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Social Support Interventions to Prevent Substance Abuse (EE)
This initial or rough draft of a summary (formatted in an encyclopedia entry format) has been started by the International School Health Network from a previous Canadian project. Visitors to and members of this wiki-based web site are welcome to edit the draft (using the Easy Edit" tool found at the top of the page or to comment on the draft by using the "thread" tool found at the bottom of the page. (All previous versions of this page are automatically saved by the system, so don't hesitate to edit this page). Eventually, when time and resources permit, this initial draft will be formatted in accordance with the outline for encyclopedia entries used in this knowledge exchange program for health,safety, educational and social development interventions.
This page begins a discussion of how the social environment of the school can prevent or lead to substance abuse. (Use the "Thread" tool at the bottom of the page) and/or to suggest research, resources, experts, examples and other information related to this point and sub-points. (Use the Easy Edit at the top of the page to add suggestions directly on the page).
Generating a more positive school psycho-social climate is very important. School discipline/conduct policies should take a positive approach and alternatives to suspension from school should be emphasized.
Youth engagement, an important part of this climate, can be encouraged in classroom management, school decision-making, agency decision-making, health services and other aspects of school life.
Peer helper programs, mentoring programs, student leadership programs, extra-curricular and co-curricular activities are all part of this engagement of youth.
Informing, educating, involving and supporting parents is another part of generating more social support for students and staff. These include parent education and parent training programs as well as parent resource centres.
Family services programs and family-systems therapy are also useful partners to school-based programs.
Coordination with community organizations and agencies is another way to increase social support within the school-community. This includes school participation and cooperation with community and media campaigns and multi-setting programs.
All of these interventions help young people to form relationships or stay/become "connected" to their parents, peers who will be part of healthy behaviours and activities and trusted, caring adults in the community or school.
Application to school substance abuse prevention
(Contributors are invited to add statements of good practice or to identify implications related to the point being made on this page.)
This page begins a discussion of how the social environment of the school can prevent or lead to substance abuse. (Use the "Thread" tool at the bottom of the page) and/or to suggest research, resources, experts, examples and other information related to this point and sub-points. (Use the Easy Edit at the top of the page to add suggestions directly on the page).
Generating a more positive school psycho-social climate is very important. School discipline/conduct policies should take a positive approach and alternatives to suspension from school should be emphasized.
Youth engagement, an important part of this climate, can be encouraged in classroom management, school decision-making, agency decision-making, health services and other aspects of school life.
Peer helper programs, mentoring programs, student leadership programs, extra-curricular and co-curricular activities are all part of this engagement of youth.
Informing, educating, involving and supporting parents is another part of generating more social support for students and staff. These include parent education and parent training programs as well as parent resource centres.
Family services programs and family-systems therapy are also useful partners to school-based programs.
Coordination with community organizations and agencies is another way to increase social support within the school-community. This includes school participation and cooperation with community and media campaigns and multi-setting programs.
All of these interventions help young people to form relationships or stay/become "connected" to their parents, peers who will be part of healthy behaviours and activities and trusted, caring adults in the community or school.
Application to school substance abuse prevention
(Contributors are invited to add statements of good practice or to identify implications related to the point being made on this page.)
- Good/promising practice 14: develop school policies that help higher-risk students maintain links with school and with ‘non-deviant’ peers; this approach is more likely to promote their well-being, whereas suspension increases likelihood of increased antisocial behaviour. (Canadian Association for School Health, p.48) Go to Alternatives to suspending students for a discussion of this practice.
- Good/promising practice 9: consider family skills programs to help higher risk families with elementary age children improve relationship skills; these programs can contribute significantly to family and child health and prevent later youth substance use (Canadian Association for School Health, p. 39) Go to Targeted family skills programs for a discussion of this practice.
- Good/promising practice CICAD 14 Promote participation of other sectors apart from school staff (inter alia, church organizations, public health offices, and community based prevention agencies).(Organization of American States)
- Good/promising practice UNODC Principle 3. The school environment should be conducive to achieving educational outcomes and building productive partnerships Students respond positively to a school environment—comprising the culture, milieu, ethos, sense of community, goals and a sense of order—in which they feel that they are treated fairly. Students benefit when school is purposeful, when schools make clear what students should know and do and how those outcomes are to be achieved and measured. (UN Office on Drugs & Crime)
- Good/promising practice UNODC A safe and supportive school environment made possible by a set of clearly communicated policies and procedures that provides care, counselling and support for all students and ensures a cooperative approach among staff, students, parents, and related professionals, agencies and the police. (UN Office on Drugs & Crime)
dmccall |
Latest page update: made by dmccall
, Jan 29 2010, 5:31 PM EST
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