ADEPIS seminar - Effekt (Orebro Prevention Programme) - N. KoutakisMentor
This is the presentation that Nikolaus Koutakis PHD, from Orebro University, Sweden, gave at the ADEPIS seminar 'Engaging parents in alcohol and drug education'. This evidence-based preventative programme works towards empowering parents to change their child behaviours towards alcohol use.
This presentation given by Steven Body at the ADEPIS seminar 'Engaging parents in alcohol and drug education' in Leeds, looks at the different services available in Leeds to support schools in better engaging with parents - by looking at the Healthy Schools tools, policy and curriculum development, and referral options to external supporting agencies.
ADEPIS seminar - Strengthening families - D. Allen - Oxford BrookesMentor
This presentation was given by Debby Allen from Oxford Brookes University to introduce the Strengthening Families Programme, an evidence-based programme aimed at strengthening the parent/carer child relationship in order to reduce alcohol and drug use and behavioural problems in adolescence.
ADEPIS seminar - Adfam - Involving families and support services in drug educ...Mentor
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'.
ADEPIS seminar - AET - Talking to kids about alcoholMentor
This is the presentation given by Helena Conibear from the Alcohol Education Trust at the ADEPIS seminar on Engaging parents in alcohol and drug education. This presentation stresses the importance of engaging parents in a conversation about alcohol.
ADEPIS seminar - Effekt (Orebro Prevention Programme) - N. KoutakisMentor
This is the presentation that Nikolaus Koutakis PHD, from Orebro University, Sweden, gave at the ADEPIS seminar 'Engaging parents in alcohol and drug education'. This evidence-based preventative programme works towards empowering parents to change their child behaviours towards alcohol use.
This presentation given by Steven Body at the ADEPIS seminar 'Engaging parents in alcohol and drug education' in Leeds, looks at the different services available in Leeds to support schools in better engaging with parents - by looking at the Healthy Schools tools, policy and curriculum development, and referral options to external supporting agencies.
ADEPIS seminar - Strengthening families - D. Allen - Oxford BrookesMentor
This presentation was given by Debby Allen from Oxford Brookes University to introduce the Strengthening Families Programme, an evidence-based programme aimed at strengthening the parent/carer child relationship in order to reduce alcohol and drug use and behavioural problems in adolescence.
ADEPIS seminar - Adfam - Involving families and support services in drug educ...Mentor
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'.
ADEPIS seminar - AET - Talking to kids about alcoholMentor
This is the presentation given by Helena Conibear from the Alcohol Education Trust at the ADEPIS seminar on Engaging parents in alcohol and drug education. This presentation stresses the importance of engaging parents in a conversation about alcohol.
Drug Aware is an intervention providing schools with resources and support by involving “whole school communities”, which includes young people, parents/carers, teachers and other school staff, as well as partners such as drug services and the police.
This is a presentation aimed at school leaders and governors addressing the key information and questions that schools should consider when considering their response to e-cigarettes. It draws on a briefing from the Alcohol and Drug Education and Prevention Information Service (ADEPIS). Find more information about ADEPIS http://mentor-adepis.org/
Identifying and supporting children affected by parental substance useMentor
Slides to accompany a resource for schools in England on children affected by parental substance use. Prepared by Adfam for the ADEPIS project.
http://mentor-adepis.org/
Improving Schools-Based Drug and Alcohol EducationMentor
This presentation was given at the Primary Care and Public Health 2016 Conference. It explores effective ways to improve school-based alcohol and drug education, ensuring the use and promotion of evidence based practice.
Mentor_ Making it work:Systems thinking around prevention Mentor
This presentation explains why it is important to develop a community of practice around evidence based prevention. To implement sustainable evidence-based practice, it is crucial to work in partnerships as a connected ecosystem. This way various actors within the community will: develop best practices, build a strong evidence base for what works, and support each other in protecting children and young people from harm by building their self-efficacy and resilience to risk as they move through childhood and adolescence.
Mentor’s Quality Assurance services provide guidance and tools to support local capacity building through developing and strengthening sustainable prevention networks at a local level. The alcohol and drug education review in Brighton and Hove not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community.
Drug Aware is an intervention providing schools with resources and support by involving “whole school communities”, which includes young people, parents/carers, teachers and other school staff, as well as partners such as drug services and the police.
This is a presentation aimed at school leaders and governors addressing the key information and questions that schools should consider when considering their response to e-cigarettes. It draws on a briefing from the Alcohol and Drug Education and Prevention Information Service (ADEPIS). Find more information about ADEPIS http://mentor-adepis.org/
Identifying and supporting children affected by parental substance useMentor
Slides to accompany a resource for schools in England on children affected by parental substance use. Prepared by Adfam for the ADEPIS project.
http://mentor-adepis.org/
Improving Schools-Based Drug and Alcohol EducationMentor
This presentation was given at the Primary Care and Public Health 2016 Conference. It explores effective ways to improve school-based alcohol and drug education, ensuring the use and promotion of evidence based practice.
Mentor_ Making it work:Systems thinking around prevention Mentor
This presentation explains why it is important to develop a community of practice around evidence based prevention. To implement sustainable evidence-based practice, it is crucial to work in partnerships as a connected ecosystem. This way various actors within the community will: develop best practices, build a strong evidence base for what works, and support each other in protecting children and young people from harm by building their self-efficacy and resilience to risk as they move through childhood and adolescence.
Mentor’s Quality Assurance services provide guidance and tools to support local capacity building through developing and strengthening sustainable prevention networks at a local level. The alcohol and drug education review in Brighton and Hove not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community.
Research Report Example - Frank StrategyChris Neary
This secondary research report was compiled for an early stage client intending to sell maternity and baby products in the US. They had a stable but small customer base in Canada and were interested to scale up to address a US market. Inevitably, the company changed direction as a result of this exercise (which also included primary research, competitive analysis, market testing and business planning). Instead of focussing on limited time sales, which was saturated in the US and had limited appeal, they instead focussed on helping the mother make good purchase decisions. The client adopted a content marketing strategy instead of a PPC strategy, which added stability and authenticity. They also focussed the brand around helping mums be good mums, rather than merely 'cheap and fast' clothing.
Ecosystems of prevention: building local practice networks [EUSPR 2016]Mentor
Mentor UK undertook a review of the drug education provision in secondary schools across Brighton and Hove in Sept 2015-Feb 2016 to support evidence-based delivery at a local level. The process not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community. The case study was presented at this year's EUSPR conference in Berlin, to demonstrate effective strategies to support local agents to implement evidence based practice and develop strong prevention systems.
NCompass Live - http://nlc.nebraska.gov/ncompasslive/
July 23, 2014
The future is before us! The opportunity exists for innovative collaborations to help Nebraska communities expand their capacity to be vibrant, prosperous places where people want to live and raise their families. A new University initiative, Community Vitality Initiative (CVI), brings partners together throughout the state. CVI engages organizations and communities in three areas:
•Creating 21st Century Communities
•Developing and/or Growing Business
•Engaging Youth and Young Adult
The presentation will provide an opportunity to discuss local and statewide collaboration, engagement and involvement!
The University of Nebraska is a land grant institution committed to serving Nebraskans through research, education and engagement (or Extension).
Presenters: Connie Hancock, Connie Reimers-Hild, and Kim Bearnes; UNL Extension
How to use Social Media to Build Relationships with Reporters and BloggersDana Byerlee
Ever wonder why some people get media coverage for their business and some don’t?
Kick off your own media relationship development strategy: Use social media and communities to build real connections with reporters and bloggers.
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
Protecting young people in the UK from designer drugs [UNODC expert panel, Ma...Mentor
Presentation by Emilio Torrini, Mentor research analyst.
"Designer drugs and Social Prevention" an event held as part of the 59th Session of the Commission on Narcotic Drugs
14-22 March 2016, organised by The Academic Council on the United Nations System (ACUNS).
Content Marketing Personalization: Build Relationships At ScaleMichael Brenner
Check out the blog version here: http://www.b2bmarketinginsider.com/content-marketing/content-marketing-personalization -
I know you’re wondering “what the heck is content marketing personalization?” I promise I will get to that. But first, I want to tell you a brief story I am pretty certain you can relate to.
I went to the doctor a few weeks back. He asked what line of work I was in. I told him I was in marketing. He said, “that’s like sales, right?” I told him “no.” That’s not what I do.
After a pause, he said emphatically, “oh you help make those ads on TV that I hate.” I told him “no” again. I laughed a little. But then I struggled to explain to him exactly what it is that we do in marketing.
I believe that we help businesses build relationships with new customers. We join the conversations around our topic that are already happening. Marketing is about conversations and building relationships.
But I struggled to explain that to my doctor. Ask most people what marketing is, and they will tell you it is an ad. Or a billboard. Or the color of your logo.
Marketing Today Is Broken
Marketing cannot continue to be about ads. Ads we tune out. Ads we hate.
Marketing Starts With Answering Why
Marketing Must Focus On Customer Value
"Customers" Means Real People
The Metrics We Use Today Barely Scratch The Surface
Deliver the right message to the right person at the right time? You would be a content marketing rockstar!!!
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
Evaluating Impact of OVC Programs: Standardizing our methodsMEASURE Evaluation
Jen Chapman presents on the Orphans and Vulnerable Children Program Evaluation Tool Kit, which supports PEPFAR-funded programs and helps fulfill the aims presented in the USAID Evaluation Policy.
Power of Near Peers in Driving Impact in Health EducationBonner Foundation
Evan Joy McLaurin, Manager, Business Development and Ann W Peralta, VP, Partnerships, Peer Health Exchange
Participants will experience directly the power of Peer Health Exchange’s innovative and interactive skill- building program that uses college students as near- peer educators, discuss the strengths and limitations of the near-peer model and its correlation with known impact to date. Then participants will break into small groups and co-design a new workshop based on an unmet need or an un-addressed skill necessary for health education. Each group will design learning objectives, core skill-building activities, and potential assessments.
Evidence about Social Work Outcomes from Cohort and Panel StudiesBASPCAN
Jonathan Scourfield, Cardiff University
Morag Henderson, UCL Inst of Education
Sin Yi Cheung, Cardiff University
Elaine Sharland, University of Sussex
Luke Sloan, Cardiff University
Meng Le Zhang, Cardiff University
Join Dr. Anthony Levinson and Kalpana Nair, PhD from McMaster University as they discuss the Early Years Check-In (EYCI) and its companion web-based resource, Play&Learn. Designed for parents of children 18 months to 6 years of age, the EYCI helps parents quickly identify any concerns they may have about their child’s development across four domains: social and emotional, language, movement, and thinking and learning. The EYCI can be used as a discussion aid to foster dialogue about early child development between parents and practitioners providing early years services, creating opportunities to build relationships as well as provide education and support to parents to foster their child’s development.
Project Cal-Well is a five-year initiative led by the California Department of Education, in partnership with ABC Unified, Garden Grove Unified, and San Diego County Office of Education. Project Cal-Well’s mission is to increase awareness of and improve mental health and wellness of California’s K–12 students. This workshop will describe how schools can replicate Project Cal-Well’s three-tier approach to improve school climate, increase access to school-based mental health services, and build community partnerships. The University of California, San Francisco’s project evaluation will also be described, including how data can be used to track progress toward improving students’ mental health.
Survey QuestionNumber of Respondents1. What is your gender.docxmattinsonjanel
Survey Question
Number of Respondents
1. What is your gender?
Male
17
Female
33
2. What is your age?
20 - 24
6
25 - 34
26
35 - 44
6
45 - 54
8
55 and above
4
3. What is your highest education level?
Doctorate degree
0
Master’s degree
4
Bachelor’s degree
25
High school graduate/Diploma
15
GCE O Level
4
GCE N Level
1
PSLE
2
No schooling completed
0
4. What is your annual income?
Less than $30,000
9
$31,000 - $40,000
17
$41,000 - $50,000
9
$51,000 - $60,000
6
More than $60,000
9
5. Do you have any children living at home?
Yes
31
No
19
6. How often do you clean your house?
Daily
4
Once a week
24
Twice a week
7
Once a month
3
Twice a month
12
Others
7. What kind of household cleaner are you using?
Chemical cleaner
31
Bio-degradable cleaner
12
Not sure
7
8. Where do you usually purchase your household cleaning products?
NTUC
29
Cold Storage
5
Giant
7
Sheng Siong
5
Others
4
9. Do you usually purchase container pack or refill pack for your household cleaner?
Container pack
39
Refill pack
11
10. Are you aware of the harmful cause of excess chemical cleaner usage?
Yes
14
No
36
11. How likely are you to buy a product which is environmentally friendly?
Will always buy
6
More likely will buy
29
Neither less or more likely to buy
8
Not likely to buy
7
Will never buy
12. If there is a re-fill station in supermarkets for environmentally friendly cleaner, will you patronize?
Yes
28
No
9
Not Sure
13
13. What is the most important factor you consider when selecting household cleaning product?
Price
15
Brand
6
Quality
21
Packaging
4
Referals from friend
4
Others
14. Are you willing to pay more for a product which is environmentally friendly?
Yes
29
No
14
Not sure
7
15. What is your most important resource for information on household cleaning products?
Television
15
Internet
23
Newspaper
9
Others
3
1. What is your gender?
2. What is your age?
3. What is your highest education level?
4. What is your annual income?
5. Do you have any children living at home?
6. How often do you clean your house?
7. What kind of household cleaner are you using?
8. Where do you usually purchase your household cleaning products?
9. Do you usually purchase container pack or refill pack for your household cleaner?
10. Are you aware of the harmful cause of excess chemical cleaner usage?
11. How likely are you to buy a product which is environmentally friendly?
12. If there is a re-fill station in supermarkets for environmentally friendly cleaner, will you patronize?
13. What is the most important factor you consider when selecting household cleaning products?
14. Are you willing to pay more for a product which is environmentally friendly?
15. What is your most impor ...
Growing Awareness, Growing Support PollAchieve, Inc.
June 29, 2012 Continuing Achieve’s work to gauge the public's awareness of and support for the new Common Core State Standards (CCSS) and aligned common assessments, a national poll was commissioned in May 2012 to build on the results of Achieve’s August 2011 poll. In those 8-9 months, awareness among teachers on the CCSS and common assessments increased and their support also increased. The voting public continues to give high marks to the idea of having common standards and assessments. When given additional information about the CCSS and the related assessment, their support remains high. It will be crucial to maintain teacher and public enthusiasm for CCSS as they are implemented in thousands of schools across 46 states and the District of Columbia. Visit http://www.achieve.org for more.
Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)Mentor
Mentor-ADEPIS Teacher Training
30 June 2017
Using Social-Emotional Learning to Empower Young People
Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy
Evidence based approaches to alcohol and drug prevention in schoolsMentor
Mentor UK / Mentor International webinar October 2017
This short webinar will introduce participants to evidence based approaches which can be adopted when delivering alcohol and drug education in classroom settings.
Watch the webinar on the final slide, or click here: https://www.youtube.com/watch?v=YqcA-cA1MzA
Psychoactive Substance Act: Measuring its EffectivenessMentor
Presented by Jeremy Sare, Director of Policy and Communiations at Mentor UK on 24 May 2017.
For more information about NPS, visit http://mentoruk.org.uk/legal-highs/
The Psychoactive Substances Act: Measuring its EffectivenessMentor
Jeremy Sare, Director of Policy and Communications, presented this session at the UK NPS Conference on May 24th.
About the UK NPS Conference
This conference aims to take an objective view of the success of the Act and examine continuing threats to our communities caused by the use of NPS. There are certainly sectors where there are significant problems remaining. We want to focus on what are the best means of overcoming them.
A life course approach to preventing drugs & alcohol risks [March 2016 Int'l ...Mentor
A life-course approach to preventing drug and alcohol risks, presented at the Home Office's International Crime & Policing Conference 2016.
Presentation from Mentor CEO Michael O'Toole and Andrew Brown, formerly of DrugScope and now working with Mind and PHE.
The Role of Education & Prevention in Reducing Prevalence of NPS [January 2016]Mentor
Presentation from January 20, 2016.
Inside Government forum 'Tackling Drug Abuse: Addressing the Prevalence of Legal Highs'
More information: http://www.insidegovernment.co.uk/event-details/tackling-drug-abuse/601
Substance Use Prevention Education, Training & Support [UNESCO Expert Meeting...Mentor
Presentation by Jamila Boughelaf, ADEPIS Project Manager at the International Expert Meeting on Substance Use among Children and Young People, held in Istanbul by UNESCO, UNODC and WHO in October 2015.
Substance Use Prevention Education Case Study: Unplugged [UNESCO Expert Meeti...Mentor
Presentation by Jamila Boughelaf, ADEPIS Project Manager at the International Expert Meeting on Substance Use among Children and Young People, held in Istanbul by UNESCO, UNODC and WHO in October 2015.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
4. *
It gives vital information about pupil voice • Useful to collect data and use in whole school planning • it highlighted areas of strength and weakness •
certainly - it has given my PSHE team a clear view of what we are doing right as well as the gaps that we need to plug. An excellent, user-friendly
resource we will certainly use again. • Think the survey is very worthwhile in informing us about our pupils attitudes and awareness of social
pressures around them. • Allowed an overview of the health of our students and able to focus curriculum and extra curricular activities on areas
they need help and support. • Our school is fully commited to healthy schools issues - can't really speak for others • It is very useful to read the
survey to find out exactly what your pupils feel/think. It highlights areas that need developing in your school that you may be unaware of. • It was
quite time consuming & difficult for the younger child ten to understand & therefore give an honest answer. For KS2 colleagues I would recommend
it. • Results showed some interesting trends and pinpointed issues to address • Helps identify issues and needs of the school which need to be
addressed. Helps provide action plan within PSHE for school priorities. Good evidence for SEF of what is going well in school and issues which have
improved for the children. • Yes I would recommend it because it gives such a wide overview. • Quick, simple anc a clear and accurate piece of data
about your school • It enables staff to deal with training and understanding the issues in related areas from a child's point of view • Yes - see above
• Yes - it is another way of finding out the viewpoint of our children. • It gives you proof that you are doing a good job and brings to your attention
areas where you need to do a better job • It gives an overall idea of students' attitudes and perceptions to the issues that we cover in different
areas of the curriculum. • Really helpful and useful evidence for school self evaluation. • HRBG gives our school specific data on areas which are not
easy to assess and comparisons with other schools. This is really useful in action planning. • Useful to show OFSTED and make positive changes in
school. • Feedback helps to improve the service • Very useful data • Yes - provides good information for self evaluation • Useful data for OFSTED
which you cannot gather another way. • When we had OFSTED a year ago we used the data effectively. • Yes, good way of collecting additional
data; easy to fill in for pupils; reports clear and self explanatory • Easy to partake in, good results and can be used effectively for students • Yes.
Because a school can use the information to deal with issues. • Gave us further information to support the children in need • the survey helps to
provide a taylored educational plan that meets the childrens needs at that time. • These surveys used over time provide invaluable data • It raises
discussion and promotes knowledge of pupil views • Gives statistical information for impact of health and well being strategies. • Useful information
which can be used to support pupils and their learning as well as teaching. Excellent presentation. Lots of support. • Yes. Feel that the work is
valuable and informative. • Very useful information to use for school improvement and SEF, which would be hard to acquire ourselves. • Found it
beneficial • Useful for highlighting areas of concern or areas for informing discussion or future teaching • Useful for identifying areas of concern /
informing future discussions or planning • For highlighting concerns; for informing discussions with children and for informing planning • It is a very
useful way of looking at opinions and behaviours in the school • Encourages reflection on many of issues covered in questions. • Yes. Some data has
been helpful in PSHCE planning • A useful survey providing measurable data. The LA support was also extremely crucial in order to interpret the
data. • It is a good way to identify areas of concern with regards to the wellbeing of every child. • The process is straight forward and the data
recieved is useful. • The amount of information returned is trackable over time. You can see if school strategies are working. • Yes, very efficient. •
yes, great service. • It is very useful to collect data for children in Year 5 and Year 6. • Good information to inform planning and provision • Valuable
insight into needs of class / school • Yes as it is beneficial for the school to move forward in aspects that are relevant to their children, allowing the
creation of a personlaised curriculum."
5. *
11: Please select the statement which best describes you: [smoking]
12: How many cigarettes have you smoked during the last 7 days?
13: If you have smoked recently, where did you get/buy your last
cigarettes from?
14: Have you ever bought cigarettes with foreign writing on the packet?
15: How many people smoke, including yourself and regular visitors, on
most days indoors in your home?
16: Have you had any alcoholic drink at all during the last 7 days?
17: On how many days did you drink alcohol, in the last 7 days?
18: On how many days did you get drunk, in the last 7 days?
19: During the last 7 days, (which) of the following alcoholic drinks did
you drink, if any?
19: Total number of units of alcohol
20: Have you drunk an alcoholic drink at any of these places during the
last 7 days?
21: If you drink alcohol, where do you usually buy/get it?
22: During the last 12 months have you experienced or been involved in
any of the following, as a result of your drinking?
23: If you ever drink alcohol at home, do your parents know?
24: What do you know about these drugs? (DETAIL)
25: Do you know anyone personally who you think takes any of the drugs
listed in Q24?
26: Have you ever been offered cannabis?
27: Have you ever been offered other drugs on the list in Q2?
28: If yes, what have you been offered?
29: Have you ever been concerned about someone else's drug use?
30: Have you heard of or used any of these services? % responding 'I
have heard of it'
30b: Have you heard of or used any of these services? % responding
'I have used this service'
31: Have you ever taken any of the drugs listed below in Q32?
33: Have you ever taken more than one type of drug listed in Q32, on
the same occasion?
34: Have you ever taken drugs listed in Q32 and alcohol on the same
occasion?
35: Have you ever been concerned about your own drug use?
36: Have you ever taken any of the drugs listed at any of these times?
37: Have you ever taken any of the drugs listed at any of these
places?
38: Have you ever bought or been given any of the drugs listed at any
of these places?
39: How much do you worry about the problems listed below? %
responding 'quite a lot' or 'a lot' [inc. Alcohol/Drugs]
40a: Where would you go first for help or information about the
following? [inc. Alcohol/Drugs]
76: How useful have you found school lessons about the following?
[inc. Alcohol/Drugs]
6. *
Can't
remember
any
Not at all
useful
Some
use
Quite
useful
Very
useful
(Missing)
HIV/AIDS 35% 11% 26% 18% 6% 3%
Puberty and growing up 10% 12% 34% 31% 9% 3%
Other sex education 12% 14% 34% 27% 10% 3%
Education about drugs 11% 14% 30% 30% 11% 3%
Citizenship 21% 24% 28% 15% 8% 4%
Careers education 21% 14% 27% 24% 10% 3%
Physical education (PE) 7% 8% 20% 32% 29% 5%
77: How useful have you found school lessons about the following?
(Year 10 only, N=247)
7. *
*How can we design a question that
will be understood and responded to
by all pupils in the way you intend?
*How can we produce an atmosphere
in the classroom which will make
sure all pupils respond honestly and
accurately?
8. *
77: What do you know about the following drugs? (Y10 only, N=247)
I have never
heard of the
drug
Heard of it,
but don't
know much
about it
I think it is
safe if used
properly
I think it is
always
unsafe
Amphetamines (e.g. …) 24% 47% 6% 23%
Barbiturates 50% 30% 6% 14%
Cannabis resin or leaf 5% 24% 33% 39%
Ecstasy 9% 31% 9% 51%
Cocaine 4% 26% 6% 63%
Crack 5% 29% 5% 61%
Hallucinogens: natural 12% 32% 12% 44%
Hallucinogens: synthetic 21% 29% 7% 43%
Heroin 6% 26% 5% 64%
Opiates 33% 28% 15% 24%
Poppers 34% 32% 8% 26%
Solvents used as drugs 15% 27% 16% 42%
9. *
Percentages responding to question about
awareness of URsorted.com service
(N=4471)
Percentages giving different issues as being
dealt with by URsorted.com service (N=4471)
Never
heard of it
75%
Heard of it
but don't
know what
it's for
18%
I know
what it's
for
6%
I have
used this
service
1% Sexual healthSmoking Alcohol Drug Emotional Family Money
URSorted.com 7 7 9 10 7 4 7
0
10
20
30
40
50
60
70
80
90
100
10. *
School Authority
Yr 8 Yr 10 Yr 8 Yr 10
Boys 135 133 2067 2041
Girls 135 114 2016 2056
Sig School Auth Question
*** 30% 48% of pupils responded that they have found school lessons about smoking education ‘quite’ or ‘very’ useful.
*** 44% 27% of pupils said they have smoked in the past or smoke now.
*** 30% 47% of pupils responded that they have found school lessons about alcohol education ‘quite’ or ‘very’ useful.
*** 18% 9% of pupils reported that they have taken at least one of the drugs listed in the questionnaire.
*** 11% 4% of pupils responded that they have taken at least one of the drugs listed during the last month.
*** 17% 9% of pupils responded that they have smoked outside in a public place in the last 7 days.
*** 15% 7% of pupils responded that they have taken at least one of the drugs listed during the last year.
*** 32% 47% of pupils responded that school lessons are their main source of information about drugs.
*** 12% 5% of pupils responded that they have smoked on the way to or from school in the last 7 days.
*** 29% 18% of pupils responded that they have been offered cannabis.
Tests: Chi-squared ( 2). KEY: * = p < 0.05 (5%) ** = p < 0.01 (1%) *** = p < 0.001 (0.1%)
11. *
Sig 2012 2010 Question
*** 37% 23% of pupils responded that they have found school lessons about drugs
‘quite’ or ‘very’ useful.
*** 32% 19% of pupils responded that school lessons are their main source of
information about drugs.
*** 30% 19% of pupils responded that they have found school lessons about alcohol
education ‘quite’ or ‘very’ useful.
*** 64% 75% of pupils responded that they have heard of FRANK or ‘Talk to FRANK’.
*** 29% 19% of pupils responded that they have been offered cannabis.
* 12% 17% of pupils responded that they drank beer or lager in the 7 days before
the survey.
Tests: Chi-squared ( 2). KEY: * = p < 0.05 (5%) ** = p < 0.01 (1%) *** = p < 0.001 (0.1%)
12. *
School Improvement Planning • To plan PSHE for next year and to help signpost actions where a problem lies • Healthy Schools Plus targets,
Feedback for PSHEE conference mornings- suggested • Topics • To evidence information for the Annual Audit Healthy Schools • We use the
information to develop our school Health Improvement Plan. • Informs planning, areas of development • Identifies issues that need to be
explored further in school. • To inform planning, particularly for PSHE and to help us identify issues which need to be dealt with and the views of
the children. • To complete our development plan for a healthy school. • It supports our Self Evaluation and PSHE • anti bullying / healthy schools
/ attendance / SRE / drugs education / assemblies • We are quite a small school which means that staff have very heavy workloads so we decided
to look at the data in a staff meeting and identified four areas to be covered in school through the normal curriculum if possible with assemblies
to support. • To sort out priorities and training for cohorts of children. • To look at the gaps in knowledge and understanding of our children • It
was interesting to compare our results to others and so put them in context. • Inform SEF and SRE and behaviour policy. Useful information for
governors. • PSHE planning Pastoral Team aware of potential issues Deputy Head addresses issues with appropriate subject areas/ pastoral staff
• Linked to our healthy school's agenda, PSHE and informing our SDP and action plans. • As evidence for the SEF AND SETTING ACTIONS FOR
AREAS WE NEED TO IMPROVE • As part of our school evaluation and improvement process, we use the survey to identify areas of concern for the
children, or those which indicate we could improve, and draw up action plans. We have also used the report data to draw up our Healthy Schools
submission. • Identifying areas of weakness/need • To develop PSHCEE within school • For self-evaluation • Data for OFSTED etc. and school
improvement on ECM issues which aren't easily collected in other ways. • Report to parents and governors, LA and as resource for Healthy
Schools; data for OFSTED • Adaptation of PSHE lessons and assemblies to be better tailored to student needs • USED TO INFORM SDP PLANNING
• To inform future planning of the PSHCE programme • To identify strengths & weaknesses in our provision and issues which we need to develop
further • results were used • To inform learning opportunities for the children and any areas of concern. • To inform curriculum development •
To inform school self-evaluations • To inform planning of a number of curriculum areas including PSHCe, sex education, science, PE It informs
sections of the SEF • To inform School self-evaluation. • To help plan our PSHE sessions, assemblies etc. If necessary points added to SIP etc. Also
helps with Hertfordshire Healthy Schools work. • To help plan Curriculum and other work/activities. • Analysed by SLT and Governors • Used to
identify a possible focus for healthy schools. • For future planning • To inform future planning • For Future planning • To improve provision
further • Informs us of areas to be targeted. How to organise staffing to cover these areas. Allows to review policies/ programmes of study • To
support our work towards Healthy Schools • To support work with the Gateshead Healthy Schools Award. • SEF, healthy schools targets and
action • To inform planning for PSHE/Citizenship provision. • To back up requests for funding for outside agency input if required. • We use the
data to inform us as to which topics need to be included in the PSHE program. We use the data to support our Healthy School enhancement
project. Specific issues are also addressed through the mentoring or pastoral system. • To highlight any significant differences that can then be
addressed as a whole school approach through PHSE etc. • Impact of PSHCE curriculum and Healthy Schools • To identify the needs of the
children and areas for development. • To inform specific elements of PSHE and health provision (e.g. anti-bullying strategies, etc). • We have
used the information to implement a new e-safety programme across the school. • Informed PSHE coordinators' focus for next year
13. I was involved in taking part in a city-wide health and wellbeing survey over a period
of six years. Completing the survey every two years grew in importance year-on-year,
with the final cycle having a major impact on our SDP, PHSE curriculum, OFSTED
outcomes and Governor understanding.
Over the six-year period, we moved from a small sample in two tutor groups filling in
a paper survey to two year groups completing an online survey. The reports
produced give graphical analysis of a wide range of issues. As a result of the survey,
we increased the number of PSHE workshop days for students to address issues such
as smoking, drug and alcohol awareness, anti-bullying workshops. The surveys
helped Governors make a positive informed decision to allow Brook Advisory Clinic
nurses on site to support students
It was very, very useful. It gave us reassurance we weren’t missing a trick. For
example, not many pupils in the sample year groups were taking illegal drugs, which
re-enforced our opinions. But the survey also raised issues and flagged some things
up. We discovered that some of our girls weren’t eating enough – the percentage of
girls in our school not eating lunch the day before the survey was higher than the
county average. There were other concerns too, specifically around cigarettes,
alcohol and attendance.
14. *
This work includes: Involving pupils in the identification of key priorities and actions •
Development and further guidance for provision mapping in schools, to meet the
needs of vulnerable pupils • Use of the Inclusion Passport to improve information
sharing and strategies to improve pupil outcomes for individual vulnerable pupils,
particularly on transition • More in-depth monitoring of variance within social identity
groups, for example Gypsy/Roma travellers and new arrivals within the ethnic
minority social identity group • Targeted pupil voice to follow up emerging key issues,
for example interviews with Gypsy/Roma travellers, testimonials including young
people's accounts of their experiences to further exemplify perceptions. This will
inform planning of provision • Workshops at the Inclusion Conference focussed on SEN
and disability key issues e.g. risky behaviours, anti-bullying • Suite of guidance
materials for schools and settings including new guidance on tackling homophobia in
schools and supporting Lesbian, Gay, Bisexual (LGB) young people, and a free school
meals toolkit • Bespoke work with individual schools in addressing local/school based
equalities issues • Sharing the service family findings with the local Ministry of
Defence Garrison and with the PCT • Sharing the service family findings at a children
and young peoples multi-agency conference looking at the education and welfare of
Armed Forces children, attended by school leaders, Integrated Services, Adult
Learning Services, Educational Psychology Service, Army Welfare Service, Army
Families Federation and the Soldiers, Sailors & Airmen Families Association (SAFA) •
Publishing a CYPS guidance leaflet aimed at Armed Forces parents outlining how they
can help schools support their children at times of exercise, deployment or posting:
Helping us to help you and your family • Continued support from the Quality &
Improvement Service for an LA funded project aimed at supporting pupils from Armed
Forces families
16. *
Preventing Drug and Alcohol Misuse by Young
People (BaNES)
Worcestershire Drug and Alcohol Needs
Assessment
Health Needs Assessment of University
students studying in Newcastle
Bedford Borough JSNA
Bristol Alcohol Strategic Needs Assessment
2012
Essex Joint Strategic Needs Assessment
Cornwall & Isles of Scilly Alcohol Needs
Assessment
Alcohol Health Needs Assessment - Bradford
Alcohol Harm Reduction Strategy for Swindon
2011-2014
Needs Assessment 2009 - Sunderland
Children's Trust
Substance Misuse Needs Assessment 2013/14 –
Wiltshire
Joint Strategic Needs Assessment Director of
Public Health – Derbyshire
The alcohol health needs assessment - Greater
London Authority
Joint Strategic Needs Assessment – Cumbria
Alcohol Protection (Young People and Families) –
Manchester
Alcohol strategy – Dudley
Solihull Joint Strategic Needs Assessment -
Solihull NHS
Wakefield JSNA
Joint Strategic Needs Assessment Gateshead
Joint Strategic Needs Assessment for NHS
Swindon
17. *
Two focus groups of sixteen mixed-ability, mixed-
gender, mixed background students in Years 9 and
11 were established. Using their responses to the
HRBQ, a senior youth worker plus colleague and
school nurse then interviewed these students to
'tease out' more substantive opinions from them …
A report on the findings was then produced by the
Youth Service.