Drug Use Prevention Training Manual
Drug Use Prevention Training Manual
The focus here is on schools, but, applicable to other settings and learning environments.
Life Skills-based Education for Drug Use Prevention Training Manual 14
The learning environment/school has a responsibility, within a comprehensive community-wide strategy,
to develop innovative and creative education methods to reduce or eliminate harm caused by
Life Skills-based Education for Drug Use Prevention Training Manual 15
Introduction UNIT ONE
drug use in a way that does not arouse curiosity, glamorise drug use or lead to increased experimentation.
Harm minimisation offers three major strategies:
1. Demand reduction - education to not use or use less,
2. Supply reduction - laws, including school policies, to limit availability,
3. Harm reduction - use safely, use safer drugs.
Policies and procedures that address use or possession of drugs, whether they are alcohol, tobacco or
illicit drugs, are based unquestionably on prohibition in the learning environment/school. It should be
made quite clear to students that unlawful drug use and possession at the learning environment/school is
not acceptable. Also, it should be made clear that any disclosure about drug use or possession by students
or others will be conveyed to authorities and acted upon.
Life Skills and Safe, Supportive Environments
Strategies designed to improve the health of adolescents have been shown to be more successful when
delivered in the context of a whole school approach. This means developing, implementing and
reviewing policy, consulting with parents, leaders, elders and the school community, accessing
community resources and involving students.
A whole school approach means more than just the implementation of the formal curriculum. It means
ensuring that what students learn through the informal curriculum is supported by policy and practices in
student welfare and pastoral care areas. For example, outcomes may be compromised where students in
one class are encouraged to communicate openly and assertively but in another class, in the playground
or during sport, they observe or experience a lack of respect for their rights and feelings.
Teachers/facilitators who model Life Skills are important in providing the opportunity to observe
effective skills in people who are significant to the student. Messages transmitted by learning
environment/schools, consistent with those of society at large are more likely to succeed. The best way to
introduce change via school programs is by coordinating them with parallel community interventions
provided by government agencies, community groups, and the media. Co-ordination across sectors will
help to take into account other major influences on the behaviour of young people such as fashion, music,
sport, technology and the media.
Similarly, there needs to be an integration of formal programs within an adequate student welfare and
support structure so procedures for linking students to community health agencies complement education
programs. Examples of internationally recognised health promotion initiatives that address this issue are:
Strengthening Community Action
6
, Creating Supportive Environments
7
and Health Promotion Schools.
Health Promoting Schools
One way to develop on-going and sustainable partnerships within the whole school community is Health
Promoting Schools (World Health Organisation
8
). It is built on the idea of sustainable partnerships and
centred on the inter-relationships of three areas of the school community, which are:
h curriculum and teaching;
h learning environment/school organisation, ethos and environment; and
Life Skills-based Education for Drug Use Prevention Training Manual 16
h community links and partnerships.
In this model, a learning environment/school that promotes health as a goal for all students creates a
supportive learning environment by catering for the needs of students and staff through the provision of
information, services and an atmosphere built on mutual respect and individual empowerment. It also
creates policy to provide staff and students with clear codes of ethics, provide information and resources
to promote abstinence or, where appropriate, safe, legal and responsible drug use.
This model also develops the personal skills of staff and students in relation to health and consequent
decision-making. Health services are reorientated to ensure a partnership between health and education
authorities, and such a school strengthens community action by involving parents and outside agencies in
the school.
1
1
FRESH
Life Skills-based Education for Drug Use Prevention Training Manual 17
Slide 1
What is the link?
F.R.E.S.H.
Skills-based health education
Child Friendly Schools
Life skills
Health Promoting Schools
Life Skills-based Education for Drug Use Prevention Training Manual 18
Slide 2
Child Friendly Schools
Quality learners: healthy, well-nourished, ready to learn, and
supported by their family and community
Quality content: curricula and materials for literacy,
numeracy, knowledge, attitudes, and skills for life
Quality teaching-learning processes: child-centred;
(life) skills-based approaches, technology
Quality learning environments: policies and practices,
facilities (classrooms, water, sanitation), services
(safety, physical and psycho-social health)
Quality outcomes: knowledge, attitudes and skills; suitable
assessment, at classroom and national levels
And gender-sensitive throughout
Life Skills-based Education for Drug Use Prevention Training Manual 19
Slide 3
Inclusive of children
Effective for learning
Healthy and protective for children
Involved with children, families, and
communities
Gender-sensitive
Child-seeking
and Child-centred
Life Skills-based Education for Drug Use Prevention Training Manual 20
Slide 4
What is FFF FRRR REEE ESSS SHHH H ??? ?
FFF Focusing
RRR Resources on
EEE Effective
SSS School
HHH Health
A partnership: UNESCO, UNICEF, WHO,
WORLD BANK
Life Skills-based Education for Drug Use Prevention Training Manual 21
Slide 5
FFF FRRR REEE ESSS SHHH H
Core intervention activities
Effective health, hygiene and nutrition policies for
schools
Sanitation and access to safe water facilities for
all schools
Skills based health, hygiene & nutrition education
School based health & nutrition services
Supporting activities
Effective partnerships between teachers and health
workers
Effective community partnerships
Pupil participation
Life Skills-based Education for Drug Use Prevention Training Manual 22
Slide 6
What is skills-based health What is skills-based health
education ? education ?
part of good quality education
not just for health issues
not just for schools
Life Skills-based Education for Drug Use Prevention Training Manual 23
Slide 7
Skills-based health education...
- has behaviour change as part of programme
objectives
- has a balance of knowledge, attitudes and skills
- uses participatory teaching and learning methods
- is based on student needs
- is gender sensitive throughout
Life Skills-based Education for Drug Use Prevention Training Manual 24
Slide 8
Content Content Methods Methods
The
content areas
of
skills-health education
The
methods
for teaching &
learning
Life Skills-based Education for Drug Use Prevention Training Manual 25
Slide 9
Content Content
Knowledge Attitudes Skills
(life)
What topic? What issue?
About what? Towards what? For what?
Learning Outcomes Learning Outcomes
Methods
Life Skills-based Education for Drug Use Prevention Training Manual 26
Slide 10
(Life) Skills (Life) Skills
Values analysis & clarification skills
Communication skills
Decision making skills
Coping & stress management skills
CCC Cooo onnn nttt teee ennn nttt t
knowledge
attitudes
Life Skills-based Education for Drug Use Prevention Training Manual 27
Slide 11
Methods Methods
for teaching & learning better for teaching & learning better
- child-centred
- interactive & participatory
- group work & discussion
- brainstorming
- role play
- educational games
- debates
- practising people skills
Life Skills-based Education for Drug Use Prevention Training Manual 28
Slide 12
Who can facilitate?
- teachers
- young people (peer educators)
- community agencies
- religious groups
- others...
Just about anybody!
Life Skills-based Education for Drug Use Prevention Training Manual 29
Slide 13
What settings can be used?
- school
- community
- street
- vocational
- religious
- existing groups or clubs
- others...
Just about any setting!
Life Skills-based Education for Drug Use Prevention Training Manual 30
Slide 14
% adolescents ever
had sex (at ages 13,
15, 19)
% adolescents
with STIs
% adolescents addicted
to intravenous drugs
HEALTH &
DEVELOPMENT
GOALS
% adolescents infected
with HIV (15-19; m:f)
% adolescents able to
resist unwanted sex
BEHAVIOURAL
OUTCOMES
ANTECEDENTS:
PROTECTIVE &
RISK FACTORS
% adolescents who
know how to protect
themselves
% adolescents using
intravenous drugs
Effort
required
School, community
plus...
policies, health
services, community
partnerships...
School, community,
national plus...
media campaigns,
national policies, health
& social services
School ...
Skills-based health ed
plus...
Expected outcomes
Output depends on input
Life Skills-based Education for Drug Use Prevention Training Manual 31
Slide 15
Evaluation
Session/classroom level - immediate
KAS outcome
Behaviour level - behavioural outcome
Epidemiological level - health outcome
Life Skills-based Education for Drug Use Prevention Training Manual 32
Slide 16
Barriers
to the life skills approach
- poor policy support
- poor and uneven implementation
- poorly understood
- competing priorities
Life Skills-based Education for Drug Use Prevention Training Manual 33
Slide 17
3 main ways to implement
in schools
1. carrier subject 2. separate subject
or unit of work (long term option)
(short term option)
3. infusion/integration
(not recommended)
Fast Track Slow Track
Life Skills-based Education for Drug Use Prevention Training Manual 34
Slide 18
Priority Actions
Away from Towards.
small scale. national coverage
isolated education
programs.... comprehensive - FRESH
integration.. Single carrier subject
creating new materials. better use of what is
generic programs. specific (health and social)
outcomes
HIV/AIDS & life skills as
an add-on.. dedicated staff, training &
support over time
Life Skills-based Education for Drug Use Prevention Training Manual 35
Planning for Life Skills-based education for drug use prevention UNIT TWO
SECTION ONE - Approaches to Drug Education
Limits of different approaches
Information-based programs give students the facts about drugs and their effects, often focussing on
illegal drugs with fear-arousing and sensational messages. These programs can increase student
knowledge about alcohol and drugs, but are generally ineffective in developing attitudes towards non-drug
use, nor the desired reduction in drug use. Experience suggests that providing drug information alone can
increase curiosity and subsequently experimentation.
Information-based programs typically:
exaggerate negative consequences leading to students reject the message as unrealistic and the source,
as not credible,
do not address the links between knowledge, attitudes and behaviour,
focus on older adolescents who have already developed patterns of drug use, and
overlook the influences of parents, peers, advertising, social norms and broader environment on drug
use.
Individual deficit models focus on the person and are based on an assumption that adolescents, who
begin using drugs, lack essential traits such as self-esteem, problem solving and decision making. This
model was influenced by observation of adolescents or adults who were drug users, usually in treatment
settings. It assumes that the low level of social skills exhibited by the group was a precursor to drug use.
However, whether drug use causes a skills deficit or it is influenced itself by skills deficit is not clear and
both pathways are possible. Some of these programs have reported improvements in personal and social
skills, however reductions in drug use were vague or non-existent. The model was not based on an
understanding of the reasons adolescents begin using drugs.
Programs based on the deficiency model typically involved:
contain little specific drug information,
social skills training in generic skills e.g. communication, decision-making, assertiveness,
generic personal skills training in self-esteem enhancement and coping skills,
generic values clarification; and group methods, and
Programs based on the deficiency model do not address reasons for drug use or the environment of the
individual and social influence.
Effective approaches
Social influence approaches include:
personalising risks associated with use
dispelling myths and norms about drug use
teaching to identify and resist peer group, family and media pressure, and
emphasising values and attitudes, which support non-use or safe use where possible.
There are two main types of social influence programs:
1. teaching resistance to the social pressures of drug use specifically, and
2. life skills programs combining social influences training with a range of coping skills.
Life Skills-based Education for Drug Use Prevention Training Manual 36
Principles of Good Practice in Drug Education - In the School Setting
These principles of good practice in drug education provide policy makers, school principals, teachers,
parents, community organisations and providers of drug education with ideas for adaptation at the local
level.
1. Drug education is best taught in a separate subject.
In the long term a separate subject, such as health education, can accommodate both the content and the
processes effectively. Ongoing, comprehensive, developmentally appropriate programs support
effective learning and have the capacity to take into account the complex and changing nature of drug
related behaviour. In the short term carrier subject, intrusion/integration, doesnt work. Separate,
isolated programs do not usually reflect coordination, continuity and context that can be provided by
programs with a sound curriculum base.
2. Drug education is taught by a trained teacher or facilitator with use of selected external
resources, where appropriate.
The classroom teacher, with specific knowledge of the students and the learning context, is best placed
to identify and respond to the needs of students and to coordinate drug education with other classroom
activities.
3. Drug education programs should have sequence, progression and continuity over time
throughout schooling.
Health messages must be regular, timely and come from a credible source. These messages need to be
addressed at relevant ages and/or stages of the development of the learner. Complex social skills then
build on and reinforce existing skills.
4. Drug education messages should be consistent and coherent, based on student needs and linked
to the overall goal of prevention and less harm/safer use through behaviour change.
School policies and practices that reinforce the objectives of drug education programs maximise the
potential for success Providing information only about the harmful long-term effects of drug use, have
failed in many cases because they ignored local needs and were based on unevaluated assumptions.
5. Effective drug education programs:
a. include a balance of knowledge, attitudes and skills taught together;
b. are participant centred; and
c. contribute to long term positive outcomes in the health curriculum.
A coordinated series of short term programs linked with longer term outcomes should
be given priority over the superficially attractive stand alone, one off or quick fix
alternatives.
6. Drug education strategies should relate directly to the achievement of the program objectives and
should be evaluated
Some strategies are used because they are popular, enjoyable or interesting, but, unless they are linked
to the objectives, the value of these approaches is questionable. Evaluation will provide formal
evidence of the worth of the program in contributing to short and long-term goals as well as to
improving the design of future programs.
Life Skills-based Education for Drug Use Prevention Training Manual 37
7. The emphasis of drug education should be on drug use likely to occur in the target group, and
drug use that causes the most harm to the individual and society.
Some drugs attract media attention and public concern but may not be the most used nor cause the most
harm. Generally, the focus will be on use of legal drugs, and other drug use need only be addressed in
particular contexts or subgroups where it is significantly prevalent and harmful.
8. Effective drug education should reflect an understanding of characteristics of the individual, the
social context, the drug, and the interrelationship of these factors.
Programs that address just one of these components neglect other significant influences and are likely
to have limited success.
9. Drug education programs should respond to developmental, gender, cultural, language, socio-
economic and lifestyle differences relevant to the levels of student drug use and involve students,
parents and the wider community in at both planning and implementation stages.
Attention to how these factors contribute to harmful drug use will make programs more relevant and
meaningful to the target group, and can help to address the motivations for drug use derived from
influences such as culture and gender. A collaborative approach will help to reinforce desired
behaviours through providing a supportive environment for school programs.
Education programs are necessary, but alone they are not sufficient to achieve drug free or safer drug use
among young people. School-based drug education programs work best where they are supported by a range of
other consistent and related strategies over time. e.g. policy, related services, healthy and safe environment, and
school-community partnerships.
Effective HIV/ sexuality education approaches
Drug use can have direct impact on sexual and reproductive health. Effective HIV/Sexuality education
programs share a number of similarities to the listed characteristics for effective drug education. The
following characteristics have been linked to HIV/sexuality programs that have had an impact on
behaviour
15
.
1. Include a narrow focus on reducing sexual risk-taking behaviours that may lead to HIV/STD
infection and unintended pregnancy
Effective programs focus on delaying the initiation of intercourse or using protection.
2. Use of social learning theories
Considerable recognition is given to the fact that children and young people gain understandings and
beliefs directly from education and indirectly by observing the behaviour of others. Programs that
address the societal pressures and the importance of helping youth understand and resist those
pressures go beyond the cognitive level: they focus on recognizing social influences, changing
individual values, changing group norms and building social skills.
Life Skills-based Education for Drug Use Prevention Training Manual 38
3. Provision of basic, accurate information about risks of unprotected intercourse and methods of
avoiding unprotected intercourse through experiential activities designed to personalise this
information
Information is provided through active learning including small group discussions, simulations,
brainstorming, role-playing, verbal feedback and coaching, locating contraceptives at local stores,
visiting or contacting family planning clinics.
4. Activities address social or media influences on sexual behaviours
Discussions on pressures to have sex, lines that are typically used to get someone to have sex and
social barriers to using protection, often involving exploration of gender issues.
5. Reinforce clear appropriate values to strengthen individual values and group norms against
unprotected sex
Continual reinforcement of specific values and norms, which support reduced risk e.g. postponing sex,
avoiding unprotected intercourse, using condoms and avoiding high-risk partners, occurs.
6. Provide modeling and practice in communication and negotiation skills
Time should be devoted to development of interpersonal and psychosocial skills in communication,
negotiation and refusal.
Actions for Learning Environment/Schools
Research indicates that to reduce adolescent drug use and possible transmission of HIV/AIDS schools
can take the following actions:
1. Establish an administration in the school
*
or learning environment, including the principal/leader,
who are committed and informed about effective drug abuse prevention education.
2. Involve a significant mass of committed school staff.
3. Train teachers or outside facilitators in drug education approaches and learning strategies is vital for
adequate skills and knowledge and is best achieved through on-going training.
4. Develop teacher/facilitator skills in the selection and use of suitable resource materials.
5. Provide an adequate place, time and location in the curriculum to permit access to drug education for
all students. Consideration of student drug use patterns indicates the importance of the allocation of
curriculum time prior to when students commence substance use.
6. Ensure access to early intervention programs or referral to treatment agencies for students who are
regular or problematic substance users.
7. Develop an educational climate and policies, which support health-promoting behaviours and are
responsive to the reality of students lives. Programs need to extend and make links within and
outside schools to support students' range of health-promoting behaviours, personal and social skills;
recreational pursuits and relevant information on health.
Life Skills-based Education for Drug Use Prevention Training Manual 39
8. Develop a clear understanding of how and why young people start using drugs and establish
programs that are student orientated rather than purely drug orientated.
9. Involve parents, community-based organizations, and the wider community in the school program
through awareness programs, village action groups, involvement in the implementation of the school
program and extra-curricular activities such as camps, dances and entertainment.
10. Introduce outside resource people as part of the planned ongoing program, to fulfil identified aims,
which should be clearly stated. Isolated presentation, by even the most well intentioned doctor, police
officer or other expert, are generally not beneficial, especially where ex-addicts may glamorise or
sensationalise their experiences.
Life Skills-based Education for Drug Use Prevention Training Manual 40
SECTION TWO Incorporating Knowledge, Attitudes/Values and Skills
Schools have been successful in providing effective sexuality and drug education that assists students to
acquire the knowledge and develop the attitudes and skills to avoid pregnancy, infection and drug abuse.
A range of activities that maintain a balance between accurate, easy to understand information;
exploration of their own as well as others values and attitudes; and opportunities to learn and practise
specific skills, should be selected
1
.
Knowledge, Attitudes and Skills for teachers and facilitators
Knowledge
The teacher must possess at least a basic level of knowledge to be an effective facilitator of learning. The
following knowledge competencies do not describe an expert; but describe a facilitator who understands
the needs and concerns of their students and feel comfortable handling class discussions and student
questions.
The teacher/ facilitator needs to have knowledge and understanding of:
human growth and development, infection control,
general composition of the most common drugs, common drug names and effects,
current issues and policies, laws governing drug use,
current trends in drug use and abuse, and
drug-related community resources and their functions.
Attitudes and values
Each society holds differing values surrounding sexuality and drug related issues. Opinion may change as
issues arise. Individual values and attitudes towards these issues vary greatly and students need the
opportunity to explore their values and attitudes with respect to their peers, family, religion, community
and country. Teacher/facilitator attitudes towards students and health education will influence the skills
and knowledge considered important.
The values and attitudes of an effective drug education teacher/ facilitator include:
conviction that they serve more as a facilitator of learning than the giver of information,
acceptance of limitations personal limitations and willingness to seek assistance,
conviction to the worth and dignity of students,
respect for the student's family regardless of preference for a particular family lifestyle
accepting of a range of points of view but not necessarily condoning,
respect for the human body and physical and social development, and
conviction that drug and sexuality issues are legitimate issues for the learning environment.
Skills
Skills are the techniques and methods used by the teacher to promote educational objectives. Good
teaching and interpersonal skills are critical to effective drug education.
The teacher needs skills in:
recognising and working with student concerns around drug issues,
selecting effective strategies and resources to support the learning experience,
modelling effective communication, problem-solving, decision-making and assertion,
managing small groups and working with students individually, when necessary,
Life Skills-based Education for Drug Use Prevention Training Manual 41
promoting full, non-judgmental discussions, building mutual respect and understanding,
assessing learning, development, and recognition of students in need.
Overview of Life Skills-based Approach for Drug Education in Schools
Following is an overview of drug education components, including teaching methodologies appropriate
for delivery of these components.
Two key components of programs include:
(i) Content -drug specific Knowledge, Attitudes and Skills (K.A.S.)
(ii) Teaching Methodology
Content
Drug specific K.A.S.
Teaching Methodology
Knowledge
Attitudes
Life Skills
Methodology
Including:
-types of drugs
-qualities of drugs
-social, emotional,
physical, financial
impact of drugs
-current national drug
trends
-prevention
-services
-HIV/AIDS and STI
transmission
prevention
-disease and health
-services
-myths and
misinformation
Including:
-assumptions about
people with HIV
-stereotypes
-gender issues
-social values towards
disadvantage
-discrimination and
assumptions about
drug users
-stereotypes
-gender issues
.
Including:
-communication and
self esteem
-decision making
-values clarification
-assertion
-coping and stress
management
Including:
-group processes
-child centred
-interactive and
participatory
-brainstorming
-role play
-educational games
-debates
-practising skills with others
-audio and visual activities
Life Skills-based Education for Drug Use Prevention Training Manual 42
Three Methods of Implementing Life Skills-based Drug Education in Schools
16
1. Carrier subject alone 2. Infusion alone 3. Separate subject
Method one - Carrier subject - Life Skills-based education for drug use prevention is integrated into an
existing subject which is relevant to the issues, such as civics, social studies or health education; a good
short term option.
Advantages Disadvantages
Teacher support tends to be better than for
infusion across all subjects
Teachers of the carrier subject are likely to
see the relevance of the topic to other
aspects of the subject
Teachers of the carrier subjects are likely to
be more open to the teaching methods and
issues being discussed due to their subject
experience
Training of teachers is faster and cheaper
than via infusion
Cheaper and faster to integrate components
into materials of a principle subject than
infuse across all
The carrier subject can be reinforced by
infusion through other subjects
Risk of an inappropriate carrier subject
being selected, like biology, is not as good as
health education or civics education because
the social and personal issues, values and
skills are unlikely to be adequately addressed
Method two - infusion across subjects - Life Skills-based education for drug use prevention is included in
all or many existing subjects through regular classroom teachers.
Advantages Disadvantages
a whole school approach can be taken
more teachers involved, even those not
normally involved in the issue
there is a high potential for reinforcement
the issues can be lost among the higher status
elements of the subjects
teachers may maintain a heavy information bias
in content and methods applied, as is the case
with most subjects
costly and time consuming to access all
teachers, and influence all texts
some teachers do not see the relevance of the
issue to their subject
potential for reinforcement seldom realised due
to other barriers
Method three - carrier subject plus infusion
A combination of carrier subject and infusion across a range of relevant subjects is a good
medium to long-term option; it combines the benefits of methods one and two and can also include
resources and skills of non-formal programs and other community organisation and non-formal links. The
expanding communities approach and other thematic approaches of addressing self, family and the
immediate environment and gradually moving from individual outwards to address issues about the wider
community, nation and the world is very useful for life skills based education. Students from an early age
Life Skills-based Education for Drug Use Prevention Training Manual 43
focus on themselves and their basic needs. As they grow they become more interested in themselves and
their interaction with others and ultimately show an interest in their place in the world in which they live.
Life Skills-based Education for Drug Use Prevention Training Manual 44
Possible Program Content
Detailed information relating to the possible knowledge, values/attitudes and skills appropriate for young
children, pre-adolescent and adolescent students in drug education and HIV/AIDS prevention are
provided in the following tables. These are to be used as a guide and may differ in the context of different
communities and countries.
Young children
The main focus should be on developing healthy attitudes and confidence, some skills e.g. help seeking,
identifying a trusted adults, personal hygiene, but generally do not have a great deal of control over
choices or environment.
KNOWLEDGE
Students learn:
Development of self confidence and self esteem
Rules and duties in families
Sharing and caring for family and friends
People who can help them when they have questions or concerns
Physical and emotional differences and ways of accepting these differences
Importance of friends and expressing feelings
Recognition of medicines and awareness that rules apply to medicines
Safety rules for medicines and dangers of taking incorrect dose
Alternatives to medicines
Ways to prevent spread of disease
Importance of personal hygiene
Appropriate universal precautions
Names and functions of internal and external body parts
Nutrition and correct eating habits
Power of advertising
Dangers of side-stream smoking
ATTITUDES and VALUES
Students demonstrate:
Valuing ones body and recognising their uniqueness
Positive attitudes towards self and confidence in their ability to deal with varied situations and
other people
Attitudes towards medicines, health professionals and hospitals
Attitudes towards the use of alcohol and tobacco
Attitudes to advertising
Empathy towards people living with HIV/AIDS
SKILLS
Students are able to
Demonstrated basic listening skills and work effectively in small groups
Communicate with friends and others and deliver clear messages
Express feelings openly and honestly when sick or hurt
Make choices relating to toys, food, sleep, play, friends and drugs
Set goals to keep themselves safe and drug free
Life Skills-based Education for Drug Use Prevention Training Manual 45
Follow simple safety instructions and know when and how to get help from adults
Consider their feelings and the feelings of others
Life Skills-based Education for Drug Use Prevention Training Manual 46
Pre-adolescent children
Emerging vulnerability to most common legal drugs, especially experimentation and social pressure
KNOWLEDGE
Students learn
School rules relating to medicines, alcohol, tobacco, solvents and illegal drugs
Detailed information of the body, how it works and how to take care of it
Different types of medicines, both prescribed and over the counter, legal and illegal drugs
including their form, their effects and associated risks
Laws relating to the use of legal and illegal drugs
People who can help them when they are sick or have questions and concerns
Necessity of sleep, rest, relaxation and activity
Dangers of handling used needles, syringes and used condoms
Recognition of a variety of feelings and changes in relationships
Role of advertising
Ethnic, geographic, religious and historical influences affecting eating habits and drug use
Short term effects of legal drugs e.g. smoking and alcohol use and/or other locally available
substances
Identify lifestyle diseases and their costs
Physical nature of changes during puberty, myths and personal hygiene
Positive and negative aspects of peer pressure on health behaviour
Current health issues
ATTITUDES and VALUES
Students demonstrate
Acceptance of responsibility for their actions and safety
Respect for the opinions and lives of others
Positive attitudes towards people living with HIV/AIDS
Positive attitudes towards personal hygiene and health
Acceptance of themselves and change
Accepting attitudes and beliefs about drugs and people who use them
Attitude to media and advertising presentations of alcohol, tobacco and other legal drugs
SKILLS
Students are able to
Communicate effectively with a wide range of people
Identify problem or risk situations and make decision based on accurate information
Cope with peer influences, assert their ideas and convey their decisions
Use decision making and assertiveness in situations relating to drug use
Adjust to changes in their lives
Maintain friendships
Resist dares and other peer pressure
Carry out the correct procedure for dealing with discarded syringes and needles
Give care and get help
Critical analysis of advertising
Life Skills-based Education for Drug Use Prevention Training Manual 47
Adolescents
Adolescent children need sequence and progression with:
emphasis on use of most common legal substances with more about illegal substances
evolving independence, increasing responsibility, peer and social pressure and media.
KNOWLEDGE
Students learn
Importance of good self esteem, positive self concept and self identity
Traditional roles and the changing nature of male and female roles
Adolescents role in relation to their family
Meanings of sex and sexuality, and establish rules to guide classroom discussion
Physical changes in puberty and emotional changes about self and sexual feelings
Conception, pregnancy, symptoms of STI and personal protection
Pressures that can influence health behaviour
Physical characteristics of the body and benefits of exercise
Incidence of common diseases in their countries and disease prevention
Individual responsibility for health and accepted universal protection
Non drug taking as an attractive lifestyle
Abstinence, moderation and alternatives to drug use, including
Definition of drugs, misuse and drug abuse
Drugs and the law
Short and long term effects of the most common legal and illegal substances, related diseases,
such as HIV and problems in their country
Myths about drugs and sexuality and their effects on behaviour
Prevention and transmission of HIV
Environmental influences on community health
How to analyse advertising and the impact of media messages on health behaviour
ATTITUDES and VALUES
Students demonstrate
Willingness to use school and community resources for information about drugs
Personal commitment to not use drugs and confidence in personal ability to resist
Understanding of the social and cultural influences on young people
Value in their own health and the health of their family, now and in the future
Acceptance of responsibility in relation to future roles
Empathy for people with disability or illness, especially addiction, HIV
Awareness of values and attitudes influence on health, particularly discrimination
SKILLS
Students are able to
Use relationship skills and communicate with parents and peers
Give and get care in a variety of situations for health related issues
Set short and long term goals
Manage their own conflict, aggression, stress and time
Identify and assess personal risk and practice universal protection
Life Skills-based Education for Drug Use Prevention Training Manual 48
Make decisions and assert themselves re elements of risk and their own health
Assert themselves and deal with positive and negative peer pressure
Work effectively with others and cope with change, loss and grief
Withstand pressures for sexual involvement and assess associated health risks
How to analyse advertising and the impact of media messages on health behaviour
Monitor and assess body functions and changes
Life Skills-based Education for Drug Use Prevention Training Manual 49
SECTION THREE Consideration of Issues
Sensitive topics
To be able discuss sensitive topics such as drugs and HIV may require specific training. It is important to:
emphasise that drugs and HIV involve preventable health risks,
encourage discussion in an open and non-judgemental way,
provide the facts and be sure not to sensationalise issues or opinions,
refrain from generalising about youth,
ensure the personal lives of individuals are not included in discussions,
promote the reduction of personal risk and the need for universal protection, and
use facts (e.g. data) to avoid reliance on anecdotal information or personal opinions.
Gender
Some schools are reluctant to provide drug education or conduct discussions on sexuality because of
cultural demands or, good intentions to protect the young from sexual experience or drug related harm
1
.
Women often find it difficult needed to communicate with male partners and peers about sensitive topics,
such as, drugs or sex related situations. Genderpower relationships, systematic interpersonal and
institutional inequalities
1
contribute substantially to these difficulties. It is not as simple as knowing what
to do and carrying out the actions. There are many invisible barriers, real or perceived, that females need
to have the opportunity to discuss, explore and develop effective personal strategies, in an attempt to
overcome them.
It is critical that females and males have the opportunity to participate in these discussions in a non-
threatening environment where opinions are listened to and respected. The aim is to promote objectivity,
inquiry and debate as part of the learning process. Interventions that deal with personal beliefs and use
participatory techniques can also lead to closer bonds between teacher and learner
17
. Consideration needs
to be given to gender issues and their implications for both males and females in all the activities
presented in the manual. Every opportunity should be made to explore religious, cultural and sexual issues
as they relate to women and how such issues can affect the decision making capacity of women in risky
drug and sex related situations.
World wide, more than 60% of the 110 million children, not in school, are girls. Lack of education for
girls increases their risk through lack of knowledge and skills, in relation to sexuality and drug use,
misuse and abuse. It also reduces their earning capacity and job choice, often s resulting in work that can
involve health-compromising behaviours
18
. Schools may be one of the few avenues available to girls, to
provide opportunities to develop their knowledge and skills for their health and social development.
Parents
HIV infection and substance abuse are two of the many issues facing school-age children today. HIV
prevention requires discussion and consideration of taboo and complex issues such as sexuality, substance
use and related issues that are embedded in religion, culture and law. Some parents and community
leaders regard education about sexuality and drug use as a family or religious matter and not as
appropriate school topics. Yet parents often lack the factual information and/or have difficulty addressing
these issues with adults or children
19
. At the commencement of the process schools need to provide
parents with easy to understand information on drug prevention and HIV/AIDS/STI education.
Life Skills-based Education for Drug Use Prevention Training Manual 50
Parents also need to be fully aware of how HIV prevention and drug education will be taught using the
life skills approach, at what age teachers will introduce these activities and who will be responsible for the
teaching. Every effort should be made to ensure that parents feel part of the process of educating their
child and this can be facilitated by parent information sessions. Discussion time during teacher training
should explore possible barriers that may be experienced, with the inclusion of parents and how they may
be addressed.
Media
While exposure to mass media will vary from country to country and within communities it is critical to
consider the influence of mass media. Efforts should be made to work with various groups within the
local community and the nation, so that the messages being promoted to school students are closely linked
to those in the broader community. Unhealthy messages being promoted by mass media need to be
refuted with accurate information in the course of planned activities for students. Mass media can also be
very powerful in setting the social agenda and facilitating an environment where difficult issues are de-
sensitised and easier to confront.
Non-formal Programs and Community Organisations
Where possible encourage links with non-formal programs and community organisations so as to
capitalise on local resources e.g. human, physical, financial, technical, and reduce duplication. When
engaging the non-formal programs and community organisation care should be taken to ensure that they
fulfil a clear role within the comprehensive program and not just a one-off presentation.
Peer Education
Extra curricula activities such as peer education, clubs and other alternative groups may be able to provide
good supplementary drug education activities.
The following has been compiled from research on peer education and HIV prevention which is also
relevant in the planning for Life-Skills based education for drug use and prevention.
Peers teaching peers to prevent HIV
Students as teachers?
Many schools across the globe are offering a life saving learning opportunity to their students. They are
placing students in the role of educator, for the very important function of preventing HIV among
themselves and their classmates. Peer education is based on the reality that many people make changes
not only based on what they know, but on the opinions and actions of their close, trusted peers. Peer
educators can communicate and understand in a way that the best-intentioned adults cant, and can serve
as role models for change.
Peer educators are typically the same age or slightly older than the group with whom they are working.
They may work alongside the teacher, run educational activities on their own, or actually take the lead in
organizing and implementing school-based activities. Peer educators can help raise awareness, provide
accurate information, and help their classmates develop skills to change behaviour. Some of the ways they
are doing this in schools around the world include:
Life Skills-based Education for Drug Use Prevention Training Manual 51
h leading informal discussions
h video and drama presentations
h one-on-one time talking with fellow students
h handing out condoms
h offering counseling and support.
Peer education is rarely used alone in HIV-prevention efforts, but is one strategy in a school-wide or
community-wide effort. For example, it often complements skills-based health education led by teachers,
condom promotion, youth-friendly health services and local media campaigns. Programmes experience
shows that the presence of a teacher or adult coordinator improves the quality and general flow of
programs.
Why use peer educators?
Qualitative evaluations of school-based peer education have shown that:
h Young people appreciate and are influenced in positive ways by a peer-led intervention if it is well-
designed and properly supervised;
h Serving as a peer educator provides a challenging, rewarding opportunity to young people to develop
their leadership skills, gain the respect of their peers, and improve their own knowledge base and
skills. Peer educators often change their own behaviour after becoming a peer educator;
h It can foster fulfilling relationships between teachers and students;
h It can give girls legitimacy to talk about sex without the risk of being stigmatised as sexually
promiscuous;
h Peer educators can provide a valuable link to health services;
h Peer education has had a positive effect on reported attitudes toward persons living with HIV/AIDS;
h Peer educators have shown in some cases to be more effective than adults in establishing norms and in
changing attitudes related to sexual behaviour. However, they are not necessarily better in transmitting
factual health information. Peer educators and adult-led education can thus complement each other.
One study showed that a mixture of classroom-based and peer-led education is more effective than
one or the other in isolation. The combined condition showed the greatest gains in information,
motivation, behavioural skills, and behaviour.
Tips for building a successful peer education component into your HIV prevention programme
h Link the peer education program (content and methods) with other programs to form a comprehensive
strategy
h Ensure that a quality control process is in place
h Ensure that a trained adult or teacher facilitates and supports the peer educators
h Evaluate the results of using peer educators, including:
h monitoring the activities of the peers (process evaluation) for example, progress reports submitted by
the peer educators on number of people expected compared to reached, who they were, and what was
discussed, and satisfaction surveys; as well as
h measuring the impact of the education (or outcome evaluation) by looking at HIV-related knowledge,
attitudes, skills, and behaviours, and/or health outcomes such as STI incidence.
Life Skills-based Education for Drug Use Prevention Training Manual 52
h Consider incentives for peer educators to attract and maintain their participation. For example,
recognise their contribution through: public recognition; certificates; programme T-shirts; food;
money/credit stipends; or scholarships.
h Establish criteria for the skills and qualities that peer educators should have, and then have students
volunteer or nominate others for the peer educators.
h Have clear and achievable expectations for the peer educators.
h Provide thorough training and regular follow-up workshops and practice sessions (this is particularly
important as turnover of peer educators can be high).
h Be flexible when scheduling training and feedback sessions to maximise participation.
h Monitor the needs of the trainers and educators.
h Involve young people as active participants in the project planning, implementation and assessment.
Planning processes, such as developing and pre-testing the materials, curricula or training manual, can
serve as valuable opportunities for young people to practise facilitation skills and to gain HIV
prevention knowledge. It can also ensure that you are reflecting the audiences cultural background
and educational level.
h Make sure ample supply of educational materials and condoms are available.
h Consider the different needs of male and female educators. For example, there may be different social
expectations about how girls should behave and what they should talk about in public. Also, some
girls may stop serving as educators after they get married. Try to support their involvement and aim to
keep a gender balance among the educators. (One study found that young women were more able to
express an opinion and ask questions in girls-only HIV/AIDS peer education groups as compared to
mixed-gender groups)
h Prepare the peer educators for community resistance and public criticism, should it arise. At the same
time, inform and involve the community in the programme, to alleviate any fears and to garner their
support (e.g., the mothers and fathers of the peer educators, religious leaders, community advisory
committees, etc.)
h Ensure that mechanisms are in place to replenish the supply of peer educators, (who will get older and
mature out of the program)
Case Studies
Life Skills-based Education for Drug Use Prevention Training Manual 53
h HIV/AIDS Prevention in the MEMA kwa Vijana Project (Tanzania)
h HIV Prevention in First Year of Secondary School (USA)
h Asian Red Cross/Red Crescent Youth Peer Education Programme (International)
h Yunnan/Australian Red Cross Youth Peer Education for HIV/AIDS Prevention Project (People's
Republic of China)
h Life skills to fortify young people against HIV (Kenya)
Life Skills-based Education for Drug Use Prevention Training Manual 54
SECTION FOUR - Planning Learning Activities
Planning
Life Skills-based Education for Drug Use Prevention Training Manual 55
The key planning areas are:
Situation analysis/ Needs assessment
Setting goals and objectives
Selecting program components
Implementing the program
Evaluating the program
The school setting has the following strengths and are able to:
assess the needs and concerns of the students and evaluate the program,
know the social, emotional and intellectual development of the students,
plan an ongoing program that develops throughout the year and from year to year,
relate drug education to the subject area in a relevant and meaningful manner,
teach the types of skills needed to resist influences to use drugs,
cover the social, cultural, health, safety and personal aspects of drug abuse,
deal with issues raised in the classroom in a sensitive, non judgmental way,
build confidence to promote shared feelings and values related to drug use, and
involve students in the development of programs to foster a feeling of ownership.
A simple situation analysis can be conducted by asking:
What is the prevalence of alcohol, tobacco and other drugs?
What drugs are used, aspects and form of those drugs and usage in their context?
What age are children using which substances?
What is the depth of use in particular age groups?
Prevalence of HIV/AIDS, major mode of transmission and age groups affected?
What are the country laws and policies pertaining to drugs and HIV/AIDS?
Where are the alcohol, tobacco and other drugs coming from?
Planning a learning sequence can be guided by:
Considering what
students already know and want to know, about drugs and HIV/AIDS/STI/STDs?
values, attitudes and perceptions are held by students on these topics?
skills students already have mastered and which skills need developing?
key concepts in Drug Education and HIV/AIDS prevention?
skills the students will need to develop?
values, attitudes and beliefs students need to explore?
opportunities will there be for students to demonstrate their knowledge, attitudes and skills in relation
to drug education and HIV/AIDS?
Considering how to:
challenge students to increase their knowledge, explore their attitudes and the attitudes of others and
refine their skills.
encourage students to reflect on what they have learned and consider how it can be applied to
situations within the school, the wider community and their every day lives.
Considering who to involve participation of children and young people, teachers, parents, community
agencies, etc.
Life Skills-based Education for Drug Use Prevention Training Manual 56
SECTION FIVE - Evaluation and Assessment
Types of evaluation
Formative evaluation is the gathering of generally qualitative data to help design and modify a new
program. It refers to the process of gathering information to advise the planning and design stages and
decisions about implementation
20
. This information can be gathered using such methods as observation,
individual and group interviews to gather feedback from students, teachers and other interested personnel.
Process evaluation is gathering information about what has been done and with whom. There needs to be
ongoing monitoring so that it will be obvious what services have been delivered, to whom and when. This
will help assess progress towards agreed goals and objectives of the program. Information can be gathered
through written student diaries, school records and interviews with teachers, school administrators, parent
and community leaders. Documentation of planning, development and implementation stages will assist
others who want to replicate the success of the program
20
.
Outcomes evaluation is gathering information about what has been done and whether it has made a
difference. The reason this type of evaluation is carried out is to establish if any changes have occurred
from before the intervention is implemented to after implementation and to demonstrate that the changes
identified are the result of the intervention itself. It is important to measure outcomes that are directly tied
to the objectives of the program
20
.
Teachers using evaluation
Evaluation must relate directly to the objectives or stated outcomes of the lesson or program. To give
young people a life skills program and then use their level of drug taking as a measure of success of the
program is a common mistake. Drug use is motivated by many factors including social situations over
which the school has little or no control.
Drug education objectives or outcomes must be realistic, achievable and measurable. The Learning
environment can influence knowledge, values and attitudes, and skills that may in turn influence drug
use. Evaluation of the program should focus on the learning environment level of knowledge, attitudes
and skills that reflect an immediate impact. Other agencies and organisations should be responsible for
evaluating the short-term behavioural level and the long-term epidemiological levels in the community.
In addition to using formal assessment methods, teachers/facilitators may ask:
Was I comfortable with the way the lesson proceeded?
Were intended lesson objectives achieved?
Were resources and activities adequate and engaging?
Was my knowledge of the subject matter sufficient?
Did students remain interested and motivated?
Did students contribute with questions and opinions?
Was the discussion useful, structured enough to address lesson objectives?
What would I change to make it better next time?
Indicators of a well-planned learning sequence are:
enhanced teaching methodology,
teacher/facilitator confidence/satisfaction and effectiveness as evidenced by student learning
outcomes.
Life Skills-based Education for Drug Use Prevention Training Manual 57
Detailed examples of indicators at the classroom level
Classroom Level Knowledge, Attitudes and Values, Skills Immediate Impact
Knowledge
a. What are the risks
What (behaviour /attitudes/ knowledge or lack) that promote drug use and infection
What (behaviour /attitudes/ knowledge) doesnt promote or protect against drug use
or infection
b. Protection and Prevention
Which actions prevent drug use and possible HIV/AIDS infection and illness
Which actions do not prevent drug use and possible HIV/AIDS infection and illness
c. Types of Research, prevalence, impact
What are the signs and symptoms of drug use and possible HIV/AIDS infections and
illnesses?
How widespread is drug use and HIV/AIDS infections and illnesses?
Who is affected?
d. Care and Support
What agencies and support are available to help
What care and support helps drug users and HIV infected people and is healthy for
the carers and others?
What treatment helps when people are sick?
e. General Health
What (behaviour /attitudes/ knowledge) promotes healthy lifestyle and prevents
illness?
Attitudes and Values
What and how do social justice/rights, gender culture, norms, discrimination affect
drug use and HIV/AIDS, health/illness?
What and how attitudes and values about self, relationships, drug use, HIV+ people
increase/decrease risk, rights and discrimination?
What and how attitudes/values on drug use and possible HIV infection affect family
and community?
What and how attitudes towards drug use and possible HIV infection affect education
and employment?
Skills
Can students demonstrate use of the life skills (communication, decision-making, values
clarification, assertion, coping and stress management) in classroom situations eg. through
role play, through teacher observation of individual or group work, through self reports or
self assessment activities, or through projects outside the classroom.
Life Skills-based Education for Drug Use Prevention Training Manual 58
Teachers/facilitators can and should evaluate the worth of lessons and programs by using their
professional judgement, monitoring their own feelings and reactions as well as seeking feedback from
students.
Assessing attitudes towards drug use
Interviews, informal discussions or questionnaires can be used to gain useful information from students
and parents about values, beliefs and attitudes that may influence behaviours and conditions associated
with substance use and HIV infection. Such information will enhance understanding among teachers and
is also important in developing complementary educational efforts such as those carried out by mass
media, health workers, religious workers, religious and other organisations
20
.
Assessment processes of students should:
be consistent with the program goals,
be based on student outcomes and reflect the program content,
be gathered from everyday learning activities of the student,
make a positive contribution to student learning,
build the self esteem of students and provide motivation to achieve,
recognise and value the diversity of the religious, social, cultural and family background,
acknowledge the personal experiences of the student,
inform the teacher of the students ability and assist in the further development of learning activities,
and
provide a basis on which to plan for school improvement.
Collecting assessment information involves:
observing, systematically, students actively participating in learning activities,
interacting with students to gain a more in depth knowledge of what they know, understand and can
do, and
analysing student work.
Some examples of assessment tools include:
tests, where specific questions relate to knowledge of drugs and HIV transmission as well as items on
attitudes and intentions,
student folders, that show a sample of their work reflecting their knowledge as well as their attitudes,
observation, when students are participating in role play preparation and presentation,
item assessment, when students create a pamphlet, poster, song, debate that reflects their learning in
the area of drugs and HIV transmission,
self assessment, where students identify risk situations and possible risk factors for themselves in
their lives,
peer assessment, where students compose questions to assess each others knowledge and attitudes as
well as construction of situations where they can demonstrate their skills, and
teacher interviews, where questions or discussions topics have been identified.
Guidelines for evaluation of quality life skills-based drug education resources
16
Resource: Topic:
Life Skills-based Education for Drug Use Prevention Training Manual 59
Target Group: Year Produced:
SUMMARY of criteria for the life skills-based approach
1. Is behaviour change part of the objectives?
2. Is there a balance of knowledge, attitudes and skills in the content and activities?
3. Is it based on participatory methods?
4. Is it linked/ co-ordinated/ complemented by other strategies e.g. FRESH
5. Is it student-centred and gender sensitive?
SOME MORE QUESTIONS:
Does it:
Focus on the immediate, short-term effects and problems?
Cater for all students?
Respect differences developmental and literacy level, gender, cultural, socio-economic, life style?
Recognise the importance of other strategies, such as policies, services etc?
Is it:
Based on sound concepts of health education and health promotion?
Is the information presented accurate, and relevant to the objectives?
Relevant to the target group, where they live?
Free from bias, stereotypes, and prejudices?
Appealing to students?
Easy to use and flexible?
Value for money?
Durable in terms of lasting over time, and the content remaining relevant over time?
Of sufficient duration to achieve the objectives?
Does it have:
Clear learning objectives and outcomes, related to knowledge, attitudes, skills, and behaviours?
Clear, concise, accurate background information on the topics?
A balance of knowledge, attitudes, and skills related to drug use prevention, safer use, and related issues, e.g. HIV??
Assessment or evaluation ideas or tools?
Will it:
Encourage students to make responsible decisions?
Encourage student action and interaction in the activities?
Other considerations regarding teaching and learning resources:
How much training will be required for teachers to use the resource?
Are the resources effective enough to justify replacing existing resource/s?
Are the resources different enough to justify replacing existing resource/s?
Does the resource fit with existing resources, practices, or programs?
Life Skills-based Education for Drug Use Prevention Training Manual 60
Evaluating Life Skills-based drug education programs
16
CHECKLIST
A program, which is based on sound principles, is more likely to provide better outcomes for students.
The following checklist is designed to provide schools with a method for determining standards for
effective programs.
O Is behaviour change part of the objectives of the program?
O Do the teaching and learning strategies relate directly to the program objectives?
O Is drug education program part of the formal school curriculum?
O Is the program taught by a trained teacher/facilitator?
O Does the program have appropriate sequence and progression across grades?
O Are the messages and methods across the broader school environment consistent with the program
objectives?
O Are programs and resources accurate, relevant and appropriate for the target group?
O Does the program address knowledge, attitudes and values, and behaviours of the community as
well as the individual?
O Are participatory teaching and learning methods used in the program?
O Is the program based on research, effective teaching and learning practices, and student needs?
O Does the program address external (social, environmental etc) factors, which can affect individual
behaviour?
O Does the program consider other complementary strategies that can reinforce life skills-based
education for drug use prevention? e.g. policy, services
O Does the program respond to the following differences with regard to:
Developmental language
Gender Socio-economic factors
Cultural issues Lifestyle factors
O Are students, parents and the wider community involved in the following:
- planning the program?
- implementation of the program?
O Are objectives, processes and outcomes evaluated?
O Do the programs, activities and resources contribute to the long term positive outcomes in the
health curriculum and the health environment of the school?
Life Skills-based Education for Drug Use Prevention Training Manual 61
Life Skill 1GROUP FACILITATION UNIT THREE
Essential Information
Group Facilitation Defined
Group facilitation is a process in which participants are guided by a facilitator through a sequence of
learning activities, encouraged to reflect on the experiences and provided with opportunities to lead and
be led by their peers through the learning process
In this process, the facilitator is not the primary source of knowledge . Facilitation of learning activities is
done best in small groups where group members are provided with opportunities to assume different roles
including observer, leader and participant.
Participants who are actively engaged in group facilitation processes can enhance their access to
information, be exposed to different views and perspectives and develop effective skills. These
experiences and skills are essential elements of health, sexuality and drug education where individuals can
review and confirm their values and beliefs in relation to their own behaviour and the behaviour of others.
Learning Environment
Well-facilitated small group work builds psychosocial factors and quality to the learning experience as
well as creating a supportive learning environment whereby individual opinions are valued, personal
differences are accepted and empathy is shared. This results in openness, trust, confidence and support
between the student and the teacher or facilitator. One aim of this process is to create a sense of shared
learning where the educator assumes a facilitation role within the group rather than instructing students in
a more traditional didactic role.
Learning activities also aim to provide participants with insight into how group dynamics operate and
how they can influence individual attitudes and behaviours. This process can highlight the qualities of
effective and positive groups in contrast to ineffective or dysfunctional groups.
The objectives of group work must be clearly defined before selecting and facilitating a learning activity.
The environment in which group work is facilitated is critical to the success of this process. Ideally,
whether inside or out, the area should be safe and comfortable, with sufficient light and flexible enough to
accommodate a number of small groups in addition to the total number of participants.
Facilitator Role
The role of the facilitator is different from that of an instructor or expert. A facilitator seeks to promote an
atmosphere of trust, support and encouragement for the group and intervenes only when ineffective group
behaviour is evident and impacting negatively on group outcomes. Ideally, the facilitator becomes one of
the learners in the group, creating two-way communication and learning processes within the group.
Characteristics of an effective group facilitator
Being non judgemental being flexible
Being honest being firm and fair
Fostering trust being sensitive
Life Skills-based Education for Drug Use Prevention Training Manual 62
Obesrving Communicating effectively
Participating being suportive
Life Skills based Education for Drug Use Prevention Training Manua 63
Group Facilitation Activities
Activity 1 Developing Group Rules
Information Sheet 1-1 Elements of an Effective Group
Activity 2 Setting Group Goal
Activity 3 Observation of Roles in Groups
Information Sheet 1-3 Group Member Roles
Work Sheet 1-3 Group Observer Feedback
Activity 4 Effective Facilitation of Groups
Work Sheet 1-4 Key Facilitation Skills and Processes
Information Sheet 1-4 Facilitator Checklist
Activity 5 Managing Problem Group Behaviour
Information Sheet 1-5 Managing Problem Group Behaviour
Information Sheet 1-5a Managing Problem Group Behaviour
Activity 6 Drug Terms
Resource Sheet 1-6 Drug Terms
Activity 7 Drug Groups
Resource Sheet 1-7 Drug Groups
88
Activity 8 Drugs and the Law
Work Sheet 1-8a Drugs and the Law
Work Sheet 1-8b Drugs and the Law
Life Skills based Education for Drug Use Prevention Training Manua 64
Activity 1
Developing Group Rules
Objectives/ Outcomes
Knowledge
Identify problems that can cause ineffective operation of groups.
Attitudes
Accept that strategies can be used for preventing problems within a group.
Skills
Develop agreed ground rules for effective group work.
Materials
Chart paper or whiteboard, pens, Information Sheet 1-1 Elements of an Effective Group
Directions
1. Use a group divider, form groups of five. Small groups discuss an ineffective group in which
participants have been members. List the reasons why it was an ineffective group.
2. Same small groups consider an effective group they have been a member of and list the reasons why it
was an effective group.
3. Each group nominates a reporter who reports back to the large group on the points discussed. Do not
repeat issues identified by other groups. Written feedback is displayed.
4. Referring to the feedback, the facilitator leads group discussion on the key factors that contribute to
effective group work. Display these for future reference.
5. Distribute copies of Information Sheet 1-1 Elements of an Effective Group.
6. Review the elements of an effective group and develop a list of Group Ground Rules that will guide
how the group performs to in all future group work.
7. The Group Ground Rules will be displayed where they can be viewed in all future group work. These
group ground rules can be amended if the need arises.
Conclusion for participants
a. What did we do?
b. Why?
c. How did you feel?
d. Are there any gender issues (male or femaile ) in this activity
Reflections for your practice
a. How would you use this activity?
b. What changes, if any, would you make for use with your students?
c. What, in your local context, do you need to take into account when using this activity?
Time
30mins
Life Skills based Education for Drug Use Prevention Training Manua 65
Teaching points for the facilitator
Ensure group ground rules are written as positive statements for action. For example, be on time
rather than dont be late, listen to others rather than do not talk all the time.
Development of agreed group ground rules will provide a reference for future group work.
Through further group work, the group or the facilitator may determine that the ground rules need
to be modified.
The facilitator should continue to refer the group to the ground rules as the acceptable level of
behaviour.
Life Skills based Education for Drug Use Prevention Training Manua 66
Information Sheet 1-1
Elements of an Effective Group
An effective group:
1. has a clear understanding of its purpose and goals;
2. is flexible in selecting its strategies to work towards its goals;
3. has effective communication and understanding among members;
4. is able to initiate and carry on effective decision-making, considering all viewpoints and obtaining
the commitment of all members for important decisions;
5. achieves a balance between group productivity and the satisfaction of individual group member
needs;
6. shares leadership responsibilities with all group members so that members contribute ideas,
elaborates and clarifies the ideas of others, tests the feasibility of potential decisions and maintains
itself as an effective working group;
7. has a high degree of cohesiveness but not to the point of stifling individual freedom;
8. makes effective use of the different members abilities;
9. is not dominated by the leader or other members;
10. can be objective about reviewing its own processes and facing its problems;
11. maintains a balance between emotional and rational behaviour, channelling emotions into productive
group effort;
12. communicates personal feelings and attitudes, as well as ideas, in a direct and open way because
they are considered important to the effective operation of the group;
13. shares responsibility for group outcomes; and
14. allows and encourages participation by all members.
Life Skills based Education for Drug Use Prevention Training Manua 67
Activity 2
Setting Group Goals
Objectives/ Outcomes
Knowledge
Recognise relevant and attainable group goals.
Attitudes
Agree to work towards accepted group goals.
Skills
Operate effectively in a group to experience setting group goals.
Materials
Paper, pens
Directions
1. Use a group divider to form groups of five. Individuals write what they believe to be an important
group goal. Explain that for goals to be useful they need to be stated in terms that can be measured or
evaluated. As a guide, the goal should state who is expected to achieve which behaviour, in what
manner and by when.
2. In small groups share what they think to be group goals and attempt to reach a consensus.
3. Each group reports back to the whole group with the facilitator seeking clarification and consensus
from each small group and the whole group. Compare the goals in terms of suitability, similarity and
whether or not they can be achieved and evaluated. List the agreed group goals and display for future
reference.
4. Throughout the workshop/training refer to the group goals. Consider if the goals have been achieved
to date? Which were not? Why not? How can they be achieved? Are they still relevant?
Conclusion for participants
a. What did we do?
b. why?
c. How did we feel?
d. Are there any gender issues (male or female) in this activity?
Reflections for your practice
a. How would you use this activity?
b. What changes, if any, would you make for use with your students?
c. What, in your local context, do you need to take into account when using this activity?
Teaching points for the facilitator
Having considered in the previous activity why groups can be effective or ineffective, participants
in this activity are now beginning to work together and define the goals of how their group will
operate.
A safe supportive environment is critical for discussions on sensitive and personal issues in
relation to drugs, sexuality and other health behaviours.
Time
30mins
Life Skills based Education for Drug Use Prevention Training Manua 68
Where individual participants speak or behave in an offensive manner, the facilitator should refer
the individual or group to the agreed ground rules and goals.
Learning to work together in groups can have a positive influence on self-esteem and an
individuals sense of belonging.
Personal success and positive relationships can have a positive influence to reduce high-risk
behaviour such as drug use or sexual activity.
Life Skills based Education for Drug Use Prevention Training Manua 69
Activity 3
Observation of Roles in Groups
Objectives/ Outcomes
Knowledge
Identify roles that help and hinder effective group work.
Attitudes
Appreciate different roles and how they relate to group development processes.
Skills
Observe group behaviour and provide feedback on the roles taken on by group members.
Materials
Pens and paper, Information Sheet 1-3 Group Member Roles,
Work Sheet 1-3 Group Observer Feedback
Directions
1. Hand out Information Sheet 1-3 Group Member Roles and outline the different roles that can be
observed within a group. Discussion and demonstration may be necessary for explanation and will
provide opportunities for role-play.
2. Use a group divider to form groups of ten. Ask three or four in each group to be observers. Remaining
participants form a discussion circle with observers standing outside the circle.
3. The observers are briefed privately and provided with Work Sheet 1-3 Group Observer Feedback.
They will make notes on the activity sheet about participants as they engage in a group discussion.
Observers report only on what they see and make no judgement about participants actions. Observers
observe their initial group.
4. The facilitator provides a discussion topic and explains that the observers are to be ignored by the
participants involved in the discussion. Suggested topics include:
What role do parents play in a childs education about drugs?
Should scare tactics be used to prevent drug use?
Should children under 12 receive education about drugs?
5. Following the discussion, observers report back on what they observed. Participants can make
comment on observers comments.
Conclusion for participants
a. What did we do?
b. Why?
c. How did we feel?
d. are there any gender issues (male or female) in this activity?
Reflections for your practice
a. How would you use this activity?
b. What changes, if any, would you make for use with your students?
c. What, in your local context, do you need to take into account when using this activity?
Time
30mins
Life Skills based Education for Drug Use Prevention Training Manua 70
Teaching points for the facilitator
Stress the need for observers to be sensitive in their delivery of comments as this activity will occur
early in the life of the group.
Topics are only suggestions and can be changed or generated to suit cultural situations.
For drug and HIV/AIDS education, participants should have the opportunity to participate and
share their thoughts in a non-threatening environment.
Life Skills based Education for Drug Use Prevention Training Manua 71
Information Sheet 1-3
Group Member Roles
Task Roles within a Group
1. INITIATING: Suggesting new ideas or a changed way of dealing with a problem or goal.
2. SUMMARISING: Bringing together related ideas from various group members.
3. CLARIFYING: Explaining ideas or suggestions from other members.
4. EXPEDITING: Encouraging groups to take an action/decision attain higher quality.
5. INFORMATION GIVING: Providing additional information for the group.
6. INFORMATION SEEKING: Requesting additional information from the group.
7. OPINION GIVING: Providing an opinion to the group.
8. OPINION SEEKING: Requesting an opinion from group members.
Maintenance Roles within a Group
1. ENCOURANGING: Being respectful and understanding towards others points of view.
2. HARMONISING: Attempting to reconcile disagreements and conflict.
3. OBSERVING: Offering perceptions as to how the group is operating and suggesting
strategies to improve relationships.
4. GATEKEEPING: Attempting to keep communication open while encouraging passive
members to become involved.
5. STANDARD SETTING: Suggesting standards to help improve the quality of group work by
emphasising group rules and goals.
6. FOLLOWING: Accepting and supporting the ideas and actions of others.
7. TENSION RELIEVING: Relieving tension by the responsible use of humour.
Inhibitors to Group Effectiveness
1. BEING AGGRESSIVE: Arguing or opposing and attacking other participants viewpoints.
2. BEING DEPENDENT: Identifying with strong individuals and being unwilling to take a stand.
Life Skills based Education for Drug Use Prevention Training Manua 72
3. DOMINATING: Attempting to assert authority/superiority, trying to control/manipulate others.
4. BLOCKING: Resisting stubbornly, disagreeing unreasonably and attempting to return to
issues the group has already resolved.
5. SYMPATHY SEEKING: Seeking sympathy by expressions of insecurity, or self-depreciation.
Life Skills based Education for Drug Use Prevention Training Manua 73
Work Sheet 1-3
Group Observer Feedback
Different Group Roles
Task role Group members exhibiting the role
1. Initiating
2. Summarising
3. Clarifying
4. Information seeking
5. Information giving
6. Opinion seeking
7. Opinion giving
8. Expediting
Maintenance roles
1. Encouraging
2. Harmonising
3. Observing
4. Gate keeping
5. Standard setting
6. Following
7. Tension relieving
Group inhibitors
1. Blocking
2. Sympathy seeking
Life Skills based Education for Drug Use Prevention Training Manua 74
3. Dominating
4. Being aggressive
Life Skills based Education for Drug Use Prevention Training Manua 75
Activity 4
Effective Facilitation of Groups
Objectives/ Outcomes
Knowledge
Identify the key skills and qualities required for effective group facilitation.
Attitudes
Value the effective processes of group facilitation.
Skills
Adopt the skills and processes utilised by facilitators to create effective group work.
Materials
Pens and paper, Work Sheet 1-4 Key Facilitation Skills and Processes, Information Sheet 1-4 Facilitator
Checklist
Directions
1. Prior to the session or workshop, distribute multiple copies of Work Sheet 1-4 Key Facilitation Skills
and Processes to participants.
2. Participants note and record the key facilitation skills and processes that were utilised by the
facilitator during a session or workshop. Note: It is best if participants note and record these
observations throughout a number of sessions so that there are a number of observations to review at
the closure of the program.
3. At the appropriate time/ final session, in the program, have participants share their observations
with the group and invite other participants to comment on these observations. Refer to Information
Sheet 1-4 Facilitator Checklist, if applicable.
Conclusion for participants
a. What did we do?
b. Why?
c. How did we feel?
d. Are ther any gender issues(male or female) in this activity?
Reflections for your practice
a. How would you use this activity?
b. What changes, if any, would you make for use with your students?
c. What, in your local context, do you need to take into account when using this activity?
Teaching points for the facilitator
A key component of experiential learning is to experience not only the facilitation and group work
process, but to critically observe and analyse the process as it is being conducted.
This requires the learner to step out of the role of participant and become an active observer of the
process.
Time
20 mins
Life Skills based Education for Drug Use Prevention Training Manua 76
For adolescents to become empowered to develop skills to manage complex social situations, they
should be provided with the opportunity to step out of the traditional role of learner to observe and
review the role of leader or facilitator.
This experience will provide an understanding of how groups can influence the behaviour of
individuals and how individuals can influence the behaviour of groups.
Life Skills based Education for Drug Use Prevention Training Manua 77
Work Sheet 1-4
Key Facilitation Skills and Processes
Effective use of facilitation techniques will develop a climate and interaction style suited to the
exploration of the relevant facts, attitudes and behaviours related to alcohol and drug use.
It will allow students to more comfortably examine the social and personal factors from their own
environment, associated with alcohol and drug use.
Consider each of the following headings and note factors that you feel assisted in the functioning
of this group, both at a task and a maintenance level.
1. Physical considerations
List things you feel that are important about the physical setting for effective group work.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________
2. Facilitator characteristics
List any behaviours or characteristics demonstrated by the facilitator that you felt helped the group
function better.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________
3. Advantages of small groups
While the principles for group facilitation apply to groups of all sizes, there is good reason to work in
small groups of between 6 to 12 participants when possible.
What advantages do you see in small groups?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________
Life Skills based Education for Drug Use Prevention Training Manua 78
Information Sheet 1-4
Facilitator Checklist
For effective learning to occur, particularly in the areas of drug, sexuality and life skills education, it is
important that the teacher develop a supportive and non-judgemental environment. This is best achieved
when the teacher adopts a facilitation role and guides the learner through a series of experiences, with
learners actively engaged in reflecting and interpreting those experiences for application in real-life,
family, school or social settings.
The facilitator does not assume the role of expert in the training situation, providing learners with all drug
use, HIV/AIDS and general health information along with advice on safe and appropriate behaviours. In
contrast, the facilitator should encourage an active learning process where learners, with their peers, can
develop and apply their information gathering and interpersonal skills in real-life situations and settings.
After an activity or at the end of each day, self reflect and determine the effectiveness of the facilitation
processes. Place a tick for yes or cross for no in the box
Was I non-judgemental? If learners feel that their opinions, attitudes, and behaviours are likely to be
judged good or bad by the facilitator, they are less likely to contribute openly. This does not mean that
total agreement is required, but acceptance of these attitudes and behaviours, as their own, is important.
Was I honest? Sharing thoughts and feelings with the group is important in developing an open and
trusting atmosphere. A willingness to do so by the facilitator, where appropriate, can act as a model and a
catalyst for others to contribute honestly.
Did I foster trust within the group? This is an ongoing process, which depends on the feedback each
group member receives from others and from the facilitator. If their contributions are accepted, without
ridicule or rejection, if they feel accepted as worthwhile members of the group, their trust in the group
process will develop.
Was I Observant? It is important for the facilitator to be aware of the interactions of the group, noting
areas of special need and providing activities to cater for these.
Was I sensitive? Group members may sometimes share personal experiences related to drug use,
HIV/AIDS and sexuality. The facilitator must be sensitive and prepared to assist group members to
examine their attitudes, values and beliefs.
Did I communicate effectively? Effective communication includes what we say verbally/ non-
verbally and how we listen. Effective communication by the facilitator will establish the opportunity for
all learners to contribute and feel valued as a group member.
Was I Flexible? The facilitation role will vary according to the group and their stage of development.
For example, early in the groups life more direction may be required but as the group develops, tasks
may be achieved and relationships in the group maintained, with little direction from the facilitator.
Flexibility may also require a change in planning as the group may wish to spend more time on a
particular activity or issue.
Life Skills based Education for Drug Use Prevention Training Manua 79
Was I Firm? Situations will arise when learners display behaviour that is unacceptable. Aggression,
dominance of discussions and disruptive behaviours can cause others to become defensive, withdrawn or
frustrated with the groups interaction. Action is required.
Life Skills based Education for Drug Use Prevention Training Manua 80
Activity 5
Managing Problem Group Behaviour
Objectives/ Outcomes
Knowledge
Identify strategies and skills for dealing with problematic group behaviour.
Attitudes
Agree that problematic group behaviour can and should be prevented.
Skills
Implement a range of facilitation strategies to deal with problem group behaviour.
Materials
Chart paper and pens, Information Sheet 1-5 Managing Problem Group Behaviour and Information Sheet
1-5a Managing Problem Group Behaviour
Directions
1. Distribute Information Sheet 1-5 Managing Problem Group Behaviour to all participants and
review each of the problem behaviours to ensure that everyone in the group has a common
understanding. Allow the group to debate varying interpretations of the behaviour.
2. Using a group divider, form groups of five. Groups refer to Information Sheet 1-5 Managing
Problem Group Behaviour, review the problem behaviours in and develop a range of facilitation
strategies to deal with the behaviour.
Note: This is best done with one person in each group selecting a behaviour and describing it in
detail, with another member required to recommend a facilitation strategy to deal with it. Other
members of the group can be observers and provide feedback. All participants should have an
opportunity to take on each role.
3. Report to the whole group on the facilitation strategies that were developed to manage problem
behaviours. Note the different approaches and their relative effectiveness.
Option: A blank copy of Information Sheet 1-5 Managing Problem Group Behaviour is provided
as Information Sheet 1-5a for use in a brainstorming session to identify management techniques for
addressing problems.
Conclusion for participants
a. What did we do?
b. Why?
c. How did we feel?
d. Are there any gender issues (male or female) in this activity?
Reflections for your practice
a. How would you use this activity?
b. What changes, if any, would you make for use with your students?
c. What, in your local context, do you need to take into account when using this activity?
Time
30 mins
Life Skills based Education for Drug Use Prevention Training Manua 81
Teaching points for the facilitator
Individuals, not the facilitator, are responsible for their own behaviour.
This activity is designed for facilitators so that they have a range of strategies available when
dealing with problem behaviour.
The task of the facilitator is to intercede when ineffective group behaviour is evident.
Referral to group ground rules/ code of behaviour can also be utilised to address problems.
Life Skills based Education for Drug Use Prevention Training Manua 82
Information Sheet 1-5
Managing Problem Group Behaviour
Sign/Behaviour Intervention
Dominance by individual(s) Refer to the ground rule on equal participation.
Talking over one another Use a process that allows all members to contribute only one statement.
Interrupting Confront the person if it continues. Use an I statement.
Side conversations Restate ground rules with regard to side conversations. Wait until members
are ready and ask them to share.
Withdrawal Check with the person after the session and confront them if the behaviour
continues to be dysfunctional.
Hidden agendas Restate and if necessary reset goals.
Distorting the meaning Confront the behaviour if it continues. Be open.
High frustration levels Share assumptions and evidence. Approach individually outside the group.
Use reflective listening to expose purpose of the persons behaviour.
Lateness Check you are starting on time. Dont wait. Start at scheduled time. Have
enjoyable activities at beginning of session. Restate ground rules. Confront
person individually, in private.
Put downs Harmonise and build empathy. Restate ground rules. Confront behaviour as
socially unacceptable.
Blocking, negativity, knocking Paraphrase to identify the aim of the blocker. State what is good first of all.
Confront behaviour in private.
Life Skills based Education for Drug Use Prevention Training Manua 83
Information Sheet 1-5a
Managing Problem Group Behaviour
Sign/Behaviour Intervention
Dominance by individual(s)
Talking over one another
Interrupting
Side conversations
Withdrawal
Hidden agendas
Distorting the meaning
High frustration levels
Lateness
Put downs
Blocking, negativity, knocking
Life Skills based Education for Drug Use Prevention Training Manua 84
Activity 6
Drug Terms
Objectives/ Outcomes
Knowledge
Understand the different ways of classifying drugs.
Attitudes
Appreciate that the term drug has different meanings to different people.
Skills
Classify drugs according to their effects, societal use or legal status.
Materials
Chart paper or whiteboard, pens, Resource Sheet 1--6 Drug Terms
Directions
1. As a large group, brainstorm what is a drug? List suggestions on the board and discuss the main
characteristics of drugs according to the definitions offered.
2. Present the WHO definition of a drug as: any substance which, when taken into the body, alters its
function physically and/or psychologically, excluding food and water. Compare this definition with
those listed. Fill in blank spaces with local drugs not listed already.
3. Ask the group to consider how society usually groups various drugs and establish that the major
categories may be described as:
legal/illegal;
medicinal/recreational; or
depressant/stimulant/hallucinogenic.
4. Cut up enough Resource Sheet 1--6 Drug Terms so every participant has a drug. Ask each drug to
stand at one end of an imaginary line according to whether they think their drug is legal or illegal. A
discussion can be conducted as to why people think it is categorised as it is.
5. This activity can then be repeated using medical/recreational or stimulant/depressant as the two
opposing positions to take.
Conclusions for participants
a. What did we do?
b. Why?
c. How did you feel?
d. Are there any gender issues 9male or female) in this activity?
Reflections for your practice
a. How would you use this activity?
b. What changes, if any, would you make for use with your students?
c. What, in your local context, do you need to take into account when using this activity?
Time
40 mins
Life Skills based Education for Drug Use Prevention Training Manua 85
Teaching points for the facilitator
Participants could be referred to the information provided in the UNIT Six Drug Information to
explore the long and short-term effects of drugs.
Drugs that do not fit the stimulant or depressant categories will most likely be hallucinogens.
An extension of this activity can be used to introduce the terms dependence and tolerance
referring to the definitions of these terms in the information section.
Life Skills based Education for Drug Use Prevention Training Manua 86
Resource Sheet 1-6
Drug Terms
alcohol
heroin
cannabis - marijuana
amphetamine - speed
painkillers - aspirin
prescribed medicine - antibiotics
tobacco - nicotine
over-the-counter medicine cold tablets
caffeine coffee, coke
hallucinogens LSD, ecstasy
Ventolin asthma puffer
Life Skills based Education for Drug Use Prevention Training Manua 87
Activity 7
Drugs Groups
Objectives/ Outcomes
Knowledge
Knowledge of different types of drugs and how they can be grouped different ways.
Understanding that drugs can be helpful or harmful.
Attitudes
Respect for self and responsible behaviour.
Skills
Demonstrate the ability to make co-operative decisions.
Materials
Unit 6 Section One-Drug Information, Resource Sheet 1-7 Drug Groups
Directions
1. Revise the definition of a drug (Introduction - About the Manual) and explain that the
activity will require them to group the different types of drugs. Groupings could include legal,
illegal, medicines, recreational drugs and drugs that can cause harm (some participants may have
the same drug).
2. Brainstorm examples of drugs, include local names, onto a large sheet of paper. Cut up the
list of drugs, on the sheet and distribute one to each participant. More than one participant can
have the dame drug card.
3. The facilitator places the drug group cards at opposite ends of the room.
4. The facilitator reads out the first drug group and the participants are asked to move
accordingly and discuss the grouping e.g. move to the front of the room if you think your drug is a
Medicine or move to the back of the room if you think your drug is recreational. Refer to
Resource Sheet 1-7 Drug Groups.
Conclusion for participants
a. What did we do?
b. Why?
c. How did you feel?
d. Are there any gender issues (male or female) in this activity?
Reflections for your practice
a. How would you use this activity?
b. What changes, if any, would you make for use with your students?
c. What, in your local context, do you need to take into account when using this activity?
Time
30 45 mins
Life Skills based Education for Drug Use Prevention Training Manua 88
Teaching points for the facilitator
The facilitator may learn a lot about local drugs from the participants, but, be careful of myths
that may need to be followed up with technical advisers for accurate information, or invite them for
this activity.
Exploration of formal grouping eg, stimulants and depressants etc can also occur depending on the
expertise of the group. Refer to Unit 6 Section One-Drug Information.
Have participants identify other possible groupings using knowledge of drug use in their country.
Life Skills based Education for Drug Use Prevention Training Manua 89
Resource Sheet 1-7
Drug Groups
The facilitator reads out the two groups and asks participants to move to a location in the room. After
each statement ask participants why they have placed themselves where they did?