buzz on the street
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Buzz on the Street
BUZZ ON THE STREET: PILOT EVALUATION
GROUP: P7
LOCATION: John Paul Academy Learning Community
PROGRAMME: Buzz on the Street Pilot
DURATION: 3 weeks
PROGRAMME: RESILIENCE PILOT
DURATION: 6 WEEKS
‘Buzz on the Street’ is a 3 week alcohol and drug awareness intervention developed by Glasgow Council on Alcohol Prevention and Education Team (GCA P & E) aimed at P7. The initial pilot programme aimed to explore the issues of alcohol and drugs, the effect on the community and to promote protective and resilience factors. The programme was piloted in the John Paul Academy Learning Community working in partnership with four Primary Schools in the area:
• St. Blanes Primary • St. Mary’s Primary • St. Joseph’s Primary • St. Charles Primary
In the pilot phase we engaged with eighty-‐ five pupils across the Learning Community to provide a sound evaluation baseline.
BACKGROUND GCA P & E provide specialist Alcohol and Drug Prevention and Education interventions to Primary Schools and High Schools across the city. All of our interventions correspond with the experiences and outcomes contained in the Health and Well Being Organiser as part of the Curriculum for Excellence (first stage – fourth stage) and our High School interventions have been ratified and are available in the ‘Substance Misuse Toolkit’ which ensures that all young people have the opportunity to receive the same information citywide. We aim to achieve the same with our ‘Buzz on the Street’ Programme.
In relation to Alcohol and Drug interventions we take a whole school approach; our practice is coherent with the school’s curriculum and teaching ethos; the interventions and inputs are evidenced based in terms of methods and approaches.
Our interventions in schools are planned in partnership with local and city wide stakeholders and school health coordinators to ensure links to curricular learning. The school programme has a progressive and planned approach providing a consistent age appropriate delivery, with an input for each year to ensure consolidation of past learning and to support young people as they move on from primary to secondary education.
PROGRAMME WEEK 1: INTRODUCTION TO ALCOHOL AWARENESS This session began by asking the pupils to write down as many alcoholic drinks as possible, we then facilitated a discussion around this, ensuring that the children were aware that alcohol was a drug and what type of drug it is and the effects this has on the body. Comments from the pupils included: 'it makes people drunk', 'it makes people fall' and 'people get into fights'. This helped us to create a baseline of knowledge of alcohol awareness for the pupils. Using the smart board we then looked at how alcohol affects the brain, liver, heart and lungs again, discussion was facilitated around this. In the final part of the session called the 'experiment', the pupils listened to a recording of actors pretending to be drunk, the pupils used their listening skills to try and work out which each voice is saying. This was used to show how alcohol affects the brain and how it could slow down how people could speak. The children listened to 5 adults speaking and wrote down what they believe the person(s) to be saying.
OVERALL AIM: • To explore the issues of alcohol and drugs, the effect on the community and to
promote protective and resilience factors.
OBJECTIVES: • To increase the knowledge of young people with regards to alcohol and drugs • To be more aware of the consequences of using alcohol and drugs • To know more and be more aware of the risks in relation to alcohol and drugs
WEEK 2: INTRODUCTION TO DRUG AWARENESS This session looked at identifying illegal/ legal drugs, different types of drugs and their effects. Firstly we asked for the pupils to name drugs that they knew, again this gave us a good starting point to find out what they knew or didn't know about drugs. When asking this question we found that the majority of the pupils could name cocaine, cannabis, heroin and steroids but did not really know much else other than the names. Most of the pupils had never heard of Ecstasy and had no understanding of how it was used or the effects. Then, working in groups the pupils had to work together to find out the answers to what each drug picture was on the Smartboard, some pupils knew the answer to this and working in groups helped them to come up with the correct answer. Finally, the pupils explored the different types of drugs through watching the PowerPoint. The drugs were broken down into four categories and explanation of each given: depressants, stimulants, hallucinogens and painkillers. WEEK 3: ALCOHOL AND DRUG MISUSE IN THE COMMUNITY The final session was to get the pupils to describe what community means to them, to discover the consequences of drug and alcohol misuse, discuss and illustrate how to keep safe within the community and identify and explore examples of peer pressure while consolidating the learning from the previous to sessions. By working in groups we facilitated a discussion around how to keep themselves safe in their communities, highlighting that this should be a priority when out and about. We then looked at 8 different scenarios that pupils may face in their local communities before the pupils used their problem solving skills to come up with ways in which they would keep themselves safe in each situation.
EXAMPLE OF GOOD PRACTICE Throughout the programme we ensured that we used different methods of group work, engagement and experiential learning styles which were relevant to the topic and age appropriate, making sure that all learning styles were accommodated.
1. Do you have increase knowledge in relation to alcohol/ drugs/alcohol and drugs in the community?
2. Do you have increased thinking in relation to alcohol/ drugs/alcohol and drugs in the community?
3. Do you have increased awareness in relation to alcohol/ drugs/alcohol and drugs in the community?
92%
94%
96%
98%
100%
knowledge thinking awareness
95%
98% 98%
80%99% 99%
88% 90% 97%
Alcohol
Drugs
Community
TEACHER COMMENTS AND RECOMMENDATIONS ‘Well presented tasks – good use of the smartboard/practical tasks’ ‘Pupils were impressed (so was teacher) with spiders web activity’ ‘Enthusiastic and clear in her instructions and worked well in p6/7’ ‘Children were given the opportunity to share all that they had learned in a fun active way’ ‘Facilitator should be confident in their approach with the group; they look at you for direction which should be clear and concise to avoid confusion.’ ‘It is important to give clear instructions in tasks and ensure that all pupils know what is being asked of them, otherwise they will be unsure which could impact on their learning.’
EVALUATION
Each session was evaluated by pupils and teachers. We used written evaluations and continually evaluated through the pupils learning in the sessions. Within the written evaluation section of the programme, participants were asked to report back on the following questions in relation to each session topic, the results and questions are as follows:
FUTURE RECOMMENDATIONS AND MOVING FORWARD After the initial pilot evaluation we decided to update ‘Buzz on the Street’ as we ensure that all of our interventions use methods that are interactive, current, and engaging. We have also ensured that the programme corresponds with the experiences and outcomes contained in the Health and Well Being Organiser as part of the Curriculum for Excellence. The programme has now been updated with the following aims: WEEK1: ALCOHOL AWARENESS LESSON Lesson Aims: 1. I will know that alcohol is a drug and I will identify what type of drug it is. 2. I will know the effects alcohol can have on the body. 3. I will explore my attitudes and values and understand how these can influence how I fell about substance use. WEEK 2: DRUG AWARENESS LESSON Lesson Aims: 1. I will know the effects different drugs can have on the body. 2. I will identify drugs by their name and appearance.
Curriculum for Excellence HWB 2-‐38a I understand the effect that a range of substances including tobacco and alcohol can have on the body. HWB 2-‐39a I know that popular culture, the media and peer groups as well as my own attitudes and values can influence how I feel about substance use and recognise the impact this may have on my actions.
Curriculum for Excellence HWB 2-‐38a I understand the effect that a range of substances including tobacco and alcohol can have on the body.
WEEK 3: ALCOHOL AND THE COMMUNITY Lesson Aims:
1. I will understand the effect substance misuse has on a person’s family and friends. 2. I Will describe what a community means to me. 3. I will understand the effect substance misuse has on the local community. 4. Link in with P5 Health Summit Days and consultation.
WEEK 4a: PEER PRESSURE Lesson Aims: 1. Pupils will explore how external influences, including popular culture, the media and peer groups can influence peer pressure. 2. Pupils will discuss and show how peer pressure can impact on their actions. 4b: EMERGENCY SITUATION: ROLE PLAY Lesson Aims: 1. I will know of actions I can take to help someone in a substance related emergency.
Curriculum for Excellence 2-‐43a I understand the impact that misuse of substances can have on individuals, their families and friends.
Curriculum for Excellence HWB2-‐41a I can identify the different kinds of risk associated with the use and misuse of a range of substances. HWB2-‐42a I know of actions I can take to help someone in an emergency
Curriculum for Excellence HWB 2-‐39a I know that popular culture, the media and peer groups as well as my own attitudes and values can influence how I feel about substance use and recognise the impact this may have on my actions.
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