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.
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.
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.
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).
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.
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.
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.
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).
Presentation on drug and alcohol education standards produced as part of our ADEPIS project - providing drug and alcohol education and prevention information to schools in England.
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.
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.
School based curricula for preventing smoking in children and adolescents Wha...Health Evidence™
Health Evidence hosted a 60 minute webinar examining the effectiveness of school-based smoking prevention curricula in keeping children and adolescents never-smokers.
Dr. Roger Thomas, Professor, Faculty of Medicine, University of Calgary, presented findings from his latest systematic reviews on school-based smoking prevention:
Thomas, R., McLellan, J., & Perera, R. (2013). School-based programmes for preventing smoking. Cochrane Database of Systematic Reviews, 2013 (4) Art. No.: CD001293.
Thomas, R. E., McLellan, J., & Perera, R. (2015). Effectiveness of school-based smoking prevention curricula: Systematic review and meta-analysis. BMJ Open, 5(3).
Evidence Summary:Thomas, R.E., McLellan, J., Perera, R., Sully, E.P. & Dobbins, M. (2015). School-based smoking prevention curricula: Evidence and implications for public health. Hamilton, ON: McMaster University.
Over the past three decades, the school environment has been a particular focus of efforts to influence youth smoking behaviour. This review examines the effectiveness of school-based smoking prevention curricula in keeping children never-smokers. 50 RCTs (74 different intervention arms, n=143 495) are included in this review. For baseline child and adolescent never-smokers, a significant effect in preventing starting smoking (12%) was found at the longest follow up. However, there was no effect of school-based smoking prevention curricula at ≤1 year except for social competence and combined social competence + social skills curricula. This webinar will highlight which curricula types are most effective, as well as the gaps in knowledge that remain with regard to smoking prevention curricula in youth.
Using technology to improve access to mental health services, pop up uni, 4pm...NHS England
Expo is the most significant annual health and social care event in the calendar, uniting more NHS and care leaders, commissioners, clinicians, voluntary sector partners, innovators and media than any other health and care event.
Expo 15 returned to Manchester and was hosted once again by NHS England. Around 5000 people a day from health and care, the voluntary sector, local government, and industry joined together at Manchester Central Convention Centre for two packed days of speakers, workshops, exhibitions and professional development.
This year, Expo was more relevant and engaging than ever before, happening within the first 100 days of the new Government, and almost 12 months after the publication of the NHS Five Year Forward View. It was also a great opportunity to check on and learn from the progress of Greater Manchester as the area prepares to take over a £6 billion devolved health and social care budget, pledging to integrate hospital, community, primary and social care and vastly improve health and well-being.
More information is available online: www.expo.nhs.uk
Using Feedback and Clinical Outcome Tools to Improve Collaborative Practice a...CYP MH
CYP IAPT 2014 National Conference
This workshop will explore how the use of feedback forms and clinical outcome measures can be used to improve collaborative practice and shared decision making in CAMHS, and how the information can be used to enhance clinical supervision. The workshop will set out some of the uses and evidence base for the use of feedback and outcome forms, explore the uses of the information in clinical practice and in supervision, and draw on delegates’ own experiences and ideas of using feedback and outcome forms to improve clinical practice
Speaking Truth to Policy: The Importance of Quality Educational and Human De...youth_nex
Patrick Tolan, Presentation given at the 2013 Steele Symposium at the University of Delaware, April 2013
http://curry.virginia.edu/news/updates/tolan-delivers-keynote-on-research-policy-and-youth-development
Presentation on drug and alcohol education standards produced as part of our ADEPIS project - providing drug and alcohol education and prevention information to schools in England.
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.
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.
School based curricula for preventing smoking in children and adolescents Wha...Health Evidence™
Health Evidence hosted a 60 minute webinar examining the effectiveness of school-based smoking prevention curricula in keeping children and adolescents never-smokers.
Dr. Roger Thomas, Professor, Faculty of Medicine, University of Calgary, presented findings from his latest systematic reviews on school-based smoking prevention:
Thomas, R., McLellan, J., & Perera, R. (2013). School-based programmes for preventing smoking. Cochrane Database of Systematic Reviews, 2013 (4) Art. No.: CD001293.
Thomas, R. E., McLellan, J., & Perera, R. (2015). Effectiveness of school-based smoking prevention curricula: Systematic review and meta-analysis. BMJ Open, 5(3).
Evidence Summary:Thomas, R.E., McLellan, J., Perera, R., Sully, E.P. & Dobbins, M. (2015). School-based smoking prevention curricula: Evidence and implications for public health. Hamilton, ON: McMaster University.
Over the past three decades, the school environment has been a particular focus of efforts to influence youth smoking behaviour. This review examines the effectiveness of school-based smoking prevention curricula in keeping children never-smokers. 50 RCTs (74 different intervention arms, n=143 495) are included in this review. For baseline child and adolescent never-smokers, a significant effect in preventing starting smoking (12%) was found at the longest follow up. However, there was no effect of school-based smoking prevention curricula at ≤1 year except for social competence and combined social competence + social skills curricula. This webinar will highlight which curricula types are most effective, as well as the gaps in knowledge that remain with regard to smoking prevention curricula in youth.
Using technology to improve access to mental health services, pop up uni, 4pm...NHS England
Expo is the most significant annual health and social care event in the calendar, uniting more NHS and care leaders, commissioners, clinicians, voluntary sector partners, innovators and media than any other health and care event.
Expo 15 returned to Manchester and was hosted once again by NHS England. Around 5000 people a day from health and care, the voluntary sector, local government, and industry joined together at Manchester Central Convention Centre for two packed days of speakers, workshops, exhibitions and professional development.
This year, Expo was more relevant and engaging than ever before, happening within the first 100 days of the new Government, and almost 12 months after the publication of the NHS Five Year Forward View. It was also a great opportunity to check on and learn from the progress of Greater Manchester as the area prepares to take over a £6 billion devolved health and social care budget, pledging to integrate hospital, community, primary and social care and vastly improve health and well-being.
More information is available online: www.expo.nhs.uk
Using Feedback and Clinical Outcome Tools to Improve Collaborative Practice a...CYP MH
CYP IAPT 2014 National Conference
This workshop will explore how the use of feedback forms and clinical outcome measures can be used to improve collaborative practice and shared decision making in CAMHS, and how the information can be used to enhance clinical supervision. The workshop will set out some of the uses and evidence base for the use of feedback and outcome forms, explore the uses of the information in clinical practice and in supervision, and draw on delegates’ own experiences and ideas of using feedback and outcome forms to improve clinical practice
Speaking Truth to Policy: The Importance of Quality Educational and Human De...youth_nex
Patrick Tolan, Presentation given at the 2013 Steele Symposium at the University of Delaware, April 2013
http://curry.virginia.edu/news/updates/tolan-delivers-keynote-on-research-policy-and-youth-development
This presentation gives an idea of the work carried out by Coram Life Education. It focuses on effective ways to deliver alcohol and drug education in a primary school setting, by focusing on life skills and social norms.
Efficient needs assessment into effective curriculum planning - ADEPIS seminarMentor
This presentation outlines how data collected through an efficient needs assessment can be used to inform programme planning in alcohol and drug education
Street Talk is an early intervention project delivered by Mentor, the drug and alcohol protection charity, in partnership with Addaction, the UK’s leading specialist drug and alcohol treatment charity.
Preventing alcohol misuse in young people: implementation, feasibility and acceptability of a primary-school-based intervention with a family component - the Kids, Adults Together (KAT) Programme
ADEPIS seminar - Good safeguarding through the PSHE curriculum - Janet Palmer...Mentor
At the ADEPIS seminar on Friday 19th September, Janet Palmer HMI looked at the role of PSHE education in ensuring safeguarding in schools. Janet also outlined Ofsted requirements on the subject.
Suzanne Hare and Dee Stanford work at Cambridgeshire and Peterborough NHS Foundation Trust. This presentation for the ADEPIS seminar on NPS - held on Monday 19th May - is intended to explore local treatment procedures for NPS users.
ADEPIS - NPS trends and the challenges faced by young people in the community...Mentor
Rick Bradley is Early Intervention Lead at KCA Young Persons’ Services. This presentation for the ADEPIS seminar on NPS - held on Monday 19th May - is intended to present current trends and the challenges faced by young people in relation to NPS.
Michael Lawrence is NPS Development Lead at Crime Reduction Initiatives. This presentation for the ADEPIS seminar on NPS - held on Monday 19th May - is intended to introduce facts about NPS and key advices to face the challenges.
ADEPIS - How can teachers include legal highs in their A&D education programm...Mentor
Charlotte Gordon is director of KIP Education. This presentation for the ADEPIS seminar on NPS - held on Monday 19th May - is intended to explore how teachers include can legal highs in their alcohol and drug education programme.
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 - 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.
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 - Character development in formal and non-formal learning envi...Mentor
At the ADEPIS seminar on Friday 19th September Ian Wybron, researcher at Demos, looked at the importance of developing character in children and young people through formal and non-formal learning environments.
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/
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.
Engaging Seronegative Youth to Optimize the HIV Prevention Continuum - Adoles...YTH
AMMI consists of daily text-messages sent in five content streams: health/wellness, daily living (housing, work, education, life-skills), sexual risks, substance use, and medication adherence. Monitoring consists of once-weekly SMS surveys of these domains with follow-ups by project staff on STI and acute HIV symptoms for testing and treatment. Peer support is provided on the Muut platform, with moderation initiated by project staff and sustained by youth. Messaging and peer support boards are tailored for LGBTQ and heterosexually identified youth. eNavigation is focused on service linkages via text or telephone emphasizing direct connections (warm hand-offs) rather than simply providing referral information. Coaching is strengths-based and client centered, typically initiated with an in-person meeting, but primarily delivered in brief follow up sessions by phone, video-chat, or texting. Coach training and delivery is guided by modular evidence-based practice elements (versus scripted and structured manuals), and monitored and prompted by a mobile-web application.
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
Learn about current trends and best practices in alcohol and other drug screening, brief interventions, and treatment for adolescents accessing services in SBHCs. Strategize with colleagues about opportunities for collaboration with your school administration for creating AOD policies for alternatives for suspension and hear from leading experts in the field on current AOD prevention strategies. Additionally, learn from experts on how to leverage Prop 64 dollars locally to do this important work.
Co-creating the curriculum - Jane PriestleyHEA_HSC
This workshop was part of the HEA engagement event '
The full picture: the journey from listening to partnership in student engagement'.
This workshop was designed for curriculum developers, programme leads, those with an interest in public engagement in higher education, including those working in patient and public involvement, and community engagement in higher education.
The session provided an opportunity for delegates to assess the potential of the students as partners framework, as a basis for informing the contribution of public engagement in curriculum design and delivery.
This presentation forms part of a blog post about the workshop that can be accessed via http://bit.ly/1vnbN7A
LCAP and Common Core Standards: transforming counseling at the schoolsHarvey Hoyo
Counseling Services at the school level need to transition to providing their services to students under the umbrella of eliminating the barriers to learning and improving academic achievement. This presentation shares some solutions.
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
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.
Redefining Relationships between Citizens, Communities and Services and Diffe...Mentor
Our new Chief Executive Michael O'Toole made a presentation at the Capita Conference 'Managing Demand in Public Services' held in London on 21st October 2014.
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?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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
1. A case study: Mentor UK and
Brighton & Hove City Council
@Mentortweets | @MentorADEPIS | @PSHEedBH
Ecosystems of prevention:
building local practice
networks
2. Outline
• The evidence base in prevention
• Identifying the need – Brighton & Hove
• The reality – experiences of the local system
• Making the link between local reality and
evidence based practice
• Outputs – shaping policy, advocacy and
sustainability
• Exploring replicability
3. Who we are
Mentor is the UK’s authoritative voice in
protecting young people from the harms of drug
and alcohol misuse.
Research Programmes Policy
4. Our approach
A holistic, life-course, systemic approach to prevention:
Developing life skills that build resilience to risk.
Throughout a young person’s lifetime
CMOannualreport:2011‘Onthestateofthepublic’shealth’
5. The evidence base in
prevention
Mentor-ADEPIS is publicly acknowledged as
the leading source of evidence-based resources
for alcohol and drug education and prevention for
schools.
Evidence tells us what works
7. Implementing
the evidence
base
• Big gaps between evidence
base and reality 'on the
ground'
• Developing communities of
practice (COP) can bridge the
gaps
• Need to be localised to reflect
variations in local systems and
needs
8. Identifying the need:
Brighton and Hove
• Brighton & Hove is a unitary local authority on
the south coast of England
• Population of 273,000; 16% under 16 (Census,
2011)
• Has a strong and diverse cultural history,
hosting vibrant LGBTQ communities
• In the absence of statutory PSHE, local
schools deliver alcohol and drug education in a
variety of ways with inconsistent outcomes for
pupils
13. Making the link – what we did
Whole system
• Appraisal of local support
documents
• Staff survey on current
provision and gaps
• Pupil focus groups on
current provision
• Consultation with key
partners
Curriculum
• Support for PSHE networks
• Advice on suggested
learning outcomes for
alcohol and drug education
• Focused interviews with
PSHE leads and teachers
• 'Learning walks' to
ascertain gaps in delivery
styles
14. Outputs - shaping policy
• Comprehensive report on all
activities with themed
recommendations for
different levels of the local
system
• Accessible summaries for
partners, teachers and pupils
• Interviews with beneficiaries
– pupils and those delivering
Alcohol and drug education
• Increased fidelity of
approach and outputs
15. Outputs – impacting the
system sustainably
• Development of new drug and alcohol education policy
for schools
• Feeding back outcomes directly to PSHE leads,
headteachers and partners through local conference and
infographics
• Delivery of training to pastoral teams on YP and
substance use, including 'Train the Trainer' sessions for
local staff
• Enhancing links between schools and commissioned
specialist service
• Support area-wide normative campaigns on tobacco,
alcohol and cannabis
16.
17.
18. School identifier How confident do you
feel in responding to
pupil questions around
substance use?
How confident do you
feel in responding to a
drug related incident in
school?
School 1 (n=12) 2 2.3
School 2 (n=13) 0.8 0.7
School 3 (n=17) 1.1 1.6
Training for school
pastoral teams
• All participants were asked pre and post questions on their
confidence in dealing with drug related issues in schools. Self
reporting was on a scale of 1 – 6 ('not at all confident' to 'very
confident').
• The scores above represent average increases across each cohort
• Referrals to the local support service from these schools is being
tracked to evaluate impact on referrals
19. Outputs – measuring impact
• SAWSS and public health outcomes data
tracking trends in perceptions and self reported
behaviours around substance use
• Referral rates from schools to local specialist
services
• Follow up surveys with PSHE leads
• PSHE assessment activities
• Measurement against schools who didn't take
part
20. Exploring replicability
Challenges
1. Differing relationships
between PH and school
improvement across areas
2. Differing proportions of
academy schools
impacting LA influence
3. Absence of funding to
impact universal AND
specialist services
4. Variations in PSHE
delivery
Solutions
1. Flexible approach bespoke
to best fit local system
2. Support PH to engage
schools through statutory
responsibilities
3. Impacting whole school
approaches to engage
specialist services
4. Raising profile of PSHE
21. Reflections - positives
• Strong links between local education and
public health services
• Ensured joined up delivery model and
engagement of headteachers, service leads
and commissioners
• High engagement with schools in PSHE
networks and annual SAWSS to ensure future
delivery is based on identified need
• Local community of practice
22. Reflections - learning
• Promotion of positives and negatives of
differing PSHE delivery models
• Targeted delivery of harm reduction messages
according to need
• Pupil voice is essential in shaping delivery
• Accessing training for non specialist teachers
still an issue – both teachers and pupils raised
this as an issue
23. Reflections – further
developments
• Enhancing communication with schools and
targeted services to improve quality of referrals via
education routes
• Continuing CPD programmes for pastoral staff
• Explore use of new Mentor UK quality marks for
schools and services to enhance quality of delivery
• Extension into other areas of PSHE and risk taking
behaviour – now focusing on wider emotional
health and wellbeing (Charlie Waller Memorial
Trust)
24. Some brief questions…
1. Considering your local reality and referring to the
diagram shown in the presentation, discuss the
following:
a. Is a similar model feasible in your area?
b. What would be the challenges to implement such a model?
c. Who would be the key agent involved?
2. Reflecting on the links between the education and
public health systems:
a. Would a similar partnership be possible in your area?
b. If it is not already happening, how can the local community ensure
this is considered?
25. 3. Thinking of the scalability and
transferability of this model, and taking
into account what was previously
addressed, discuss and suggest three key
standards for implementation of a similar
model in different areas
Who we are
For 17 years, Mentor has developed specialist knowledge and experience in programme delivery to prevent and reduce risks, particularly from alcohol and drugs.
This helps build our evidence base of ‘what works’ for prevention – we draw on the best international scientific research available to inform our work and to help influence public policy related to the prevention of drug and alcohol misuse in the UK.
Our approach
In today’s complex world, young people need life skills that help them negotiate challenging situations and build their resilience to a range of negative risks.
We believe the best strategy for supporting the immediate and long-term well-being of children and young people is through a holistic life-course approach to intervention and prevention. This means targeting a variety of settings, including schools, communities and families, as well as ensuring interventions take place early and often, rather than acting in the later years when problematic behaviours are more difficult to address and change.
dispelling some more linear approaches, e.g.:
· Focus on providing drugs harm information alone does not work
· Awareness campaigns don’t work
· Only reaching YP via school doesn’t work
· D&A focus alone fails to recognise broader risks
· Focus on enforcement legislation (e.g. NPS) alone doesn’t work
Building our evidence base
Evidence is crucial to our work, as it helps ensure programmes are effective at protecting children and young people from the harms of drugs and alcohol.
The Alcohol and Drug Education and Prevention Information Service is a platform for sharing information and resources aimed at schools and practitioners working in drug and alcohol prevention.
The resources we have already produced draw on eight years of work with the Drug Education Forum, which supported local authorities and schools to implement best practice in drug education.
In April 2015, Mentor was granted additional joint government funding to manage the Centre for Analysis of Youth Transitions (CAYT) and integrate its repository of evidence-based impact studies into Mentor-ADEPIS.
What is evidence?
Guidance on the types of evidence based approaches and their characteristics
Many prevention programs are in place but how to select the most effective/with proven evidence behind it?
Define and recognise evidence-based. Main features:
programme effectiveness has been recognized through evaluations and rigorous studies assessing impact and outcomes
Replicability of the programme –outcomes and impacts reproduced across multiple settings-
Sustained effects over time
Prevention science has been expanding in recent years and it is now used to address practitioners and policymakers when selecting and designing interventions. Drawing on the previous criteria, prevention scientists produced International standards to assess prevention programmes.
The above table summarizes interventions and policies that have been found to meet quality standards for good evidence and yield positive results in preventing substance abuse by age of the target group and setting, as well as by level of risk and an indication of efficacy.
Realities for different areas change according to funding, designated roles, relationships btn education and public health, approaches to PSHE, status of schools (academy or not)
Communities of practice, informed by local realities and key partners, are essential for the implementation of EBP
B&H demographics
Data from PHOF
Data from PHOF
Activities were decided in conjunction with local services, with Mentor aligning these with evidence based approaches