2007-06-06_CCSA CASH Enviro Scan Final

8/14/2019 2007-06-06_CCSA CASH Enviro Scan Final

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EnvironmentalScan of School-

based and

School-linkedSubstance Abuse

PreventionPreliminary FindingsKaren Cumberland and Matthew

GrahamSchool Substance Abuse Prevention

Project Advisory Committee

June 9, 2007


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Introduction Process

Preliminary Review of Results

Themes Frameworks Key organizations and roles Curriculum Hot issues/Barriers

Implications/Conclusions


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ProcessBenefits

Validate the presence of HEP in their jurisdiction.

The process encouraged coordinators to reach out to newsectors and service providers and ultimately helpedcreate some much-needed contacts.

The first comprehensive attempt to collect this data in

their jurisdiction ultimately to be used as a resource for their peers in the field.


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ProcessChallenges

Time Constraintstracking down and confirming

content is difficult

Information Confirmationidentifying appropriateindividuals to contact

Some commented that bureaucratic issues, bothwithin and outside their system, challenged theirability to access credible info in a timely matter.


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Key agencies working across thecountry (NGOs) Provincial/Territorial

A variety of provincial-level organizations working on substanceuse and school health; most are members of the CanadianExecutive Council on Addictions (CECA)

National and Inter-regional All are connected to at least 4 national agencies; the less

populated P/Ts such as the Territories tend to reach more to thenational level and to other jurisdictions such as Nunavut to theAlberta Lung Association

Notable components Some reach to more service-oriented agencies such as the

Nunavut Help Line, churches and IBC (Inuit Broadcasting

Corporation) Youth and student involvement in these programs Substantial number of key organizations promoting school health

where substance use is not necessarily a priority or evenincluded:

BC Youth Police Network (BCYPN) Insurance Corporation of BC (ICBC)


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Key agencies working across thecountry (ministries) All jurisdictions have several ministries working on

the issue; most include health- and education-relateddepartments, but others include input from

Municipal and Community Affairs (MACA) Department of Justice Family Services and Housing Workers Compensation Board, Executive Council

Office, and Sexual health, public safety, wellness, culture and

sport


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Frameworks Safe schools

Safe schools program (BC, MB) Comprehensive school health approaches

Reports on health promotion in schools (BC, MB) Healthy Schoolsinterministerial partnership (BC, MB)

Health Schools Network (BC) Healthy Choices Framework (NWT) Health Promoting Schools (NS)

Substance-specific Crystal meth strategies (BC) Nova Scotia Alcohol Strategy; drug strategy in development (NS) Prevention of Alcohol and Risk-Related Trauma in Youth (PARTY) (YK)

Governing instruments School policy manual (AB) School Code of Conduct (NS)

Crime prevention Yukon (YK) Overarching frameworks

Manitoba Framework for Addressing the Harms Associated withAlcohol and Other Drugs


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Coordinated policy (and seniorleader support): HEP brings together organizations and individuals representing

diverse perspectives who share the common goal of addressingproblematic substance use

There are numerous examples and levels of drug strategypartnerships and strategic plans between governmentministries and other stakeholder groups

Growing trend of municipal strategies providing recommendations forschools

Cross-country examples:

Several strong examples of comprehensive youth strategies

Close collaboration and ongoing co-operation among various

agencies and organizations involved with youth Local committees on Drug Awareness

Innovative partnerships between citizens and educationalinstitutions

Regional police departments/RCMP Whole Child Program

Youth treatment programs


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Curriculum Trends Life skills:

A general theme found in current curriculum is to provide students withaccurate information and assist them in acquiring life skills, whileemphasizing the importance of internalizing healthy lifestyle choices.

Cultural awareness: Traditional Aboriginal use of ceremonial tobacco is recognized and

respected

RCMP Aboriginal Shield Program

Interactive approaches towards resiliency:

Grade 7 and onwards the curriculum begins to take an interactiveapproach to discuss

the effects, risks and consequences of unhealthy choices

to develop refusal and other skills required to make healthy choices

to form their own value-based philosophy of abstention from drugs andgambling


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Curriculum Trends, contd Majority of jurisdictions use curriculum from a variety of

sources: many lesson plans have a Web component, along with video

resources.

partnerships between schools, health and communityorganizations, with encouragement for schools to adopt acoordinated and comprehensive approach to school health.

Manitoba and Ontario experience (contributors in attendance)

Lack of control and choice: Many jurisdictions piggyback on what prevention programs and

activities (school-based) are offered to their schools andcommunities. This may include Classroom presentations from community groups Programs: for example, DARE, SADD and MADD


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Curriculum TrendsHealthy ChoicesThe New Brunswick Example:

There are many factors that promote health at every stage of achilds development. The following four strands in this curriculumwere chosen to represent and bring order to diverse factors:

Caring for Yourself, Your Family and Your Community Personal Wellness

Use, Misuse and Abuse of Materials (emphasizing Media Literacy)

Physical Growth and Development

Throughout the curriculum, students are encouraged to bepositive and proactive in maintaining physical, emotional andpsychological well-being. These strands allow students toconsider their development both at a personal level and withinthe context of their communities.


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Hot issues Locales

Vancouver Downtown Eastside; Cambridge Bay; Iqaluit Community approaches to alcohol (NWT) Residential schools legacy (Territories)

School policy/curriculum-related Restorative justice approaches/alternatives to suspension (BC

school districts) Compulsory substance abuse module (with opt-out) (MB) School safety and violence preventionpro-social skills,

bullying, comprehensive school planning (YK, ON) Comprehensive School Health (ON)

Specific substances Crystal methamphetamine (MB, AB) Smokeless tobacco (ON) Alcohol (various)


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Barriers Structural

Lack of teacher time and unpreparedness (BC, ON) Time, other priorities (ON, YK) Zero tolerance policies (MB) Support from Boards/administrators (ON)

Community/Environmental Viewed as an isolated issue (BC, etc.) Links to services (YK) Lack of services, role modelling, opportunities (NT) Competing role models (Yukon) Blaming others, taking responsibility (NT)

Comprehensiveness Lack of standardization/patchwork approach (BC) Lack of opportunities for communication (BC) Lack of coordination (BC)

Tension between abstinence and harm reduction (MB)


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Implications/Conclusions Lack of control and choice over program selection

Scarcity of formal, coordinated policy detailing who isresponsible for what and when

Every factor pulling in the same direction (governinginstruments, leaders, front-line staff, parents, PDopportunities, media, community libraries)

Teacher traininglittle workforce development at theprovincial level

Forum for discussion on harm reduction as it relates to

youth Some school health and safe school frameworks do not

consider substance abuse


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Contact Information

Canadian Centre on Substance Abuse75 Albert St., Suite 300

Ottawa, ON

K1P 5E7Tel.: 613-235-4048Fax: 613-235-8101Email: [email protected]

www.ccsa.ca

Documents

2007-06-06_CCSA CASH Enviro Scan Final