ADEPIS seminar - Adfam - Involving families and support services in drug education
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This presentation introduces the key messages that will be analysed by the forthcoming ADEPIS guidance document for schools 'Involving families affected by substance use in alcohol and drug education'.
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ADEPIS seminar - Adfam - Involving families and support services in drug education
- 1. Involving families and support services in alcohol and drug education ADEPIS resource launch 11th November 2014
- 2. Adfam and family support • Families affected by substance use sometimes transform their negative experiences into campaigning, educational, support roles • Establish or join community services for families affected by a loved one’s alcohol/drug use • Adfam – improving recognition of, and support for, families affected by substance use
- 3. Aims • Help schools and families to accrue benefits and avoid mistakes in collaborating to deliver alcohol and drug education • Ensure approaches are based on available evidence and good practice • Make sessions as beneficial as possible for pupils, families and teachers
- 4. Key messages • Families with direct experience of a loved one’s substance use can make positive contributions to alcohol and drug education • Visits must be appropriately planned to ensure best practice and avoid potential harm • Avoid shock tactics & scare stories • Look for ongoing partnership and links to curriculum rather than one-offs
- 5. Why involve families? • New perspective: ‘whole family’ view • Experts by experience • Community engagement and work with parents • Extra capacity • Healthy schools • Coordinating support
- 6. Pitfalls • Important to avoid common mistakes! • Lectures/assemblies • Scare stories/shock tactics • Caution with people who have direct experience: fact vs opinion, passion vs skills • Relevant and age-appropriate • Ongoing and ‘spiral’ links with curriculum, not one-off – whole school approach • Lack of attention to the ‘why’
- 7. Planning and prep • Engage pupils in the ground work – transmits ownership • What do pupils want to know – and do they want to say anything themselves? • Visitor: how are my experiences relatable? What is the existing level of knowledge?
- 8. Planning • Agree/negotiate content: aims and objectives! • Learning outcomes: what will the session achieve? Think about knowledge, awareness, attitudes and skills • Consider vulnerabilities in the class
- 9. Delivery • Interactive vs passive • Visitors don’t replace teachers • Resources and info: reliable and up-to-date, challenge stereotypes
- 10. Disclosure • Brief visitors on known vulnerabilities • Have a plan if pupils show distress • Referral protocols with local CYP services
- 11. Evaluation • Must evaluate against the learning outcomes: what has changed? • Feed back to visitor
- 12. Ongoing work • Don’t leave it there! • Pursue ongoing partnership • Links to PSHE and other subjects • Follow up any unresolved issues/questions • Explore awareness sessions for parents
- 13. In summary: • Agree the content • Link with rest of school activities/lessons • Prepare and involve pupils before the lesson • Know how to handle disclosure • Visitor knowledge of alcohol and drug education principles • Make content relevant and relatable • Evaluate and learn
- 14. Useful info • ADEPIS • PSHE Association • Drug Education Forum • Info is out there – it’s up to you to follow it
- 15. Feedback • Experiences with visitors/families? • What would help schools, families and support services to engage each other effectively?
- 16. Get in touch • @AdfamUK • @MentorADEPIS • www.adfam.org.uk • www.mentor-adepis.org.uk • o.french@adfam.org.uk • 020 7553 7640
Editor's Notes
- Appropriate planning: popular approach but seems to be the case that it’s not always done with appropriate care and attention towards good practice.
- Whole family view – how does substance use affect those around you? Move away from the medical/individualised conception of substance use Think about the skills and knowledge they bring; not just passion Good contact for schools to have; referral pathways
- Long and storied history of ineffectiveness? Police officers and ex-users are NOT associated with positive outcomes. Purely information giving and fear arousal = bad. Some of these might sound familiar! ‘Why’ bit – there can be an assumption that ‘oh we should get a visitor in…they’ll do’ without attention to making it effective
- Effective planning and preparation should negate the mistakes identified above Includes inviting or welcoming visitors Relatable and age appropriate: talking about the current behaviour of a 35 year old isn’t’ something that secondary school pupils can really engage with.
- Aims and objectives – can a family member deliver the learning outcomes you want? Agree them with the visitor – collaborative approach
- Assemblies discouraged Don’t replace teachers and shouldn’t be left alone Q&As, group work etc Stereotypes: what kind of family does this happen to?
- Family support services can help with the referral routes – knowledge of local system or even support themselves There is another ADEPIS doc – identifying and supporting children affected by parental drug/alcohol use
- Can be quite simple. Before and after questionnaires (even in the lesson before as prep??) Change: things like knowledge, attitudes, skills What went well/not so well; what could be changed for next time?
- Ref back to evaluation: what would you change for next time?
- Can be quite simple. Before and after questionnaires (even in the lesson before as prep??) Change: things like knowledge, attitudes, skills