info:oai:generic.eprints.org:28085info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/28085/ Updating your drugs policy to include NPS. New (novel) psychoactive substances School-based prevention Programme planning (strategy) School drugs and alcohol policy United Kingdom In previous briefing papers, Mentor looked at the impact of new psychoactive substances on public health and drugs education. Schools and practitioners should also update their drugs policy to take account of New Psychoactive Substances (NPS). Every school’s drugs policy should include new psychoactive substances (NPS), formerly known as “legal highs,” as these drugs have had harmful effects on young people and some school communities. Schools have a statutory obligation to protect the welfare of their students, so they must maintain accountability by updating their drugs policy accordingly, particularly considering increasing numbers of school exclusions related to drugs and alcohol. Briefing papers are part of a series produced by Mentor-ADEPIS on alcohol and drug education and prevention, for teachers and practitioners. Mentor ADEPSIS 2017-10 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/28085/1/Mentor_Updating-your-drugs-policy-to-include-NPS-Oct-2017.pdf Mentor ADEPSIS. (2017) Updating your drugs policy to include NPS. London: Mentor ADEPSIS. 5 p. info:oai:generic.eprints.org:28021info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/28021/ Growing up in Ireland: National longitudinal study of children. Off to a good start? Primary school experiences and the transition to second-level education. Smyth, Emer School context School Child Student (secondary level) Student (primary level) Early school Leaver Ireland Primary schools can influence young people’s later engagement with education in a number of ways. First, having a positive experience of primary school and good relations with teachers can enhance children’s engagement with school and thus provide a firm foundation for later engagement. Secondly, having a positive experience of school subjects such as Irish and Maths at primary level is likely to influence young people’s attitudes to these subjects in the longer term. Thirdly, acquiring key skills in the form of literacy and numeracy provides the bedrock for later engagement with the second-level curriculum. The analyses presented in this report show that all of these factors came into play in shaping young people’s engagement with school at the age of 13. Having had conduct difficulties at age nine was associated with the nature of interaction with teachers four years later. However, teacher-student interaction was more strongly related to current levels of misbehaviour, suggesting some changes in the nature of student behaviour over the transition period. The frequency of positive interaction with teachers was associated with fewer transition difficulties among young people, while frequent negative interaction was related to transition difficulties among the most disadvantaged groups. The study findings point to the importance of both primary and second-level experiences in shaping student perspectives and outcomes. Thus, even taking account of the profile of students, the individual primary and second-level school attended shape the nature of the transition and of skill development among young people. Stationery Office 2017-10 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/28021/1/Growing_up_Off_to_a_good_start.pdf Smyth, Emer <http://www.drugsandalcohol.ie/view/people/Smyth=3AEmer=3A=3A.html> (2017) Growing up in Ireland: National longitudinal study of children. Off to a good start? Primary school experiences and the transition to second-level education. Dublin: Stationery Office. Report 5info:oai:generic.eprints.org:27748info:ofi/fmt:xml:xsd:journalMillarSeanMillar, Sean <http://www.drugsandalcohol.ie/view/people/Millar=3ASean=3A=3A.html>Issue 62, Summer 2017August 2017A typology of alcohol consumption among university students in Ireland.Drugnet Ireland24articleinfo:oai:generic.eprints.org:27253info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27253/ The effectiveness of interventions related to the use of illicit drugs: prevention, harm reduction, treatment and recovery. A ‘review of reviews’. Bates, Geoff Jones, Lisa Cochrane, Madeleine Pendlebury, Marissa Sumnall, Harry Problem drugs and alcohol use Drugs and alcohol recovery Drugs and alcohol disorder treatment method Alternative medical treatment Psychosocial treatment method Treatment outcome Drugs and alcohol prevention Drugs and alcohol use harm reduction Prevention outcome Universal prevention Targeted prevention School-based prevention Community-based prevention Prevention approach Patient care management Treatment factors Community-based treatment (primary care) Adolescent / youth (teenager / young person) Doctor Prevention worker International aspects Health Research Board 2017-07 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/27253/1/fHB2656_Review%20of%20reviews_web.pdf Bates, Geoff <http://www.drugsandalcohol.ie/view/people/Bates=3AGeoff=3A=3A.html> and Jones, Lisa <http://www.drugsandalcohol.ie/view/people/Jones=3ALisa=3A=3A.html> and Cochrane, Madeleine <http://www.drugsandalcohol.ie/view/people/Cochrane=3AMadeleine=3A=3A.html> and Pendlebury, Marissa <http://www.drugsandalcohol.ie/view/people/Pendlebury=3AMarissa=3A=3A.html> and Sumnall, Harry <http://www.drugsandalcohol.ie/view/people/Sumnall=3AHarry=3A=3A.html> (2017) The effectiveness of interventions related to the use of illicit drugs: prevention, harm reduction, treatment and recovery. A ‘review of reviews’. Dublin: Health Research Board. HRB Drug and Alcohol Evidence Review 5info:oai:generic.eprints.org:27682info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27682/ DEIS plan 2017. School context Educational environment (school / college) Early school Leaver Ireland The DEIS Plan 2017, which replaces the current Action Plan launched in 2005, sets out our vision for future intervention in the critical area of social inclusion in education policy. Department of Education and Skills 2017-07 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/27682/1/DEIS-Plan-2017.pdf Ireland. Department of Education and Skills.. (2017) DEIS plan 2017. Dublin: Department of Education and Skills. info:oai:generic.eprints.org:27515info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27515/ Development, implementation, and evaluation of the SMART consent workshop on sexual consent for third level students. MacNamee, Padraig Breen, Julie Byrnes, Elaine O'Higgins, Siobhan Seery, Chiara Silke, Charlotte Attitude and behaviour Alcohol use Safe sex Social context Crime against persons (assault / abuse / intimidation) Drugs and alcohol use in the educational environment Undergraduate or graduate student Galway National University of Ireland, Galway 2017-07 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/27515/1/SMART-Consent-Workshop-Report-WEB.pdf MacNamee, Padraig <http://www.drugsandalcohol.ie/view/people/MacNamee=3APadraig=3A=3A.html> and Breen, Julie <http://www.drugsandalcohol.ie/view/people/Breen=3AJulie=3A=3A.html> and Byrnes, Elaine <http://www.drugsandalcohol.ie/view/people/Byrnes=3AElaine=3A=3A.html> and O'Higgins, Siobhan <http://www.drugsandalcohol.ie/view/people/O=27Higgins=3ASiobhan=3A=3A.html> and Seery, Chiara <http://www.drugsandalcohol.ie/view/people/Seery=3AChiara=3A=3A.html> and Silke, Charlotte <http://www.drugsandalcohol.ie/view/people/Silke=3ACharlotte=3A=3A.html> (2017) Development, implementation, and evaluation of the SMART consent workshop on sexual consent for third level students. Galway: National University of Ireland, Galway. info:oai:generic.eprints.org:27384info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27384/ Intervention targets personality traits of high-risk London pupils. Cannabis / Marijuana Coping skills Emotion risk-taking behaviour risk factors Risk assessment School-based prevention Adolescent / youth (teenager / young person) England School staff trained to deliver personality-targeted substance use interventions to London high school pupils – effectively delaying cannabis use among a subset (those identified as ‘sensation-seekers’). Key points from summary and commentary • The Adventure Trial tested the impact of personality-relevant coping skills on cannabis use among London high school pupils. • High-risk young people were allocated to receive an intervention matched to their specific vulnerabilities (‘hopelessness’, ‘anxiety-sensitivity’, ‘impulsivity’, or ‘sensation-seeking’). • Cannabis use was effectively delayed only among a subset – those identified as ‘sensation-seekers’ Drug and Alcohol Findings 2017-05 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/27384/1/Mahu_IT_1_findings.pdf [Drug and Alcohol Findings] (2017) Intervention targets personality traits of high-risk London pupils. London: Drug and Alcohol Findings. Drug and Alcohol Findings Bulletin (5 May 2017) 5 p. http://findings.org.uk/docs/bulletins/Bull_05_05_17.php?s=ebinfo:oai:generic.eprints.org:27246info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27246/ “Its only weed”. Rethinking our response to young people’s cannabis use. O'Brien, Karl Foley, Brian Prevalence of drugs and alcohol use Cannabis / Marijuana Young drug user Early school Leaver Dublin The origins of this report arose from the Equal Youth Initiative in Ballymun. Equal Youth aims to develop a model of inter-agency co-operation between service providers supporting young early school leavers between the ages of 16 and 24. In recent years, it had been noted that a particular profiled group of Equal Youth clients were not maintaining appointments and those who did attend were demonstrating low levels of motivation in key-working sessions with practitioners. The impact of this on retention and progression rates for this target group was concerning and needed further analysis to determine what factors were contributing to high drop off rates or poor progression options for this particular cohort. Ballymun Youth Action Project 2017-05 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/27246/1/Cannabis%20Research%20for%20Email.pdf O'Brien, Karl <http://www.drugsandalcohol.ie/view/people/O=27Brien=3AKarl=3A=3A.html> and Foley, Brian <http://www.drugsandalcohol.ie/view/people/Foley=3ABrian=3A=3A.html> (2017) “Its only weed”. Rethinking our response to young people’s cannabis use. Dublin: Ballymun Youth Action Project. info:oai:generic.eprints.org:27153info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27153/ Young lives in Ireland: a school-based study of mental health and suicide prevention. McMahon, Elaine M O’Regan, Grace Corcoran, Paul Arensman, Ella Cannon, Mary Williamson, Eileen Keeley, Helen Alcohol consumption Alcohol Tobacco (cigarette smoking) suicidal behaviour / suicide Mental health risk factors Suicide prevention School Adolescent / youth (teenager / young person) Ireland Globally, mental disorders are the largest cause of disability among those aged 10-24 years (1), with approximately half of all mental disorders emerging during adolescence, broadly the period between the ages of 12 and 18 (2-5). Suicide is one of the leading causes of death among young people (6) and in Ireland peak rates of hospital-treated self-harm are among 20-24 year old males and 15-19 year old females (7). Connecting for Life, Ireland’s National Strategy to Reduce Suicide 2015-2020, has identified young people aged 15-24 as a priority group at whom to target approaches to reduce suicidal behaviour and improve mental health (Goal 3, page 29) (8). Youth suicide prevention programmes are often based in a school setting. However, high-quality evidence has been limited, in both an Irish and international setting, to identify the true impact of suicide prevention interventions (9). In particular, no randomised controlled trials of school-based prevention programmes examining changes in suicidal behaviour had been conducted anywhere in Europe prior to the Saving and Empowering Young Lives in Europe (SEYLE) study. In this report we present the research findings of the SEYLE study, a mental health-promoting programme for adolescents in European schools (10). The study participants, 11,110 adolescents aged between 14 and 17 years old, were recruited from randomly selected mainstream second-level schools in ten European countries. The study was a randomised controlled trial (RCT) that aimed to identify an effective method of promoting adolescent mental health and decreasing suicidal thoughts and behaviours. A second aim was to gather information on the lifestyles and mental health of adolescents in order to identify risk and protective factors associated with suicidal behaviour. In this report we present both overall findings of the multi-centre trial and detailed findings on the mental health and lifestyles of Irish youth using data from the Irish study centre. In addition, this report details a range of risk and protective factors associated with mental ill-health and suicidal behaviour in Irish adolescents. The SEYLE trial identified one school-based intervention, Youth Aware of Mental Health (YAM), that was associated with a significantly lower number of subsequent suicide attempts and suicidal ideation compared to the control intervention (10). YAM is a brief, universal mental health awareness programme that was delivered in the classroom over a four-week period and includes role-play sessions, interactive lectures and workshops. The programme aimed to improve the mental health literacy and coping skills of young people, to raise awareness of risk and protective factors associated with suicide, and to enhance young people’s knowledge about mental health issues such as depression and anxiety. National Suicide Research Foundation 2017-04 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/27153/1/NSRF%20SEYLE%20Report_young_lives.pdf McMahon, Elaine M <http://www.drugsandalcohol.ie/view/people/McMahon=3AElaine_M=3A=3A.html> and O’Regan, Grace <http://www.drugsandalcohol.ie/view/people/O==2019Regan=3AGrace=3A=3A.html> and Corcoran, Paul <http://www.drugsandalcohol.ie/view/people/Corcoran=3APaul=3A=3A.html> and Arensman, Ella <http://www.drugsandalcohol.ie/view/people/Arensman=3AElla=3A=3A.html> and Cannon, Mary <http://www.drugsandalcohol.ie/view/people/Cannon=3AMary=3A=3A.html> and Williamson, Eileen <http://www.drugsandalcohol.ie/view/people/Williamson=3AEileen=3A=3A.html> and Keeley, Helen <http://www.drugsandalcohol.ie/view/people/Keeley=3AHelen=3A=3A.html> (2017) Young lives in Ireland: a school-based study of mental health and suicide prevention. Cork: National Suicide Research Foundation. info:oai:generic.eprints.org:27520info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27520/ Steps towards alcohol misuse prevention programme (STAMPP): a school and community based cluster randomised controlled trial. Sumnall, Harry Percy, Andrew Cole, Jon C Murphy, Lynn Foxcroft, David Alcohol consumption Alcohol Drugs and alcohol prevention Targeted prevention School-based prevention Youth-club / cafe based prevention Community-based prevention Child Adolescent / youth (teenager / young person) Prevention worker BACKGROUND: Alcohol use in young people remains a public health concern, with adverse impacts on outcomes such as health, well-being, education and relationships. OBJECTIVES: To assess the effectiveness and cost-effectiveness of a combined classroom curriculum and parental intervention on self-reported alcohol use [heavy episodic drinking (HED)] and alcohol-related harms (indicators such as getting into fights after drinking, poorer school performance and trouble with friends and family). DESIGN: A two-arm, cluster randomised controlled trial with schools as the unit of randomisation. SETTING: A total of 105 post-primary schools in Northern Ireland (NI) and Glasgow/Inverclyde Educational Authority areas. PARTICIPANTS: A total of 12,738 male and female secondary school students (intervention delivered when students were in school year 9 in NI or S2 in Scotland in the academic year 2012–13 and aged 12–13 years) were randomised. Randomisation and baseline (T0) surveys took place when children were in school year 8 or S1. Schools were randomised (1 : 1) by an independent statistician to the Steps Towards Alcohol Misuse Prevention Programme (STAMPP) or to education as normal (EAN). All schools were stratified by free school meal provision. Schools in NI were also stratified by school type (male/female/coeducational). INTERVENTIONS: STAMPP combined a school-based alcohol harm reduction curriculum [an adapted version of the School Health and Alcohol Harm Reduction Project (SHAHRP)] and a brief parental intervention designed to support parents in setting family rules around drinking. The classroom component comprised two phases delivered over 2 years, and the parental component comprised a standardised presentation delivered by a trained facilitator at specially arranged parent evenings on school premises. This was followed up a few weeks later by an information leaflet mailed to all intervention pupils’ parents highlighting the main points of the evening. MAIN OUTCOME MEASURES: (1) Self-reported HED (defined as self-reported consumption of ≥ 6 units in a single episode in the previous 30 days for male students and ≥ 4.5 units for female students) assessed at 33 months from baseline (T3); and (2) the number of self-reported harms (harms caused by own drinking) assessed at T3. DATA SOURCES: Self-completed pupil questionnaires. RESULTS: At final follow-up (T3), data were available for 5160 intervention and 5073 control pupils for the HED outcome, and for 5234 intervention and 5146 control pupils for the self-reported harms outcome. The intervention reduced self-reported HED compared with EAN (p < 0.001), but did not reduce self-reported harms associated with own drinking. The odds ratio for the intervention effect on HED was 0.596 (standard error 0.0596, 95% confidence interval 0.490 to 0.725). The mean cost of delivery per school was £818 and the mean cost per individual was £15. There were no clear cost savings in terms of service utilisation associated with the intervention. The process evaluation showed that the classroom component engaged and was enjoyed by pupils, and was valued by teachers. Schools, students, intervention trainers and delivery staff (teachers) were not blind to study condition. Data collection was undertaken by a team of researchers that included the trial manager and research assistants, some of whom were not blinded to study condition. Data analysis of primary and secondary outcomes was undertaken by the trial statistician, who was blinded to the study condition. LIMITATIONS: Although the classroom component was largely delivered as intended, there was very low attendance at the parent/carer event; however, all intervention pupils’ parents/carers received an intervention leaflet. CONCLUSIONS: The results of this trial provide some support for the effectiveness and cost-effectiveness of STAMPP in reducing heavy episodic (binge) drinking, but not in reducing self-reported alcohol-related harms, in young people over a 33-month follow-up period. As there was low uptake of the parental component, it is uncertain whether or not the intervention effect was accounted for by the classroom component alone. National Institute for Health Research 2017-04 Evidence resource NonPeerReviewed Sumnall, Harry <http://www.drugsandalcohol.ie/view/people/Sumnall=3AHarry=3A=3A.html> and Percy, Andrew <http://www.drugsandalcohol.ie/view/people/Percy=3AAndrew=3A=3A.html> and Cole, Jon C <http://www.drugsandalcohol.ie/view/people/Cole=3AJon_C=3A=3A.html> and Murphy, Lynn <http://www.drugsandalcohol.ie/view/people/Murphy=3ALynn=3A=3A.html> and Foxcroft, David <http://www.drugsandalcohol.ie/view/people/Foxcroft=3ADavid=3A=3A.html> [NIHR] . (2017) Steps towards alcohol misuse prevention programme (STAMPP): a school and community based cluster randomised controlled trial. Southampton: National Institute for Health Research. Public Health Research, 5 (2) https://www.ncbi.nlm.nih.gov/books/NBK425633/info:oai:generic.eprints.org:27553info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27553/ School-based alcohol and drug education and prevention – what works? Prevention outcome Targeted prevention School-based prevention Prevention through information and education Child Adolescent / youth (teenager / young person) Prevention worker This briefing paper intends to equip and guide those working in educational settings when considering which alcohol and drug education and prevention programme they should run. It outlines some approaches that evidence shows work and cautions on some that don’t. The briefing paper aims to enable educators to make a more informed decision when selecting an approach that will ensure maximum impact and ensure young people receive the most appropriate education and prevention programme that will enable them to build their resilience to risks. Mentor ADEPSIS 2017-03 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/27553/1/FINAL-What-Works-Briefing-Paper-22.3.2017.pdf Mentor ADEPSIS. (2017) School-based alcohol and drug education and prevention – what works? London: Mentor ADEPSIS. 7 p. http://mentor-adepis.org/resources/adepis/info:oai:generic.eprints.org:27255info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27255/ Action plan for education 2017. Health information and education Educational environment (school / college) Student (secondary level) Student (primary level) Ireland Department of Education and Skills 2017-02 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/27255/1/Action-Plan-for-Education-2017.pdf Department of Education and Skills. (2017) Action plan for education 2017. Dublin: Department of Education and Skills. info:oai:generic.eprints.org:26845info:ofi/fmt:xml:xsd:journalMurphyDonnchadhMurphy, Donnchadh <http://www.drugsandalcohol.ie/view/people/Murphy=3ADonnchadh=3A=3A.html>HennessyEllisHennessy, Ellis <http://www.drugsandalcohol.ie/view/people/Hennessy=3AEllis=3A=3A.html>119February 2017Promoting college students to seek help for mental health difficulties: a social normative approach.International Journal of Mental Health Promotion14-25articleinfo:oai:generic.eprints.org:26930info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/26930/ It’s magic: prevent substance use problems without mentioning drugs. Drugs and alcohol prevention Prevention outcome Universal prevention Prevention programme or service School-based prevention Prevention through information and education AOD education Prevention worker Drug and Alcohol Findings 2017 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/26930/1/hot_its_magic_no_drugs_findings.pdf [Drug and Alcohol Findings] (2017) It’s magic: prevent substance use problems without mentioning drugs. London: Drug and Alcohol Findings. Drug and Alcohol Findings Hot Topic (January–March 2017) http://findings.org.uk/hot_topics.php?s=eb#hot_no_drugs.hotinfo:oai:generic.eprints.org:27184info:ofi/fmt:xml:xsd:journalMckeeGabrielleMckee, Gabrielle <http://www.drugsandalcohol.ie/view/people/Mckee=3AGabrielle=3A=3A.html>BarryJosephBarry, Joseph <http://www.drugsandalcohol.ie/view/people/Barry=3AJoseph=3A=3A.html>MullinMartinaMullin, Martina <http://www.drugsandalcohol.ie/view/people/Mullin=3AMartina=3A=3A.html>AllwrightShaneAllwright, Shane <http://www.drugsandalcohol.ie/view/people/Allwright=3AShane=3A=3A.html>HayesCatherineHayes, Catherine <http://www.drugsandalcohol.ie/view/people/Hayes=3ACatherine=3A=3A.html>92017Online: 1949-5005Daily and occasional smoking and quitting in Irish university students.Health435-450articleinfo:oai:generic.eprints.org:27033info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27033/ Education sector responses to the use of alcohol, tobacco and drugs. Prevention outcome Universal prevention School-based prevention Prevention approach Prevention through information and education School context Education and training AOD education Primary education level Secondary education level Prevention worker International aspects This booklet provides the context and rationale for improved education sector responses to the use of alcohol, tobacco and drugs among children and young people, with a focus on primary and secondary education sectors. It presents evidence-based and promising policies and practice, including practical examples from different regions that have been shown to be effective by scientific research. It also suggests issues for the education sector to consider in sustaining and scaling up effective approaches and programmes to tackle substance use. UNESCO 2017 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/27033/1/Education_sector_responses.pdf United Nations Educational, Scientific and Cultural Organization, United Nations Office on Drugs and Crime, World Health Organization. [UNESCO] (2017) Education sector responses to the use of alcohol, tobacco and drugs. Paris: UNESCO. 69 p. Good policy and practice in health education: booklet 10. Good policy and practice in health education: booklet 10.info:oai:generic.eprints.org:26557info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/26557/ ‘What works’ in drug education and prevention? Warren, Fran Drugs and alcohol prevention Prevention outcome School-based prevention Community-based prevention Prevention through information and education AOD education Adolescent / youth (teenager / young person) Drug or health care worker Prevention worker Social worker Scotland This literature review provides background on what is meant by prevention and education and discusses the evidence base. The evidence of effectiveness for different approaches used in schools and other components necessary for effective drug prevention and education in schools is presented. The effectiveness of drug education and prevention beyond the school setting is then considered, alongside the evidence to support peer led interventions and specific programmes for vulnerable young people. Specific manualised and licensed prevention programmes are considered and some of the issues and challenges involved in implementing these programmes in different contexts is discussed. The evidence for ineffective approaches to drug prevention is highlighted and lastly recommendations from the literature for policy makers are set out, alongside some thoughts on the implications of this review for drug education and prevention in Scotland, in particular the need to map prevention activity for young people being delivered in Scotland. Scottish Government 2016-12 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/26557/1/Scottish_Government_What-works-in_drug_education.pdf Warren, Fran <http://www.drugsandalcohol.ie/view/people/Warren=3AFran=3A=3A.html> [Scottish Government] . (2016) ‘What works’ in drug education and prevention? Edinburgh: Scottish Government. 44 p. info:oai:generic.eprints.org:26168info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/26168/ Interventions for adolescent substance abuse: an overview of systematic reviews. Das, Jai K Salam, Rehana Arshad, Ahmed Finkelstein, Yaron Bhutta, Zulfiqar A Drugs and alcohol prevention Prevention outcome Universal prevention Targeted prevention Prevention programme or service School-based prevention Youth-club / cafe based prevention Family-focused prevention Prevention through information and education Adolescent / youth (teenager / young person) Prevention worker Many unhealthy behaviors often begin during adolescence and represent major public health challenges. Substance abuse has a major impact on individuals, families, and communities, as its effects are cumulative, contributing to costly social, physical, and mental health problems. We conducted an overview of systematic reviews to evaluate the effectiveness of interventions to prevent substance abuse among adolescents. We report findings from a total of 46 systematic reviews focusing on interventions for smoking/tobacco use, alcohol use, drug use, and combined substance abuse. Our overview findings suggest that among smoking/tobacco interventions, school-based prevention programs and family-based intensive interventions typically addressing family functioning are effective in reducing smoking. Mass media campaigns are also effective given that these were of reasonable intensity over extensive periods of time. Among interventions for alcohol use, school-based alcohol prevention interventions have been associated with reduced frequency of drinking, while family-based interventions have a small but persistent effect on alcohol misuse among adolescents. For drug abuse, school-based interventions based on a combination of social competence and social influence approaches have shown protective effects against drugs and cannabis use. Among the interventions targeting combined substance abuse, school-based primary prevention programs are effective. Evidence from Internet-based interventions, policy initiatives, and incentives appears to be mixed and needs further research. Future research should focus on evaluating the effectiveness of specific interventions components with standardized intervention and outcome measures. Various delivery platforms, including digital platforms and policy initiative, have the potential to improve substance abuse outcomes among adolescents; however, these require further research. Elsevier 2016-10 Evidence resource NonPeerReviewed Das, Jai K <http://www.drugsandalcohol.ie/view/people/Das=3AJai_K=3A=3A.html> and Salam, Rehana <http://www.drugsandalcohol.ie/view/people/Salam=3ARehana=3A=3A.html> and Arshad, Ahmed <http://www.drugsandalcohol.ie/view/people/Arshad=3AAhmed=3A=3A.html> and Finkelstein, Yaron <http://www.drugsandalcohol.ie/view/people/Finkelstein=3AYaron=3A=3A.html> and Bhutta, Zulfiqar A <http://www.drugsandalcohol.ie/view/people/Bhutta=3AZulfiqar_A=3A=3A.html> . (2016) Interventions for adolescent substance abuse: an overview of systematic reviews. Elsevier. Journal of Adolescent Health, 59 (4 supp) S61–75. http://www.jahonline.org/article/S1054-139X(16)30167-7/fulltext?rss=yesinfo:oai:generic.eprints.org:26314info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/26314/ Preventing children and young people’s mental health and substance use problems. Mental health Drugs and alcohol prevention Targeted prevention School-based prevention Youth-club / cafe based prevention Role of child Child Adolescent / youth (teenager / young person) Prevention worker United Kingdom This briefing paper is part of a series produced by Mentor ADEPIS on alcohol and drug education and prevention, for teachers and practitioners. It intends to provide teachers, educators and the wider school workforce with practical guidelines on how to prevent children and young people from developing mental health problems as a result of alcohol and drug misuse. Mentor 2016-10 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/26314/1/ADEPSIS_Preventing-CYPs-mental-health-and-Substance-Use-Problems.pdf Mentor ADEPSIS. (2016) Preventing children and young people’s mental health and substance use problems. London: Mentor. 7 p. info:oai:generic.eprints.org:26114info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/26114/ ESPAD report 2015 results from the European School Survey Project on Alcohol and Other Drugs. Kraus, Ludwig Guttormsson, Ulf Leifman, Håkan Arpa, Sharon Molinaro, Sabrina Monshouwer, Karin Trapencieris, Marcis Vicente, Julian Már Arnarsson, Ársæll Balakireva, Olga Bye, Elin K Chileva, Anina Ciocanu, Mihai Clancy, Luke Csémy, Ladislav Djurisic, Tatijana Elekes, Zsuzsanna Feijão, Fernanda Florescu, Silvia Franelic, Iva Pejnovic Prevalence of drugs and alcohol use Binge drinking Alcohol consumption Underage drinking Alcohol Tobacco (cigarette smoking) School context gambling Educational environment (school / college) Adolescent / youth (teenager / young person) Underage drinker Student (secondary level) Europe Ireland Office for Official Publications of the European Communities 2016-09 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/26114/1/ESPAD_report_2015.pdf Kraus, Ludwig <http://www.drugsandalcohol.ie/view/people/Kraus=3ALudwig=3A=3A.html> and Guttormsson, Ulf <http://www.drugsandalcohol.ie/view/people/Guttormsson=3AUlf=3A=3A.html> and Leifman, Håkan <http://www.drugsandalcohol.ie/view/people/Leifman=3AH=E5kan=3A=3A.html> and Arpa, Sharon <http://www.drugsandalcohol.ie/view/people/Arpa=3ASharon=3A=3A.html> and Molinaro, Sabrina <http://www.drugsandalcohol.ie/view/people/Molinaro=3ASabrina=3A=3A.html> and Monshouwer, Karin <http://www.drugsandalcohol.ie/view/people/Monshouwer=3AKarin=3A=3A.html> and Trapencieris, Marcis <http://www.drugsandalcohol.ie/view/people/Trapencieris=3AMarcis=3A=3A.html> and Vicente, Julian <http://www.drugsandalcohol.ie/view/people/Vicente=3AJulian=3A=3A.html> and Már Arnarsson, Ársæll <http://www.drugsandalcohol.ie/view/people/M=E1r_Arnarsson=3A=C1rs=E6ll=3A=3A.html> and Balakireva, Olga <http://www.drugsandalcohol.ie/view/people/Balakireva=3AOlga=3A=3A.html> and Bye, Elin K <http://www.drugsandalcohol.ie/view/people/Bye=3AElin_K=3A=3A.html> and Chileva, Anina <http://www.drugsandalcohol.ie/view/people/Chileva=3AAnina=3A=3A.html> and Ciocanu, Mihai <http://www.drugsandalcohol.ie/view/people/Ciocanu=3AMihai=3A=3A.html> and Clancy, Luke <http://www.drugsandalcohol.ie/view/people/Clancy=3ALuke=3A=3A.html> and Csémy, Ladislav <http://www.drugsandalcohol.ie/view/people/Cs=E9my=3ALadislav=3A=3A.html> and Djurisic, Tatijana <http://www.drugsandalcohol.ie/view/people/Djurisic=3ATatijana=3A=3A.html> and Elekes, Zsuzsanna <http://www.drugsandalcohol.ie/view/people/Elekes=3AZsuzsanna=3A=3A.html> and Feijão, Fernanda <http://www.drugsandalcohol.ie/view/people/Feij=E3o=3AFernanda=3A=3A.html> and Florescu, Silvia <http://www.drugsandalcohol.ie/view/people/Florescu=3ASilvia=3A=3A.html> and Franelic, Iva Pejnovic <http://www.drugsandalcohol.ie/view/people/Franelic=3AIva_Pejnovic=3A=3A.html> (2016) ESPAD report 2015 results from the European School Survey Project on Alcohol and Other Drugs. Luxembourg: Office for Official Publications of the European Communities. info:oai:generic.eprints.org:26116info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/26116/ ESPAD 2015: European Schools Project on Alcohol and Other Drugs in Ireland. Taylor, Keishia Babineau, Kate Keogan, Sheila Whelan, Ellen Clancy, Luke Prevalence of drugs and alcohol use Problem drugs and alcohol use Alcohol consumption Alcohol Tobacco (cigarette smoking) Inhalants and solvents New (novel) psychoactive substances School context gambling Adolescent / youth (teenager / young person) Student (secondary level) Ireland Department of Health 2016-09 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/26116/1/Irish-ESPAD-2015-16.09.16.pdf Taylor, Keishia <http://www.drugsandalcohol.ie/view/people/Taylor=3AKeishia=3A=3A.html> and Babineau, Kate <http://www.drugsandalcohol.ie/view/people/Babineau=3AKate=3A=3A.html> and Keogan, Sheila <http://www.drugsandalcohol.ie/view/people/Keogan=3ASheila=3A=3A.html> and Whelan, Ellen <http://www.drugsandalcohol.ie/view/people/Whelan=3AEllen=3A=3A.html> and Clancy, Luke <http://www.drugsandalcohol.ie/view/people/Clancy=3ALuke=3A=3A.html> (2016) ESPAD 2015: European Schools Project on Alcohol and Other Drugs in Ireland. Dublin: Department of Health. info:oai:generic.eprints.org:25571info:ofi/fmt:xml:xsd:journalHarveySeamus AHarvey, Seamus A <http://www.drugsandalcohol.ie/view/people/Harvey=3ASeamus_A=3A=3A.html>McKayMichael TMcKay, Michael T <http://www.drugsandalcohol.ie/view/people/McKay=3AMichael_T=3A=3A.html>SumnallHarrySumnall, Harry <http://www.drugsandalcohol.ie/view/people/Sumnall=3AHarry=3A=3A.html>621May 2016ISSN 1465-9891 print/ISSN 1475-9942 onlineAdolescents’ reflections on school-based alcohol education in the United Kingdom: education as usual compared with a structured harm reduction intervention.Journal of Substance Usearticleinfo:oai:generic.eprints.org:25901info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/25901/ To curb student drinking, focus on social losses from heavy drinking and health gains from moderation. Alcohol consumption Alcohol Motivation Prevention through information and education Information use and impact Higher education institution (college / university) Student behaviour and participation Undergraduate or graduate student United States To moderate student drinking, tell them about the embarrassment and social losses they might suffer from heavy drinking, but when it comes to health, focus on the gains from not drinking heavily. Key points from summary and commentary: Alcohol vignettes featured a former student who went out with friends and experienced social or health consequences from drinking. The consequences were presented using either a gain frame (ie, positives of not drinking heavily) or loss frame (ie, negatives of drinking heavily). The social–gain frame vignette featured a student who was able to more easily converse with others, leading to a future date with an attractive member of the opposite sex. The student in the health–gain frame vignette talked about feeling good the day after going out, and the health benefits of moderate drinking (eg, lower risk of heart disease). The social–loss vignette featured a student who drank so much that he or she vomited in front of an attractive member of the opposite sex. The student in the health–loss vignette blacked out and was taken to the hospital for fear of alcohol poisoning 2016-03 Evidence resource NonPeerReviewed [Drug and Alcohol Findings] (2016) To curb student drinking, focus on social losses from heavy drinking and health gains from moderation. Drug and Alcohol Findings Bulletin (22 March 2016) http://findings.org.uk/PHP/dl.php?file=Kingsbury_JH_1.abs&s=ebinfo:oai:generic.eprints.org:25274info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/25274/ Parental alcohol use and resilience in young people in Northern Ireland: a study of family, peer & school processes. McLaughlin, Aisling O'Neill, Tara McCarten, Claire Percy, Andy McCann, Mark Perra, Oliver Higgins, Kathryn Problem drugs and alcohol use suicidal behaviour / suicide Alcohol use Peer relations Drugs and alcohol related family problems School Adolescent / youth (teenager / young person) Northern Ireland HSC Research and Development Division, Public Health Agency 2016-03 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/25274/1/Parental%20alcohol%20use%20and%20resilience%20in%20young%20people%20in%20Northern%20Ireland.pdf McLaughlin, Aisling <http://www.drugsandalcohol.ie/view/people/McLaughlin=3AAisling=3A=3A.html> and O'Neill, Tara <http://www.drugsandalcohol.ie/view/people/O=27Neill=3ATara=3A=3A.html> and McCarten, Claire <http://www.drugsandalcohol.ie/view/people/McCarten=3AClaire=3A=3A.html> and Percy, Andy <http://www.drugsandalcohol.ie/view/people/Percy=3AAndy=3A=3A.html> and McCann, Mark <http://www.drugsandalcohol.ie/view/people/McCann=3AMark=3A=3A.html> and Perra, Oliver <http://www.drugsandalcohol.ie/view/people/Perra=3AOliver=3A=3A.html> and Higgins, Kathryn <http://www.drugsandalcohol.ie/view/people/Higgins=3AKathryn=3A=3A.html> (2016) Parental alcohol use and resilience in young people in Northern Ireland: a study of family, peer & school processes. Belfast: HSC Research and Development Division, Public Health Agency. info:oai:generic.eprints.org:25221info:ofi/fmt:xml:xsd:journalDavorenMartin PDavoren, Martin P <http://www.drugsandalcohol.ie/view/people/Davoren=3AMartin_P=3A=3A.html>DemantJakobDemant, Jakob <http://www.drugsandalcohol.ie/view/people/Demant=3AJakob=3A=3A.html>ShielyFrancesShiely, Frances <http://www.drugsandalcohol.ie/view/people/Shiely=3AFrances=3A=3A.html>PerryIvan JPerry, Ivan J <http://www.drugsandalcohol.ie/view/people/Perry=3AIvan_J=3A=3A.html>116February 20161471-2458Alcohol consumption among university students in Ireland and the United Kingdom from 2002 to 2014: a systematic review.BMC Public Health173articleinfo:oai:generic.eprints.org:14921info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/14921/ Brief school-based interventions and behavioural outcomes for substance-using adolescents. Carney, Tara Myers, Bronwyn Louw, Johann Okwundu, Charles I Student behaviour and participation Secondary education level School context School-based prevention Prevention through information and education Student (secondary level) AOD education Key results: For outcomes that concern substance use, the studies assessed use of alcohol and cannabis. When compared to information provision, brief interventions are probably not more efficacious in reducing substance use or delinquent behaviour. When compared to assessment-only controls, the interventions may have some significant effects on substance use and behaviours. At short-term follow-up, brief interventions significantly reduced cannabis frequency in one study. At medium-term follow-up, brief interventions significantly reduced frequency of alcohol use, alcohol abuse and dependence symptoms, and cannabis abuse symptoms in one study. At long-term follow-up, brief interventions significantly reduced alcohol abuse, cannabis frequency, and cannabis abuse and dependence symptoms in one study. The pattern of results indicates that adolescents who received a brief intervention generally did better in reducing their alcohol and cannabis use than adolescents who received no intervention at all. However, adolescents who received a brief intervention did not seem to do better in reducing their alcohol and cannabis use than adolescents who received information-only interventions. It is therefore premature to make definitive statements about the effectiveness of brief school-based interventions for reducing adolescent substance use. John Wiley & Sons, Ltd 2016-01 Evidence resource NonPeerReviewed Carney, Tara <http://www.drugsandalcohol.ie/view/people/Carney=3ATara=3A=3A.html> and Myers, Bronwyn <http://www.drugsandalcohol.ie/view/people/Myers=3ABronwyn=3A=3A.html> and Louw, Johann <http://www.drugsandalcohol.ie/view/people/Louw=3AJohann=3A=3A.html> and Okwundu, Charles I <http://www.drugsandalcohol.ie/view/people/Okwundu=3ACharles_I=3A=3A.html> [The Cochrane Library] . (2016) Brief school-based interventions and behavioural outcomes for substance-using adolescents. London: John Wiley & Sons, Ltd. Cochrane Database of Systematic Reviews (1) DOI: 10.1002/14651858.CD008969.pub3 http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD008969.pub3/full DOI: 10.1002/14651858.CD008969.pub3info:oai:generic.eprints.org:27959info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27959/ Adolescent addiction service report 2016. Cannabis / Marijuana Alcohol Cocaine Family and drugs and alcohol Adolescent / youth (teenager / young person) Student (secondary level) Early school Leaver Ireland Health Service Executive 2016 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/27959/1/Adolescent%20Addiction%20Service%20Report%202016.pdf Adolescent addiction service. (2016) Adolescent addiction service report 2016. Dublin: Health Service Executive. info:oai:generic.eprints.org:27665info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27665/ Action plan for education 2016-2019. Programme planning (strategy) Higher education institution (college / university) Educational environment (school / college) Primary education level Secondary education level Ireland Department of Education and Skills 2016 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/27665/1/Department-of-Education-and-Skills-Strategy-Statement-2016-2019.pdf Ireland. Department of Education and Skills.. (2016) Action plan for education 2016-2019. Dublin: Department of Education and Skills. info:oai:generic.eprints.org:25824info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/25824/ Organisation and current issues: a brief for the information of the Minister for Education and Skills. Policy on drugs and alcohol funding Programme planning (strategy) Educational environment (school / college) Ireland Department of Eduation and Skills 2016 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/25824/1/Ministers-Brief-2016.pdf Irelnd. Department of Education and Skills. (2016) Organisation and current issues: a brief for the information of the Minister for Education and Skills. Dublin: Department of Eduation and Skills. info:oai:generic.eprints.org:25858info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/25858/ Draft guideline for wellbeing in junior cycle. Mental health Prevention through information and education AOD education Educational environment (school / college) Secondary education level Student (secondary level) Ireland National Council for Curriculum and Assessment 2016 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/25858/1/Wellbeing-Guidelines-for-consultation-FINAL.pdf National Council for Curriculum and Assessment. (2016) Draft guideline for wellbeing in junior cycle. Dublin: National Council for Curriculum and Assessment. info:oai:generic.eprints.org:25524info:ofi/fmt:xml:xsd:journalO'ConnorKate LO'Connor, Kate L <http://www.drugsandalcohol.ie/view/people/O=27Connor=3AKate_L=3A=3A.html>DolphinLouiseDolphin, Louise <http://www.drugsandalcohol.ie/view/people/Dolphin=3ALouise=3A=3A.html>FitzgeraldAmandaFitzgerald, Amanda <http://www.drugsandalcohol.ie/view/people/Fitzgerald=3AAmanda=3A=3A.html>DooleyBarbaraDooley, Barbara <http://www.drugsandalcohol.ie/view/people/Dooley=3ABarbara=3A=3A.html>5020161095-9254Modeling problem behaviors in a nationally representative sample of adolescents.Journal of Adolescence6-15articleinfo:oai:generic.eprints.org:25572info:ofi/fmt:xml:xsd:journalWillsonMitchWillson, Mitch <http://www.drugsandalcohol.ie/view/people/Willson=3AMitch=3A=3A.html>CullenWalterCullen, Walter <http://www.drugsandalcohol.ie/view/people/Cullen=3AWalter=3A=3A.html>KlimasJanKlimas, Jan <http://www.drugsandalcohol.ie/view/people/Klimas=3AJan=3A=3A.html>6212016ISSN 1465-9891 print/ISSN 1475-9942 onlineOff the record: substance-related disorders in the undergraduate medical curricula in Ireland.Journal of Substance Usearticleinfo:oai:generic.eprints.org:23378info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/23378/ Social norms information for alcohol misuse in university and college students. Foxcroft, David Moreira, Maria Teresa Almeida Santimano, Nerissa ML Smith, Lesley A Alcohol consumption Alcohol Prevention through information and education Health information and education Level of drugs and alcohol use among peers Information use and impact Student behaviour and participation Undergraduate or graduate student John Wiley & Sons, Ltd 2015-12 Evidence resource NonPeerReviewed Foxcroft, David <http://www.drugsandalcohol.ie/view/people/Foxcroft=3ADavid=3A=3A.html> and Moreira, Maria Teresa <http://www.drugsandalcohol.ie/view/people/Moreira=3AMaria_Teresa=3A=3A.html> and Almeida Santimano, Nerissa ML <http://www.drugsandalcohol.ie/view/people/Almeida_Santimano=3ANerissa_ML=3A=3A.html> and Smith, Lesley A <http://www.drugsandalcohol.ie/view/people/Smith=3ALesley_A=3A=3A.html> [The Cochrane Library] . (2015) Social norms information for alcohol misuse in university and college students. London: John Wiley & Sons, Ltd. Cochrane Database of Systematic Reviews, Issue 12 DOI: 10.1002/14651858.CD006748.pub4 http://onlinelibrary.wiley.com/enhanced/doi/10.1002/14651858.CD006748.pub3 DOI: 10.1002/14651858.CD006748.pub4info:oai:generic.eprints.org:24828info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/24828/ Young people's mental health. Mental health Mental health care School context Adolescent / youth (teenager / young person) United Kingdom Summary p.2 Introduction p.3 1 Funding and the state of services p.5 • Introduction 5 • Services: An urgent need for change 5 • Funding: the Cinderella of Cinderella services 7 • Transition: Facing a cliff edge 10 • GPs: Getting first contact right 12 2 A role for education p.15 • Introduction 15 • Mental health education: what you need to know 15 • Teaching: a whole school approach 18 • Pressure: Why are British children so unhappy? 20 3 Awareness, stigma and digital culture p.23 • Introduction 23 • Opportunities and challenges of the digital age 23 • Resources: quality and safety 25 • Stigma: the biggest battle? 27 Conclusions and recommendations p.30 British Youth Council 2015-11 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/24828/1/British-Youth-Council-Youth-Select-Committee-Report-2015.pdf British Youth Council Youth Select Committee. [British Youth Council] (2015) Young people's mental health. London: British Youth Council. 48 p. info:oai:generic.eprints.org:24582info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/24582/ European Drug Prevention Quality Standards (EDPQS) toolkits to support quality in prevention. Policy on drugs and alcohol Education and training Education by subject Educational environment (school / college) Drug or health care worker Prevention worker Social worker International aspects As a result of a 2-year project to develop practical tools which could support practitioners, policy-makers and other members of the prevention community to achieve quality in prevention based on the EDPQS. 2015-10 Evidence resource NonPeerReviewed European Drug Prevention Quality Standards. (2015) European Drug Prevention Quality Standards (EDPQS) toolkits to support quality in prevention. http://prevention-standards.eu/launch-of-edpqs-toolkits-to-support-quality-in-prevention/info:oai:generic.eprints.org:24540info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/24540/ Prevention of addictive behaviours. Buhler, Anneke Thrul, Johannes Alcohol Tobacco smoke (cigarette law / policy) Drugs and alcohol disorder relapse prevention method Drugs and alcohol prevention Prevention outcome Universal prevention Targeted prevention Prevention programme or service School-based prevention Youth-club / cafe based prevention Sports-based prevention Community-based prevention Family-focused prevention Prevention through information and education gambling Prevention worker Europe Germany This publication is an update of Prevention of substance abuse, published in 2007. Like the previous analysis, it is a translation of a German study that presents a state-of-the-art review of prevention science. Although originally targeted at the German audience, the evidence base addressed is global in its scope. The review is broad in its considerations, covering not only the main topic of drug abuse but also alcohol and tobacco, as well as behavioural addictions, such as gambling. Table of contents: • Foreword to the English version • Summary • Chapter 1: Introduction • Chapter 2: Methodology • Chapter 3: Results • Chapter 4: Discussion • References / Glossary Publications Office of the European Union 2015-09 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/24540/1/EMCDDA%20Prevention%20of%20addictive%20behaviours.pdf European Monitoring Centre for Drugs and Drug Addiction. Buhler, Anneke <http://www.drugsandalcohol.ie/view/people/Buhler=3AAnneke=3A=3A.html> and Thrul, Johannes <http://www.drugsandalcohol.ie/view/people/Thrul=3AJohannes=3A=3A.html> [EMCDDA] . (2015) Prevention of addictive behaviours. Luxembourg: Publications Office of the European Union. 104 p. EMCDDA Insights Series no. 18 EMCDDA Insights Series no. 18info:oai:generic.eprints.org:19481info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/19481/ International standards on drug use prevention. Prevention through information and education Family-focused prevention Prevention programme or service Early intervention (young children) Community-based prevention School-based prevention Drugs and alcohol prevention Portrayal of drugs and alcohol use in the media Targeted prevention Universal prevention Youth-club / cafe based prevention Child Prevention outcome International aspects AOD education Coping skills Prevention strategies based on scientific evidence working with families, schools, and communities can ensure that children and youth, especially the most marginalized and poor, grow and stay healthy and safe into adulthood and old age. For every dollar spent on prevention, at least ten can be saved in future health, social and crime costs. These global International Standards summarize the currently available scientific evidence, describing interventions and policies that have been found to result in positive prevention outcomes and their characteristics. Concurrently, the global International Standards identify the major components and features of an effective national drug prevention system. It is our hope that the International Standards will assist policy makers worldwide to develop programmes, policies and systems that are a truly effective investment in the future of children, youth, families and communities. This work builds on and recognizes the work of many other organizations (e.g. EMCDDA, CCSA, CICAD, Mentor, NIDA, WHO) which have previously developed standards and guidelines on various aspects of drug prevention. [For appendices, click on website link above] United Nations Office on Drugs and Crime 2015-08 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/19481/3/UNODC_2013_2015_international_standards_on_drug_use_prevention_E.pdf application/pdf en http://www.drugsandalcohol.ie/19481/1/International_Standards_on_Drug_Use_Prevention.pdf United Nations Office on Drugs and Crime. [UNODC] (2015) International standards on drug use prevention. Vienna: United Nations Office on Drugs and Crime. 48 p. http://www.unodc.org/unodc/en/prevention/prevention-standards.htmlinfo:oai:generic.eprints.org:24422info:ofi/fmt:xml:xsd:journalEl AnsariWalidEl Ansari, Walid <http://www.drugsandalcohol.ie/view/people/El_Ansari=3AWalid=3A=3A.html>Vallentin-HolbechLotteVallentin-Holbech, Lotte <http://www.drugsandalcohol.ie/view/people/Vallentin-Holbech=3ALotte=3A=3A.html>StockChristianeStock, Christiane <http://www.drugsandalcohol.ie/view/people/Stock=3AChristiane=3A=3A.html>4720151916-9736Predictors of illicit drug use among university students in Northern Ireland, Wales and England.Global journal of health science18-29articleinfo:oai:generic.eprints.org:21432info:ofi/fmt:xml:xsd:journalLallyKLally, K <http://www.drugsandalcohol.ie/view/people/Lally=3AK=3A=3A.html>Nathan-VYNathan-V, Y <http://www.drugsandalcohol.ie/view/people/Nathan-V=3AY=3A=3A.html>DunneSDunne, S <http://www.drugsandalcohol.ie/view/people/Dunne=3AS=3A=3A.html>McGrathDMcGrath, D <http://www.drugsandalcohol.ie/view/people/McGrath=3AD=3A=3A.html>CullenWalterCullen, Walter <http://www.drugsandalcohol.ie/view/people/Cullen=3AWalter=3A=3A.html>MeagherDMeagher, D <http://www.drugsandalcohol.ie/view/people/Meagher=3AD=3A=3A.html>CoffeyJ CCoffey, J C <http://www.drugsandalcohol.ie/view/people/Coffey=3AJ_C=3A=3A.html>DunneCDunne, C <http://www.drugsandalcohol.ie/view/people/Dunne=3AC=3A=3A.html>118420151863-4362Awareness of sexually transmitted infection and protection methods among university students in Ireland.Irish Journal of Medical Science135-142articleinfo:oai:generic.eprints.org:25319info:ofi/fmt:xml:xsd:journalMcKayMichael TMcKay, Michael T <http://www.drugsandalcohol.ie/view/people/McKay=3AMichael_T=3A=3A.html>HarveySeamus AHarvey, Seamus A <http://www.drugsandalcohol.ie/view/people/Harvey=3ASeamus_A=3A=3A.html>42120151357-5279 print/1476-489X online/08/020181-12The association between scholastic measures, alcohol outcome expectancies and alcohol use: a cross-sectional study in Northern Ireland.Child Care in Practice357-373articleinfo:oai:generic.eprints.org:24076info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/24076/ Delivering alcohol and drug education: advice for teachers. School-based prevention Prevention through information and education School context AOD education School School drugs and alcohol policy Primary education level Secondary education level Prevention worker United Kingdom What are the underlying principles of alcohol and drug education? And what are the best teaching methods to use when delivering alcohol and drug education in your classroom? This briefing paper provides advice and tips for teachers and educators responsible for delivering alcohol and drug education. Mentor ADEPSIS 2015 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/24076/1/Delivering-alcohol-and-drug-education-advice-for-teachers.pdf Alcohol and Drug Education and Prevention Information Service. [Mentor ADEPSIS] (2015) Delivering alcohol and drug education: advice for teachers. London: Mentor ADEPSIS. 7 p. Alcohol and drug prevention briefing paper Alcohol and drug prevention briefing paperinfo:oai:generic.eprints.org:25969info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/25969/ Short report HBSC Ireland 2014. Alcohol and cannabis use in school-children in Ireland. Perry, Catherine Keane, Eimear Nic Gabhainn, Saoirse Alcohol consumption Cannabis / Marijuana Alcohol Student behaviour and participation Adolescent / youth (teenager / young person) Student (secondary level) Ireland The Health Behaviour in School-aged Children (HBSC) study is a cross-national research study conducted in collaboration with the World Health Organisation (WHO) Regional Office for Europe and runs on a four-year cycle. In 2014, Ireland participated for the fifth time in the HBSC study (www.nuigalway.ie/hbsc). The overall aims of the HBSC study are to gain new insight into, and increase our understanding of young people’s health and well-being, health behaviours and their social context. HBSC collects data on key indicators of health, health attitudes, and health behaviours, as well as the context of health for young people. The study is a school-based survey with information collected from students through self-completion questionnaires in classrooms. HBSC Ireland 2014 was funded by the Department of Health. This short report presents a brief analysis of alcohol and cannabis intake among Irish school-children, aged 13-17, across the country broken down by age and gender. Overall, data from 7,320 school-children aged 13-17 were analysed. National University of Ireland, Galway 2015 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/25969/1/2015---Perry---Alcohol-%26-cannabis-use.pdf Perry, Catherine <http://www.drugsandalcohol.ie/view/people/Perry=3ACatherine=3A=3A.html> and Keane, Eimear <http://www.drugsandalcohol.ie/view/people/Keane=3AEimear=3A=3A.html> and Nic Gabhainn, Saoirse <http://www.drugsandalcohol.ie/view/people/Nic_Gabhainn=3ASaoirse=3A=3A.html> (2015) Short report HBSC Ireland 2014. Alcohol and cannabis use in school-children in Ireland. National University of Ireland, Galway. info:oai:generic.eprints.org:25567info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/25567/ Learning from the evaluation of DEIS. Smyth, Emer McCoy, Selina Kingston, Gillian School-based prevention School context Educational environment (school / college) Student (secondary level) Student (primary level) Early school Leaver Ireland Economic and Social Research Institute 2015 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/25567/1/ESRI.pdf Smyth, Emer <http://www.drugsandalcohol.ie/view/people/Smyth=3AEmer=3A=3A.html> and McCoy, Selina <http://www.drugsandalcohol.ie/view/people/McCoy=3ASelina=3A=3A.html> and Kingston, Gillian <http://www.drugsandalcohol.ie/view/people/Kingston=3AGillian=3A=3A.html> (2015) Learning from the evaluation of DEIS. Dublin: Economic and Social Research Institute. info:oai:generic.eprints.org:25674info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/25674/ LifeSkills substance misuse prevention programme: evaluation of implementation and outcomes in the UK. Sneddon, Helga Targeted prevention School-based prevention School context Educational environment (school / college) United Kingdom Barnardos 2015 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/25674/1/LifeSkills%20Full%20report.pdf application/pdf en http://www.drugsandalcohol.ie/25674/2/LifeSkills%20UK%20Evaluation%20Executive%20summary.pdf Sneddon, Helga <http://www.drugsandalcohol.ie/view/people/Sneddon=3AHelga=3A=3A.html> (2015) LifeSkills substance misuse prevention programme: evaluation of implementation and outcomes in the UK. Ilford: Barnardos. info:oai:generic.eprints.org:23203info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/23203/ Universal school-based prevention for illicit drug use. Faggiano, Fabrizio Minozzi, Silvia Versino, Elisabetta Buscemi, Daria Prevention outcome School-based prevention School context School drugs and alcohol policy Student (secondary level) John Wiley & Sons, Ltd 2014-12 Evidence resource NonPeerReviewed Faggiano, Fabrizio <http://www.drugsandalcohol.ie/view/people/Faggiano=3AFabrizio=3A=3A.html> and Minozzi, Silvia <http://www.drugsandalcohol.ie/view/people/Minozzi=3ASilvia=3A=3A.html> and Versino, Elisabetta <http://www.drugsandalcohol.ie/view/people/Versino=3AElisabetta=3A=3A.html> and Buscemi, Daria <http://www.drugsandalcohol.ie/view/people/Buscemi=3ADaria=3A=3A.html> [The Cochrane Library] . (2014) Universal school-based prevention for illicit drug use. London: John Wiley & Sons, Ltd. Cochrane Database of Systematic Reviews (12) Art. No.: CD003020. DOI: 10.1002/14651858.CD003020.pub3. http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD003020.pub3/abstract Art. No.: CD003020. DOI: 10.1002/14651858.CD003020.pub3.info:oai:generic.eprints.org:23028info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/23028/ Illegal drugs: what you need to know. Student version. Drugs and alcohol effects and consequences Student behaviour and participation Adolescent / youth (teenager / young person) Student (secondary level) Student (primary level) Australia A drug is a substance that affects the way the body functions. If a drug is classified as ‘illegal’, this means that it is forbidden by law. Different illegal drugs have different effects on people and these effects are influenced by many factors. This makes them unpredictable and dangerous, especially for young people. On pages 16–27 you will find a list of common illegal drugs and their effects. [Positive Choices is an online portal to help school communities access accurate, up-to-date drug education resources and prevention programs. With input from teachers, parents and students across Australia we are compiling resources that are engaging, interactive, and proven to improve student wellbeing.] National Drug and Alcohol Research Centre 2014-11 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/23028/1/Illegal%20drugs%20student-booklet-NDARC.pdf National Drug and Alcohol Research Centre, National Drug Research Institute. [NDARC] (2014) Illegal drugs: what you need to know. Student version. Sydney: National Drug and Alcohol Research Centre. 17 p. http://www.positivechoices.org.au/info:oai:generic.eprints.org:22922info:ofi/fmt:xml:xsd:journalKeaneMartinKeane, Martin <http://www.drugsandalcohol.ie/view/people/Keane=3AMartin=3A=3A.html>Issue 51, Autumn 2014October 2014Promoting participation by seldom heard young people.Drugnet Ireland20-21articleinfo:oai:generic.eprints.org:18242info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/18242/ School policies for preventing smoking among young people. Coppo, Alessandro Rosaria Galanti, Maria Buscemi, Daria Giordano, Livia Faggiano, Fabrizio School drugs and alcohol policy School context School-based prevention risk factors Tobacco (cigarette smoking) John Wiley & Sons, Ltd 2014-10 Evidence resource NonPeerReviewed Coppo, Alessandro <http://www.drugsandalcohol.ie/view/people/Coppo=3AAlessandro=3A=3A.html> and Rosaria Galanti, Maria <http://www.drugsandalcohol.ie/view/people/Rosaria_Galanti=3AMaria=3A=3A.html> and Buscemi, Daria <http://www.drugsandalcohol.ie/view/people/Buscemi=3ADaria=3A=3A.html> and Giordano, Livia <http://www.drugsandalcohol.ie/view/people/Giordano=3ALivia=3A=3A.html> and Faggiano, Fabrizio <http://www.drugsandalcohol.ie/view/people/Faggiano=3AFabrizio=3A=3A.html> [The Cochrane Library] . (2014) School policies for preventing smoking among young people. London: John Wiley & Sons, Ltd. Cochrane Database of Systematic Reviews, 10 10.1002/14651858.CD009990.pub2 <http://dx.doi.org/10.1002/14651858.CD009990.pub2> http://onlinelibrary.wiley.com/enhanced/doi/10.1002/14651858.CD009990.pub2 10.1002/14651858.CD009990.pub2info:oai:generic.eprints.org:22757info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/22757/ Building children and young people’s resilience in schools. Coping skills School-based prevention School context School skills building Child Adolescent / youth (teenager / young person) United Kingdom Summary 1. Resilience is the capacity to bounce back from adversity. Protective factors increase resilience, whereas risk factors increase vulnerability. Resilient individuals, families and communities are more able to deal with difficulties and adversities than those with less resilience. 2. Those who are resilient do well despite adversity, although it does not imply that those who are resilient are unharmed – they often have poorer outcomes than those who have low-risk background but less resilience. This applies to health outcomes and affects success in a range of areas of life across the life course. Evidence shows that resilience could contribute to healthy behaviours, higher qualifications and skills, better employment, better mental well-being, and a quicker or more successful recovery from illness. 3. Resilience is not an innate feature of some people’s personalities. Resilience and adversity are distributed unequally across the population, and are related to broader socio-economic inequalities which have common causes – the inequities in power, money and resources that shape the conditions in which people live and their opportunities, experiences and relationships. 4. Those who face the most adversity are least likely to have the resources necessary to build resilience. This ‘double burden’ means that inequalities in resilience are likely to contribute to health inequalities. 5. Schools have a key opportunity to build resilience among children and young people, and there is a range of ways in which local authorities can support and encourage schools to take action. 6. Actions to increase resilience can be targeted at different levels - they can aim to increase achievements of pupils; to support them through transitions and encourage healthy behaviours; to promote better interpersonal relationships between people – particularly parents or carers and children; and to create more supportive, cohesive schools that support both pupils and the wider community. Public Health England 2014-09 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/22757/1/PHE%20Briefing2_Resilience_in_schools_health_inequalities.pdf Institute of Health Equity. [Public Health England] (2014) Building children and young people’s resilience in schools. London: Public Health England. 10 p. info:oai:generic.eprints.org:22264info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/22264/ Report of the Working Group on educational materials for use in SPHE in post-primary schools and centres for education with particular reference to substance use education in the context of SPHE. Prevention through information and education School context AOD education Educational institution Drugs and alcohol use in the educational environment Secondary education level Department of Education and Skills 2014-07 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/22264/1/Report-of-the-Working-Group-on-Educational-Materials-for-use-in-SPHE-in-Post-Primary-Schools-and-Centres-for-Education-with-particular-reference-to-S.pdf Working Group on educational materials for use in SPHE in post-primary schools and centres for education. (2014) Report of the Working Group on educational materials for use in SPHE in post-primary schools and centres for education with particular reference to substance use education in the context of SPHE. Dublin: Department of Education and Skills. info:oai:generic.eprints.org:18912info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/18912/ Reducing substance misuse among vulnerable children and young people overview. Role of child Adolescent / youth (teenager / young person) Underage drinker Alcohol Child of drugs and alcohol user Parent-child relations Child Underage drinking Demand reduction policy School-based prevention Alcohol use Tobacco smoke (cigarette law / policy) Drugs and alcohol prevention NICE Pathways is an online tool for health and social care professionals that brings together all related NICE guidance and associated products in a set of interactive topic-based diagrams. Visually representing everything NICE has said on a particular topic, the pathways enable you to see at a glance all of NICE's recommendations on a specific clinical or health topic. There are sections on: • Working with vulnerable and disadvantaged children and young people • Preventing alcohol-use disorders • Smoking prevention and cessation in schools National Institute for Health and Clinical Excellence 2014-04 Evidence resource NonPeerReviewed National Institute for Health and Clinical Excellence. [NICE] (2014) Reducing substance misuse among vulnerable children and young people overview. London: National Institute for Health and Clinical Excellence. NICE pathways http://pathways.nice.org.uk/pathways/reducing-substance-misuse-among-vulnerable-children-and-young-people NICE pathwaysinfo:oai:generic.eprints.org:24070info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/24070/ Efficient needs assessment in schools. Needs assessment Drugs and alcohol prevention School-based prevention School context School drugs and alcohol policy Student (secondary level) Student (primary level) Drug or health care worker Prevention worker Social worker United Kingdom Mentor ADEPSIS 2014-03 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/24070/1/Efficient-needs-assessment-in-schools11.pdf Alcohol and Drug Education and Prevention Information Service. [Mentor ADEPSIS] (2014) Efficient needs assessment in schools. London: Mentor ADEPSIS. 6 p. Alcohol and drug prevention briefing paper. Alcohol and drug prevention briefing paper.info:oai:generic.eprints.org:21391info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/21391/ Results of the Department of Education and Skills ‘lifeskills’ survey, 2012. skills building School School context School-based prevention Ireland Contents 1. Introduction 2. Main findings: primary school responses p.4 2.1. Healthy Eating 2.2. Physical Activity 2.3. Substance use 2.4. Relationships and sexuality education 2.5. Child Protection 2.6. Anti – bullying 2.7. Student Councils 2.8. Road Safety 3. Main findings: post primary school responses p.7 3.1. Healthy Eating 3.2. Physical Activity 3.3. Substance Use 3.4. Relationships and sexuality education 3.5. Child Protection 3.6. Anti-Bullying 3.7. Student Councils 3.8. Road Safety 4. Conclusions p.12 4.1 Positive findings 4.2 Challenges identified 4.3 Opportunities identified 2.3. Substance use Schools are very active in relation to promoting awareness of drug and alcohol abuse. 88% of respondents (n=2089) have a Substance Use policy in place, which represents a one percentage point increase on the position in 2009. Approximately 94% of respondent schools (n=2035) reported using the Walk Tall programme. This is an increase of two percentage points since 2009. A similarly high proportion of respondent schools provide information to their pupils, through the curriculum, on the health risks associated with smoking (94%, n=2041), promoting awareness of and combating alcohol abuse (90%, n=2030), and promoting awareness of and how to combat drug abuse (90%, n=2019). Almost all respondent schools reported that they provide information to their pupils to enable them to make sound decisions in relation to these substances (99%, n=2043), and also to resist inappropriate peer pressure (99%, n=2042). These results are in line with those from 2009. It is not possible to express as a percentage the number of schools who engaged external agencies to support them in communicating to students on the topic of substance abuse. However, of the 771 schools who specified which agency they engaged for this purpose, the most frequently used, by 54% of respondents, was An Garda Síochána. Department of Education and Skills 2014-01 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/21391/1/Results-of-the-Department-of-Education-and-Skills-%E2%80%98Lifeskills%E2%80%99-Survey-2012.pdf Ireland. Department of Education and Skills. (2014) Results of the Department of Education and Skills ‘lifeskills’ survey, 2012. Dublin: Department of Education and Skills. info:oai:generic.eprints.org:21215info:ofi/fmt:xml:xsd:journalKeaneMartinKeane, Martin <http://www.drugsandalcohol.ie/view/people/Keane=3AMartin=3A=3A.html>Issue 48, Winter 2013January 2014Substance use prevention education in schools: an update on actions in the drugs strategy.Drugnet Ireland17articleinfo:oai:generic.eprints.org:27961info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27961/ Adolescent addiction service report 2014. Cannabis / Marijuana Alcohol Drugs and alcohol disorder treatment method Adolescent / youth (teenager / young person) Student (secondary level) Early school Leaver Ireland Health Service Executive 2014 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/27961/1/Adolescent%20Addiction%20Service%20Report%202014.pdf Adolescent addiction service. (2014) Adolescent addiction service report 2014. Dublin: Health Service Executive. info:oai:generic.eprints.org:21868info:ofi/fmt:xml:xsd:journalApantaku-OlajideTundeApantaku-Olajide, Tunde <http://www.drugsandalcohol.ie/view/people/Apantaku-Olajide=3ATunde=3A=3A.html>JamesPhilipJames, Philip <http://www.drugsandalcohol.ie/view/people/James=3APhilip=3A=3A.html>SmythBobby PSmyth, Bobby P <http://www.drugsandalcohol.ie/view/people/Smyth=3ABobby_P=3A=3A.html>32320141067-828XAssociation of educational attainment and adolescent substance use disorder in a clinical sample.Journal of Child & Adolescent Substance Abuse169-176articleinfo:oai:generic.eprints.org:23090info:ofi/fmt:xml:xsd:journalCotterPCotter, P <http://www.drugsandalcohol.ie/view/people/Cotter=3AP=3A=3A.html>CorcoranPaulCorcoran, Paul <http://www.drugsandalcohol.ie/view/people/Corcoran=3APaul=3A=3A.html>McCarthyJMcCarthy, J <http://www.drugsandalcohol.ie/view/people/McCarthy=3AJ=3A=3A.html>O' SuilleabháinFO' Suilleabháin, F <http://www.drugsandalcohol.ie/view/people/O=27_Suilleabh=E1in=3AF=3A=3A.html>ClarkeVClarke, V <http://www.drugsandalcohol.ie/view/people/Clarke=3AV=3A=3A.html>HovenCHoven, C <http://www.drugsandalcohol.ie/view/people/Hoven=3AC=3A=3A.html>WassermanCWasserman, C <http://www.drugsandalcohol.ie/view/people/Wasserman=3AC=3A=3A.html>SarchiaponeMSarchiapone, M <http://www.drugsandalcohol.ie/view/people/Sarchiapone=3AM=3A=3A.html>WassermanDWasserman, D <http://www.drugsandalcohol.ie/view/people/Wasserman=3AD=3A=3A.html>KeeleyHKeeley, H <http://www.drugsandalcohol.ie/view/people/Keeley=3AH=3A=3A.html>1010720140332-3102Victimisation and psychosocial difficulties associated with sexual orientation concerns: A school-based study of adolescents.Irish Medical Journal310-313articleinfo:oai:generic.eprints.org:27958info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/27958/ School based drug education and prevention programme (S.B.D.E.P.P) for 6th class pupils. Resource manual for youth workers. Darcy, Clay Targeted prevention School-based prevention Early intervention (young children) Student (primary level) Dublin Bray Youth Service & Bray Drugs Awareness Forum 2014 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/27958/1/School_Based_Drug_Education_and_Preventi.pdf Darcy, Clay <http://www.drugsandalcohol.ie/view/people/Darcy=3AClay=3A=3A.html> (2014) School based drug education and prevention programme (S.B.D.E.P.P) for 6th class pupils. Resource manual for youth workers. Dublin: Bray Youth Service & Bray Drugs Awareness Forum. info:oai:generic.eprints.org:20504info:ofi/fmt:xml:xsd:journalHoganGeraldineHogan, Geraldine <http://www.drugsandalcohol.ie/view/people/Hogan=3AGeraldine=3A=3A.html>O'LoughlinDeirdreO'Loughlin, Deirdre <http://www.drugsandalcohol.ie/view/people/O=27Loughlin=3ADeirdre=3A=3A.html>5192014ISSN 1465-9891 print/ISSN 1475-9942 onlineA qualitative study of Irish postgraduate students’ alcohol consumption.Journal of Substance Use373-377articleinfo:oai:generic.eprints.org:21780info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/21780/ The WHO Health Promoting School framework for improving the health and well-being of students and their academic achievement. Cochrane Database of Systematic Reviews 2014, Issue 4. Langford, Rebecca Bonnell, Christopher P Jones, Hayley E Pouliou, Theodora Murphy, Simon M Waters, Elizabeth Komro, Kelli A Gibbs, Lisa F Magnus, Daniel Campbell, Rona State of health Alcohol use Drug use School-based prevention School context School International aspects 2014 Evidence resource NonPeerReviewed Langford, Rebecca <http://www.drugsandalcohol.ie/view/people/Langford=3ARebecca=3A=3A.html> and Bonnell, Christopher P <http://www.drugsandalcohol.ie/view/people/Bonnell=3AChristopher_P=3A=3A.html> and Jones, Hayley E <http://www.drugsandalcohol.ie/view/people/Jones=3AHayley_E=3A=3A.html> and Pouliou, Theodora <http://www.drugsandalcohol.ie/view/people/Pouliou=3ATheodora=3A=3A.html> and Murphy, Simon M <http://www.drugsandalcohol.ie/view/people/Murphy=3ASimon_M=3A=3A.html> and Waters, Elizabeth <http://www.drugsandalcohol.ie/view/people/Waters=3AElizabeth=3A=3A.html> and Komro, Kelli A <http://www.drugsandalcohol.ie/view/people/Komro=3AKelli_A=3A=3A.html> and Gibbs, Lisa F <http://www.drugsandalcohol.ie/view/people/Gibbs=3ALisa_F=3A=3A.html> and Magnus, Daniel <http://www.drugsandalcohol.ie/view/people/Magnus=3ADaniel=3A=3A.html> and Campbell, Rona <http://www.drugsandalcohol.ie/view/people/Campbell=3ARona=3A=3A.html> . (2014) The WHO Health Promoting School framework for improving the health and well-being of students and their academic achievement. Cochrane Database of Systematic Reviews 2014, Issue 4. Art. No.: CD008958. DOI: 10.1002/14651858.CD008958.pub2 Art. No.: CD008958. DOI: 10.1002/14651858.CD008958.pub2info:oai:generic.eprints.org:21574info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/21574/ National action to address child intentional injury - 2014. Europe summary. Mackay, M Vincenten, J Mental health Targeted prevention Adolescent / youth (teenager / young person) Ireland self-destructive behaviour Drugs and alcohol related mortality / death Child Suicide prevention School drugs and alcohol policy Crime and violence International aspects suicidal behaviour / suicide Policy on drugs and alcohol The report describes the prevalence of intentional injuries to children in the European Union, including maltreatment, peer to peer violence and self-directed violence, and examines the level of uptake of national level policies to address intentional child injuries in over 25 Member States. This is the first time that national actions to address child intentional injury are being comprehensively assessed and reported on in the EU. Within the report are individual country policy profiles for each of the participating Member States: Austria, Belgium (Flanders only), Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain and Sweden and the United Kingdom (England and Scotland only). European Child Safety Alliance 2014 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/21574/1/ciir-report.pdf Mackay, M <http://www.drugsandalcohol.ie/view/people/Mackay=3AM=3A=3A.html> and Vincenten, J <http://www.drugsandalcohol.ie/view/people/Vincenten=3AJ=3A=3A.html> (2014) National action to address child intentional injury - 2014. Europe summary. Birmingham: European Child Safety Alliance. ISBN 978-1-909100-98-5info:oai:generic.eprints.org:20523info:ofi/fmt:xml:xsd:journalMcKayMichael TMcKay, Michael T <http://www.drugsandalcohol.ie/view/people/McKay=3AMichael_T=3A=3A.html>12120141465-3370The relationship between subjective life expectancy and self-reported alcohol use in Northern Irish adolescents.Drugs: Education Prevention and Policy72-79articleinfo:oai:generic.eprints.org:23759info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/23759/ Quality standards for effective alcohol and drug education. Prevention through information and education AOD education Drugs and alcohol use in the educational environment Primary education level Secondary education level United Kingdom Each set of standards has been produced for a specific target group: 1. Delivering effective alcohol and drug education in the classroom as part of a planned UK PSHE programme: Primary and secondary schools, independent practitioners or anyone else delivering alcohol and drug education, in formal or informal environments. 2. School context for effective alcohol and drug education: School leaders and governing bodies, as well as other members of staff in primary and secondary schools – including free schools, academies, private schools, and faith schools – responsible for, or involved in the delivery of alcohol and drug education or policy. 3. Staff policies and safeguarding: External agencies delivering alcohol and drug education within schools and employing staff and/or volunteers. What are the aims of the standards? • To help schools and others assess their own practice, in and outside the classroom, and make the case for appropriate support and resources. • To help external providers of drug education assess their own practice and convey their aims, methodology, and approach to schools. • To help schools have clearer expectations of external contributors, choose those that deliver to a high standard, and work more effectively with them. The quality standards will help schools and practitioners: 1- Meet their statutory obligation to promote children’s wellbeing and develop a healthy environment. 2- Meet their statutory obligations to deliver alcohol and drug education. 3- Provide evidence of effectiveness for UK Ofsted inspections. Alcohol and Drug Education and Prevention Information Service 2014 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/23759/1/Quality-standards-for-alcohol-and-drug-education.pdf application/pdf en http://www.drugsandalcohol.ie/23759/2/Delivering-effective-alcohol-and-drug-education-in-the-classroom.pdf application/pdf en http://www.drugsandalcohol.ie/23759/3/School-context-for-effective-alcohol-and-drug-education1.pdf application/pdf en http://www.drugsandalcohol.ie/23759/4/Staff-policies-and-safeguarding1.pdf Alcohol and Drug Education and Prevention Information Service. [Mentor ADEPSIS] (2014) Quality standards for effective alcohol and drug education. London: Alcohol and Drug Education and Prevention Information Service. 24 p. info:oai:generic.eprints.org:23079info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/23079/ The efficacy and effectiveness of drug and alcohol abuse prevention programmes delivered outside of school settings. Munton, Tony Wedlock, Elaine Gomersall, Alan Drugs and alcohol prevention Prevention outcome Targeted prevention Prevention by sponsor or setting Peer relations Family support Adolescent / youth (teenager / young person) Early school Leaver Ireland Health Research Board 2014 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/23079/1/HRB036_Evidence_Series_Abuse_Programmes_Outside_Of_School_Settings_online.pdf video/mpeg en hrb_nota http://www.drugsandalcohol.ie/23079/7/Prevention_recording_06_02_15.mp4 Munton, Tony <http://www.drugsandalcohol.ie/view/people/Munton=3ATony=3A=3A.html> and Wedlock, Elaine <http://www.drugsandalcohol.ie/view/people/Wedlock=3AElaine=3A=3A.html> and Gomersall, Alan <http://www.drugsandalcohol.ie/view/people/Gomersall=3AAlan=3A=3A.html> (2014) The efficacy and effectiveness of drug and alcohol abuse prevention programmes delivered outside of school settings. Dublin: Health Research Board. HRB drug and alcohol evidence review 2info:oai:generic.eprints.org:21696info:ofi/fmt:xml:xsd:journalMurphyPhilipMurphy, Philip <http://www.drugsandalcohol.ie/view/people/Murphy=3APhilip=3A=3A.html>MurphyLisaMurphy, Lisa <http://www.drugsandalcohol.ie/view/people/Murphy=3ALisa=3A=3A.html>GaravanHughGaravan, Hugh <http://www.drugsandalcohol.ie/view/people/Garavan=3AHugh=3A=3A.html>1352014Different measures of Behavioural Activation System (BAS) sensitivity uniquely predict problem drinking among college students.The Irish Journal of Psychologyarticleinfo:oai:generic.eprints.org:22930info:ofi/fmt:xml:xsd:journalSinghIlinaSingh, Ilina <http://www.drugsandalcohol.ie/view/people/Singh=3AIlina=3A=3A.html>BardImreBard, Imre <http://www.drugsandalcohol.ie/view/people/Bard=3AImre=3A=3A.html>JacksonJonathanJackson, Jonathan <http://www.drugsandalcohol.ie/view/people/Jackson=3AJonathan=3A=3A.html>1092014eISSN-1932-6203Robust resilience and substantial interest: A survey of pharmacological cognitive enhancement among university students in the UK and Ireland.PLoS ONEe105969articleinfo:oai:generic.eprints.org:20890info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/20890/ Identifying and supporting children affected by parental substance use. Resource for schools. School context Student (secondary level) Child of drugs and alcohol user Parent-child relations Child Student (primary level) School drugs and alcohol policy School-based prevention United Kingdom Family support How can schools identify and support pupils affected by parental substance misuse? This resource has been developed for the UK Alcohol and Drug Education and Prevention Information Service (ADEPIS) by Adfam, the national umbrella organisation for those working with and for families affected by drugs and alcohol, and is intended to be a useful tool to help schools in safeguarding their pupils. ADEPIS is a project funded by the UK Department for Education which aims to provide good practice and evidence-based examples, and useful resources for the delivery of effective drug and alcohol education in schools. Adfam 2013-11 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/20890/1/Identifying_and_supporting_children_affected_by_parental_substance_use.pdf Adfam. (2013) Identifying and supporting children affected by parental substance use. Resource for schools. London: Adfam. 11 p. info:oai:generic.eprints.org:24072info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/24072/ Identifying and supporting children affected by parental substance misuse – Resource for schools. Social support Family support Parent-child relations School context School drugs and alcohol policy Adolescent / youth (teenager / young person) Student (secondary level) Student (primary level) Drug or health care worker Prevention worker Social worker Child of drugs and alcohol user United Kingdom How can schools identify and support pupils affected by parental substance misuse? This resource has been developed for the Alcohol and Drug Education and Prevention Information Service (ADEPIS) by Adfam, the national umbrella organisation for those working with and for families affected by drugs and alcohol, and is intended to be a useful tool to help schools in safeguarding their pupils. The purpose of this resource: When schools and teachers think about ‘drugs’, they may often initially focus on incidents on school grounds and how to respond to them, students at risk of using substances, or perhaps about drug education. However, substance use can impact the lives of young people in many ways, especially if they are affected by problematic drug or alcohol use in their own homes. This resource aims to summarise the key issues for children affected by parental substance use, and how schools can consider supporting them. It is aimed primarily at school governors and headteachers, but will also be relevant to members of staff with particular pastoral care duties, including school nurses, Education Welfare Officers, and anyone identified as a Designated Senior Person (DSP) for child protection in schools. Key messages: • Parental substance use is not a problem that schools can ‘solve’ alone, nor is it an issue they should turn a blind eye to • Schools have both the responsibility and the ability to support children affected by parental substance use • Safeguarding is a matter of child welfare, not drug and alcohol expertise • Existing structures/policies cover most of this work already, but added focus is needed Mentor ADEPSIS 2013-11 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/24072/1/Identifying-Children-affected-by-parental.pdf Adfam. [Mentor ADEPSIS] (2013) Identifying and supporting children affected by parental substance misuse – Resource for schools. London: Mentor ADEPSIS. 11 p. info:oai:generic.eprints.org:20659info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/20659/ Effectiveness Bank Bulletin [School-based prevention programmes]. School-based prevention School context Prevention through information and education Student (secondary level) Information use and impact Health information and education School-based programmes that seem to work: Useful research on substance use prevention or suspicious stories of success? Pape H. Nordic Studies on Alcohol and Drugs: 2009, 26(6), p. 521–535. According to a commentator, this "trenchant critique" of the evidence for school-based alcohol and drug prevention curricula is "unfortunately, largely on target". The focus is on methodological concerns which might undermine positive findings, and on whether these survive a programme's transplantation to real-world conditions. Summary School-based prevention programmes targeted at adolescent substance use rarely seem to have the desired effects on behaviour. Some outcome studies do conclude that such programmes have been successful, but they are relatively few. Nevertheless the body of published research in this field may originate from unrealistic optimism due to publication bias and underreporting of no or counterproductive effects. Anecdotal evidence suggests that the literature is biased in favour of studies with positive findings. Moreover, nearly all the studies have been carried out by programme developers, and it is well known that researchers with vested interests are more likely to bring 'good news' than independent researchers. Rather than approaching the field with critical reflection, some evaluators have intended to prove that school-based prevention works and have conducted their research accordingly. Examples of questionable analytical approaches and selective reporting of positive findings are consequently not hard to find. The external validity of evaluation studies with favourable outcomes is also often questionable because almost exclusively they have assessed the effects of programmes delivered under optimal rather than real-life conditions. In conclusion, the empirical 'evidence' in favour of school-based substance use prevention programmes is generally weak and does not permit a recommendation for the widespread dissemination of any specific programme. School-based programmes might instead be diverted from the unrealistic objective of reducing pupils' substance use to factual teaching. A more appropriate target for education which seeks to reduce alcohol-related harm might be to engender support for truly effective prevention policies such as raising prices and restricting availability. Drug and Alcohol Findings 2013-09-30 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/20659/1/Pape_H_1_findings.pdf application/pdf en http://www.drugsandalcohol.ie/20659/2/Rohrbach_LA_5_findings.pdf application/pdf en http://www.drugsandalcohol.ie/20659/3/Schwinn_TM_1_findings.pdf Drug and Alcohol Findings. (2013) Effectiveness Bank Bulletin [School-based prevention programmes]. London: Drug and Alcohol Findings. Effectiveness Bank Bulletin, 30 Sep info:oai:generic.eprints.org:20419info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/20419/ Effectiveness Bank Bulletin [Harm reduction school drug education]. School context Student (secondary level) Australia Drugs and alcohol use harm reduction School drugs and alcohol policy School-based prevention Alcohol prevention: What can be expected of a harm reduction focused school drug education programme? Midford R., Cahill H., Ramsden R. et al. Drugs: Education, Prevention and Policy: 2012, 19(2), p. 102–110. In Australia, alcohol outcomes from a secondary school harm reduction curriculum covering legal and illegal drugs strengthened the case that such education can not only curb harms, but also reduce consumption. Results suggest this approach might offer a more fruitful focus for education about commonly used substances than simply promoting non-use. Summary The featured report documented post-programme alcohol-related outcomes from a small study evaluating a harm reduction model of drug, alcohol and tobacco education in Australian secondary schools. Three schools were allocated to the tested programme and a fourth to act as a control school which carried on with normal lessons. All schools had pupil populations within the average range of socioeconomic status. Of 930 year-eight pupils (typically 13 years old) in the schools, 521 completed a baseline assessment after approval had been obtained from the pupils and their parents. Later that school year the first set of 12 harm reduction lessons was implemented by the schools' own teachers, after which pupils completed a follow-up assessment. Another ten lessons were delivered the following year after which 318 pupils completed the final follow-up, typically when they were aged 14–15 years. Programme teachers were trained for two days in each year of the programme. The tested curriculum incorporated learning strategies which aimed to: enhance knowledge; enhance negotiation skills; involve participants in rehearsing problem-solving and problem-prevention strategies; and engage them in deconstructing social pressures and perceived norms about levels of drug use. The curriculum was also informed by research which has identified social competence, problem-solving, autonomy and a sense of purpose as key attributes of resilient young people, and which has highlighted the importance of interactive and applied learning strategies in social and emotional learning. Drug and Alcohol Findings 2013-07-15 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/20419/1/Midford_R_7_findings.pdf Drug and Alcohol Findings. (2013) Effectiveness Bank Bulletin [Harm reduction school drug education]. Drug and Alcohol Findings. Effectiveness Bank Bulletin, 15 Jul http://findings.org.uk/docs/bulletins/Bull_15_07_13.phpinfo:oai:generic.eprints.org:20135info:ofi/fmt:xml:xsd:journalKeaneMartinKeane, Martin <http://www.drugsandalcohol.ie/view/people/Keane=3AMartin=3A=3A.html>Issue 46, Summer 2013July 2013Guidelines for promoting mental health and suicide prevention in post-primary schools.Drugnet Ireland14articleinfo:oai:generic.eprints.org:20767info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/20767/ Early leavers - What next? Tickner, Nicola Ireland Early school Leaver Report on Early Leavers from Post-Primary schools – pupils enrolled in 2009/2010 and not in 2010/2011. This report and its companion report ‘School Completers-What Next?’ are the first in a series of reports by the Department of Education and Skills (DES) which track school leavers a year after they leave school. The reports are based on a detailed analysis of the records held in the Department on students who were enrolled in DES-aided post-primary schools (on the Post-Primary Pupils Database), focusing on those pupils who were enrolled in post-primary schools in one academic year but not enrolled in one of these schools one year later. These pupils, using a unique personal identifier (a protected identifier key based on the Personal Public Service Number (PPSN)), were tracked to other data sources that were available at the time. Department of Education 2013-05 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/20767/1/Early-Leavers-What-Next-.pdf Tickner, Nicola <http://www.drugsandalcohol.ie/view/people/Tickner=3ANicola=3A=3A.html> (2013) Early leavers - What next? Dublin: Department of Education. info:oai:generic.eprints.org:20038info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/20038/ Investigating parental monitoring, school and family influences on adolescent alcohol use. Higgins, Kathryn McCann, Mark McLaughlin, Aisling McCartan, Claire Perra, Oliver Adolescent / youth (teenager / young person) Family role School context Alcohol Parent Alcohol consumption risk factors Parent-child relations Alcohol use Gender differences risk-taking behaviour Drugs and alcohol use behaviour This study aims to: • test different causal hypotheses explaining the longitudinal relationship between parental monitoring and alcohol use trajectories • test the role of peer- and school-level factors in influencing individual drinking trajectories and monitoring • investigate how patterns of monitoring dimensions (e.g. parental control and child disclosure) and their association with alcohol use change when considering other factors To achieve these aims, this study was divided into a number of sections; path analysis investigating how parental monitoring and alcohol use are related; multilevel modelling, investigating how alcohol use, and parental monitoring varies between different schools, and finally; structural equation models to assess the direct and indirect associations between monitoring and other important family characteristics. Key findings • Children whose parents exert greater control over their free time activities tend to drink less frequently. Early control has a lasting influence on alcohol use • Higher rates of drinking in early adolescence leads to reduced levels of parent-controlled boundaries and limits at home • Being in a school with a higher proportion of frequent drinkers is a risk factor for frequent drinking • Girls who attend single-sex post-primary schools tend to drink more than pupils attending co-educational schools or male-only schools Alcohol research UK 2013-04 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/20038/1/Investigating_parental_monitoring.pdf application/pdf en http://www.drugsandalcohol.ie/20038/2/AlcoholInsight_0103.pdf Higgins, Kathryn <http://www.drugsandalcohol.ie/view/people/Higgins=3AKathryn=3A=3A.html> and McCann, Mark <http://www.drugsandalcohol.ie/view/people/McCann=3AMark=3A=3A.html> and McLaughlin, Aisling <http://www.drugsandalcohol.ie/view/people/McLaughlin=3AAisling=3A=3A.html> and McCartan, Claire <http://www.drugsandalcohol.ie/view/people/McCartan=3AClaire=3A=3A.html> and Perra, Oliver <http://www.drugsandalcohol.ie/view/people/Perra=3AOliver=3A=3A.html> [Alcohol Research UK] . (2013) Investigating parental monitoring, school and family influences on adolescent alcohol use. London: Alcohol research UK. 92 p. info:oai:generic.eprints.org:20917info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/20917/ Drugs, alcohol & substance use/misuse: policy for children detention schools. Youth (juvenile) offending School drugs and alcohol policy Social services School context Ireland Child Correctional system and facility Substance misuse is the use of any drug or substance which can potentially lead to injury of the individual and/or society. This policy sets out, in writing, the framework within which the Children Detention Schools manage issues relating to substance use/misuse. It reflects the ethos of the Children Detention Schools and addresses procedures concerning usage of alcohol, tobacco and drugs/other substances by young people and the management of incidents relating to these substances. Section 1. Objectives – drugs, alcohol and substance use/misuse policy Section 2. Health, welfare and rehabilitation Section 3. Education, training and information in relation to substance use/misuse Section 4. Programmes of care for children Section 5. Searches and drugs testing Section 6. Obligations and authority of schools in relation to illicit substances Section 7. Review of policy Section 8. Acknowledgment Section 9. Definitions [Other policies are available at the link above] Irish Youth Justice Service 2013-02 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/20917/1/Detention_schools_Drugs_Policy_Final.pdf Drugs Policy Working Group, Irish Youth Justice Service. (2013) Drugs, alcohol & substance use/misuse: policy for children detention schools. Dublin: Irish Youth Justice Service. http://www.iyjs.ie/en/IYJS/Pages/WP12000013info:oai:generic.eprints.org:19228info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/19228/ Well-being in post primary schools. Guidelines for mental health promotion and suicide prevention. Mental health Mental health care Adolescent / youth (teenager / young person) School context Ireland Student (secondary level) risk factors Suicide prevention suicidal behaviour / suicide Section 1: introduction p.1 Section 2: mental health promotion and suicide prevention 5 Section 3: school support for all: a whole-school approach to mental health promotion and suicide prevention p.13 Section 4: school support for some: a whole-school approach to mental health promotion and suicide prevention p.31 Section 5: school support for a few: a whole-school approach to mental health promotion and suicide prevention p.35 Section 6: support for schools: addressing mental health promotion and suicide prevention p. 43 Conclusion p. 51 References p.52 Department of Education and Skills; Health Service Executive & Department of Health 2013-01 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/19228/1/Well_Being_PP_Schools_Guidelines.pdf Department of Education and Skills; Health Service Executive;Department of Health interdepartmental sub-group. (2013) Well-being in post primary schools. Guidelines for mental health promotion and suicide prevention. Dublin: Department of Education and Skills; Health Service Executive & Department of Health. info:oai:generic.eprints.org:20138info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/20138/ The National student survey 2013. Cocaine Student behaviour and participation Northern Ireland Ireland Heroin Cannabis / Marijuana Ecstasy Tobacco (cigarette smoking) Undergraduate or graduate student Campus.ie 2013 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/20138/1/campus-national-student-survey-2013.pdf Campus.ie. (2013) The National student survey 2013. Dublin: Campus.ie. http://campus.ie/studentsurveyinfo:oai:generic.eprints.org:24895info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/24895/ Chief Inspector’s Report 2010 - 2012. Targeted prevention School-based prevention Primary education level Secondary education level Ireland Inspectorate of the Department of Education and Skills 2013 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/24895/1/Chief-Inspector%E2%80%99s-Report-2010-2012-Main-Report.pdf Department of Education and Skills. (2013) Chief Inspector’s Report 2010 - 2012. Dublin: Inspectorate of the Department of Education and Skills. info:oai:generic.eprints.org:24970info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/24970/ Looking at social, personal and health education. Teaching and learning in post-primary schools. Alcohol use Drug use School-based prevention School context Educational environment (school / college) Student (secondary level) Ireland Evaluation Support and Research Unit and Department of Education and Skills 2013 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/24970/1/Looking-at-Social-Personal-and-Health-Education-Teaching-and-Learning-in-Post-Primary-Schools.pdf Department of Education and Skills. (2013) Looking at social, personal and health education. Teaching and learning in post-primary schools. Dublin: Evaluation Support and Research Unit and Department of Education and Skills. info:oai:generic.eprints.org:25603info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/25603/ ‘FRIENDS for Life’: a school-based positive mental health programme. Research project overview and findings. Henefer, Jean Rodgers, Alish Mental health School context Student behaviour and participation Student (secondary level) Ireland National Behaviour Support Service 2013 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/25603/1/friends_report_final_lr.pdf Henefer, Jean <http://www.drugsandalcohol.ie/view/people/Henefer=3AJean=3A=3A.html> and Rodgers, Alish <http://www.drugsandalcohol.ie/view/people/Rodgers=3AAlish=3A=3A.html> (2013) ‘FRIENDS for Life’: a school-based positive mental health programme. Research project overview and findings. Dublin: National Behaviour Support Service. info:oai:generic.eprints.org:20386info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/20386/ Addressing youth violence and gangs. Practical advice for schools and colleges. Youth (juvenile) offending Adolescent / youth (teenager / young person) School context School Crime and violence School-based prevention Higher education institution (college / university) United Kingdom Educational environment (school / college) The vast majority of young people and education establishments will not be affected by serious violence or gangs. However, where these problems do occur there will almost certainly be a significant impact. Schools, both primary and secondary, and colleges have a duty and a responsibility to protect their pupils and students. It is also well established that success in learning is one of the most powerful indicators in the prevention of youth crime. Dealing with violence also helps attainment Home Office 2013 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/20386/1/Advice_to_Schools_and_Colleges_on_Gangs.pdf United Kingdom. Home Office. [Home Office UK] (2013) Addressing youth violence and gangs. Practical advice for schools and colleges. London: Home Office. 42 p. https://www.gov.uk/government/organisations/home-officeinfo:oai:generic.eprints.org:21266info:ofi/fmt:xml:xsd:journalKerrRobert AKerr, Robert A <http://www.drugsandalcohol.ie/view/people/Kerr=3ARobert_A=3A=3A.html>1132013Adolescent males in secondary school in Ireland: alcohol use and depressed mood.Irish Journal of Applied Social Studiesarticleinfo:oai:generic.eprints.org:21606info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/21606/ Western Region Drugs Task Force multi-agency parents initiative: programme evaluation. Kinlen, Louise School context Parent Parent-child relations Mayo Roscommon School-based prevention Programme evaluation Galway This report presents the findings of an external evaluation of the Western Region Drugs Task Force Multi-agency Parents Initiative. The initiative commenced in Galway, in 2009 as a multi-agency and multi-disciplinary response to substance misuse education for parents within a school’s context. It arose as a response to requests from schools to various agencies to provide one-off talks. The initiative developed as a multi-agency programme, co-ordinated by the WRDTF and involving An Garda Síochána, the HSE (Drug Service/Health Promotion) and the Department of Education (SPHE Regional Manager). Secondary schools in Galway, Mayo and Roscommon were invited to take part, and, to date, 81 schools have participated. It involves an initial one-night introductory evening at which presentations are made by the four agencies, followed by a three-night parenting course. Key findings: 1. The schools who participated were very satisfied with the planning, content and delivery of the training in their schools. Whilst a few expressed some difficulties with recruiting parents, they were generally pleased with the attendance and spoke very positively about how the course was perceived among parents. 2. Through an analysis of the parents’ questionnaires, satisfaction levels were also very high among participants, with a strong appreciation expressed for the dedication of the trainers and hearing the perspectives of the various agencies. Some suggestions for improvement included: - More emphasis on similar training/topics for young people within school or in a similar format as the parents programme - Some felt the three-night course was too long - Many suggested other topics that could have been included, some of which are outside the remit of a substance misuse training programme 3. The interviews with stakeholders involved in the delivery of the initiative also spoke positively about their engagement in the programme and particularly welcomed the multi-agency aspect of it. They felt it offered a more holistic and integrated response and was very strong as a preventative initiative. Some issues identified included: - The linkages with the implementation of the SPHE curriculum within schools and the involvement of young people was identified by some as requiring strengthening - The objective of supporting schools in developing a substance misuse policy is one that appears to have been the most challenging. - The organisation of the initiative in such large geographical areas and including various agencies posed some logistical challenges . Some felt that pre-planning and organisation took up too much time and others felt that there was not sufficient work put into pre-planning. It was also suggested that more time could be spent on planning of content and approach. Western Region Drugs Task Force 2013 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/21606/1/WRDTF-Parents-Initiative_Evaluation.pdf Kinlen, Louise <http://www.drugsandalcohol.ie/view/people/Kinlen=3ALouise=3A=3A.html> (2013) Western Region Drugs Task Force multi-agency parents initiative: programme evaluation. Galway: Western Region Drugs Task Force. info:oai:generic.eprints.org:21008info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/21008/ Effectiveness of school-based life-skills and alcohol education programmes: a review of the literature. Martin, Kerry Nelson, Julie Lynch, Sarah Targeted prevention School context Alcohol Alcohol consumption skills building School-based prevention Prevention outcome Drugs and alcohol prevention Coping skills The review explores: • the impact of alcohol education/life-skills programmes in developing school-age children’s: knowledge of, and attitudes towards, alcohol; skills (including confidence, assertiveness, resistance skills; decision-making, and ability to stay safe and healthy); and behaviours (particularly related to consumption patterns, including frequency of drinking and episodes of drunkenness) • which alcohol education/life-skills programmes offer greatest value for money • the processes that facilitate or inhibit the implementation, sustainability and impact of alcohol education/life-skills programmes. The review builds on a variety of previous literature reviews, which present a mixed picture of the effectiveness of alcohol education initiatives for school-aged pupils. For full details of these reviews, see Section 2 of the report. Review findings: Which programmes have greatest impact on children and young people? • Previous literature reviews of alcohol education and life-skills programmes present a mixed picture of their effectiveness for school-aged pupils. • There are difficulties in judging impact due to: − the challenge of generalising about effective programme ingredients − issues related to programme fidelity. If fidelity has not been investigated through a thorough process evaluation, it is difficult to ascertain whether outcomes are a result of the effectiveness (or otherwise) of the programme, or of the way in which it has been implemented. • This review found substantial evidence relating to the positive effects of school-based alcohol education and life-skills programmes on pupils’ alcohol related-knowledge. • Few of the sources specifically measured the impacts on pupils’ attitudes. Those that did, have variable and inconclusive findings. • There is little evidence of the effectiveness of alcohol education and life-skills programmes in improving pupils’ alcohol-related decision-making skills. • There is a degree of evidence of the effectiveness of alcohol education and life-skills programmes in reducing the frequency of alcohol consumption and episodes of drunkenness among school-aged children. There are, however, limitations to several of the research studies cited. Which programmes are most cost effective? • Very few studies have investigated the cost benefits of universal school-based alcohol education programmes. • There is some limited analysis of the costs incurred in running individual programmes, but no evidence as to how these compare to those of alternative programmes. • World Health Organisation research suggests that school-based alcohol education is not cost effective in reducing alcohol-related harm in any European region. In contrast, alcohol pricing and taxation policy are cost-effective throughout Europe. • However, some authors hypothesise that with just a very small effect size in reduced alcohol consumption rates among young people as a result of alcohol education programmes, the cost benefits to society could be substantial. • There is evidence of one targeted residential programme in the USA (ChalleNGe), and of one specialist drug and alcohol service in the UK that have provided substantial cost benefits to individuals and society. These are not universal alcohol education programmes however. What factors facilitate or inhibit the success of programmes? • Programmes are not always transferrable from one situation or context to another. There needs to be caution when transferring lessons from effective programmes. • Effective alcohol education curricula achieve a good balance between: accurate and consistent information giving and knowledge building; skills development; and sensitivity to factors influencing student attitudes and behaviours. • Effective teaching and learning approaches include those that are interactive rather than didactic. Passive teaching approaches are associated with less favourable results. • Course delivery by external professionals such as health workers and counsellors can sometimes lead to more positive outcomes than teacher-led delivery, and specialist school staff achieve more positive results than non-specialist teachers. • There is tentative, but inconclusive, evidence that effective programmes focus on prevention rather than sanction, and on harm-reduction rather than abstinence. The optimum age for effective exposure is unclear, but seems to be somewhere between the ages of 12 and 14. There is evidence that a series of short-duration interventions delivered through childhood, with booster sessions into adolescence, is an effective approach. Whatever age programmes are introduced, the cognitive expectations and teaching and learning approaches must be age appropriate. • Parents and families act as critical protective agents for young people. Where families have been included in interventions, results are usually positive. • In some instances, parental support is lacking. In such instances, schools have an increasingly important role to play in fulfilling a protective role. Finally, we present the key findings of our review in relation to the degree of evidence of impact for different pupil outcomes, using the following terms: substantial evidence of impact; degree of evidence of impact; only a little evidence of impact. Where we are able to, we comment on apparent facilitators or inhibitors of impact. National Foundation for Educational Research 2013 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/21008/1/Effectiveness_of_school-based_life-skills_and_alcohol_education_programmes.pdf Martin, Kerry <http://www.drugsandalcohol.ie/view/people/Martin=3AKerry=3A=3A.html> and Nelson, Julie <http://www.drugsandalcohol.ie/view/people/Nelson=3AJulie=3A=3A.html> and Lynch, Sarah <http://www.drugsandalcohol.ie/view/people/Lynch=3ASarah=3A=3A.html> [NFER] . (2013) Effectiveness of school-based life-skills and alcohol education programmes: a review of the literature. Slough: National Foundation for Educational Research. 64 p. info:oai:generic.eprints.org:20944info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/20944/ School-based interventions to prevent the uptake of smoking among children and young people. Evidence update 38 Targeted prevention School-based prevention School context United Kingdom Tobacco smoke (cigarette law / policy) risk factors Tobacco (cigarette smoking) A summary of selected new evidence relevant to NICE public health guidance 23 ‘School-based interventions to prevent the uptake of smoking among children and young people’ (2010) [see related link below for full text] National Institute for Health and Care Excellence 2013 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/20944/1/Evidence%2BUpdate%2BApril%2B2013.pdf National Institute for Health and Care Excellence. (2013) School-based interventions to prevent the uptake of smoking among children and young people. Evidence update 38. London: National Institute for Health and Care Excellence. 29 p. http://www.nice.org.uk/info:oai:generic.eprints.org:20263info:ofi/fmt:xml:xsd:journalRyanLeighannRyan, Leighann <http://www.drugsandalcohol.ie/view/people/Ryan=3ALeighann=3A=3A.html>Van HoutMarie ClaireVan Hout, Marie Claire <http://www.drugsandalcohol.ie/view/people/Van_Hout=3AMarie_Claire=3A=3A.html>FoleyMichelleFoley, Michelle <http://www.drugsandalcohol.ie/view/people/Foley=3AMichelle=3A=3A.html>25720130090-1482A social norms approach to drug prevention in schools in Ireland-a pre development study.Journal of Alcohol & Drug Education27-46articleinfo:oai:generic.eprints.org:19871info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/19871/ RisKit programme- operation manual. Stevens, Alex O'Brien, Kate Coulton, Simon Youth (juvenile) offending Adolescent / youth (teenager / young person) Prevention approach Targeted prevention Underage drinker Crime prevention Alcohol Prevention programme or service Underage drinking School-based prevention United Kingdom risk-taking behaviour The RisKit programme is a multi-component risk reduction programme for young people who are vulnerable to risks including drug and alcohol use, early and unprotected sex and offending. It has been developed in the project’s initiation phase from consultation with young people, a review of the research literature and interviews with local stakeholders. It has learnt much form the experience of KCA in delivering the enhanced intervention for young people on drugs and alcohol. University of Kent 2013 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/19871/1/RisKit_Operational_Manual.pdf Stevens, Alex <http://www.drugsandalcohol.ie/view/people/Stevens=3AAlex=3A=3A.html> and O'Brien, Kate <http://www.drugsandalcohol.ie/view/people/O=27Brien=3AKate=3A=3A.html> and Coulton, Simon <http://www.drugsandalcohol.ie/view/people/Coulton=3ASimon=3A=3A.html> . (2013) RisKit programme- operation manual. Kent: University of Kent. 65. info:oai:generic.eprints.org:19755info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/19755/ School-based programmes for preventing smoking. Thomas, Roger E. McLellan, Julie Perera, Rafael School School-based prevention School context International aspects Tobacco (cigarette smoking) Increasing numbers of young people are smoking in developing and poorer countries. Programmes to prevent them starting to smoke have been delivered in schools over the past 40 years. We wanted to find out if they are effective. We identified 49 randomised controlled trials (over 140,000 school children) of interventions aiming to prevent children who had never smoked from becoming smokers. At longer than one year, there was a significant effect of the interventions in preventing young people from starting smoking. Programmes that used a social competence approach and those that combined a social competence with a social influence approach were found to be more effective than other programmes. However, at one year or less there was no overall effect, except for programmes which taught young people to be socially competent and to resist social influences. A smaller group of trials reported on the smoking status of all people in the class, whether or not they smoked at the start of the study. In these trials with follow-up of one year or less there was an overall small but significant effect favouring the controls. This continued after a year; for trials with follow-up longer than one year, those in the intervention groups smoked more than those in the control groups. When trials at low risk of bias from randomisation, or from losing participants, were examined separately, the conclusions remained the same. Programmes led by adults may be more effective than those led by young people. There is no evidence that delivering extra sessions makes the intervention more effective. John Wiley & Sons, Ltd 2013 Evidence resource NonPeerReviewed Thomas, Roger E. <http://www.drugsandalcohol.ie/view/people/Thomas=3ARoger_E=2E=3A=3A.html> and McLellan, Julie <http://www.drugsandalcohol.ie/view/people/McLellan=3AJulie=3A=3A.html> and Perera, Rafael <http://www.drugsandalcohol.ie/view/people/Perera=3ARafael=3A=3A.html> [The Cochrane Library] . (2013) School-based programmes for preventing smoking. John Wiley & Sons, Ltd. Cochrane Database of Systematic Reviews, 4 DOI: 10.1002/14651858.CD001293.pub3 http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD001293.pub3/abstract DOI: 10.1002/14651858.CD001293.pub3info:oai:generic.eprints.org:18933info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/18933/ Home Affairs Committee - ninth report. Drugs: breaking the cycle. Law enforcement and the justice system School-based prevention Drugs and alcohol disorder treatment method United Kingdom Drug laws Drugs and alcohol related crime Policy on drugs and alcohol Prevalence of drugs and alcohol use Terms of Reference Key facts 1 Introduction Recommendations from the last Home Affairs Committee report on drugs policy  Drug driving  Increase in treatment places  Treatment in prisons  Prescribing diamorphine (heroin)  Education and prevention The aims of drugs policy 2 Global drugs policy o History of international drugs control o The unintended consequences of drugs policy o Current international drugs policy o The impact of globalisation on the drugs trade o The balloon effect o The environmental impact of drugs o Links between drugs, organised crime and terrorism o Human rights abuses 3 Education and prevention o Current levels of drug usage o Drug education in schools o Government focus on prevention and education o The Inter-Ministerial Group on Drugs 4 Treatment o Current treatment options  How do we determine the most effective methods of treating addicts?  OST: Methadone and buprenorphine Implementation of the Government's goal of recovery o Health and Wellbeing Boards o Payment by results o Prescription drugs 5 The legislative framework and law enforcement relating to drugs o Misuse of Drugs Act 1971 o Drug-related policing o UK assistance abroad o Money laundering o The impact of austerity on drug-related policing o Identifying drug-related crime o Drug Intervention Programme o Dedicated drug courts o New psychoactive substances o Use of the internet o The effect of having a drugs conviction o Cross-Departmental strategy 6 Drugs in prisons o Drug use in prisons o Availability of drugs in prisons o Drugs addiction treatment in prisons o Drug recovery wings and support on release o Abstinence or maintenance? o Breaking the cycle o Lack of reliable data 7 Alternatives to Prohibition? o Comparison with alcohol o Decriminalisation and Legalisation o Case study: Portugal o The legalisation of cannabis in Washington State and Colorado o Implications of discussing drugs policy - politics and the media. Appendix 1: Recommendations from the 2002 Home Affairs Committee report on drug policy: Paper by the House of Commons Library Annex 1: Some of the drugs available in the UK Conclusions and recommendations The Stationery Office 2012-12 Report NonPeerReviewed Home Affairs Committee. (2012) Home Affairs Committee - ninth report. Drugs: breaking the cycle. London: The Stationery Office. http://www.publications.parliament.uk/pa/cm201213/cmselect/cmhaff/184/18402.htminfo:oai:generic.eprints.org:18994info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/18994/ Reviewing your drug and alcohol policy: a toolkit for schools. James, Claire Student behaviour and participation Adolescent / youth (teenager / young person) School drugs and alcohol policy School context School-based prevention United Kingdom This toolkit aims to facilitate the process of developing or revising a school‟s drug policy, making it an effective tool to safeguard the health and safety of pupils and others within school, and helping children and young people to be confident in making healthy choices outside school. The toolkit aims to be comprehensive but is not intended to be prescriptive: schools can choose to use only the parts which they find most useful, and are encouraged to adapt the materials to match their needs. Mentor 2012-12 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/18994/1/Mentor_Reviewing_your_drug_and_alcohol_policy_a_toolkit_for_schools.pdf application/msword en http://www.drugsandalcohol.ie/18994/2/Mentor_Appendices.docx James, Claire <http://www.drugsandalcohol.ie/view/people/James=3AClaire=3A=3A.html> [Mentor Foundation] . (2012) Reviewing your drug and alcohol policy: a toolkit for schools. London: Mentor. 16 p. http://www.mentoruk.org.uk/resources/schools/toolkitinfo:oai:generic.eprints.org:18857info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/18857/ Growing up in Ireland. Key findings: 13-year-olds. No. 1. School experiences among 13 year olds Adolescent / youth (teenager / young person) School School context Ireland Early school Leaver Almost all 13-year-olds had made the transition to second-level education and were broadly positive about their school. However, important gender and social background differences had emerged in relation to school engagement. Boys had more negative attitudes to school, and were more likely to misbehave at school and to experience negative interactions with their teachers than girls. Those 13-year-olds from professional/managerial, high-income and highly educated households had more positive interaction with teachers, lower levels of misbehaviour and more positive attitudes to school. These gender and social background differences are of policy concern, given the importance of school engagement for longer-term achievement and retention. Department of Children and Youth Affairs 2012-11 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/18857/1/GUI_13_year_olds_1_School.pdf Economic and Social Research Institute, Trinity College Dublin. (2012) Growing up in Ireland. Key findings: 13-year-olds. No. 1. School experiences among 13 year olds. Dublin: Department of Children and Youth Affairs. info:oai:generic.eprints.org:18403info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/18403/ Effectiveness Bank Bulletin [Brief preventive measures]. United States Adolescent / youth (teenager / young person) Student behaviour and participation Targeted prevention School-based prevention Brief intervention Prevention through information and education Student (secondary level) Drugs and alcohol prevention Undergraduate or graduate student 1. A brief image-based prevention intervention for adolescents. Werch C.E., Bian H., Moore M.J., et al. Psychology of Addictive Behaviors: 2010, 24(1), p. 170–175. Across the sample, a brief face-to-face consultation highlighting how substance use might stop them becoming the sort of young adults they wanted to be generally did not prevent substance use among US high school pupils, but those already using substances were significantly more responsive, suggesting a selective if not a universal prevention role. Summary: The Behavior-Image Model approach to health promotion is based on the principle that portrayals of people attractive to the participant and their own improved possible future selves can integrate and motivate change in a range of activities which result in better health. Change is motivated by providing feedback on the participant's current health-related activities and their self-images, highlighting the discrepancy between them to foster commitment to setting goals to narrow this gap. Such interventions might prove more feasible for schools than single-target or lengthy programmes because in a short time they target multiple commonly used drugs and positive health promoting and personal development habits. Two previous studies (1; 2) evaluating image-based prevention interventions among adolescents found improved substance use and other outcomes particularly among those already using substances at the start of the studies. The featured article reports outcomes three months later in a third study. For the study 416 students (nearly two thirds girls) at a US school in grades intended for 15—17-year olds completed baseline questionnaires and were randomly assigned to the image-based intervention or to a control group who were simply given commercially available health promotion materials commonly used in schools. Of the 416, 87% completed the three-month follow-up. The image-based intervention called Planned Success delivered scripted messages which illustrated how health-promoting behaviours support positive social and self-images of a successful young adult attractive to the student, while behaviours which risk health do the opposite. Content was tailored to the individual's current health behaviours and the images most attractive to them. At the end they were given a 'goal plan' against which to make progress after the session. Sessions were delivered to individual pupils face-to-face by specially trained nurses and health educators and lasted about 20 minutes. Starting a week later, parents and guardian were sent three weekly mailings of five parent–youth cards with messages parallel to those given the children. 2. Are effects from a brief multiple behavior intervention for college students sustained over time? Werch C.E., Moore M.J., Bian H. et al. Preventive Medicine: 2010, 50, p. 30–34. At a US university students at first cut back their drinking and cannabis use in response to a brief face-to-face fitness consultation, but the gains were no longer apparent a year after intervention. Yet still at that time they had at least experienced more positive trends in how they felt than students who had just read a fitness brochure. Summary: The Behavior-Image Model approach to health promotion is based on the principle that portrayals of people attractive to the participant and their own improved possible future selves can integrate and motivate change in a range of activities which result in better health. Change is motivated by providing feedback on the participant's current health-related activities and their self-images, highlighting the discrepancy between them to foster commitment to setting goals to narrow this gap. An initial study evaluated three brief face-to-face, image-based interventions for college students conducted by fitness specialists. Over the following month several health-related activity domains and health-related quality of life significantly improved. The featured article reports outcomes 12 months later from a second such study which at three months found that a brief image-based intervention had led to reductions in various measures of drinking and cannabis use, improved exercise and sleep patterns, and enhanced spiritual and social health-related quality of life. For the study 18–21-year-old students at a public US university were recruited by adverts and announcements and paid for their participation. Of the 303 who volunteered, nearly all (299, of whom 60% were women) completed baseline questionnaires and were randomly assigned to then immediately participate in the image-based intervention or join a control group asked by a fitness specialist to read a standard brochure on fitness in a private office. Drug and Alcohol Findings 2012-09-12 Evidence resource NonPeerReviewed Drug and Alcohol Findings. (2012) Effectiveness Bank Bulletin [Brief preventive measures]. Drug and Alcohol Findings. Effectiveness Bank Bulletin, 10 September 2012 http://findings.org.uk/docs/bulletins/Bull_10_09_12.phpinfo:oai:generic.eprints.org:17644info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/17644/ The 2011 ESPAD report: substance use among students in 36 European countries. Hibell, Bjorn Guttormsson, Ulf Ahlstrom, Salme Balakireva, Olga Bjarnason, Thoroddur Kokkevi, Anna Kraus, Ludwig Adolescent / youth (teenager / young person) Student behaviour and participation Underage drinker Student (secondary level) Underage drinking Europe Binge drinking Tobacco (cigarette smoking) Drugs and alcohol use behaviour The overall aim of ESPAD is to collect comparable data on substance use among 15–16 year old students in as many European countries as possible. The most important objectives in the long run are to monitor trends, and to compare trends between countries and groups of countries. In order to do so, the surveys are repeated every four years, with 1995 as the starting point. Results from the fifth data collection wave is presented in The 2011 ESPAD Report and the next data collection is planned to be carried out in 2015. The Swedish Council for Information on Alcohol and Other Drugs (CAN); EMCDDA; Council of Europe 2012-05 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/17644/1/The_2011_ESPAD_Report_FULL_2012-05-30.pdf Hibell, Bjorn <http://www.drugsandalcohol.ie/view/people/Hibell=3ABjorn=3A=3A.html> and Guttormsson, Ulf <http://www.drugsandalcohol.ie/view/people/Guttormsson=3AUlf=3A=3A.html> and Ahlstrom, Salme <http://www.drugsandalcohol.ie/view/people/Ahlstrom=3ASalme=3A=3A.html> and Balakireva, Olga <http://www.drugsandalcohol.ie/view/people/Balakireva=3AOlga=3A=3A.html> and Bjarnason, Thoroddur <http://www.drugsandalcohol.ie/view/people/Bjarnason=3AThoroddur=3A=3A.html> and Kokkevi, Anna <http://www.drugsandalcohol.ie/view/people/Kokkevi=3AAnna=3A=3A.html> and Kraus, Ludwig <http://www.drugsandalcohol.ie/view/people/Kraus=3ALudwig=3A=3A.html> (2012) The 2011 ESPAD report: substance use among students in 36 European countries. Stockholm: The Swedish Council for Information on Alcohol and Other Drugs (CAN); EMCDDA; Council of Europe. info:oai:generic.eprints.org:17360info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/17360/ The Irish health behaviour in school-aged children (HBSC) study 2010. Kelly, Colette Gavin, Aoife Molcho, Michal Nic Gabhainn, Saoirse State of health Student behaviour and participation Ireland School context Student (secondary level) Student (primary level) risk-taking behaviour Drugs and alcohol use behaviour This report presents data from the HBSC Ireland 2010, the Irish Health Behaviour in School-aged Children survey. The 2010 HBSC survey is the fourth time that data of this kind have been collected from young people across the Republic of Ireland; previous surveys were conducted in 2006, 2002 and 1998 (www.nuigalway.ie/hbsc). HBSC is a cross-sectional research study conducted in collaboration with the World Health Organization (WHO) Regional Office for Europe. The HBSC international survey runs on an academic 4-year cycle and in 2009/2010 there were 43 participating countries and regions (www.hbsc.org). The overall study aims to gain new insight into, and increase our understanding of young people’s health and well-being, health behaviours and their social context. As well as serving a monitoring and a knowledge-generating function, one of the key objectives of HBSC has been to inform policy and practice. Substance use Overall, there is a decrease from 2006 in reports of tobacco, alcohol and cannabis use among school children in Ireland. Smoking Reports of current smoking (12%) and having ever smoked (27%) have declined since 2006 (15% and 36% respectively). Differences by age and social class are evident for both measures of smoking, with older children and those from lower social classes more likely to report both behaviours. Boys are more likely to report having ever smoked than girls, with a notable drop in ever smoking among older girls (47% in 2010 vs. 57% in 2006). The proportion of 3rd and 4th class children who report that they have ever smoked (3%) has decreased from 2006 and reports of current smoking status remains the same (1%) as in 2006. Boys are more likely than girls to report such behaviours. There are no significant differences across social class groups. Alcohol Reports of alcohol consumption have decreased among school children in Ireland since 2006 with 46% of children reporting ever drinking (53% in 2006) and 21% reporting being current drinkers (26% in 2006). Rates of drunkenness (28% in 2010 vs. 32% in 2006) and reports of been drunk in the last 30 days (18% in 2010 vs. 20% in 2006) have also decreased. Age and gender differences are observed for all four measures of alcohol consumption, with older children and boys more likely to report drinking and drunkenness. Children from lower social classes are more likely to report having been ‘really drunk’. Drug Use Reported cannabis use, both in the past 12 months (8% in 2010 vs. 16% in 2006) and in the past 30 days (5% in 2010 vs. 7% in 2006), has decreased. Boys and older children are more likely to report use of cannabis. No social class differences are evident. Department of Health and National University of Ireland, Galway 2012-04 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/17360/1/nat_rep_hbsc_2010.pdf Kelly, Colette <http://www.drugsandalcohol.ie/view/people/Kelly=3AColette=3A=3A.html> and Gavin, Aoife <http://www.drugsandalcohol.ie/view/people/Gavin=3AAoife=3A=3A.html> and Molcho, Michal <http://www.drugsandalcohol.ie/view/people/Molcho=3AMichal=3A=3A.html> and Nic Gabhainn, Saoirse <http://www.drugsandalcohol.ie/view/people/Nic_Gabhainn=3ASaoirse=3A=3A.html> (2012) The Irish health behaviour in school-aged children (HBSC) study 2010. Galway: Department of Health and National University of Ireland, Galway. info:oai:generic.eprints.org:17787info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/17787/ Effectiveness Bank Bulletin. [The good behavour game; classroom management technique] Student behaviour and participation School-based prevention School context Primary education level Student (primary level) The Good Behavior Game and the future of prevention and treatment. Kellam S.G., Mackenzie A.C.L., Brown H.C. et al. Addiction Science and Clinical Practice: July 2011, p. 73–84. From the researchers involved in the trials, a practitioner-friendly account of research on the classroom management technique implemented in the first years of schooling which has led to remarkably strong and persistent impacts on substance use and other problems in later life. Summary From the researchers involved in the trials, a practitioner-friendly account of the first long-term randomised trial of the Good Behavior Game classroom management technique, a brief review of findings to date of ongoing replication trials, and the implications of this work for researchers, practitioners, advocates, and policymakers. As analysed in greater details by Findings, the main trial in the US city of Baltimore recorded some of the most substantial effects ever recorded from a school-based prevention programme. Unusually, it was able to test whether effects persisted through to young adulthood. The game is not a lesson as such, but a way of managing whole classes during lessons. It aims to socialise children to the role of being a school pupil and to reduce aggression or disruptive behaviour, known to be related to later substance use problems and dependence and antisocial behaviour. Children are divided into teams which can win prizes depending on the good behaviour of the team as a whole. In the Baltimore study, teams did not compete against each other; each could independently gain rewards. Class teachers used the research team's assessments of their pupils (themselves largely based on the teachers' ratings) to assign them to three teams with the same numbers of boys and girls, and of aggressive/disruptive or shy, socially isolated children. The good behaviour rules teams had to adhere to win prizes were displayed to the class. During a game period, a mark was placed on the chalkboard next to the name of a team whenever one of its members broke a rule. Teams won if they chalked up no more than four marks by the end of the game period. At first teachers announced the start of game periods, which occurred at no set time but initially for 10 minutes three times a week. Praise plus tangible rewards such as such as colourful stickers or rubbers were awarded immediately after the game. As the year continued, the game was played for longer periods and when pupils were working individually. In this way, it facilitated learning without competing for instructional time. As the school year progressed, the rewards changed from tangible and immediate to more abstract and deferred, such as gold stars and more time for enjoyable activities. The game treats the classroom as a community. The teacher is central, because he or she sets the rules for becoming a successful pupil and member of the community and determines whether each child succeeds or fails. It improves the precision with which the teacher conveys and the child receives these rules, and by doing so improves teacher-child interaction and the child's chances for success. In addition, in trials better behaved children were seen to influence and socially integrate children who behaved less well. The very first mandatory school year is a key a setting for preventive interventions because it represents a major transition for the child and the family, and is generally the first where children at all levels of risk can be found. In some US states, apart from registering the birth, it is the first required contact between children and any official system. It is for many children the first setting outside the home where they learn the social and behavioral skills they will need to succeed in school. Improved social adaptation to the classroom due to the way teachers socialise the children is expected to lead to better adaptation to other social fields later in life, which in turn will improve the child's psychological health in a mutually reinforcing cycle. Drug and Alcohol Findings 2012-03-15 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/17787/1/Drug_and_Alcohol_Findings_The_good_behavour_game.pdf [Drug and Alcohol Findings] (2012) Effectiveness Bank Bulletin. [The good behavour game; classroom management technique]. Drug and Alcohol Findings. Drug and Alcohol Findings, 15 Mar http://findings.org.uk/docs/bulletins/Bull_15_03_12.phpinfo:oai:generic.eprints.org:17232info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/17232/ Beyond the lesson plan. Drug prevention and early intervention. School drugs and alcohol policy School context School-based prevention Prevention through information and education AOD education Health information and education Schools have a duty to promote the wellbeing of their pupils. They have a responsibility to help them manage risk, reducing the likelihood they can be harmed by the use of legal or illegal drugs. This briefing paper covers how a school's ethos, rules and early identification and interventions to address problems can be used to protect pupils from harm. It also addresses a number of tactics that have been shown to be ineffective. The Drug Education Forum 2012-03 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/17232/1/Beyond_the_lesson_plan_briefing_3_documents_12646_760305.pdf The Drug Education Forum. [Drug Education Forum] (2012) Beyond the lesson plan. Drug prevention and early intervention. London: The Drug Education Forum. 8 p. Briefing paper 3 Briefing paper 3info:oai:generic.eprints.org:17233info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/17233/ Engaging parents in drug education in schools and in the community. School context Prevention through information and education Parent-child relations Parent Health information and education Community-based prevention Role of parent School drugs and alcohol policy School-based prevention AOD education Parents have a strong influence over their children's decisions regarding drugs and alcohol, perhaps more than they realise. This paper describes some of the ways in which schools and other services can help parents deal with these issues, from simple information, to combining classroom work with their engagement with parents, to supporting parenting courses. The Drug Education Forum 2012-03 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/17233/1/Engaging_parents_briefing_4_documents_12647_383840.pdf The Drug Education Forum. [Drug Education Forum] (2012) Engaging parents in drug education in schools and in the community. London: The Drug Education Forum. 8 p. Briefing paper 4 Briefing paper 4info:oai:generic.eprints.org:17231info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/17231/ Principles for supporting school drug education. School drugs and alcohol policy School-based prevention Prevention through information and education AOD education Health information and education Children and young people often find visitors to school a useful and informative part of their learning, but for visits to be successful there needs to be a shared understanding about the nature and content of the sessions. This paper is intended to set out principles that visitors and schools can consider applying to ensure better outcomes from using external support in a school's delivery of drug education. The Drug Education Forum 2012-03 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/17231/1/Supporting_school_drug_education_briefing_2_documents_12645_264217.pdf The Drug Education Forum. [Drug Education Forum] (2012) Principles for supporting school drug education. London: The Drug Education Forum. 2 p. Briefing paper 2 Briefing paper 2info:oai:generic.eprints.org:17799info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/17799/ Effectiveness Bank Bulletin. [Cognition, readiness to change & brief alcohol intervention] Treatment outcome Cognition Student behaviour and participation Problem drugs and alcohol use Brief intervention Motivation Alcohol use Undergraduate or graduate student Thinking about drinking: need for cognition and readiness to change moderate the effects of brief alcohol interventions. Capone C., Wood M.D. Psychology of Addictive Behaviors: 2009, 23(4), p. 684–688. This US study found that different types of heavy-drinking college students responded best to different types of brief intervention to promote moderation; a novel finding was that the thinkers among them were most affected by being led to reflect on how their drinking compared to that of the average student. Summary The featured report derives from a study of brief interventions to reduce drinking and drink-related problems in heavy-drinking US college students. It is concerned less with whether the interventions were effective, than with whether they were more or less effective with different types of individuals or people at different stages in their readiness to change their drinking. Via flyers and advertisements, the original study recruited 335 20–24-year-old students whose screening responses indicated they were heavy drinkers. They were randomly assigned to: • Only be assessed with no intervention – the control group against whom the interventions could be benchmarked; • A brief (one session up to one hour) intervention based on motivational interviewing which featured feedback on how the student's drinking compared to the average, the risks it posed, and strategies to reduce these risks; • A two-session 'alcohol expectancy' intervention which challenged beliefs about the effects of drinking. In a simulated bar students were offered alcoholic or mock alcoholic drinks and asked to identify who including themselves had drunk alcohol. Guided discussions highlighted mistaken beliefs about how alcohol affected the students and the positive and negative effects of alcohol in social (session 1) and sexual contexts (session 2); • A combination of both the above interventions. Follow-up assessments one, three and six months later re-assessed the drinking of from 82% to 72% of the students. Among those missing were 44 deliberately omitted because they could not attend one of the alcohol expectancy sessions. An earlier report established that (relative to assessment only) the interventions did reduce drinking and that the motivational session also reduced related problems. People who scored more ready to reduce their drinking at the start of the study made the greatest reductions. Did certain types of students respond better to the interventions? The featured report investigated whether three characteristics of the students affected how much they cut their drinking and related problems in response to the interventions. The first was their need for cognition. Individuals highly endowed with this need tend to make sense of their world through reflection and inquiry and like tasks which require reasoning and problem solving. Brief interventions based on motivational interviewing which require reflection on individualised feedback on the participant's drinking seem particularly suited to this type of personality. In line with this expectation, it was thought that in response they would curb their drinking more than people less keen on thinking things through. Another potential influence on intervention effectiveness is readiness to change, as measured along the continuum described by Prochaska and DiClemente from precontemplation (not considering change) through several stages to action (taking steps to implement a plan for change) and beyond. People who are more ready to contemplate change should be more responsive to interventions promoting change. The opposite can be expected of people characterised by impulsivity and sensation seeking. Associated with greater alcohol use and problems, these traits can be expected to reduce responsive to interventions which try to promote control over drinking. Drug and Alcohol Findings 2012-01-25 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/17799/1/Drug_and_Alcohol_Findings_review_Cognition_and_readiness_to_change_%26_Brief_Alcohol_Inrerventions.pdf [Drug and Alcohol Findings] (2012) Effectiveness Bank Bulletin. [Cognition, readiness to change & brief alcohol intervention]. Drug and Alcohol Findings. http://findings.org.uk/docs/bulletins/Bull_25_01_12.phpinfo:oai:generic.eprints.org:18236info:ofi/fmt:xml:xsd:journalBrennanCiaraBrennan, Ciara <http://www.drugsandalcohol.ie/view/people/Brennan=3ACiara=3A=3A.html>McGillowaySineadMcGilloway, Sinead <http://www.drugsandalcohol.ie/view/people/McGilloway=3ASinead=3A=3A.html>12920120790-9667Suicide ideation, psychological adjustment and mental health service support: A screening study in an Irish secondary school sample.Irish Journal of Psychological Medicine46-51articleinfo:oai:generic.eprints.org:18332info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/18332/ Awareness raising of domestic and sexual violence: a survey of post-primary schools in Ireland. Student behaviour and participation Survey Ireland Prevention through information and education Student (secondary level) Health information and education Crime and violence In order to inform the development and implementation of the National Strategy on Domestic, Sexual and Gender-based Violence 2010 – 2014, and to address the lack of any systematic collection of information on school activities on raising awareness of domestic and sexual violence, an overview was needed of the current situation with regard to post-primary schools' activities in Ireland in relation to such awareness raising. Cosc undertook a survey of awareness raising of domestic and sexual violence in post-primary schools in Ireland in 2008. The aim of the survey was to describe the extent to which school-based programmes raise awareness of domestic and sexual violence, how well the programmes cover such violence and the factors involved. This report gives the results of this survey and addresses the following questions. A. Do schools find school-based programmes such as Social, Personal and Health Education (SPHE)11 help to raise awareness of domestic and sexual violence? • Does this depend on the school's particular circumstances (e.g. the size of the school, location, denomination involved, school type, etc)? • Is this facilitated by factors such as contact with SPHE Support Services and the importance the school attaches to areas such as SPHE in general? B. Do schools use outside facilitators to raise awareness of domestic and sexual violence? The report is based on a representative sample of post-primary schools and the data were collected by computer aided telephone interviewing in 2009. Cosc 2012 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/18332/1/Cosc_Report_domestic_adn_sexual_violence.pdf COSC. The National Office for the Prevention of Domestic, Sexual and Gender-based Violence. (2012) Awareness raising of domestic and sexual violence: a survey of post-primary schools in Ireland. Dublin: Cosc. info:oai:generic.eprints.org:14013info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/14013/ Evidence of efficacy: prevention interventions. Health care quality control School-based prevention Universal prevention Family-focused prevention Drugs and alcohol in general Prevention through information and education Drugs and alcohol prevention Europe Community-based prevention This section summarises evidence about the effect of the most widespread prevention interventions. Prevention interventions are commonly classified in three categories: universal, selective and indicated interventions. In addition there are environmental approaches which are prevention measures that operate on the level of the social, formal and cultural norms tackling both licit and illicit drugs. Universal prevention targets the whole population, while selective prevention targets (vulnerable) groups, both with the aim of deterring or delaying the onset of substance use. Indicated prevention acts at the individual level to: prevent the development of a dependence; to stop progression, diminish the frequency; and consequently to prevent ’dangerous‘substance use. While this classification remains a valid analytical framework, we have opted to display the information according to the main target groups rather than the category of intervention provided, in order to follow the same methodological approach applied to other modules of this portal. Detailed information on the methodology used and the definition of terms can be found on the methodology page. The summary of findings are presented according to different types of settings: •Familes •School students •Community members •General population European Monitoring Centre for Drugs and Drug Addiction 2012 Evidence resource NonPeerReviewed [EMCDDA] (2012) Evidence of efficacy: prevention interventions. Lisbon: European Monitoring Centre for Drugs and Drug Addiction. http://www.emcdda.europa.eu/best-practice/preventioninfo:oai:generic.eprints.org:17335info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/17335/ Current Steps and future horizons for CASPr : review of CASPr North-East Inner City after schools project. Ivers, Jo-Hanna H McLoughlin, Valerie Downes, Paul School School-based prevention Early school Leaver Dublin CASPr (Community Afterschools Project) is a community development agency whose overall mission is to counter educational disadvantage in Dublin’s North East Inner City in order to contribute to the elimination of poverty in their community. This review seeks to assess the quality and effects of CASPr’s work on children, parents and the local community, in order to guide CASPr’s future work and offer independent examination of CASPr’s activities. A review of the profile of the area of North East Inner City Dublin clearly indicates the area’s need for such a project, while international and Irish research illustrates the potential social and economic gains of investment to prevent early school leaving. Furthermore, based on international and Irish research on afterschool projects, it is evident that the potential benefits of such projects are with regard to a number of dimensions. These dimensions include afterschool projects to modify the impact of poverty, as a protective factor against early school leaving, as a space to foster social skills and social support for positive mental health in contexts of psychological stress. The potential benefits according to research is also with regard to helping overcome pupil fear of failure, to develop a positive climate of self directed learning which can also impact on a child’s language development and safety. Research further emphasises the potential of the Arts in afterschool projects, as well as its role in offering supports for parents minding children, while being cognisant of the importance of staff quality in producing better outcomes for children at risk of social exclusion. This evaluation of CASPr consisted of focus groups, individual interviews and qualitative questionnaires. Focus groups involved children currently attending the after school programme, a group of early school leavers currently attending a local alternative education programme and Home-School Liaison teachers. 26 individual interviews with children currently participating in CASPr were undertaken, approximately one quarter of the total sample of children attending CASPr. These interviews were based on an adaptation of indicators of satisfaction with a service adapted from McKeown et al (2001). 7 individual interviews with parents of children currently using the service took place, while 6 individual interviews with current CASPr staff were undertaken. 10 past participants of CASPr’s training programme provided questionnaire responses. CASPr 2012 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/17335/1/CASPrReport1.pdf Ivers, Jo-Hanna H <http://www.drugsandalcohol.ie/view/people/Ivers=3AJo-Hanna_H=3A=3A.html> and McLoughlin, Valerie <http://www.drugsandalcohol.ie/view/people/McLoughlin=3AValerie=3A=3A.html> and Downes, Paul <http://www.drugsandalcohol.ie/view/people/Downes=3APaul=3A=3A.html> (2012) Current Steps and future horizons for CASPr : review of CASPr North-East Inner City after schools project. Dublin: CASPr. info:oai:generic.eprints.org:17691info:ofi/fmt:xml:xsd:journalKeaneMartinKeane, Martin <http://www.drugsandalcohol.ie/view/people/Keane=3AMartin=3A=3A.html>Issue 42, Summer 20122012Reducing alcohol-related harm: evaluation of a SHAHRP intervention.Drugnet Ireland14articleinfo:oai:generic.eprints.org:15825info:ofi/fmt:xml:xsd:journalMcKayMichael TMcKay, Michael T <http://www.drugsandalcohol.ie/view/people/McKay=3AMichael_T=3A=3A.html>BallantyneNicolaBallantyne, Nicola <http://www.drugsandalcohol.ie/view/people/Ballantyne=3ANicola=3A=3A.html>GoudieAndrew JGoudie, Andrew J <http://www.drugsandalcohol.ie/view/people/Goudie=3AAndrew_J=3A=3A.html>SumnallHarrySumnall, Harry <http://www.drugsandalcohol.ie/view/people/Sumnall=3AHarry=3A=3A.html>ColeJon CCole, Jon C <http://www.drugsandalcohol.ie/view/people/Cole=3AJon_C=3A=3A.html>1172012“Here for a good time, not a long time”: Decision-making, future consequences and alcohol use among Northern Irish adolescents.Journal of Substance Use1-18articleinfo:oai:generic.eprints.org:17913info:ofi/fmt:xml:xsd:journalMcKayMichael TMcKay, Michael T <http://www.drugsandalcohol.ie/view/people/McKay=3AMichael_T=3A=3A.html>PercyAndrewPercy, Andrew <http://www.drugsandalcohol.ie/view/people/Percy=3AAndrew=3A=3A.html>GoudieAndrew JGoudie, Andrew J <http://www.drugsandalcohol.ie/view/people/Goudie=3AAndrew_J=3A=3A.html>SumnallHarrySumnall, Harry <http://www.drugsandalcohol.ie/view/people/Sumnall=3AHarry=3A=3A.html>ColeJon CCole, Jon C <http://www.drugsandalcohol.ie/view/people/Cole=3AJon_C=3A=3A.html>5352012The temporal focus scale: factor structure and association with alcohol use in a sample of Northern Irish school children.Journal of Adolescence1361-1368articleinfo:oai:generic.eprints.org:18396info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/18396/ Online school-based prevention for alcohol and other drugs: a systematic review. Champion, Katrina E Newton, Nicola C Barrett, Emma L Teesson, Maree School Information technology School-based prevention Prevention through information and education Student (secondary level) Drugs and alcohol prevention This poster presents the results of a review of 10 online school-based prevention programs. Aim: To identify Internet and computer-based prevention programs for alcohol and other drugs delivered in schools, and to determine the efficacy of these programs. Conclusion: The present results, together with the implementation advantages and high fidelity associated with new technology, suggest that programs facilitated by the Internet offer a promising delivery method for school-based prevention. National Drug and Alcohol Research Centre 2012 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/18396/1/Katrina_Champion_-_poster_online_school_based_prevention.pdf Champion, Katrina E <http://www.drugsandalcohol.ie/view/people/Champion=3AKatrina_E=3A=3A.html> and Newton, Nicola C <http://www.drugsandalcohol.ie/view/people/Newton=3ANicola_C=3A=3A.html> and Barrett, Emma L <http://www.drugsandalcohol.ie/view/people/Barrett=3AEmma_L=3A=3A.html> and Teesson, Maree <http://www.drugsandalcohol.ie/view/people/Teesson=3AMaree=3A=3A.html> [NDARC] . (2012) Online school-based prevention for alcohol and other drugs: a systematic review. Sydney: National Drug and Alcohol Research Centre. 1 p. info:oai:generic.eprints.org:26336info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/26336/ Personalised normative feedback for preventing alcohol misuse in university students: Solomon three-group randomised controlled trial. Moreira, Maria T Oskrochi, Reza Foxcroft, David R Alcohol consumption Alcohol Drugs and alcohol prevention Prevention outcome Targeted prevention Prevention through information and education Student behaviour and participation Undergraduate or graduate student United Kingdom BACKGROUND: Young people tend to over-estimate peer group drinking levels. Personalised normative feedback (PNF) aims to correct this misperception by providing information about personal drinking levels and patterns compared with norms in similar aged peer groups. PNF is intended to raise motivation for behaviour change and has been highlighted for alcohol misuse prevention by the British Government Behavioural Insight Team. The objective of the trial was to assess the effectiveness of PNF with college students for the prevention of alcohol misuse. METHODOLOGY: Solomon three-group randomised controlled trial. 1751 students, from 22 British Universities, allocated to a PNF group, a normal control group, or a delayed measurement control group to allow assessment of any measurement effects. PNF was provided by email. Participants completed online questionnaires at baseline, 6- and 12-months (only 12-months for the delayed measurement controls). Drinking behaviour measures were (i) alcohol disorders; (ii) frequency; (iii) typical quantity, (iv) weekly consumption; (v) alcohol-related problems; (vi) perceived drinking norms; and (vii) positive alcohol expectancies. Analyses focused on high-risk drinkers, as well as all students, because of research evidence for the prevention paradox in student drinkers. PRINCIPAL FINDINGS: Follow-up rates were low, with only 50% and 40% responding at 6- and 12-months, respectively, though comparable to similar European studies. We found no evidence for any systematic attrition bias. Overall, statistical analyses with the high risk sub-sample, and for all students, showed no significant effects of the intervention, at either time-point, in a completed case analysis and a multiple imputation analysis. CONCLUSIONS: We found no evidence for the effectiveness of PNF for the prevention of alcohol misuse and alcohol-related problems in a UK student population. National Library for Public Health 2012 Evidence resource NonPeerReviewed Moreira, Maria T <http://www.drugsandalcohol.ie/view/people/Moreira=3AMaria_T=3A=3A.html> and Oskrochi, Reza <http://www.drugsandalcohol.ie/view/people/Oskrochi=3AReza=3A=3A.html> and Foxcroft, David R <http://www.drugsandalcohol.ie/view/people/Foxcroft=3ADavid_R=3A=3A.html> [PLOS One] . (2012) Personalised normative feedback for preventing alcohol misuse in university students: Solomon three-group randomised controlled trial. National Library for Public Health. PloS one, 7 (9) /10.1371/journal.pone.0044120 http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0044120 http://dx.doi.org/10.1371/journal.pone.0044120info:oai:generic.eprints.org:17919info:ofi/fmt:xml:xsd:journalPerraOliverPerra, Oliver <http://www.drugsandalcohol.ie/view/people/Perra=3AOliver=3A=3A.html>FletcherAdamFletcher, Adam <http://www.drugsandalcohol.ie/view/people/Fletcher=3AAdam=3A=3A.html>BonellChrisBonell, Chris <http://www.drugsandalcohol.ie/view/people/Bonell=3AChris=3A=3A.html>HigginsKathrynHiggins, Kathryn <http://www.drugsandalcohol.ie/view/people/Higgins=3AKathryn=3A=3A.html>McCrystalPatrickMcCrystal, Patrick <http://www.drugsandalcohol.ie/view/people/McCrystal=3APatrick=3A=3A.html>2352012School-related predictors of smoking, drinking and drug use: evidence from the Belfast Youth Development Study.Journal of Adolescence315-324articleinfo:oai:generic.eprints.org:17450info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/17450/ Screening, searching and confiscation. Advice for head teachers, staff and governing bodies. School drugs and alcohol policy School context School-based prevention England Identification and screening for drugs and alcohol use This advice is aimed at head teachers, school staff and governing bodies in all schools in England. This advice is intended to explain schools’ powers of screening and searching pupils so that school staff have the confidence to use them. In particular it explains the use of the power to search pupils without consent. It also explains the powers schools have to seize and then confiscate items found during a search. It includes statutory guidance which schools must have regard to. Key points: Searching  School staff can search a pupil for any item if the pupil agrees1.  Head teachers and staff authorised by them have a statutory power to search pupils or their possessions, without consent, where they have reasonable grounds for suspecting that the pupil may have a prohibited item. Prohibited items are: o knives or weapons o alcohol o illegal drugs o stolen items o tobacco and cigarette papers o fireworks o pornographic images o any article that the member of staff reasonably suspects has been, or is likely to be, used i) to commit an offence, ii) to cause personal injury to, or damage to the property of, any person (including the pupil) o head teachers and authorised staff can also search for any item banned by the school rules which has been identified in the rules as an item which may be searched for Confiscation  School staff can seize any prohibited item found as a result of a search. They can also seize any item, however found, which they consider harmful or detrimental to school discipline. Department of Education 2012 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/17450/1/DOE_Screening_and_confiscation_head_teachers.pdf United Kingdom. Department for Education. (2012) Screening, searching and confiscation. Advice for head teachers, staff and governing bodies. London: Department of Education. info:oai:generic.eprints.org:20235info:ofi/fmt:xml:xsd:journalVan HoutMarie ClaireVan Hout, Marie Claire <http://www.drugsandalcohol.ie/view/people/Van_Hout=3AMarie_Claire=3A=3A.html>FoleyMichelleFoley, Michelle <http://www.drugsandalcohol.ie/view/people/Foley=3AMichelle=3A=3A.html>McCormackAoifeMcCormack, Aoife <http://www.drugsandalcohol.ie/view/people/McCormack=3AAoife=3A=3A.html>TardifEricTardif, Eric <http://www.drugsandalcohol.ie/view/people/Tardif=3AEric=3A=3A.html>65020121463-5240Teachers' perspectives on their role in school-based alcohol and cannabis prevention.International Journal of Health Promotion and Education328-341articleinfo:oai:generic.eprints.org:19353info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/19353/ Baseline evaluation of Early Learning Initiative. Final report. Share, Michelle McCarthy, Sandra Greene, Sheila Targeted prevention Programme evaluation Ireland School-based prevention Family-focused prevention Drugs and alcohol prevention Early intervention (young children) This study is a synthesis of the key findings from a two-year evaluation (2009-2011) of the National College of Ireland’s Early Learning Initiative. The study also relied on data from interviews with stakeholders and parents, and from an end of evaluation consultation with the ELI team. The aim of the study is to provide a guide to the ELI in the future development of its programme. The Early Learning Initiative (ELI) is a community-based educational initiative aimed at improving educational outcomes for children in the Dublin Docklands. The initiative provides support and training to parents, families and educators through a series of programmes and activities. The ELI operates as part of the National College of Ireland (NCI) and has been delivering educational programmes in the Docklands since 2006. Children's Research Centre 2011-11 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/19353/1/Evaluation_Early_learning_initiative_Final_Report.pdf Share, Michelle <http://www.drugsandalcohol.ie/view/people/Share=3AMichelle=3A=3A.html> and McCarthy, Sandra <http://www.drugsandalcohol.ie/view/people/McCarthy=3ASandra=3A=3A.html> and Greene, Sheila <http://www.drugsandalcohol.ie/view/people/Greene=3ASheila=3A=3A.html> (2011) Baseline evaluation of Early Learning Initiative. Final report. Dublin: Children's Research Centre. info:oai:generic.eprints.org:14726info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/14726/ Effects of a school-based prevention program on European adolescents' patterns of alcohol use. Adolescent / youth (teenager / young person) School context School-based prevention Prevention through information and education Alcohol use AOD education Europe Drug and Alcohol Findings review of an article by Caria MP, Faggiano F, Bellocco R et al. in the Journal of Adolescent Health: 2011, 48, 182–188. This was the largest European drug education trial ever conducted tested whether US-style social influence programmes would prove effective in Europe. Among the successes were the reductions in problem drinking documented in this report. This entry is our account of a study selected by Drug and Alcohol Findings as particularly relevant to improving outcomes from drug or alcohol interventions in the UK. 2011 Evidence resource NonPeerReviewed Drug and Alcohol Findings. (2011) Effects of a school-based prevention program on European adolescents' patterns of alcohol use. http://findings.org.uk/count/downloads/download.php?file=Caria_MP_1.txtinfo:oai:generic.eprints.org:20807info:ofi/fmt:xml:xsd:journalHaaseTrutzHaase, Trutz <http://www.drugsandalcohol.ie/view/people/Haase=3ATrutz=3A=3A.html>PratschkeJonathanPratschke, Jonathan <http://www.drugsandalcohol.ie/view/people/Pratschke=3AJonathan=3A=3A.html>2620111649-8747Risk and protection factors for substance use among young people. A comparative study of early school-leavers and school-attending students.Youth Studies Ireland1-9articleinfo:oai:generic.eprints.org:15300info:ofi/fmt:xml:xsd:journalHoughtonFrankHoughton, Frank <http://www.drugsandalcohol.ie/view/people/Houghton=3AFrank=3A=3A.html>KeaneNiallKeane, Niall <http://www.drugsandalcohol.ie/view/people/Keane=3ANiall=3A=3A.html>MurphyNMurphy, N <http://www.drugsandalcohol.ie/view/people/Murphy=3AN=3A=3A.html>HoughtonSHoughton, S <http://www.drugsandalcohol.ie/view/people/Houghton=3AS=3A=3A.html>DunneCDunne, C <http://www.drugsandalcohol.ie/view/people/Dunne=3AC=3A=3A.html>510420110332-310212 month prevalence of drug use among third-level students in Limerick City.Irish Medical Journalarticleinfo:oai:generic.eprints.org:14702info:ofi/fmt:xml:xsd:journalKeaneMartinKeane, Martin <http://www.drugsandalcohol.ie/view/people/Keane=3AMartin=3A=3A.html>Issue 36, Winter 20102011Commentary on NACD study on risk and protective factors for substance use.Drugnet Ireland19articleinfo:oai:generic.eprints.org:14701info:ofi/fmt:xml:xsd:journalLongJeanLong, Jean <http://www.drugsandalcohol.ie/view/people/Long=3AJean=3A=3A.html>KeaneMartinKeane, Martin <http://www.drugsandalcohol.ie/view/people/Keane=3AMartin=3A=3A.html>Issue 36, Winter 20102011NACD study on risk and protective factors for substance use among young people.Drugnet Ireland16-18articleinfo:oai:generic.eprints.org:14704info:ofi/fmt:xml:xsd:journalLongJeanLong, Jean <http://www.drugsandalcohol.ie/view/people/Long=3AJean=3A=3A.html>Issue 36, Winter 20102011Substance use among students in Cork.Drugnet Ireland21articleinfo:oai:generic.eprints.org:16164info:ofi/fmt:xml:xsd:journalLongJeanLong, Jean <http://www.drugsandalcohol.ie/view/people/Long=3AJean=3A=3A.html>Issue 38, Summer 20112011Substance use among third-level students in Limerick.Drugnet Ireland15articleinfo:oai:generic.eprints.org:14955info:ofi/fmt:xml:xsd:journalMacNeelaPadraigMacNeela, Padraig <http://www.drugsandalcohol.ie/view/people/MacNeela=3APadraig=3A=3A.html>BredinOwlanBredin, Owlan <http://www.drugsandalcohol.ie/view/people/Bredin=3AOwlan=3A=3A.html>21620111359-1053Keeping your balance: freedom and regulation in female university students' drinking practices.Journal of Health Psychology289-293articleinfo:oai:generic.eprints.org:25602info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/25602/ Positive classrooms, positive children. McGilloway, Sinead Hyland, Lynda NiMhaille, Grainne Lodge, Anne O'Neill, Donal Kelly, Paul Leckey, Yvonne Bywater, Tracy Comiskey, Catherine Donnelly, Michael Behaviour therapy Student behaviour and participation Primary education level Student (primary level) Ireland Archways 2011 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/25602/1/Positive-Classrooms_TCM_Report_2011.pdf McGilloway, Sinead <http://www.drugsandalcohol.ie/view/people/McGilloway=3ASinead=3A=3A.html> and Hyland, Lynda <http://www.drugsandalcohol.ie/view/people/Hyland=3ALynda=3A=3A.html> and NiMhaille, Grainne <http://www.drugsandalcohol.ie/view/people/NiMhaille=3AGrainne=3A=3A.html> and Lodge, Anne <http://www.drugsandalcohol.ie/view/people/Lodge=3AAnne=3A=3A.html> and O'Neill, Donal <http://www.drugsandalcohol.ie/view/people/O=27Neill=3ADonal=3A=3A.html> and Kelly, Paul <http://www.drugsandalcohol.ie/view/people/Kelly=3APaul=3A=3A.html> and Leckey, Yvonne <http://www.drugsandalcohol.ie/view/people/Leckey=3AYvonne=3A=3A.html> and Bywater, Tracy <http://www.drugsandalcohol.ie/view/people/Bywater=3ATracy=3A=3A.html> and Comiskey, Catherine <http://www.drugsandalcohol.ie/view/people/Comiskey=3ACatherine=3A=3A.html> and Donnelly, Michael <http://www.drugsandalcohol.ie/view/people/Donnelly=3AMichael=3A=3A.html> (2011) Positive classrooms, positive children. Dublin: Archways. info:oai:generic.eprints.org:18118info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/18118/ ‘Making a difference’ – an independent evaluation of the Incredible Years Programme in pre-schools in Galway city. Millar, Michelle A Role of child Student behaviour and participation School context Child skills building School School-based prevention Programme evaluation Galway Coping skills The focus of this report is the implementation of the Incredible Years Programme (IYP) in Galway City. The report explores the process of developing the Incredible Years Programme in Galway City with a particular focus on the evaluation of the implementation and outcomes of the Dina in the Classroom (Pre-School) Programme. The IYP is designed to promote social and emotional competencies in children aged 3-10 years. The IYP which was developed in the University of Washington, Seattle by Professor Carolyn Webster-Stratton contains three separate training programmes, one for parents, teachers and children. Whilst each programme is designed as a stand-alone intervention, taken together they provide a cohesive and uniform strategy to address and eliminate behavioural difficulties for children. The IYP is designed to meet the needs of children with behavioural difficulties in the widest sense of the term. This encompasses a broad spectrum of behaviours from mildly disruptive to severely destructive which can present in the home and school, particularly among younger children. Yet this can also result in anti-social activities among adolescents and young people. Behavioural difficulties have a conduct dimension characterised by aggression, defiance and destructiveness as well as an emotional dimension, which is marked by negative affect and deficits in peer relations and pro-social behaviour. UNESCO Child and Family Research Centre 2011 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/18118/1/iyp_evaluation_full_report_2011.pdf Millar, Michelle A <http://www.drugsandalcohol.ie/view/people/Millar=3AMichelle_A=3A=3A.html> (2011) ‘Making a difference’ – an independent evaluation of the Incredible Years Programme in pre-schools in Galway city. Galway: UNESCO Child and Family Research Centre. info:oai:generic.eprints.org:14981info:ofi/fmt:xml:xsd:journalMurphyPhilipMurphy, Philip <http://www.drugsandalcohol.ie/view/people/Murphy=3APhilip=3A=3A.html>GaravanHughGaravan, Hugh <http://www.drugsandalcohol.ie/view/people/Garavan=3AHugh=3A=3A.html>1-211520111879-0046Cognitive predictors of problem drinking and AUDIT scores among college students.Drug and Alcohol Dependence94-100articleinfo:oai:generic.eprints.org:15495info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/15495/ A consultation with young people on reform of the Junior Cycle. Roe, Sandra Student behaviour and participation Secondary education level School-based prevention Ireland Prevention through information and education Student (secondary level) AOD education 'Alcohol and drug awareness was considered to be vital for young people in 1st and 3rd year'. p.20 (pdf p.26) Press release: Teenagers want reform of the Junior Cycle in second-level schools Monday, 11th July 2011: Coach House, Dublin Castle Frances Fitzgerald TD, Minister for Children and Youth Affairs and Ruairí Quinn TD, Minister for Education and Skills jointly launched the Report of a Consultation with young people on reform of the Junior Cycle today. It showed that the participants believed the Junior Cycle should be two years long, allowing for an extra year for the Senior Cycle; more and improved classes in Social, Personal and Health Education (SPHE) and Civic, Social and Political Education (CSPE) were desirable; that Maths and English should be the only mandatory subjects and that more help with the transition to second level would be useful. Speaking at the launch, Minister Fitzgerald said, ‘I am delighted to launch this report because I strongly believe in the importance of consulting with children and young people and enabling their participation in decision-making on issues that affect their lives.’ She noted that 88 young people, aged 12-18, from Comhairle na nÓg around Ireland took part in the consultation on reform of the Junior Cycle. ‘The young people identified social skills and life skills as extremely important to their lives in Junior Cycle. They want more and improved classes in Social, Personal and Health Education (SPHE) and Civic, Social and Political Education (CSPE). In my role as Minister for Children and Youth Affairs I have seen the growing need for more effective support for young people in developing and maintaining positive mental health and the important role that SPHE can play on those issues,’ stated Minister Fitzgerald. Also speaking at the launch, Ruairí Quinn TD, Minister for Education and Skills said, ‘I believe that we all learn most effectively when we experience issues for ourselves, through investigation and research, project and practical work, and group discussion. These are skills for independent learning which will serve us well over a lifetime. It is this kind of active learning which we are trying to promote in the reform of the Junior Cycle.’ Three young people explained the consultation process and outlined the key findings from the report. Dorina Birsanu from Longford Comhairle na nÓg and a member of the Dáil na nÓg Council said, ‘Dáil na nÓg 2010 recommended that the Department of Education and Skills should lengthen the Leaving Cert cycle to 3 years and reduce the Junior Cert cycle to 2 years. As the elected representatives from Dáil na nÓg, we organised a special consultation for young people to influence the consultation process of the National Council for Curriculum and Assessment (NCCA) on reform on the Junior Cycle.’ Padraig Duffy from Louth Comhairle na nÓg and the Dáil na nÓg Council said, ‘at the consultation, students highlighted the stress of the move from Primary School to second-level and suggested ideas to ease the transition, including: • Second-level orientation in 6th class of Primary School • Mentoring, buddy programmes, clubs, social activities and team-building in 1st year • In 1st year, teachers should move classrooms rather than students and students should be given school maps. SPHE, CSPE, English and Maths are the only subjects that young people agreed should be compulsory in Junior Cycle, but they want a broad range of taster subjects in 1st year. Students at the consultation called for more interesting and fun teaching methods, but do not believe that schools should be allowed to develop their own courses.’ Lisa Sheehy from Limerick County Comhairle na nÓg and the Dáil na nÓg Council spoke of the need for more positive feedback, noting that all students should experience success at school. ‘Students said that the Junior Cycle is too exam-focussed and that the Junior Certificate Exam is a negative form of assessment, a memory test and does not take into account the different abilities of students,’ continued Lisa. She noted that at the consultation there was no consensus among young people about continuous assessment. However, there was strong agreement on the need for practical assessment of subjects such as portfolios, journals, projects, group work and quizzes. One of the strongest issues that arose at the consultation was the importance of life skills and social skills and the need for more classes and improved courses in SPHE and CSPE. ‘Students called for classes that cover issues such as sexuality, sex education, personal health, alcohol and drug education, politics and study skills. The students believe that SPHE should not be taught by religion teachers and that outside experts need to come into schools to support students with life skills issues.’ ‘Our consultation report was submitted to the NCCA. We hope that the Framework on the Junior Cycle being developed by NCCA will take on board the views of young people from this report,’ concluded Lisa. Editor’s notes: The Dáil na nÓg Council is a group of 34 young people elected from each Comhairle na nÓg in the country to follow-up on the key recommendations from Dáil na nÓg. The Council has a term of office of two years and is supported by staff from the Department of Children and Youth Affairs and the National Youth Council of Ireland to engage with key politicians and policy makers in progressing the issues on which they were mandated at Dáil na nÓg. The consultation with young people on the reform of the Junior Cycle took place on 13th November 2010 organised by the Office of the Minister for Children and Youth Affairs (OMCYA), the National Council for Curriculum and Assessment (NCCA) and the Dáil na nÓg Council. A total of 88 young people, aged 12-18, from Comhairlí na nÓg around Ireland took part in the consultation. Government Publications 2011 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/15495/1/DOC_consulation_with_young_people_junior_cycle.pdf Ireland: Department of Children and Youth Affairs. Roe, Sandra <http://www.drugsandalcohol.ie/view/people/Roe=3ASandra=3A=3A.html> (2011) A consultation with young people on reform of the Junior Cycle. Dublin: Government Publications. info:oai:generic.eprints.org:14935info:ofi/fmt:xml:xsd:journalSkinnerRSkinner, R <http://www.drugsandalcohol.ie/view/people/Skinner=3AR=3A=3A.html>ConlonLouiseConlon, Louise <http://www.drugsandalcohol.ie/view/people/Conlon=3ALouise=3A=3A.html>GibbonsDGibbons, D <http://www.drugsandalcohol.ie/view/people/Gibbons=3AD=3A=3A.html>McDonaldCMcDonald, C <http://www.drugsandalcohol.ie/view/people/McDonald=3AC=3A=3A.html>1232011Cannabis use and non-clinical dimensions of psychosis in university students presenting to primary care.Acta Psychiatrica Scandinavica21-27articleinfo:oai:generic.eprints.org:16536info:ofi/fmt:xml:xsd:journalLillisRachelLillis, Rachel <http://www.drugsandalcohol.ie/view/people/Lillis=3ARachel=3A=3A.html>7September 2010Ballyrunners.Irish Probation Journal162-167articleinfo:oai:generic.eprints.org:13116info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/13116/ Houses of the Oireachtas; Joint Committee on Education and Skills. First report. Staying in education: a new way forward. School and out-of-school factors protecting against early school leaving. School Ireland Early school Leaver The ‘one size fits all’ instruction and assessment approach in Ireland’s current school system is fundamentally wrong, does not facilitate many young people to grow or demonstrate and realize their full range of talents and skills and is a major contributory factor in early school leaving, particularly among boys, according to this report by the Oireachtas Joint Committee on Education and Science. Houses of the Oireachtas 2010-05-25 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/13116/1/Oireachtas_Education_Early_school_leaving_2010.pdf Houses of the Oireachtas. Joint Committee on Education and Science. (2010) Houses of the Oireachtas; Joint Committee on Education and Skills. First report. Staying in education: a new way forward. School and out-of-school factors protecting against early school leaving. Dublin: Houses of the Oireachtas. info:oai:generic.eprints.org:13313info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/13313/ Life skills matter – not just points: A survey of implementation of Social, Personal and Health Education (SPHE) and Relationships and Sexuality Education (RSE) in second-level schools. Roe, Sandra School-based prevention Secondary education level Ireland Prevention through information and education AOD education Health information and education The aim of this study was to investigate the implementation of Social, Personal and Health Education (SPHE) and Relationships and Sexuality Education (RSE) in secondary schools in Ireland and to examine ways in which these programmes could be improved. The study originated from recommendations arising from teenage delegates at the 2009 Dáil na nÓg (the National Youth Parliament) in relation to sex education and SPHE. These recommendations included: • all young people should have access to sex education, which is appropriate to individual needs, comprehensive and varied in delivery; • a structured SPHE course should be implemented for senior cycle students, incorporating positive mental health awareness and development of an on-line support service. To explore these matters, members of the Dáil na nÓg Council (the group of young delegates elected to follow up during the year on recommendations made at Dáil na nÓg) were involved in developing two questionnaires – one aimed at investigating the implementation of SPHE among 1st, 2nd and 3rd year students, and one investigating the implementation of RSE among Transition Year, 5th and 6th year students. Members of the Dáil na nÓg Council were trained as Social Researchers and then conducted the research among Comhairlí at local level. A total of 134 young people (aged 12-16) from 68 secondary schools in 12 different counties completed the questionnaire on the SPHE programme and 220 young people (aged 15-18) from 94 secondary schools in 13 different counties completed the questionnaire on the RSE programme. The survey found that the majority of young people (88%) received SPHE classes in 2009 and that SPHE is timetabled as a class in almost all schools surveyed (97%). In contrast, almost three-quarters of young people (74%) did not receive RSE classes during the year and RSE is timetabled in only 15% of schools surveyed. The most emphasized theme in the SPHE syllabus was found to be ‘alcohol, drug and solvent use’, while the least emphasized theme was ‘decisions and people who influence me’. The most emphasized theme in the RSE syllabus was ‘healthy relationships’, while ‘understanding sexual orientation’ was the least emphasized theme. Government Publications 2010-05 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/13313/1/Life_Skills_Matter.pdf Office of the Minister for Children and Youth Affairs. Roe, Sandra <http://www.drugsandalcohol.ie/view/people/Roe=3ASandra=3A=3A.html> (2010) Life skills matter – not just points: A survey of implementation of Social, Personal and Health Education (SPHE) and Relationships and Sexuality Education (RSE) in second-level schools. Dublin: Government Publications. info:oai:generic.eprints.org:12806info:ofi/fmt:xml:xsd:journalKeaneMartinKeane, Martin <http://www.drugsandalcohol.ie/view/people/Keane=3AMartin=3A=3A.html>Issue 32, Winter 2009January 2010Blueprint drugs education: findings from an evaluation.Drugnet Ireland19articleinfo:oai:generic.eprints.org:13003info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/13003/ No way back? The dynamics of early school leaving. Byrne, Delma Smyth, Emer Secondary education level Early school Leaver risk factors Disengagement from school is a significant source of inequality in the Irish context, given the strong links between early school leaving and subsequent disadvantage. No Way Back? highlights the persistence of early school leaving and estimates that one in six young people continue to leave school without a Leaving Certificate qualification. This book offers a unique contribution to what we know about earlyschool leaving by taking a more dynamic approach, placing emphasis on the interaction of family, individual and school factors which shape a gradual process of disengagement from school. This study is part of a series which follows a cohort of young people as they move through the second-level education system. No Way Back? explores the experiences of young people who have left school before completion of senior cycle. It documents their negative school experiences and withdrawal from school life, suggesting options for future policy development to improve retention and student engagement. No Way Back? will be of interest to policymakers, school management, guidance counsellors, teachers, young people, parents and the wider academic community. The Liffey Press 2010 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/13003/1/ESRIearlychool.pdf Byrne, Delma <http://www.drugsandalcohol.ie/view/people/Byrne=3ADelma=3A=3A.html> and Smyth, Emer <http://www.drugsandalcohol.ie/view/people/Smyth=3AEmer=3A=3A.html> (2010) No way back? The dynamics of early school leaving. Dublin: The Liffey Press. http://www.esri.ie/publications/latest_publications/view/index.xml?id=3007info:oai:generic.eprints.org:19992info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/19992/ Building on our strengths: Canadian standards for school-based youth substance abuse prevention. Adolescent / youth (teenager / young person) School drugs and alcohol policy Targeted prevention School-based prevention School context Practice / clinical guidelines Drugs and alcohol prevention Canada The Standards aim to support these workers by providing them with: • a benchmark of optimal performance for school teams; • support and guidance to pursue continuous improvements; and • practical resources and examples to support change. These are standards of excellence that strive towards optimal substance abuse prevention programs in schools. This is a destination that may seem difficult to reach, but it is attainable by building upon a school’s existing strengths and current prevention programming. To begin this journey, the Standards serve as a roadmap to help schools reflect on where they are now, where they wish to go and what areas of program development will prove beneficial in their prevention efforts. Canadian Centre on Substance Abuse 2010 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/19992/1/Canada_Building_on_our_strengths.pdf Canadian Centre on Substance Abuse. (2010) Building on our strengths: Canadian standards for school-based youth substance abuse prevention. Ottawa: Canadian Centre on Substance Abuse. 139 p. info:oai:generic.eprints.org:19993info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/19993/ Stronger together: Canadian standards for community-based youth substance abuse prevention. Targeted prevention Adolescent / youth (teenager / young person) School-based prevention Practice / clinical guidelines Drugs and alcohol prevention Canada Community-based prevention These Standards have been prepared to support the prevention efforts of all those considering or currently engaged in community-based prevention work. Communities play a key role in preventing substance abuse and promoting the health of community members. How various members of the community go about their business can affect youth health—either promoting or hindering it. Youth substance abuse prevention is a long-term process, but the potential rewards are great: fewer substance use problems occur among local youth, more youth experience positive development and quality of life in the community improves. The Standards aim to support community prevention workers by providing them with: • a benchmark of optimal performance for school teams; • support and guidance to pursue continuous improvements; and • practical resources and examples to support change. These are standards of excellence that strive towards optimal substance abuse prevention initiatives in communities. This destination may be reached by building upon existing strengths within the community and current prevention initiatives. To begin this journey, the Standards serve as a roadmap to help communities reflect on where they are now, where they wish to go and what areas of program development will prove beneficial in their prevention efforts. The Standards are divided into four sections. The first section provides an introduction to the Standards initiative and highlights the importance of addressing youth substance abuse in the community. The second section outlines the guiding concepts that form the foundation of the Standards and details each of the 18 Standards. The third section provides a workbook with options for a 20-minute self-assessment, an in-depth self-assessment or an external review by a National Review Panel to further strengthen an initiative. Additionally, the third section provides further information regarding how to build a logic model and further elaborates on monitoring and evaluation. Lastly, the fourth section includes appendices that contain further information on risk and protective factors, the theoretical framework for the Standards and the methods used in the development of the Standards. The Standards are based on the principle of continuous improvement and will be reviewed and updated on a regular basis, based on evidence and feedback from those who have implemented them. The Standards address the life cycle of an initiative, which is divided across five phases: • Assess the situation. • Organize the team and build capacity. • Plan a logical and sustainable initiative. • Coordinate and implement evidence-based activities. • Evaluate and revise the initiative accordingly. Canadian Centre on Substance Abuse 2010 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/19993/1/Canada_Stronger_together.pdf Canadian Centre on Substance Abuse. (2010) Stronger together: Canadian standards for community-based youth substance abuse prevention. Ottawa: Canadian Centre on Substance Abuse. 160 p. info:oai:generic.eprints.org:14100info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/14100/ Risk and protection factors for substance use among young people: a comparative study of early school-leavers and school-attending students. Haase, Trutz Pratschke, Jonathan Adolescent / youth (teenager / young person) Student behaviour and participation Inhalants and solvents Ireland School context Early school Leaver Student (secondary level) Role of parent Risk and protective factors Peer relations risk-taking behaviour Prevalence of drugs and alcohol use This report presents the results of a study of substance use among young people in Ireland based on information collected in 2008 during face-to-face interviews with 991 people, aged between 15 and 18. The target population comprised school-attending students and young people who, having left school, were attending either a Youthreach centre for education or FÁS Community Training Centre. This latter population is described in this study as “early school-leavers” and represents approximately 12% of the full annual cohort of early school-leavers. Stationery Office 2010 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/14100/1/NACD_RiskYoungPeopleSchool.pdf National Advisory Committee on Drugs. Haase, Trutz <http://www.drugsandalcohol.ie/view/people/Haase=3ATrutz=3A=3A.html> and Pratschke, Jonathan <http://www.drugsandalcohol.ie/view/people/Pratschke=3AJonathan=3A=3A.html> (2010) Risk and protection factors for substance use among young people: a comparative study of early school-leavers and school-attending students. Dublin: Stationery Office. info:oai:generic.eprints.org:15365info:ofi/fmt:xml:xsd:journalHoughtonFrankHoughton, Frank <http://www.drugsandalcohol.ie/view/people/Houghton=3AFrank=3A=3A.html>KeaneNKeane, N <http://www.drugsandalcohol.ie/view/people/Keane=3AN=3A=3A.html>MurphyNMurphy, N <http://www.drugsandalcohol.ie/view/people/Murphy=3AN=3A=3A.html>HoughtonSHoughton, S <http://www.drugsandalcohol.ie/view/people/Houghton=3AS=3A=3A.html>DunneCDunne, C <http://www.drugsandalcohol.ie/view/people/Dunne=3AC=3A=3A.html>4520101649-0681Alcohol use among third-level students in Limerick City.NIHS Research Bulletin104-105articleinfo:oai:generic.eprints.org:13940info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/13940/ A university & students’ union policy: “UCC, alcohol & the student experience”. Undergraduate or graduate level Economic aspects of drugs and alcohol (cost / pricing) School drugs and alcohol policy Cork Economic availability or accessibility Drugs and alcohol use in the educational environment Undergraduate or graduate student Marketing and public relations (advertising) 1. Rationale 1.1 Public health alcohol policy 1.2 University environment 1.3 Student life 1.4 Policy development 1.5 Review & evaluation 2. Aims of the university‟s alcohol policy 3. Integrated policy 3.1 Increasing education and awareness of responsible consumption 3.2 Encouraging alternatives and choice 3.3 Controlling sponsorship, marketing, promotion and selling 3.3.1 Sponsorship 3.3.2 Alcohol promotions 3.3.3 Advertising code 3.3.4 Distribution controls 3.3.5 Avoiding excessive consumption with free alcoholic drinks University College Cork 2010 Report NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/13940/1/UCC_Alcohol-Policy-FINAL-26AUG10.pdf Joint Board for the Student Experience, UCC. (2010) A university & students’ union policy: “UCC, alcohol & the student experience”. Cork: University College Cork. info:oai:generic.eprints.org:17910info:ofi/fmt:xml:xsd:oai_dc http://www.drugsandalcohol.ie/17910/ School-based interventions to prevent the uptake of smoking among children and young people. Targeted prevention School context risk factors School-based prevention United Kingdom Drugs and alcohol prevention Tobacco (cigarette smoking) For the purposes of this guidance, 'schools' is used to refer to the following educational establishments: • maintained and independent primary, secondary and special schools • city technology colleges and academies • pupil referral units, secure training and local authority secure units • further education colleges • 'extended schools' where childcare or informal education is provided outside school hours. The guidance is for commissioners, managers and practitioners who have a direct or indirect role in, and responsibility for, preventing the uptake of smoking by children and young people. This includes those working in the NHS, local authorities, education and the wider public, private, voluntary and community sectors. It may also be of interest to children and young people, their parents or carers and other members of the public. National Institute for Health and Clinical Excellence 2010 Evidence resource NonPeerReviewed application/pdf en http://www.drugsandalcohol.ie/17910/1/NICE_School_based_interventions_to_prevent_uptake_of_smoking.pdf National Institute for Health and Clinical Excellence. [NICE] (2010) School-based interventions to prevent the uptake of smoking among children and young people. London: National Institute for Health and Clinical Excellence. 54 p. Public health guidance 23 Public health guidance 23info:oai:generic.eprints.org:15896info:ofi/fmt:xml:xsd:journalRedmondSueRedmond, Sue <http://www.drugsandalcohol.ie/view/people/Redmond=3ASue=3A=3A.html>DevaneyEvaDevaney, Eva <http://www.drugsandalcohol.ie/view/people/Devaney=3AEva=3A=3A.html>1520101649-8747Drug and alcohol-related knowledge, attitudes and behaviour: a study of early school leavers in the West of Ireland.Youth Studies Irelandarticleinfo:oai:generic.eprints.org:12956info:ofi/fmt:xml:xsd:journalVan HoutMarie ClaireVan Hout, Marie Claire <http://www.drugsandalcohol.ie/view/people/Van_Hout=3AMarie_Claire=3A=3A.html>25420100090-1482Traveller drug use and the school setting: friend or foe?Journal of Alcohol & Drug Education7-16article