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Standing On My Own Feet: Primary Prevention / Health Promotion Programme Against Dependent Substance Use

Quality level: 1

Summary

This s a project that aims to strengthen the teachers' role through the application of active learning methods in their lessons and the adaptation of a supportive attitude, so that the learning process becomes more pleasant and communication is reinforced.

Type of intervention:
prevention
Sub-area:
universal
Setting:
school
Type of approach:
training for professionals
Target group:
adults
Age group:
Annual coverage:
17
Substances addressed:
tobacco, cannabis, opiates, alcohol, ecstasy, cocaine and derivatives, amphetamines, methamphetamines, inhalants/solvents
Evaluation type:
outcome evaluation, process evaluation
Country:
Greece
Start date:
01/09/1999
End date:
01/09/2000

Overall objective

To strengthen the teachers' role through the application of active learning methods in their lesson and the adaptation of a supportive attitude, so that the learning process would become more pleasant and substantial communication would become further reinforced.

Abstract

The overall aim of the particular pilot programme was to explore the possibility of expanding the methodology used in the Health Promotion programme "Standing on my own feet", which was implemented in the previous academic year. It was considered that the specific methodology could contribute in reinforcing communication, taking initiatives and encouraging collaboration among students. As a result, it was expected that the students would have an active and creative participation in the class. The general objective of the pilot programme was to reinforce the teachers' role in order the learning process to become pleasant and substantial communication to be facilitated. The specific objectives were the following: - each teacher to implement active learning methods in his/her subject of the school curriculum for 20 teaching hours (a total of 420hrs). - each teacher to adopt such an attitude that would attract the students' interest, would motivate active participation in the learning process and would promote the teachers - students communication. The theoretical model used was a synthesis of the psychosocial, the emotive and the cognitive theoretical approaches. The main means that the teachers employed in order to achieve the programme's objectives were to adjust the teaching process and to shape their attitudes. In addition, in cases where the students had a poor performance in a particular subject, active listening methods were also used. Weekly supervisions were provided by the programme's responsible from the Prevention Centre "NIKOS MOROS", in order to ensure the smooth implementation of the intervention and the solution of the possible difficulties. For the purpose of the programme' evaluation, the following main tools were used; a. questionnaires that were administered to the students and to the teachers prior and after the implementation of the programme, b. diary-keeping from the teachers after each lesson.

The PDF contains the full intervention description including additional contact information.

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Page last updated: Friday, 20 January 2012