Drug Education in Out of School Settings


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Presentation from the National Programme Manager for Quality and Standards at the National Youth Agency

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  • Youth work what I know best; Proxy for a range of services and diverse providers Also partially inclusive of larger programmes based out of the school setting but working very closely within
  • What I’m going to cover Ironically, one of the best uses for OOS work is – safely and securely in its proper place WITHIN schools Also – what’s non-formal education – some response to recent criticism The scope of such approaches and dealing with dilemma of what to do with those individuals who don’t take the whole cohort message How out of school partners can add to the feast The importance – not yet properly recognised – of young people’s V AND I Lastly, a look at the Guidelenes
  • SHADOW case studies available in packs Not a solitary practice – also see SEF report on school visitors
  • Ofsted observations - describe
  • Importance of good contracts – but not patronising
  • So the classroom starts to look and feel a bit different, and exchanges a little less formal and constrained
  • It takes a village to educate a child.
  • Key features of non-formal approaches. Work by Feinstein was very old – no understanding of the outcomes thrust which has re-shaped youth work Cebulla’s work should be seen as demonstrating striong associations rather than causal effects. Remember the 15% - it makes for 85% in communities…where youth centres may well be the only facilities open at night. The rest is simple.
  • Describe Response work as illustrating all of this
  • Children’s Health, Our Future; Dept. of Health; November2007 ) Maypole activity SHAFT and Drug Education courses as weekend programmes and keep fit
  • Potential unrealised in drug field by and large
  • The tipping point in the PSHE debate was young people’s voices – UKYP especially This has been largely forgotten and NYA would like to see a greater connection between what’s taught – and its assessment –and the feedback from young people
  • Further proof.
  • Never been a properly devised, funded, evaluated approach in my 30 years. DEF definition of its aims – choices in a complex world. Education which develops skills, knowledge and informs behaviour. What happens in community is something much less predictable
  • Copies on show
  • The first of its kind – backing up earlier comments on lack of proper arrangements Based on YPDP work
  • Proving welcomed. Needs re-write. Drugs resources and guidance inc V and I Supported by a developing e-learning programme
  • Questions now or at end. Much of what I have said could have been said 20 years ago – and was.
  • Drug Education in Out of School Settings

    1. 1. Drug Education in Out of School Settings: a youth work perspective 12th February 2010 <ul><li>Richard Mckie </li></ul><ul><li>National Programme Manager for Quality and Standards </li></ul><ul><li>The National Youth Agency </li></ul>
    2. 2. Drug Education in Out of School Settings <ul><li>Improving the PSHE offer </li></ul><ul><li>The role and value of non-formal education </li></ul><ul><li>Universal and targeted approaches </li></ul><ul><li>Jigsaw partners and integrated working </li></ul><ul><li>Voice and influence of young people </li></ul><ul><li>Healthy Youth Work Guidelines </li></ul>
    3. 3. Statutory PSHE <ul><li>The best of opportunities </li></ul><ul><li>Clear view of the “patchy” provision </li></ul><ul><li>PSHE teacher as learning coordinator and service commissioner </li></ul><ul><li>I am not a visitor I am a professional! </li></ul><ul><li>Clear standards, contracts, boundaries needed </li></ul><ul><li>Linkage with community provision </li></ul><ul><li>Multi – agency owned, funded and developed </li></ul><ul><li>Integrated service provision </li></ul>
    4. 4. Statutory PSHE <ul><li>Current practice for non-formal sector un-mapped </li></ul><ul><li>Or unrecognised? </li></ul><ul><li>Gaps at national level </li></ul><ul><li>Some known excellent practice </li></ul><ul><li>National programmes </li></ul><ul><li>Local provision </li></ul><ul><li>Coventry SHADOW Project </li></ul>
    5. 8. The role and value of non-formal education approaches <ul><li>Young people spend only 15% of their time in formal education </li></ul><ul><li>Tim Brighouse: Education without Failure 2008 (RSA) </li></ul>
    6. 9. What is non-formal education? <ul><li>Small group work </li></ul><ul><li>Experiential learning </li></ul><ul><li>Voluntary engagement </li></ul><ul><li>Strong relationship building </li></ul><ul><li>Ethical professional conduct </li></ul><ul><li>AND </li></ul><ul><li>Outcomes related to personal and social development </li></ul><ul><li>The Benefits of Youth Work: NYA (unpublished ) </li></ul>
    7. 10. Universal and targeted approaches <ul><li>Serious numbers </li></ul><ul><li>Possible to work at both ends of the spectrum simultaneously </li></ul><ul><li>To minimise harm and to encourage prevention </li></ul><ul><li>To unite Tier 1 and 2 (TYS) </li></ul>
    8. 11. Young people have 1 million contacts with youth workers each month. This is a valuable opportunity to offer well-informed health information, advice and guidance
    9. 12. Jigsaw partners <ul><li>A well-resourced Youth Service, providing things to do and places to go for young people, with a clear focus on addressing key social issues affecting young people…Youth workers in the successful areas had been equipped with the knowledge and skills to support young people on sex and relationship issues. </li></ul><ul><li>Deep Dive report by Teenage Pregnancy Unit </li></ul>
    10. 13. Voice and influence of young people
    11. 14. <ul><li>The active participation of young people in making decisions about their health, both at an individual level and at the strategic level of healthcare provision, is key. </li></ul><ul><li>The free expression of views, given due weight according to the age and maturity of the child, is not only a human right, it is also known to improve health. </li></ul><ul><li>Sir Liam Donaldson – Chief Medical Officer for England </li></ul>
    12. 15. Does out of school drug education work? <ul><li>? </li></ul>
    13. 17. The Good Practice Guidelines for Healthy Youth Work <ul><li>Now published in hard copy and online </li></ul><ul><li>Quality Assurance tool and a wider resource </li></ul><ul><li>For use by teams, managers, service heads, strategic leads and commissioners </li></ul><ul><li>Practice and evidence-based. </li></ul>
    14. 18. Impact so far - <ul><li>3 Birmingham PCTs using GPG to fund innovations in youth centres with healthy schools involvement </li></ul><ul><li>Doncaster – using GPG as a common structure and curriculum and to map services across a broad range of services including DAAT, FE College, sexual health and NHS </li></ul><ul><li>Leeds Children’s Trust using the GPG to map and improve services. Planning group includes their PCT/NHS commissioner </li></ul><ul><li>Work with Cranstoun drugs project to broaden the skills of staff working with young people. </li></ul>
    15. 19. Contact details <ul><li>Richard Mckie - National Programme Manager </li></ul><ul><li>[email_address] </li></ul><ul><li>07739 953520 </li></ul>