Prevention

The professional work of "FÜGE" drug-prevention work-group

The professional team of the programs:
Most of our team members receive a 40 hour "health-development and life management and competencies" accredited training. Four of our members have finished the Consultant for addictology training at the Semmelweis University, and two of them are about to finish.

The professional motivation of the team is evidence based, which have its roots at the cooperation with the schools taking part in the already finished projects. The members of the Drug Treatment Outpatient Unit have been training teachers for a long time, and occasionally helped the schools with their professional experiences.
All the members of the team have graduated on a social field, therefore they all took part in self-experience and personality-developing groups, and are experienced at identifying risk factors for substance use, and they are capable to use games and methods of situational practices for developing student's self-knowledge.

In the past 5 years of working in the field of drug-prevention we have gathered experience of working with groups, and the conclusions drawn from them are being always built in to the next projects.

The aim of the programs: according to the present National Strategy for Drugs we developed a complex health promoting and drug prevention programs, which includes the training and educating of teachers, parents and students. Our ultimate goal is that the target groups develop abilities, and get educated in order to be able to acquire life strategies, through which they can become responsible, decision making and healthy members of society.


The reason of our development programs is, that there is epidemiological evidence, that besides the legal substances illegal substances gain popularity very quickly since the change of the regime. It is also obvious, that secondary and tertier prevention, in other words „treatment “ has a very high cost on the budget of our country. We believe, that an effective primer prevention can reduce the number of population at risk for later substance abuse or dependence, and therefore it can lower the costs of the national central budget.
Our program has developed thematics of four stages now, which are working with elements built on each other

Elements of stage I. /Students/ 5x45 minutes

We introduce the students with the basic techniques of conflict resolution and methods of problem solving; positive decision making in critical situations and skill training; personality developing methods to achieve effective cooping strategies. We make an emphasis on drug prevention and health promotion (through school radio, school journals, and flyers). We give objective information through interactive methods on the following topics:

Drugs and culture
Different kinds of drugs/substances (legal and illegal)
The nature of addiction, cognitive dissonance
The learning aspect of substance use and the role of same aged groups
The possible legal aspects of using illegal substances
Deviances within the family, and its harmful effects on the growing up generation

We inform them about the institutes and organizations where, if in trouble, they can get help; of course we present all these in a language and manner correspondently to the age-grade

Elements of stage I. /Teacher/ 6x45 minutes

According to the National Strategy for Drugs we – together with the schools involved -develop a strategic program of health promotion, in which the dangers and avoiding methods (assertive behavior) of "try-out", and using of legal and illegal substances is cardinal, and we promote socially adaptive life strategies.
We have developed the thematics and methodology for the preparation of teachers, in which we show how to identify crisis situations more effectively, how to decide between different potential solutions, and to improve teachers' conflict resolution abilities.
During the execution of our programs we organize regional professional discussions, in which the schools involved can take part. We emphasize the long time cooperation, and continual information processing with the schools. If the schools need it, we are prepared to offer case conferences, and possibility of professional consulting.
We give objective information through interactive methods on the following topics:

Drugs and culture
Different kinds of drugs/substances (legal and illegal) and their effects
The nature of addiction, cognitive dissonance
The learning aspect of substance use and the role of same aged groups
The possible legal aspects of using illegal substances
Identifying deviances within the family, and its harmful effects on the growing up generation
Signs of the usage of legal and illegal substances (behavioral, mental, and shown marks)
The adequate attitude of the teacher when faced with substance abusing students
What to do, when a teacher notices, that a student is abusing drugs

Besides presenting information through the thematic and interactive group sessions with teachers, our aim is a change of paradigm, because the role of teachers is inappreciable.

Elements of stage I. /Parents/ 2x45 minutes


We have laid great emphasis on the parents, we invited them to have extra parental meetings, offering of course anonymity of those students involved. We have our extra parent meeting after the first two program-parts, where we report on our experiences, and inform parents about the different kinds of legal and illegal substances; on how to notice, if a child uses them, and how and where to ask for help, if needed.

Parent meeting for the whole school

We believe, that cooperation with the parents in drug prevention is inevitable, because primary socialization occurs within the family. We give objective information through interactive methods on the following topics:
Drugs and culture
Different kinds of drugs/substances (legal and illegal) and their effects
The nature of addiction, cognitive dissonance
The learning aspect of substance use and the role of same aged groups
The possible legal aspects of using illegal substances
Identifying deviances within the family, and its harmful effects on the growing up generation
Signs of the usage of legal and illegal substances (behavioral, mental, and shown marks)

The adequate attitude of the parent when faced with substance abusing child
We offer the chance for private consultation, and we inform them about the institutes and organizations where, if in trouble, they can get help. Above all, we hand out flyers and brochures on the topics substance abuse, and addiction.
The cooperation of the Parental Board with School Board is very important, and establishes a bridge between parents, teachers, and students.


Elements of stage II. /Students/ 5x45 minutes

We lay a great emphasis on recognizing the internal structure of the community and on community development. We think, that this is important because there are no real fellowships in our atomized society, and we believe that a real community in a school can give a positive holding for each student.
The secondary socialization takes place in the same-aged groups, therefore it has a direct effect on the child’s personality development.
Our further aim is to help to develop an efficient conflict resolution method, coping with stress, responsible decision making, development of assertivity and coping strategies.

We offer five topics and guidelines for the students (each session lasts 45 minutes)


1. session: watching a movie made by the INDIT Foundation in 2003 on drug prevention (Title: In danger of Drugs)
2. session: problem solving at the community level (with situational games, role playing)
3. session: introducing the process of decision making and taking responsibility through skill-training and dramatic (role playing) elements.
4. session: „How to say NO “, coping with stress
5. session: summary, feedback
 

Elements of stage II. /Teachers/ 6x45 minutes


In stage two for the teacher we too lay the emphasis on community development. They have received the basic knowledge in the first stage, so we think that it is important that they can communicate with the Head of the school. Those teachers who take significant part in helping the students (even as a correspondent for child and youth welfare, or coordinator in drug issues) received a lot of help from our side, and that is, what we would like to continue and strenghten at this stage.
We lay our emphasis on community development, because we think, that to be effective in the pedagogical work it needs to be a team-work. Its secondary benefit can be that it is a good example for the students in their community. We have the experience, that this is not an easy task, and that the community of teachers very often need professional help. We try to develop an uniformal approach to the topic, because it makes easier to help, and make responsible decisions especially by students with a handicap and multiple problems. The development of communication (verbal and non-verbal) is very important in for the proper communication with students. There has been a demand to talk about particular cases of students, therefore we offer sometimes case-conferences.

We offer six topics and guidelines for the teachers (each session lasts 45 minutes)

1. session: The experiences of the Drug-strategy, practical experiences and difficulties
2. session: the mapping of formal and informal channels (the atmosphere within the teacher community, mapping of internal resources). Developing an uniformal approach to the topic especially by students with a handicap and multiple problems. (What do they think about them, with what kind of strategies they are trying to deal with them, and so on)
3. session: development of communication skills, and conflict resolution (between each other and with the students)
4. session: developing and mobilizing relational (group) systems. Framing of community values according to the uniformal approach to the topic; building the teamwork.
5. session: demonstrating the operating legal changes made on the 01. March, 2003. Case conferences on cases our organization has dealt with.
6. session: Discussion, analysis, and interpretation of the specific problematic cases brought up by the teachers. Summary, feedback.

Elements of stage II. /Parents/ 2x45 minutes

We discuss the specific problems arising during adolescent, and how to deal with them. We try to give guidelines on parent – adolescent cooperation, on setting limits, on the possible ways of how to achieve compromises, and specific communication strategies.

Elements of stage III. /Students/ 5x45 minutes

Besides the strengthening of community values we aim to discuss topics, and difficulties which are central and actual to the adolescent aged students. These are: uncertainty and the life questions of adolescence, suicide and psychological problems, relationships with the other gender (or with the same, homosexuality), love, breakups, and crises; the rights and responsibilities of children (our experience is, that this is very unclear to them). An important topic is psychological and emotional neglect, physical and sexual abuse; how to recognize it, and how to deal with it. Our experience is, that the students suffering from these it their families usually are not well informed, and they don’t know when and how to ask for help.

We offer five topics and guidelines for the students (each session lasts 45 minutes)

1. session: Introducing the topic, screen-spots on physical abuse/emotional neglect of children
2. session: Possible ways of solving familiar conflicts
3. session: recognizing and being aware of endangering situations, children's rights, and if they are violated, how and where ask for help
4. session: Developing of communication (vertical and horizontal), conflict resolution
5. sessions: Summary, feedback.

Elements of stage III. /Teachers/ 6x45 minutes

We further process the experiences and difficulties of health promotion and drug strategy of the past time. There are always new questions about specific cases, therefore we offer case conferences. According to the students' topics "abuse and neglect of children, children rights", there is a great emphasis on this topic by the teachers as well. We try to enable teachers to recognize the signs of abuse and neglect, and offer possibilities on how to deal with them.

We offer six topics and guidelines for the teachers (each session lasts 45 minutes)

1. session: experiences and difficulties of health promotion and drug strategy of the past time
2. session: experiences and difficulties of different types of communication, and how to resolve them
3. session: deviances in families, child abuse, recognizing family violence, and possible ways of solution.
4. session: case demonstrations brought from our praxis
5. session: case conference on difficult cases brought by the teacher board
6. session: summary, feedback, and support further cooperation

Elements of stage III. /Parents/ 2x45 minutes

We think, that it is important to recognize and emphasize the family’s internal resources, and using them in difficult situations. The parental cooperation, as a base of stable functioning of the family is inevitable, therefore we attempt to develop these skills and practices.

Elements of stage IV. /Students/ 5x45 minutes

According to the work previously done, and the experience drawn from that, we think, that with the fourth grade students the topics of the final stage of prevention have to deal with the difficulties entering young adulthood, the normative crises, and life-problems to be solved. We continue the work also previously done, called „corridore-work “, which means to delegate personally the students showing problems into therapy.


We offer five topics and guidelines for the students (each session lasts 45 minutes)

1. session: introduction, experiences and actualities of the past years
2. session: topics: changes, crisis, development, and life-stages (according to Erikson), transitory-crises, problems, and possible ways of solving them
3. session: Watching the movie: Dead Poets Society
4. session: the difficulties becoming an adult: anxiety, fears (family, friends, same-aged groups, new communities, love); the difficulties of connection to authority people, and possible solutions
5. session: summary, feedback

Elements of stage IV. /Teachers/ 2x45 minutes

Consultation opportunity for the local drug-coordinators trained in the past years, case conferences.

Elements of stage IV. /Parents/ 2x45 minutes

Cooperation within the family, communication; supporting the parents to accept and help the detachment. Accepting and supporting of the autonomy of the growing up adolescent.

The recognition and ways of helping; introduction of helping network; feedback
Methods:
Situational, role-playing games, skill training with dramatic components
Methods of conflict resolution (facilitation, mediation)
How to apply "Know-how's" learned within the frame of the programs about life-skills
Dynamic Interactivegrops with double group-leading, based on spontaneous technics
Constructive disciplining
Facilitation, mediation
Consulting technics
Tension and opposition resolving technics (paradoxical maneuver, „yes “-maneuver, binding to the essence, anticipatory planning, „relabeling “)
Feedback, ventilation, mirroring
Methods of harm reduction


Our aim is to develop the participants the theoretical knowledge about skill training, certain questions of group psychology, different approaches and methods of prevention, and alternative ways of evaluating. Through the raising of interest by the teachers they become motivated to introduce the programs, so that they can enable their students with the inevitable knowledge of skill training and cooping.
Those participating in our programs gain more information, especially by recognizing and giving proper help for the ones with problems.
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It develops a goal oriented health promotion approach by a larger group of the students, teachers, and parents. We emphasize the importance of organizing reasonable free-time programs, and give some alternatives to substance use; our final goal is a long term cooperation with the professionals in the field of health-promotion.
The students become aware of their strengths and values; they can experience positive effects in cooperating with their same aged groups, in which prosocial values are present. Through the positive effects of the values of same-aged groups, the rituals becoming an adult are widened, and the methods of them become normalized. The cohesion within a class of students, and the reciprocal helping each other develops, communication with the parents, teachers and the head of school becomes more effective, and straightforward. Their knowledge about their rights and responsibilities develops, and they might be able to influence more efficiently their future, and can make more realistic life-goals, therefore their anxiety and uncertainty about the future decreases.
We still believe, that the kids with multiple problems should be recognized and delegated, to receive professional help.
We expect the development of communication by teachers with each other, with the students and with the parents as well. They can gain more insight about child abuse and neglect, then learn how to recognize it, and how to manage to get proper help. Through the case conferences they can have the experience of decision making through common opinion, about the different ways of atuning different opinions, and harmonizing the ways of seeing of different professions. The case conferences can consolidate that they are doing their jobs right, therefore their anxiety, fear and uncertainty decreases.
The cooperation of parents and children improves through the reciprocal understanding; the anxiety of parents „letting the kid go “ decreases. Their attitudes of accepting, and acknowledging the helping aim improves; although we emphasize their own responsibility. We try to change the negative attitudes, which mainly exist through the negative effects of media on this topic; we attempt to ease the feeling of shame, because in many cases feeling ashamed is the reason, that they do not ask for help.
The team built up by the INDIT Foundation guaranties besides the execution of the programs the continuous, always well working cooperation with the other institutes involved.

Our Team:

 

  1. Zita Dombrádi, social politician, consultant for addictology, professional leader
  2. Tamás Tálos, social worker, Service for child welfare Esztergár Lajos
  3. Péter Tóth, social politician
  4. Blanka Galkó, professional for mental hygiene
  5. Frölich Marcell, social worker, Professional leader of Service for child welfare Esztergár Lajos
  6. Zsolt Máté, social worker, Professional leader of INDIT Foundation „TÉR“ communal service
  7. Erika Németh, professional for mental hygiene, Inspectoral Patron service of country Baranya
  8. Katalin Fehér, social worker, of „TÉR“ communal service
  9. Balázs Kormos, social worker
  10. Judit Tóth, social worker, of „TÉR“ communal service
  11. Emese Gáspár, social worker, Service for child welfare Esztergár Lajos
  12. Hajnal Dér, professional for mental hygiene
  13. Krisztina Vlasicsné Bocz, social worker
  14. Tamás Kiss, social worker
  15. Anna Kollár, psychologist