1. Instructions for using these slides  This file contains slides for all Units included in the EDPQS Toolkit 3 Trainers’ Guide  The beginning of a new Unit is indicated by a slide with a dark blue background  Delete any Units and individual slides which won’t form part of your training event  The slides are already ordered chronologically according to the modules recommended in the Trainers’ Guide, so it is not necessary to reorder the slides  Modify the slides as appropriate (e.g. inserting your own logos and contact details)  Use the commentary/notes underneath each slide to prepare the presentation - they contain further guidance and key messages

2. Training to support the use of the European Drug Prevention Quality Standards (EDPQS) With financial support from the Drug Prevention and Information Programme of the European Union

3.  Opening Session

4. Workshop facilitator

5. Who is attending today’s training

6. Which country are you from?

7. What do you do? Policy maker (national/regional/local) Funder of prevention activities Practitioner working directly with target population Educator/teacher Programme/service manager Researcher Student Other?

8. What is your professional topic area? Health Education Youth Law enforcement Social affairs Drug-focussed issues Other?

9. Are you a drug prevention specialist?

10. Did you know about the European Drug Prevention Quality Standards (EDPQS) before coming to this meeting?

11. Have you already read the EDPQS Quick Guide or Manual?

12. Agenda TimeActivities 09:00Opening Session 09:10Pre-seminar quiz 09:20Brief sharing of the premises 09:40Presentation: EDPQS 10:20Coffee-break 10:40Presentation: EDPQS Checklist & Case study 11:20Project Discussion (group work) 11:50Project Discussion (feedback to the plenum) 12:10Conclusions and Closing session 12:20Post-seminar quiz & evaluation 12:30Finish

13. Learning outcomes By the end of this training, participants should be better able to:  Describe what the European Drug Prevention Quality Standards (EDPQS) are and how they can be used  Explain why quality standards in prevention are useful and important  Critically reflect on strengths and weaknesses of drug prevention activities using the EDPQS checklists  Describe how the EDPQS could be applied and disseminated in their own professional context

14.  This training uses materials from EDPQS Toolkit 3 (“Training Toolkit”)  We are grateful for the support which allowed the realisation of this training: With financial support from the Drug Prevention and Information Programme of the European Union

15.  Pre-seminar quiz

16. Quiz  Asks about your knowledge and opinions regarding the European Drug Prevention Quality Standards (EDPQS)  Helps you to reflect on your own views regarding the topic of today’s training  Same questions are asked before and after the training  Helps to understand how the training may contribute to developing existing knowledge and opinions further  Also course satisfaction form

17.  Sharing the premises

18. What are the first 3 things that come to your mind about the concept of “Drug prevention”?

19. What are the first 3 things that come to your mind about the concept of “Quality”?

20. What are the first 3 things that come to your mind about the concept of “Standards”?

21. Sharing the premises Drug PreventionQualityStandards

22.  Brief sharing of the premises

23. What are the first things that come to your mind about the concepts of “Drug prevention”, “Quality” and “Standards”?

24. Sharing the premises Drug PreventionQualityStandards

25.  Presentation: EDPQS

26. Four questions 1. What do the EDPQS look like? 2. Why are quality standards important? 3. How can they benefit you? 4. Where can you find out more?

27. 1. What do the EDPQS look like?

28. European Drug Prevention Quality Standards (EDPQS)  EDPQS provide first reference framework on ‘high quality’ drug prevention based on European consensus

29. The drug prevention project cycle as core structure of the standards 1 Needs Assessment 2 Resource Assessment 3 Programme Formulation A: Sustainability and funding 5 Management and Mobilisation of Resources 6 Delivery and Monitoring 8 Dissemination and Improvement 7 Final Evaluations B: Communication and stakeholder involvement C: Staff development D: Ethical drug prevention 4 Intervention Design CROSS-CUTTING CONSIDERATIONS

30. 35 components of quality Cross-cutting Considerations A: Sustainability and funding B: Communication and stakeholder involvement C: Staff development D: Ethical drug prevention 1 Needs Assessment 1.1 Knowing drug-related policy and legislation 1.2 Assessing drug use and community needs 1.3 Describing the need – Justifying the intervention 1.4 Understanding the target population 2 Resource Assessment 2.1 Assessing target population and community resources 2.2 Assessing internal capacities

31. 35 components of quality 3 Programme Formulation 3.1 Defining the target population 3.2 Using a theoretical model 3.3 Defining aims, goals, and objectives 3.4 Defining the setting 3.5 Referring to evidence of effectiveness 3.6 Determining the timeline

32. 35 components of quality 4 Intervention Design 4.1 Designing for quality and effectiveness 4.2 If selecting an existing intervention 4.3 Tailoring the intervention to the target population 4.4 If planning final evaluations 5 Management and Mobilisation of Resources 5.1 Planning the programme - Illustrating the project plan 5.2 Planning financial requirements 5.3 Setting up the team 5.4 Recruiting and retaining participants 5.5 Preparing programme materials 5.6 Providing a programme description

33. 35 components of quality 6 Delivery and Monitoring 6.1 If conducting a pilot intervention 6.2 Implementing the intervention 6.3 Monitoring the implementation 6.4 Adjusting the implementation 7 Final Evaluations 7.1 If conducting an outcome evaluation 7.2 If conducting a process evaluation 8.Dissemination and Improvement 8.1 Determining whether the programme should be sustained 8.2 Disseminating information about the programme 8.3 If producing a final report

34. Component title Implementation considerations Standards (basic) Examples to clarify meaning Standards (expert) Details in the EMCDDA Manual

35. Process of two years to develop standards Review of existing drug prevention guidance Online Delphi survey Focus groups FIRST DRAFT Focus groups SECOND DRAFT FINAL STANDARDS

36. Members of the European Prevention Standards Partnership 2008-2015 Observatoire français des drogues et des toxicomanies (OFDT) Consejeria de Sanidad – Servicio Gallego de Salud (Xunta de Galicia) (CS-SERGAS) Delegacion del Gobierno para el Plan Nacional sobre Drogas Azienda Sanitaria Locale Milano (ASL Milano) Azienda Sanitaria Locale 2 - Savonese (ASL 2 Savonese) University Mental Health Research Institute (UMHRI) Institute for Social Policy and Labour (SZMI-NDI) Eötvös Loránd University National Anti-Drug Agency (NAA) Charles University Prague (CUNI) National Bureau for Drug Prevention (NBDP) Mazowieckie centrum polityki społecznej (MCPS) United Nations Office on Drugs and Crime (UNODC) European Monitoring Centre for Drugs and Drug Addiction (EMCDDA) Institut Suchtprävention, pro mente Oberösterreich Gesundheit Österreich GmbH Social Development Unit, Social Services Administration Stockholm Federal Centre for Health Education (BZgA) University Hospital Heidelberg Liverpool John Moores University (LJMU)

37. 2. Why are quality standards important? ?

38. What is the problem? Few people would argue with the view that prevention is better (and cheaper) than cure. However,... N DRUGS J u s t s a y... a lot of what is done in the name of drug prevention is still not based on what “works” or on what constitutes “quality”. Money is still being spent on ineffective approaches.

39. What are important aspects of “quality”? ‘High quality’ activities according to EDPQS:  Relevant to target populations and policy  Ethical (no unintended ‘side effects’, takes into account reasons for drug use)  Based on scientific evidence of what works  Provide evidence on their own effectiveness  (Cost)Effective  Feasible  Sustainable In reality, activities are sometimes chosen because of other criteria, e.g.:  Low financial cost  Promise a ‘drug free’ world (even though the proposed activities are unlikely to achieve this)  Are fun for the kids  Allow nice photos for the school newsletter  Easy to do  Don’t need much time (one-off activities) (Actual quality or effectiveness relatively less important…)

40. How could the EDPQS help to improve this situation? Development of EDPQS and support materials Translation/ adaptation and publication of quality standards Increased quality of preventive work Activities Inputs OutcomesImpact ‘EDPQS champions’ Funding Potential target audiences Supportive partners Existing quality standards Reach Decision makers Researchers Evaluators Practitioners EDPQS champions Trainers Outputs EMCDDA Manual & Quick Guide EDPQS Toolkits Supportive structures New sets of standards based on EDPQS Awareness of ‘quality’ as an issue Motivation to achieve quality standards Skills (e.g. knowing how to apply EDPQS) Adoption (using EDPQS) Changes in professional prevention culture General public Ultimate target populations Outputs of dissemination activity (e.g. workshops) Introductory materials Programme developers Dissemination of EDPQS Better outcomes for target populations Implementation (changing how things are done) Implementation activities The ultimate aim of EDPQS is to achieve better outcomes for target populations

41. 3. How can the EDPQS benefit you?

42. What are the EDPQS not? The EDPQS do not:  Prescribe any particular type of intervention or policy (e.g. they don't state “deliver intervention X for 3 weeks”)  Provide step-by-step instructions on how to undertake high quality preventive work (e.g. they don't explain how to undertake a needs assessment or how to evaluate projects)

43. So, what are the EDPQS? … BUT the EDPQS do: Provide a comprehensive set of criteria to help you learn how to recognise ‘high quality’ prevention activities Outline the necessary structural and procedural aspects of high quality prevention, i.e. the context in which quality interventions and policies can take place

44. EDPQS were developed for “drug prevention” activities  According to EDPQS Position Paper, drug prevention activities:  have the potential for preventing, delaying or reducing drug use, and/or its negative consequences  can target whole populations, subpopulations, or individuals  can target legal drugs (e.g. alcohol, tobacco), illegal drugs, pharmaceutical products, new psychoactive substances – or substances in general  may work to reduce risk and build protective factors known to influence drug use, or may target common factors that affect or reduce vulnerability for drug use and drug use problems or promote healthy development and resilience in general  can be relevant to all age groups, even though commonly addressed to young people  A broad - not a normative - definition of drug prevention  EDPQS may be useful for other kinds of preventive work

45. Using the EDPQS to review and develop the quality of prevention  Plan new projects with confidence (EDPQS are compatible with innovation in aims, content or delivery)  Review the quality of ongoing or completed prevention initiatives  Assess whether a prevention related activity is undertaken or likely to operate in a way that can be considered “high quality”  Identify the stronger and weaker aspects of prevention initiatives  Develop and improve the quality of existing prevention provision

46. EDPQS as a reference framework Not a “one size fits all” approach, but a European consensus can provide a good starting point towards a shared understanding of what prevention should be EDPQS can also support:  Information and Awareness raising - clarify what prevention is trying to achieve  Education and Training - create a link between theory and practice  Professional and organisational development – self-reflection  Project proposals and funding applications - evidence the high quality of activities (although EDPQS can’t guarantee effectiveness, or replace outcome evaluation to determine effectiveness)  Evidence-based policy-making – help to achieve the aims of broader national and international strategies and policies  Developing or updating existing quality criteria or standards

47. 4. Where can you find out more?

48. Key EDPQS resources Manual  284 pages with detailed introductions, full list of standards, glossary Quick Guide  38 pages, with summaries and checklists  Available in several languages  Written by Partnership, published by EMCDDA  Free download

49. 4 EDPQS Toolkits  Practical tools to support different audiences with using EDPQS to promote and achieve quality in prevention  Four audiences:  Decision-makers (including policy-makers, funders and commissioners)  Practitioners (including programme developers, service managers and front- line workers)  Professional trainers/educators (including University teachers)  Prevention coordinators/advocates at local/regional/national level

50. EDPQS supporting materials  Introduction to EDPQS  Explain the key concepts and considerations that informed the development of the EDPQS  EDPQS Brief summary  EDPQS Position Paper  EDPQS Theory of Change  Questions & Answers  www.prevention-standards.eu www.prevention-standards.eu

52. Which documents might be most relevant to you?

53. Presentation: EDPQS Support materials

54. www.prevention-standards.eu

55. Toolkit 1 for decision-makers  To support decision-makers with selecting high quality drug prevention activities for (financial) support  Key messages:  Ineffective programmes and approaches should not be funded, even if they are considered popular  It is better to finance a few high quality programmes with a realistic budget rather than many vaguely elaborated programmes which may have a low budget but also no or unwanted effects  Importance of transparent selection and funding mechanisms that encourage quality  www.prevention-standards.eu/toolkit-1/ www.prevention-standards.eu/toolkit-1/

56. Toolkit 2 for practitioners  To support practitioners with self-assessment and self-improvement 1. Complete self-assessment checklist (~1 hour) 2. Complete synthesis profile ⇒ identify critical areas 3. Use self-improvement questionnaire to review and identify actions to develop own activities (~1 hr per area)  www.prevention-standards.eu/toolkit-2/ www.prevention-standards.eu/toolkit-2/

57. Toolkit 3 for trainers  To support trainers/educators with delivering professional training on quality standards in drug prevention  For half, one or two days training events  Includes PowerPoint slides, handouts for participants, trainers guide  Suggestions for different units, including interactive exercises and group-work activities to help participants experience the benefits of using standards in practice  www.prevention-standards.eu/toolkit-3/ www.prevention-standards.eu/toolkit-3/

58. Toolkit 4 for ‘prevention coordinators’ or advocates for quality in prevention  To support people who wish to promote quality from a strategic point of view  How to develop (adapt) quality criteria based on EDPQS?  How to translate existing EDPQS materials?  How to promote the use and implementation of quality standards?  www.prevention-standards.eu/toolkit-4/ www.prevention-standards.eu/toolkit-4/

59. Presentation: EDPQS Checklist & Case study

60. EMCDDA Quick Guide to EDPQS  The quick guide is aimed at professionals who:  wish to find out more about the topic of quality standards in general  are interested in the EMCDDA Manual but want to read an introduction first  wish to take a first step in conducting self-reflection using the standards

61. 35 “components” Cross-cutting Considerations A: Sustainability and funding B: Communication and stakeholder involvement C: Staff development D: Ethical drug prevention 1 Needs Assessment 1.1 Knowing drug-related policy and legislation 1.2 Assessing drug use and community needs 1.3 Describing the need – Justifying the intervention … …

62. Self-reflection checklist

63. Example: Project “Stella” Fictitious example:  “Stella” is a school-based intervention  For pupils aged 15 to 17 years  Seeks to prevent or reduce alcohol, tobacco and illegal drug use as well as other risk behaviours  Structured manualised programme  Interactive methods are used to increase participants’ self- awareness, resilience and life-skills (e.g. discussion, role play, and film-making)  It is implemented nation-wide Take a few minutes to read the full project description

64. Completing the checklist 3 Programme formulation Notes on current positionActions to take 3.1 Defining the target population 3.2 Using a theoretical model

65. Completing the checklist 3 Programme formulation Notes on current positionActions to take 3.1 Defining the target population Target group defined (15- to 17-year-old school pupils; universal programme) 3.2 Using a theoretical model

66. Completing the checklist 3 Programme formulation Notes on current positionActions to take 3.1 Defining the target population Target group defined (15- to 17-year-old school pupils; universal programme) 3.2 Using a theoretical model The programme draws on a number of theoretical models, including social influence theory Mediators are specified (self- awareness, resilience and life- skills)

67. Completing the checklist 3 Programme formulation Notes on current positionActions to take 3.3 Defining aims, goals, and objectives 3.4 Defining the setting

68. Completing the checklist 3 Programme formulation Notes on current positionActions to take 3.3 Defining aims, goals, and objectives Specifies what is to be prevented (alcohol, tobacco and illegal drug use, other risk behaviours) Targeted mediators are specified (self-awareness, resilience and life-skills) Clarify: what are the “other risk behaviours”? 3.4 Defining the setting

69. Completing the checklist 3 Programme formulation Notes on current positionActions to take 3.3 Defining aims, goals, and objectives Specifies what is to be prevented (alcohol, tobacco and illegal drug use, other risk behaviours) Targeted mediators are specified (self-awareness, resilience and life-skills) Clarify: what are the “other risk behaviours”? 3.4 Defining the setting Setting = classroomClarify: where does the film-making activity take place?

70. Completing the checklist 3 Programme formulation Notes on current positionActions to take 3.5 Referring to evidence of effectiveness 3.6 Determining the timeline

71. Completing the checklist 3 Programme formulation Notes on current positionActions to take 3.5 Referring to evidence of effectiveness Refers to literature reviews on ‘what works’ in prevention Clarify: What sources were used? Is the literature up-to-date? Is it an unbiased review? 3.6 Determining the timeline

72. Completing the checklist 3 Programme formulation Notes on current positionActions to take 3.5 Referring to evidence of effectiveness Refers to literature reviews on ‘what works’ in prevention Clarify: What sources were used? Is the literature up-to-date? Is it an unbiased review? 3.6 Determining the timeline Schools can choose whether to deliver the intervention as weekly sessions (15 units of 50 minutes) or as a ‘blocked’ programme with a few intense days spread over several months. Clarify: What is the overall timeline for this project?

73. Completing the checklist 4 Intervention design Notes on current positionActions to take 4.1 Designing for quality and effectiveness 4.2 If selecting an existing intervention

74. Completing the checklist 4 Intervention design Notes on current positionActions to take 4.1 Designing for quality and effectiveness Use of methods that the target group is likely to find engaging (discussion, role play, and film- making) The programme is supposed to help young people identify and build upon their personal strengths. Clarify: What are the specific principles and techniques used when working with the pupils? 4.2 If selecting an existing intervention

75. Completing the checklist 4 Intervention design Notes on current positionActions to take 4.1 Designing for quality and effectiveness Use of methods that the target group is likely to find engaging (discussion, role play, and film- making) The programme is supposed to help young people identify and build upon their personal strengths. Clarify: What are the specific principles and techniques used when working with the pupils? 4.2 If selecting an existing intervention Not applicable - not an adaptation of an existing intervention Clarify: Is it an adaptation of an existing intervention?

76. Completing the checklist 4 Intervention design Notes on current positionActions to take 4.3 Tailoring the intervention to the target population 4.4 If planning final evaluations

77. Completing the checklist 4 Intervention design Notes on current positionActions to take 4.3 Tailoring the intervention to the target population Manualised approach (i.e. following a standardised approach according to a written manual) Same activities are undertaken in all implementing schools using the same materials. Clarify: To what extent is the programme tailored to the specific circumstances (e.g. geographical region, participant characteristics?). 4.4 If planning final evaluations

78. Completing the checklist 4 Intervention design Notes on current positionActions to take 4.3 Tailoring the intervention to the target population Manualised approach (i.e. following a standardised approach according to a written manual) Same activities are undertaken in all implementing schools using the same materials. Clarify: To what extent is the programme tailored to the specific circumstances (e.g. geographical region, participant characteristics?) 4.4 If planning final evaluations Drug use (self-reported) and drug-related knowledge were measured 1 week before and 1 week after the intervention Teachers complete a questionnaire after each session Clarify: Are long-term follow- up measurements and additional evaluations planned?

79. Example strengths identified using EDPQS  Commitment to science and evidence-based working (EDPQS 3.2; 3.5)  Use of interactive, engaging methods (EDPQS 4.1)  Strengths-focussed (EDPQS 4.1)  Elements of process and outcome evaluation in place (EDPQS 4.4; 7.1; 7.2)

80. How does project “Stella” address specific target population needs and complement existing preventive activities? (EDPQS 1.2-1.4, 4.3) Potential weaknesses - Areas for further discussion/development What support is offered to pupils identified as being at ‘high risk’ of drug use or drug-related harms? (EDPQS D; 4.1) Are long-term follow-up measurements planned? (EDPQS 4.4; 7.1)

81. Benefits of using EDPQS  EDPQS as a reference framework to make implicit (taken-for-granted) activities explicit and to conceptualise prevention work in a structured way  Standards useful to  identify strengths and weaknesses (areas for improvement)  stimulate constructive discussion about aims/methods of prevention  Review of strengths and weaknesses particularly useful for projects in the planning phase or under development

82.  Any questions?

83. Project Analysis

84. Group work 1. Read the short project description and take a moment to reflect on how you would intuitively judge this project. (15 minutes) 2. Then refer to the EDPQS checklist and discuss which EDPQS standards appear to be met by the project. You can note your observations in the checklist. (25 minutes) 3. Use the results from your reflection to answer the following questions: (10 minutes)  What are the project’s strengths?  What are the project’s weaknesses? How could the project be improved?  Does the text provide all the information you would like to know about the project? If not, what questions would you like to ask the programme developers? 4. Finally, discuss whether you found the checklist helpful, and why. Note your answers in the reporting grid. (10 minutes)

85. Feedback to the plenum  What are the project’s potential strengths?  What are the project’s potential weaknesses? How could the project be improved?  What questions would you like to ask the programme developers?  How useful was the EDPQS checklist to reflect on the project?

86.  Project Analysis

87. Group work 1. Form working groups (3-6 people) and elect a spokesperson. 2. Read the short project description and take a moment to reflect on how you would intuitively judge this project. (15 minutes) 3. Then refer to the EDPQS checklist and discuss which EDPQS standards appear to be met by the project. You can note your observations in the checklist. (25 minutes)

88. Feedback to the plenum  What did you find?

89. Plenary discussion  What are the project’s potential strengths?  What are the project’s potential weaknesses? How could the project be improved?  What questions would you like to ask the programme developers?  How useful was the EDPQS checklist to reflect on the project?

90.  Self-reflection

91. EDPQS Toolkit for practitioners  Questions to help you explore each of the 35 EDPQS components 1. In the Quality Assessment Checklist, questions are answered with “Yes” or “No” and help you assess your prevention activity in relation to the EDPQS 2. The Quality Synthesis Profile offers visual feedback on how your prevention activity relates to the EPDQS, helping you to identify critical areas for review 3. In the Improvement Support Questionnaire, open-ended questions support self-reflection on your prevention activity and help you plan actions for potential improvement

92. Individual work 1. Think of a prevention activity that you are working on:  You must know the activity well, so you should be actively involved in its development or implementation  To make the review easier, the prevention activity should be currently in the implementation phase 2. Start completing the Quality Assessment Checklist for the chosen activity. (20 minutes) 3. Complete the Quality Synthesis Profile

93. Completing the synthesis profile  Colour in those fields corresponding to the components where you received a smiley in the Quality Assessment Checklist  These fields indicate the strong aspects of your prevention activity  The remaining blank fields help you identify the critical areas for review and possible action  Choose 1-2 “critical” components that you wish to explore in more detail

94. Group work 4. Form working groups based on shared priority components  Elect a spokesperson 5. Complete the Improvement Support Questionnaire for the chosen priority component (25 minutes)  Discuss within your group how different projects address the issues raised by the Questionnaire  Respect ground rules concerning confidentiality

95. Feedback to the plenum  What did you find?  How useful were the EDPQS checklist and the group discussion to reflect on your work?

96.  Compo Building

97. Open Call for Tenders “The latest statistics from a major survey in your region show that drug use among young people has been steadily increasing over the past three years. In particular, an increasing number of young people aged 16-18 years report having used cannabis in the previous month (from 5% in 2012 to 10% in 2015). An increase was especially noticeable among girls. In response to this situation, the local municipality has opened a call for tenders, offering up to € 100,000 for a prevention project to address the situation.”

98. Group work In your group, start planning a project for submission to the call for tenders: 1. Start with a brainstorming exercise, gathering ideas about possible interventions. (10 minutes) 2. Choose one of the suggestions as a project to be developed further, considering also the quality of the different suggestions. (5 minutes) 3. Start planning the project using the list of EDPQS questions, focussing on one to five components in the EDPQS which you think should be addressed first when planning a new activity. (15 minutes)

99. Feedback to the plenum  Which components did you start with, and why?  How useful were the EDPQS for planning a new prevention activity?

100. Conclusions Day 1

101. Relating the training contents to our prior knowledge and ideas What were the first things that came to your mind about the concepts of “Drug prevention”, “Quality” and “Standards”? How has this developed further as a result of today’s training?

102. Summing up Day 1 You should now be in a better position to:  Describe what the European Drug Prevention Quality Standards (EDPQS) are and how they can be used  Explain why quality standards in prevention are useful and important  Critically reflect on strengths and weaknesses of drug prevention activities using the EDPQS checklists  Describe how the EDPQS could be applied and disseminated in your own professional context

103. Reflections on Day 1  Your thoughts on the contents of Day 1?  Any comments, questions?

104.  Opening Session Day 2

105. Summary of Day 1

106. Programme (Day 2) TimeDurationActivities 09:0010 minOpening Session Day 2 09:1075 minProject Building (group work) 10:2520 minCoffee-break 10:4545 minProject Building (feedback to the plenum) 11:3060 min Project Revisions (group work - providing feedback on proposed projects) 12:3045 minLunch 13:1545 min Project Revisions (group work - review and integration of feedback) 14:0045 minProject Revisions (feedback to the plenum) 14:4520 min Conclusions and Closing session, including post-seminar questionnaire 15:15 Finish Day 2

107. Learning outcomes By the end of this training, participants should be better able to:  Describe what the European Drug Prevention Quality Standards (EDPQS) are and how they can be used  Explain why quality standards in prevention are useful and important  Critically reflect on strengths and weaknesses of drug prevention activities using the EDPQS checklists  Describe how the EDPQS could be applied and disseminated in their own professional context

108.  Project Building

109. Open Call for Tenders “The latest statistics from a major survey in your region show that drug use among young people has been steadily increasing over the past three years. In particular, an increasing number of young people aged 16-18 years report having used cannabis in the previous month (from 5% in 2012 to 10% in 2015). An increase was especially noticeable among girls. In response to this situation, the local municipality has opened a call for tenders, offering up to € 100,000 for a prevention project to address the situation.”

110. Group work In your group, start planning a project for submission to the call for tenders: 1. Start with a brainstorming exercise, gathering ideas about possible interventions. (10 minutes) 2. Choose one of the suggestions as a project to be developed further, considering also the quality of the different suggestions. (5 minutes) 3. Start planning the project using the list of EDPQS questions. (40 minutes) 4. Choose a title for your project and write it on the top of the poster. 5. Finally, discuss whether you found the checklist helpful, and why. Note your answers in the reporting grid. (10 minutes)

111. Feedback to the plenum  What project did you plan?  Which components did you start with, and why?  How useful were the EDPQS for planning a new prevention activity?

112.  Project Revisions

113. Group work: Providing feedback 1. Form the same groups as in the previous session 2. Write your group number on your project proposal 3. Pass your proposal to the next group 4. Discuss the other group’s project, referring to the EDPQS. Record your recommendations on the reporting grid. (15-20 minutes)

114. Group work: Integrating the feedback 1. Read the feedback you received (10 minutes) 2. Review the feedback, considering which suggestions can be: (20 minutes) 1. fully accepted? 2. partially accepted? 3. rejected? 3. Revise the original proposal based on the feedback (15 minutes)

115. Feedback to the plenum  What feedback did you receive?  How did you address the feedback?  How useful was this process to you?

116.  Promoting Quality in Prevention

117. What is the minimum of “quality” which YOU expect from a prevention activity?

118. Group work 1. Reflect on existing mechanisms and procedures which already exist in your professional context to ensure that prevention activities are of a high quality (15 minutes) 2. Suggest actions that practitioners, policy-makers and others can take to promote quality in prevention – consider also how EDPQS can support such efforts (15 minutes)

119.  Conclusions and Closing session

120. Relating the training contents to our prior knowledge and ideas What were the first things that came to your mind about the concepts of “Drug prevention”, “Quality” and “Standards”? How has this developed further as a result of today’s training?

121. Summing up You should now be in a better position to:  Describe what the European Drug Prevention Quality Standards (EDPQS) are and how they can be used  Explain why quality standards in prevention are useful and important  Critically reflect on strengths and weaknesses of drug prevention activities using the EDPQS checklists  Describe how the EDPQS could be applied and disseminated in your own professional context

122. Take-home messages What is EDPQS?  A useful tool to support a variety of prevention-related tasks  Relevant to different kinds of prevention policies and interventions What does EDPQS offer?  Agreed benchmarks against which prevention activities can be reviewed (recognise strengths and weaknesses)  A common structure to think about prevention work, its aims and methods  A broad perspective on quality With what aim?  To develop existing knowledge and activities further  To offer target populations the best possible prevention activities

123. Practical benefits of EDPQS  How could EDPQS contribute to the field of prevention? According to your view, which are the main practical benefits of using EDPQS?  In the field of prevention at national level  At the level of your organisation  In your work as a prevention professional

124. Achieving quality  What could be the three most important actions to help promote and achieve the EDPQS and quality prevention in this country?  In the field of prevention at national level  At the level of your organisation  In your work as a prevention professional

125. Possible next steps  Think of EDPQS next time you need to assess the quality of a preventive action  Visit www.prevention-standards.eu to access relevant materials, including the presentations from this eventwww.prevention-standards.eu  Tell your colleagues about EDPQS and consider how it could inform the work of your organisation  Use EDPQS to promote quality in prevention  Get in touch if you need further support

126.  Post-seminar questionnaire

127. Please remember to return your evaluation forms! For more information, please visit: http://www.prevention-standards.eu Thank you!