Case study - Teaching Methods: Unplugged by Mentor UK SUBSTANCE USE PREVENTION EDUCATION IN EDUCATIONAL INSTITUTIONS - CURRICULA Case study - Teaching Methods: Unplugged by Mentor UK 29 September- 2 October 2015, Istanbul

Unplugged: Comprehensive Social Influence Background Unplugged: Comprehensive Social Influence Knowledge, normative beliefs, and life skills Refusal skills within life skills, Development of positive social influences To correct mistaken ideas about how prevalent and acceptable drug use is in general among young people.   Please note that there will be in the previous session another presentation focusing on the development of Unplugged and its contents (by Fabrizio Faggiano) This session should be a practical session explaining how Mentor UK is using Unplugged in the UK, particularly with teachers Giving a concrete example from the Unplugged – teacher’s handbook with a focus on methodology JB note: Programme for schools. Most of the activities are based on cognitive learning, whilst allowing schools to open up to different methods of work, such as role play.

Using Unplugged in the UK Why did Mentor decide to implement Unplugged in the UK? Mentor objective: test programmes and develop evidence of what works ADEPIS/ CAYT – promotion of evidence based practice into mainstream education Drug and alcohol education provision remains inconsistent in delivery across educational establishments within England (ADEPIS – Drug and Alcohol education in schools review, 2013) 50% of secondary schools interviewed would welcome more updates on research about, and support for the development of effective alcohol and drug prevention (Ibid) Never implemented (as it is*) in the UK before Explain why Mentor UK decided to use Unplugged in the UK and how it is using it, particularly with teachers (trainings, etc.) (1 slide) JB note: * Mention How to Thrive adaptation of Unplugged

Methods: Key mediators for effectiveness Decreasing positive attitudes towards drugs Correct normative beliefs Increase refusal skills Decreasing positive attitudes towards drugs (effective) VS Increasing negative attitudes towards drugs (not effective, but often used in the classroom) What are the major lessons learnt from the use of Unplugged, in particular in relation to methods? JB note: Novelty (within a school clasroom perspective) in looking at decreasing positive attitudes towards drugs to influence behaviour, normative beliefs and social influence. Increasing negative attitudes: information about risks, negative effects, scare tactics – it normally seems to be the natural thing to do (especially for teachers – often we do the wrong things for the right reasons). Decreasing positive attitudes towards drugs: Teacher encourages an open discussion around people’s positive aspiration to drug use (why do people chose to use drugs, drink, smoke, how do they feel, what advantages do you think they think to get). Following the discussion the teacher can correct these mistaken perceptions and ideas  correcting normative beliefs and developing positive social influence.

Unplugged –Teachers’ Handbook Introduction Instructions for the lessons 1. OPENING UNPLUGGED 2. TO BE OR NOT TO BE IN A GROUP 3. CHOICES – ALCOHOL, RISK AND PROTECTION 4. YOUR BELIEFS, NORMS AND INFORMATION – DO THEY REFLECT REALITY? 5. SMOKING THE CIGARETTE DRUG –INFORM YOURSELF 6. EXPRESS YOURSELF 7. GET UP, STAND UP 8. PARTY TIGER 9. DRUGS – GET INFORMED 10. COPING COMPETENCES 11. PROBLEM SOLVING AND DECISION MAKING 12. GOAL SETTING Annexes to deliver the lessons Example: Quiz cards Present briefly the Unplugged Teachers’ Handbook and select one activity from the handbook for participants to familiarize themselves with the methods used You can present one sheet or use one part of one of the exercises included in the handbook. However the whole presentation should not last more than 10’ so that participants have time to ask questions on the resource and how Mentor UK is using it JB note: Introduction: Evidence-based prevention, life-skills related to drug prevention, pedagogical tips and reminders, composition of Unplugged, parent involvement, teacher training, materials The introduction gives a broad overview of the attitudes and methodologies necessary to work with life-skills and the Comprehensive Social Influence model (e.g. interactive teaching methods, ‘sitting on the pupil’s chair’). These methods are developed during the 2.5 days teacher training. Quiz cards: Teacher divides the students into groups of 4. Each group is composed by 2 teams. 2 people pick the 2 cards. 2 students read the questions and try to give a correct answer following discussion and agreement among themselves. The other 2 then give them the correct answer. Children in subgrups are then allowed to discuss. The teacher is only controlling the overall delivery of the activity  students are allowed to discuss freely in the group. However the discussion is guided and steered by the information contained in the cards, making sure that students cover, discuss and question key issues and perceptions.

Unplugged –Teachers’ Handbook Training components: Unplugged background and structure Reading exercise: Interactive sub-group activity for teachers to familiarise with the lessons Demonstration: teachers ‘sit on the pupils’ chairs’ taking active part as programme participants Training objectives: Information transfer, Social learning, Experimental learning, Learning to work on a positive and safe classroom climate. Present briefly the Unplugged Teachers’ Handbook and select one activity from the handbook for participants to familiarize themselves with the methods used You can present one sheet or use one part of one of the exercises included in the handbook. However the whole presentation should not last more than 10’ so that participants have time to ask questions on the resource and how Mentor UK is using it JB note: Teacher training – Teachers experience and learn to ask open questions to students. They also learn about the advantages of allowing students to work independently, interactively and critically (in terms of effectiveness and impact), as opposed to work as passive listeners of a lesson.

Any questions? Jamila Boughelaf www.mentoruk.org.uk jamila.boughelaf@mentoruk.org @Mentortweets @MentorADEPIS www.eudap.net peer.vanderkreeft@hogent.be