unplugged overview & adaptation - adepis seminar
TRANSCRIPT
Peer van der KreeftUniversity College Ghent, Belgium
For Mentor –ADEPIS seminar “Unplugged: Life-skills for thriving youth”CAYT Centre for Analysis of Youth Services
The City Centre Conference Room, Guildhal, London July 7th 2015
BackgroundProgramme components
Adaptation
12.40 Unplugged – an overview
13.10 Q&A
13.20 demonstration of the Unplugged teacher training
14.00 evaluation outcomes
14.30 tea/coffee break
14.50 adapting Unplugged–the Healthy Minds programme
15.20 group work- implementation in your local area
15.50 wrap up and close
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3Researchers meet practicioners
Comprehensive SocialInfluence CSI programme
12-14 year12 lessons
Manual & TrainingRCT 7.079 pupils
143 schools7 EU countries
°2002°2015
29 countries
€EU-Dap 1 SANC
EU-Dap 2 SANCEU-Dap Faculty JUSTMentor Int’l & IKEA
UNODC & EU Mentor ArabiaUNODC & Brasil GvtRotary Clubs MumbaiEEFoundation UK and many local funders
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Brasil
Nigeria
Pakistan
United
Kingdom
Three kinds of prevention
Universal – whole group
Selective – vulnerable group
Indicated – vulnerable individual
Classification based on risk assessment
Even if…
• … we know risk and protectivefactors
• We cannot know who, as anindividual, will be hooked on drug abuse
• So Universal Prevention is the first way to approach this problem
Since the late eighties…Only knowledgeKnowledge + refusal skills Knowledge + refusal skills + lifeskills(Direct expectation of using drugs is not a common experience in adolescence. Need for making rational choices, standing for one’s opinion are common experiences)
Knowledge + normative beliefs + lifeskills(Adolescents who perceive drug use as common and tolerated, are more likely to start to use themselves compared to peers of the same age who do not endorse this belief)
CSI
• Knowledge, normative belief, lifeskills
• Refusal skills within lifeskills
• Focus lifeskills on social influence related
Comprehensive Social Influence
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10
Programme components
• Implementation guide
• Workbook for the pupil
• Cards for class
• Handbook 12 lessons for the teacher
• Teacher training (for interactive delivery)
• Three parent meetings
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Teacher training
Objectives of the 3 day training:
1. Information transfer
2. Social learning ( social influence)
3. Experimental learning
4. Learning to work on a positive and safe class climate
certification in a cascade model
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Parent meetings
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Normative belief
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Normative belief workbook manual cards
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Parent meetings
Best Practice э adaptation
Unpractical would be:
“Intervention that is proven to be effective ifreplicated 100% loyal to the model”
Essential component is:
“possible to be adapted to specific situationwith control of intervention power”
Best Practice э training
• Chain of actions from program design to contact teacher with target group
• Last parts of the chain requires expertise fromnon- drug related disciplines (e.g. education, didactics)
• Documented instructions for the last parts of the chain are often missing or vague
• These last steps are captured by ‘training’, oftenrelated to expert-persons!
focus on implementation
• Evaluators: focus more on last and local steps
• Designers: include difference between core and adaptable components
• Trainers: document your expertise
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Brasil
Nigeria
Pakistan
United
Kingdom
A AMPLIAÇÃO DO GLOBO
MOMENTO 2 – O PROCESSO DE DISSEMINAÇÃO EM LARGA ESCALA
DISSEMINAÇÃO EM ESCALA NACIONAL
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RomaniaRussia
Kyrgystan
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ICAA Estoril, October
2009
Adaptation
Surfacelanguage and idioms
places
product brands
food
music
…
Deeprisk and protective factors
gender roles
family and community life
legal system
norms and values
...
Adaptation in Arab region
• Some role-play instructions for boy–girl relations were replaced by
single–sex friendship relations.
• But taking … into account, the party-related situation was replaced
with a homework-related one, thus complying with the boy–girl
communication.
• Another change that was proposed by the Arabic adapters was to
refer to the illegality of alcohol when this substance was mentioned.
• But… the saturation effect of implicit warnings is one reason, but a
more important motivation is that Unplugged focuses on risk factors
that are close to the lifestyle and immediate concerns of young
people: financial cost, aesthetics, and social risks. The number of
references to the illegal status of alcohol was considerably reduced
in the Arabic versions
Ghanim Bibi, adaptator. Arab Resource Collective, ARC. Transformation (and adaptation) of knowledge
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Adaptation in Russia• Russia had a negative experience: Universal
Prevention trial used Selective Prevention method -> iatrogenic effect.
• Law: no reference to possible positive effect of drugs
• Important in reasoned action process and correcting wrong perceptions is acknowledging those perceptions.
• In Russia only limited nbr of explicit perceived positive effects are replaced, and systematic re to legality remains sober
• Adaptation issues are also included in teacher training
“Best Practice is … replicable”
• Intervention must be adapted to culture and situation of target group
• No rigourous adherence to clinical trial
• Implementation must be open to change
• Include flexibility
• Provide differentiation and documentation of core components
Adaptation of Unplugged to a two-part module within the UK Healthy Minds project
September 2014
Healthy Minds
Funded by the EEF – How to Thrive are directing the project. – Lord Richard Layard is the figurehead and Chair of
the Steering Committee. – LSE have designed the research and lead the health
research.– NISER are leading the academic research and
evaluating the project as a whole. – Others involved;
• Professor John Coleman - Academic lead• Joe Hayman (CEO of PSHE Association)• James O’Shaughnessy (former Director of Policy
to the Prime Minister) – Policy Lead
Healthy Minds RCT
• Sample 31 schools – 11,000 students.
• Baseline June and September 2013
• Follow up each June (not every year, not every measure)
• Intervention group: one lesson per week from Yr7 - Yr10
• Teacher training: 19 days over 4 years
Year 7 Managing The World Around Me
Penn Resilience Programme 18
30 LessonsMedia Navigator 6
.breathe 6
Year 8
Moving Towards The Future
School to Life 9
31 Lessons
Unplugged Part One 4
Media Influences 8
Sex Ed Sorted Part One 4
Relationship Smarts 4
Review and Connect 2
Year 9
Taking Control Of My Decisions
Relationship Smarts Continued 8
27 lessons
School Health and Alcohol Harm Reduction Project 6
Sex Ed Sorted Part Two 6
Science of Mental Illness 5
Review and Connect 2
Year 10 The Beginning Of Adulthood
Mood Gym 2
27 Lessons
Unplugged Part Two 9
Parents Under Construction 10
Resilience Revisited, Review and Forward Plan 6
Unplugged in Healthy Minds
• Material language review for UK version.
• Part 1: 4 lessons taught in Year 8
• Part 2: 9 lessons taught in Year 10
– Additional lesson on managing emergency situations – students taught the recovery position.
• Training for teachers - 2 days.
Related subject – School Health Alcohol Harm Reduction Project – 6 lessons taught in Year 9.
Evidence based prevention
Implementation• A matter of puzzling, mostly for the teacher• Therefore:
– Assist the training– Have the goals of the programme right– Read the introduction and background (initiated in the
training already)– Have the school principal stand behind Unplugged– Participate with two or a small group of teachers– Change experiences with other teachers– Organise a help desk– Organise a one day follow up session
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pupil level
Will they like it?
How to set the classroom?
What to answer parents with
questions?
Risk for someone to feel
excluded?
Are there extra tasks for the
pupils?
Risk for someone to feel aimed
at?
…
…
class level
How much netto time to give the
lesson?
What if a lesson has to drop out?
Where can I quickly find the
essence to teach?
Where are posters and markers?
When do I have to be finished?
When do I have to prepare it?
What will I skip for Unplugged?And what with my own
smoking?
school level
Are there other
interventions or actions?
Is there a policy?
Is there a schoolculture?
How about smoking rules?
What will colleagues say?
How to contact the school
counselor?
How to fit in the schedule?
Are there parent meetings?
What about the questions in
the study?
Involving parents
• Inform parents with a letter
• Spend a part of the regular parentmeeting to Unplugged
• Give pupils a task including askingsomething at home
• Organise parent meetings
In any case: explain to the parents why you are
teaching Unplugged at school!