REDI for the classroom: a resilience approach to drug education

1. REDI for the classroom: a resilience approach todrug education A professional development workshop for teachers OHT 1

2. Workshop aims • Develop an understanding of key features and strategies for effective drug education and enhancing student resilience. • Develop skills in using interactive and inclusive strategies within the classroom. • Reflect on own practice for fostering students’ resilience, learning and wellbeing. OHT 2

3. Resilience is … • … the capacity to “bounce back from adversity” (Wolin & Wolin 1999) • Being resilient involves “the inherent and nurtured capacity of individuals to deal with life stressors in ways that enable them to lead healthy and fulfilling lives” (Howard & Johnson 1999) OHT 3

4. A resilience promoting classroom Adapted from Henderson & Milstein 1996 OHT 4

5. Enhancing resilience and drug education OHT 5

6. Interactive strategies • Provide opportunities to participate in a range of student centred group activities for developing knowledge, understanding and skills. • Include activities such as: • paired sharing • small group simulations and problem solving • role plays • class discussion. OHT 6

7. Inclusive strategies • Aim to ensure all students are included and acknowledged in the classroom and during learning interactions. • Are fundamental to enhancing the resilience and wellbeing of students, whatever the stage, subject, school activity and age of the students. OHT 7

8. Team-building games Paired sharing Brainstorming Small group learning activities Shared problem solving Cooperative learning tasks Self-assesment Listening to shared/individual concerns Discussion or debate Building connectedness in the classroom • (cont.) • From a presentation by Helen Cahill, Youth Research Centre, University of Melbourne OHT 8A

9. Building connectedness in the classroom (cont.) • Presenting to or teaching others • Using mixing activities • Researching real issues • Doing real world work for real audiences • Designing and running activities • Making time for fun and celebration • Community service • Sharing a sense of purpose • From a presentation by Helen Cahill, Youth Research Centre, University of Melbourne OHT 8B

10. Taking turns Sharing materials Managing materials Asking for clarification Using quiet voices Staying on task Moving quietly to groups Checking for understanding Using names Staying with the group Ignoring distractions Interpersonal skills for group work • (cont.) Based on Bennett, Rolheiser and Stevahn 1991 OHT 9A

11. Negotiating Active listening Resolving conflicts Reaching agreement Including everyone Following directions Criticising ideas not people Energising/encouraging the group Disagreeing in an agreeable way Celebrating success Interpersonal skills for group work (cont.) Based on Bennett, Rolheiser and Stevahn 1991 OHT 9B

12. Action learning Based on Kolb Experiential Learning Cycle 1984 OHT 10