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Selected aspects of organisational and expert support for teachers and other education professionals in delivering the unplugged programme in schools: Findings of the evaluation of the implementation of the EUDAP project [Vybrané aspekty organizační a odborné podpory pedagogů při realizaci metodiky unplugged ve školách: Výsledky evaluace implementace projektu EUDAP]
Abstract
BACKGROUND: The Unplugged primary prevention programme was piloted and tested in Czech schools in the 2007-2008 academic year and was adapted according to the findings of its evaluation. The providers of the programme (teachers and other education professionals in the schools involved in the project) received expert support (from regional coordinators) during the pilot implementation stage. AIMS: The aim of our study is to propose a system of expert organisational support for teachers and other education professionals during their continuous implementation and dissemination of the Unplugged programme in the Czech Republic. METHODOLOGY: Two semistructured interviews with regional coordinators of the Unplugged programme, 16 semistructured interviews with education professionals delivering the programme in schools, analysis of project documentation. SAMPLE/DATA: Two regional coordinators of the Unplugged project, 16 education professionals, project documentation (meeting reports, feedback questionnaires completed by programme deliverers after each lesson). RESULTS: The results summarise the course of the meetings between education professionals and regional project coordinators, perceived positives and negatives, and their feelings and opinions about these meetings. The findings also suggest the ways in which the expert support could be carried out in the future. CONCLUSIONS: The results of our study show that the expert and organisational support during the provision of the Unplugged programme should remain an integral part of its implementation in order to maintain the high standard of the programme. Regional primary prevention centres could contribute to such support considerably.
... This support provided by regional prevention coordinators was essential for the successful implementation of the intervention ). In addition, the evaluation of the intervention implementation process was used to design a new model for the coordination and control of the quality of the prevention intervention at the regional level (Jurystovaet al., 2009;Jurystova & Miovsky, 2010). . ...
Unplugged es un programa de prevencion escolar que se desarrolla en diversos paises europeos, y que cuenta ya con varias evaluaciones. En este caso se pretende medir el impacto de la intervencion sobre el consumo de tabaco utilizando las prevalencias de por vida y los ultimos 30 dias, asi como tambien verificar la duracion del efecto mediante un seguimiento. El estudio se diseno como un ensayo controlado aleatorio. La intervencion se basa en el modelo de influencia social integral y se compone de 12 lecciones impartidas a los adolescentes checos en el ano academico 2007- 2008. Las prevalencias se calcularon para evaluar las diferencias entre el grupo experimental (N = 914) y control (n = 839) al cabo de 1, 3, 12, 15 y 24 meses despues del final de la intervencion. Los datos se recogieron utilizando la version 2003 del cuestionario del proyecto ESPAD. En cuanto a haber fumado los ultimos 30 dias habia diferencias significativas entre ambos grupos en favor de la experimental al finalizar la intervencion. Dos anos despues de la finalizacion de la intervencion de los grupos experimentales y de control de 30 dias mostraron tasas de prevalencia de 26,7% y 33,1%, respectivamente (p = .01). La progresion en la prevalencia durante los ultimos 30-dias dentro del grupo experimental fue significativamente mas lenta que entre el grupo de control durante el periodo medido. Las diferencias en las tasas de prevalencia de vida no fueron sin embargo significativas. Por tanto la implementacion del programa Unplugged resulto significativamente positiva en cuanto al consumo de tabaco entre los adolescentes checos.
... This support provided by regional prevention coordinators was essential for the successful implementation of the intervention ). In addition, the evaluation of the intervention implementation process was used to design a new model for the coordination and control of the quality of the prevention intervention at the regional level (Jurystovaet al., 2009;Jurystova & Miovsky, 2010). . ...
Impact evaluations of the school-based Unplugged prevention intervention have shown it to have a measurably positive preventive effect on the Czech school population, but only limited data are available to identify its effectiveness in gender-specific terms. This article seeks to determine the gender-specific effectiveness of this drug prevention programme. The authors conducted a randomised trial of the programme on a total of 1874 children (with a mean age of 11.8 years). They collected data using a questionnaire from the European School Survey Project on Alcohol and Other Drugs. Baseline testing was conducted among sixth-grade students immediately prior to the programme's implementation, and five follow-up tests were carried out 9, 12, 21, 24, and 33 months after the baseline testing. Gender-specific effectiveness was tested using three indicators: the 30-day prevalence of any tobacco or cannabis use and the 30-day prevalence of any drunkenness. The results comparing the experimental and control groups provide evidence of statistically significant effects for any drunkenness among boys and any tobacco use among girls in the 30 days prior to testing. The programme was found to have positive effects on both genders' cannabis use, with girls showing lower levels of cannabis use even 33 months after the baseline test. Given the gender equality approach to drug prevention, differences in outcome may be overcome by adding gender-specific elements to the intervention programme's curriculum.
BACKGROUND: Inspired by the European Drug Addiction Prevention Trial EUDAP-1 and the Czech randomized controlled prevention study, a formative research project was implemented in Georgia from January 1 to December 15, 2012 by the Ilia State University Institute of Psychology, in cooperation with the Department of Addictology of the 1st Medical Faculty of Charles University in Prague.
AIM: Formative evaluation of the piloting of the ‘Unplugged’ intervention in Georgia and its adaptation to the Georgian socio-cultural context.
METHOD: A formative evaluation study was conducted, involving qualitative research methods, including an action research workshop, semi-structured interviews, and focus groups. The methods of analysis and interpretation used included coding, clustering, categorisation, contrast, and comparing.
SAMPLE: Twenty-three school students in the age range from 11-14, five schoolteachers, four school psychologists, and the directors of three private schools in Tbilisi.
RESULTS: Both the children and teachers see the immediate outcomes of the programme in increased awareness of the drug-related risks and increased self-confidence in social settings amongst students; the study confirms that the methodology of the comprehensive social influence programme itself is appropriate to the Georgian socio- -cultural context.
CONCLUSIONS: The facilitative factors for the implementation of ‘Unplugged’ in Georgian schools are: school managers’ motivation to contribute to the well-being of their students; interest on the part of the
students, and motivation on the part of the school psychologists/ teachers to master the method; the obstacles include: the lack of experience of prevention of school staff members; existing taboos about drugs in the country, and too-strict school curricula with little chance of adding a new subject unless the Ministry of Education puts it into the ‘must-do’ category.
The Czech Unplugged Study, inspired by the European Drug Addiction Prevention Trial, is a prospective, school-based, randomized controlled prevention trial designed to reduce the risk of alcohol, tobacco, inhalant, and illegal drug use in 6th graders in the Czech Republic. The intervention uses the comprehensive social influence model to affect alcohol and drug using norms among primary school students.
Descriptive statistics and chi-square analyses were used to assess differences between the experimental and control groups on demographic characteristics and study outcomes. Multilevel techniques were used to take the hierarchical structure of the data into account. Prevalence odds ratios using the Bonferroni correction were calculated to assess the differences between the experimental (N = 914) and control (N = 839) groups on each outcome 1, 3, 12, 15, and 24 months after the end of the intervention.
Multilevel analysis using the Bonferroni correction showed statistically significant intervention effects at the final follow-up for any smoking (OR = 0.75, 99.2% CI 0.65-0.87), daily smoking (OR = 0.62, 99.2% CI 0.48-0.79), heavy smoking (OR = 0.48, 99.2% CI 0.28-0.81), any cannabis use (OR = 0.57 99.2% CI 0.42-0.77), frequent cannabis use (OR = 0.57, 99.2% CI 0.36-0.89), and any drug use (OR = 0.78, 99.2% CI 0.65-0.94).
This study adds new evidence on the effectiveness of the Unplugged school-based prevention program for primary school students in the Czech Republic.
Školní metodici prevence si často zajišťují programy prevence sami. Málokdy se přitom preventivní program prevence skládá z více lekcí a využívá více prvků než jen prostou edukaci nebo diskuzi.
Metodika prevence užívání návykových látek Unplugged
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Krajská centra primární prevence. Nepublikováno. Praha: Centrum adiktologie
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Ve vìtšinì pøípadù se jedná o školní metodiky prevence
/ Ve vìtšinì pøípadù se jedná o školní metodiky prevence (Adámková,
2009, Jurystová, 2008).