Teacher education

The Guardian have a bit of freelance contributors to the school. Two of them are of direct interest to us. First Bobby Cummines, CEO National Association of Free Reformed offenders. Paper says its approach to communicating with students about crime:

“I Ask who wants to be a drug dealer and they say yes. So I link it and say: we’ve got to send a message to these people so that they have to shoot in the foot?

“I It’s tell them people like them, doing small deals, which are used as an example for the larger guys, so it is more likely to be victims of violent crime than the big guy. And if you can’t, the message is sent within the family. They say: if I have a knife, people won’t to me. But I tell them, well, you knife; don’t I know if you’re going to use it, so I had a gun and shoot you.”

Then Darren Gold of the reach of the team leader of Drugline. Darren is a recovering heroin addict says:

“I Go to school and deliver customized training programs suitable for year 5 to year 13, ” says. “We Basic program around a specific age group, so if you see we’re years, 5 or 6, we don’t talk about heroin and crack, but look at the pressure and the transition and how you might feel left out or uncomfortable.

If it’s older age group, we talk more about illegal drugs and side effects. It’s basically giving them all the information they need from someone who was there, and experienced it…

“They Use hear stories. They get to hear any more stories from real life than from books or listening to their teachers belong to what may happen and what may happen. The fact that they receive from us realism.”

There is also a quotation from the PSHE coordinator in the School of Redbridge, who says:

“Darren Really useful because it provides a real life story, ” she says. “I I think that kids really respond to it and is shocked by the stories Darren’s. Children are asked to all. They’re very interesting to hear what impact the drugs that his experience. He often talks about how he threw drugs.”

DfES guidance in schools is quite clear that children “shocking” isn’t to drug education. In addition, reliable enough that he speaks of external actors, in particular, ex-users:

The involvement of former drug education should be considered cautiously by virtue of their status as a former user.

The QCA in their description of what effective drug education looks like don’t mention trying to “shock” pupils either. Instead they suggest that teachers should be looking to ensure the following:

Knowledge

-of long-term physical and psychological effects of drug, alcohol and tobacco use;

- of short-term effects.

Attitudes

-feedback from school surveys on drug norms;

-correction of the perception of universal drug use;

-consideration of media and social influences that lead to use.

Interpersonal skills

- refusal;

-assertiveness;

-communication;

-safety.

Intrapersonal and interpersonal skills

- building self-esteem;

-coping skills;

-stress reduction techniques;

-goal-setting;

-decision-making/problem-solving.

Delivery

-participatory;

-inclusive;

-structured activity to promote peer interaction;

-practice in drug refusal skills;

-role-plays that are pupil generated;

-sufficient practice time;

-peer modelling of appropriate behaviour;

-supportive comments from the group.

Reality bites | eG weekly | EducationGuardian.co.uk

Filed under: drug education

Marcel Berlins v The Guardian :

I have nothing against don’t schoolchildren were told of the effects of excessive alcohol consumption, assuming that the lessons are fairly and responsibly –, but you can bet it won’t be. Children will be informed in a manner that is likely to do more drinking than less, attractive.

Filed under: alcohol

Alcoholnbsp;Strategy .

The government launched Safe. Sensible. Social.; next steps in the national strategy on alcohol . I’ve skimmed through it to see what might be of interest to us, but warn that it is only the first skim and could be missing pieces.

This strategy says the government will:

increase its focus on minority of drinkers who cause or experience the most harm to themselves, their communities and their families. These are:

-Young people under 18 drink alcohol, many of whom we now know is drinking more than their counterparts did a decade and ago;
-18A € “24-year-old binge drinkers, a minority of them are responsible for most alcohol-related crime and disorder in the night-time economy

They also talk about the harmful drinkers if their drinking can cause damage to others (presumably including children).

Eric Carlin, chairman of the Drug Education Forum, said government € ™ s alcohol policy said:

The government € ™ s focus on young people as part of the alcohol strategy is welcome. But we regret that there is more public consultation on what the strategy says.

We know that many young people are concerned about alcohol and don

Goodenough Drug Strategy Project is an initiative of the London Drug Policy Forum.

I’ve recently became aware of the new Turning Point blog and thought I’d bring to your attention as well.

There are posts about the strategy for alcohol harm reduction and a number of charity campaigns involving in.

enjoyed the view research entrusted to them by the Institute of Alcohol Studies .

Part of the report looks at the effectiveness of policy in reducing harm.

Alcohol Policy UK have one of their regular places on local media stories that focus on enforcement activities around young people and alcohol.

On this occasion the areas covered are Durham, Shirley, Shoreham, Caerfifili and Swindon.

Filed under: alcohol

Funding priorities AERC fornbsp;2007 .

Thanks to Alcohol Policy UK for pointing out the Alcohol Education Research Council published their priorities for funding for next year:

This year the Council will accept good research or application development in any sector, however, priority will be given to projects related to the following areas: drinking. Specifically the influence of advertising, new media, new product development, point of sale promotions and price promotions should be examined, both individually and collectively. This work could include qualitative methods and longitudinal as well as cross sectional studies.

-Summarize high-quality evidence relating to effective and cost effective public policy, including taxation, price and availability. Consider all barriers to implementation.

AERC – info about the AERCs priorities

Filed under: alcohol , research

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Smoking: stub itnbsp;out .

Mladi Now withstand the smoke-free. They quote a spokeswoman for NR:

Health as not necessarily the best way to disseminate the message, though: “Young people think they are going to live forever, they are 13, she ” says.”Young women may think that models smoke to stay thin. It is more important to stress that smoking is the worst thing you can do for your skin and makes your breath smell.”

Mladi Now

Saw below: Tobacco

DfES guidance on exercises isnbsp;welcome .

Guardian have a look at new guidelines on the class discussion:

What is the point at which it exercises only a few kids ever participate? Organizing the discussion area, where the teaching profession itself has appeared as a creative, as claimed. We come to the time the goods time after time. The existence of paired discussion, trios, talking in groups, Jigsaws, pairs fours, professional groups, the argument of tunnels, verbal tennis or any other fantastic techniques available to the teacher in front of the class and give all students a forum in which to express and develop their oracy skills. These techniques actually promote independent learning and adopting a teacher from the front side of him both the potential for being abused, and from the position of being the only source of knowledge in the room. There is really no reason, other than lack of preparation time, laziness or fear of noise for any teacher to bother with leading a “hands-up half-hour”.

This is aplicable to PSHE and drug education as any other subject.

As we found when doing the work on Positive Guidance on Aspects of Personal, Social and Health Education there a number of ways that teachers can actively engage their pupils in learning, which we hope contributes to effective drug education.

Dfes guidance on class discussions is welcome

Filed under: education

Elizabeth Burton-Phillips, the author of , Has asked me to let readers of this blog about a number of events she’s doing:

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07 07-Waterstone

Mentor UK bile objavljene Report in coastal and ex-mining Area’s project has been running the last three years.

The project worked with 12 pilot programs have made a good showing different approaches to drug prevention in small communities across England.

Speaking on the publication of reports Eric Carlin, Executive Director of Mentor UK said :