Evaluation of Addictive Behaviors Prevention Project: Results and Impact

1. GUIDELINES TO DEAL WITH ADDICTIVE BEHAVIOURS PROJECT: PROCESS AND OUTCOME EVALUATION Speaker: Rui Pedro Silva Prevention Team - Ocidental Lisbon CRI- DICAD – ARSLVT Co-authors: Carla Frazão, Isabel Prata, Luisa Pereira, Alcídia Lima, Susana Pinto LISBON ADDICTIONS 2017 - STRUCTURED SESSION 39 - OCTOBER 26th PREVENTION: FROM EVIDENCE TO ACTION HOW WE ARE WORKING

2. OUTCOME AND PROCESS EVALUATION: METHOD METHOD QUANTITATIVE QUALITATIVE TRAINING SESSIONS QUESTIONNAIRE ANALYSIS SCHOOL FILES CONTENT ANALYSIS, BASED ON PREVIOUS PREVENTION TEAM REPORTS, FOCUSING PREDEFINED VARIABLES AND INDICATORS DATA COLLECTION METHODOLOGY ONLINE QUESTIONNAIRE TO SCHOOLS FOCUS GROUP WITH SCHOOLS AND PRIMARY HEALTH CARE - CONTENT ANALYSIS

3. 36 Schools Involved Middle and Secondary Level Primary Health Care Team Involvement 23 (63,9%) active in 2016/2017 Mean of active application: 3 years 13 non-active in 2016/2017 Mean of active application: 1,5 years

4. IMPLEMENTATION STEPS

5. Needs Assessment– Perception of Addictive Behaviours 1 36Schools • Perception of students with addictive behaviours incidents: • 83% of the schools don’t have the notion of the number of students with addictive behaviours

6. Initial Training of network group 2 36 schools • Number of training sessions: 34 • Hours of training sessions: 255, ranged between 6 and 14 hours;

7. Initial Training 2 36 schools targeted Training Evaluation Process (likert scale from 1 not good to 5 very good), analysis from 16 schools

8. 31 schools targeted • Reference Group formalized: 31 schools • Mean number of staff in reference group: 3 • Main responsible: Health School Teacher (PES) • Guide Manual Adaptation by each school 3

9. 29 schools targeted • Guide Manual Training to DealwithAddictiveBehaviourswithintheEducationalCommunity 4

10. 25 schools targeted • Monitoring, Case DiscussionandReferral 5

11. 17 schools targeted Parents InformationSessions LifeSkillsBasedIntervention InteractiveInformation Sessions 3 SCHOOLS 12 SCHOOLS 8 SCHOOLS 3 SCHOOLS DESIGNED BY AND FOR STUDENTS 4 SCHOOLS • Other interventions implemented in schools involved with the Guidelines Project Programa “Tás em Rede”

12. FOCUS GROUP 3 focus group 15 schools 5 primary health care services 26 school participants 13 health participants Oeste – 6 schools Sintra/Amadora – 6 schools Cascais/Oeiras –3 schools

13. Effects on networking Very satisfied with: The use of the methodology of networking; The mobilization and deepening of partnerships between education, health and the community; The increase of internal and external articulations; The definition of a common strategy for approach by the different actors working with young people; The creation of multidisciplinary teams, composed by members from different institutions.

14. What has changed in the educational community? • Highlighted the value of the training course • The acquisition of more evidence based knowledge on addictive behaviours, with and without substance; • The improvement of professional skills and practices; • The increase in the motivation to take action • The working teams had concrete objectives, defined leadership and clarification of intervention procedures and limits; • The existence of Guidelines of transversal action for educational community

15. What has changed in the educational community? • The sharing of the same language and adoption of common criteria for action by all elements of the educational community; • A stronger relationship of proximity and mutual trust and motivation of the elements involved; • The sharing of information among the different elements; • The existence of group decision making; • A positive reflection in the increase of signaled situations \ case discussion; • Early referral of cases; • On the monitoring of the evolution of signaled cases; • Increased security and safety feelings in the intervention;

16. Effects on final target population • It increased • case signaling • risk prevention • skills development • attention to this subject; • Identify some cases of preventive success among students; • Reduced the prevalence of additive behaviors in school; • Was observed a good acceptance by the families and studentsof the aid provided.

17. Future Needs for Change • More frequent trainings for the different actors • Extend training to all teachers, parents and students; • Try to maintain a stable “Reference Group” • More time or more members to the project • More attention to the prevention of substance-free addictions (gaming / internet) • Raise awareness and mobilize teachers to sign tobacco use; • Overcoming the difficulty in mobilizing the educational community for this project • Lack of human and material resources was highlighted

18. OUTCOME AND PROCESS EVALUATION: CONCLUSIONS Based on IDT – Guidelines to Design Preventive Interventions (2011); and Bennett and Rockwell (1995) Hierarchy for Targeting Outcomes

19. THANK YOU FOR YOUR ATTENTION

20. Bibliography • UNODC (United Nations Office on Drugs and Crime) (2013)– International Standards on Drug Use Prevention