Good Practices
Implementing research-based programmes faithfully (I)
As pointed out in the preceding article, it is one thing to use a programme that is proven by research to work or that reflects principles of effective prevention, and it is another to implement it so that it actually does work. Teachers and leaders are one of the keys to implementing a programme in the way in which it was intended. Even programmes that have been shown to be effective will be seriously hampered by teachers or leaders who are unable to deliver them as they were designed. Important questions are: "Who are the leaders, how are they selected and what training did they receive"?
Participants are more likely to pay attention to leaders if they are accepted and respected by the target group. Acceptance is more likely if the leader is comfortable with the programme's content and process. Most effective prevention programmes require teachers or leaders who are comfortable in a facilitative rather than directive role. Mental health professionals (i.e., counsellors, social workers) have been shown to be effective in this capacity, particularly with high school students. However, teachers who have been trained for these types of programmes can be effective and have the advantage of being available on a daily basis. Training needs to offer demonstration of interactive teaching techniques and ample opportunity to practice these skills. It appears from the research that teachers may be more effective with younger students than with high school students.
Young people can serve as leaders or as co-partners with an adult by, for example, helping to create an appropriate environment and initiating discussion. Peer approaches may be particularly useful in working with out-of-the-mainstream youth. What appears to matter most is that the teacher or leader demonstrates competence, empathy and an ability to promote the involvement of young participants. Training is often helpful in developing these qualities and ensuring that programmes are conducted as they were designed to be delivered.
References:
Botvin , G. et al., Preventing Adolescent Drug Abuse Through a Multi-Modal Cognitive-Behavioural Approach: Results Of a Three-Year Study. Journal of Clinical Psychology, Vol. 58, 437-446, 1990.
Tobler, N. et al., School-based Adolescent Drug Prevention Programs: A 1998 Meta-Analysis. Journal of Primary Prevention, Vol. 20 No. 4, 2000.
Dusenbury, L. and Falco, M., Eleven Components of Effective Drug Abuse Prevention Curricula. Journal of School Health, Vol. 65 No.10, 1995.
Tobler, N., Drug Prevention Programs Can Work: Research Findings. Journal of Addictive Diseases, Vol. 11 No.3, 1992.
Perry, C.L., Grant, M., Comparing Peer-Led and Teacher-Led Youth Alcohol Education in Four Countries. Alcohol Health and Research World, Vol. 12, 322-326, 1988.
Drug Strategies, Making the Grade: A Guide to School Drug Prevention Programs, Washington DC: Drug Strategies, 1997.
Breland, K., Tupker, E., West, P., Let 'Em Go - The Street Involved Youth Harm Reduction Project Experience. Toronto: Centre for Addiction and Mental Health, 1998.