher Extent of discussion with students Baseline Data – Key FindingsQ 19 - What in-service would be of greatest benefit to you ?

  16. Case Study – Prof. Dvt. Stage 2 • Who - Community Health Clinical nurse, Jason Harrison (A.T.O.D. – Alcohol, Tobacco and Other Drugs) Aim – • inform staff of drug related facts • familiarity with educational material and local relevant human resources • Provide an opportunity for staff questions

  17. Case Study – Prof. Dvt. Stage 2 HIGHLIGHTS • Staff failed to identify caffeine as most frequently used drug. • Alcohol and nicotine source of most problems and deaths.

  18. Case Study – Prof. Dvt. Stage 2 HIGHLIGHTS • Drug use affects 4 L’s Liver, Law, Livelihood and Lover. • Cannabis and amphetamines most commonly used illegal drugs by school age students.

  19. Case Study – Prof. Dvt. Stage 2 HIGHLIGHTS • Signs of drug use – different behaviour, mood changes, aggressive behaviour. • Approach – harm minimisation, not abstinence.

  20. Case Study – Prof. Dvt. Stage 2 WHAT WAS LEARNT • Facts, as previously outlined. • Have students list 4 L’s (personalised) • Have students identify triggers for drug use eg stress, boredom • Develop goals and strategies with the student not FOR the student (student must have ownership)

  21. Case Study – Prof. Dvt. Stage 2 WHAT WAS LEARNT • One off sessions don’t work • Whole lifestyle approach • Cross roads program available (Scott Green)

  22. Case Study Measure of Improvement FOLLOW UP SURVEY REVEALS: • Teachers now feel better equipped (9 out of 12) • Most benefit was derived from increase in knowledge of: • Behavioural changes (5) • Effects of drug use (4)

  23. Case Study Measure of Improvement FOLLOW UP SURVEY REVEALS: • All teachers were able to identify strategies to initiate assistance for ‘at risk’ or drug using students.

  24. Case Study Measure of Improvement FOLLOW UP SURVEY REVEALS: • Increased awareness of the local network of professionals. (11 out of 12) • Contact names, organisations.

  25. Case Study Measure of Improvement FOLLOW UP SURVEY REVEALS: • Teachers now feel more confident in dealing with drug related issues with their students. (9 out of 12)

  26. Case Study Measure of Improvement FOLLOW UP SURVEY REVEALS: • 9 out of 12 teachers are currently integrating or are considering integrating drug education into their curriculum.

  27. WHERE TO NOW ? ASSESSED VIA SURVEY Q6. What additional resources / in-services would be of benefit to assist you in addressing drug related issues ?

  28. WHERE TO NOW ? RESPONSE: • Signs and effects of drug use. ADDRESSED THROUGH: • Further in-service from Community Health or former drug users.

  29. WHERE TO NOW ? RESPONSE: • Audiovisual resources. ADDRESSED THROUGH: • Obtaining lists of current titles with view to purchase.

  30. WHERE TO NOW ? RESPONSE: • Implement School Policy. ADDRESSED THROUGH: • Staff review of current policy. • Staff forum.

  31. THANK YOU

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