Drug Education and Intervention Policy

Transcription

1 Drug Education and Intervention Policy Rationale The Queensland Government endorses harm minimisation as the fundamental principle governing Australia s development of policies and programmes to address the negative impact of legal and illicit drugs on our society. Supporting an individual s right to become abstinent, or to not use drugs unlawfully, is a significant component of any approach. Harm minimisation approaches aim to maintain open communication about drug use with people currently using them. (Queensland Drug Strategy ). The following objectives of the National Drug Strategy contribute to reducing drug use and supply, and preventing and minimising harm caused by licit drugs, illicit drugs and other substances: prevent the uptake of harmful drug use; reduce the supply and use of illicit drugs in the community; reduce the risks to the community of criminal drug offences and other drug related crime, violence and antisocial behaviour; reduce risk behaviours associated with drug use; reduce drug-related harm for individuals, families and communities; reduce the personal and social disruption, loss of life and poor quality of life, loss of productivity and other economic costs associated with harmful drug use; increase access to a greater range of high-quality prevention and treatment services; increase community understanding of drug-related harm; promote evidence-informed practice through research, monitoring drug-use trends, and developing workforce organisation and systems; strengthen existing partnerships and build new partnerships to reduce drug related harm; develop and strengthen links with other related strategies; and develop mechanisms for the cooperative development, transfer and use of research among interested parties. Aims of Drug Education at Morayfield State High School Pedagogy and assessment must be considered and integrated in the planning for achievement of learning outcomes to meet these goals. Our aims at Morayfield State High School are to: Enhance student confidence in their interpersonal and decision making skills to resist pressure to use drugs inappropriately. Familiarise students with the implications of drug use and the support to enable them to make responsible decisions about drug use. Our programmes and curriculum will address the following goals: Increase student knowledge of the effects of different substances and potential harm Delay the uptake of particular drugs Minimise the harm associated with the use of drugs Develop skills to resist pressure to use drugs Provide alternate strategies for gaining peer approval It will be made clear to students that unlawful drug use and possession of drugs at school is not acceptable and instances of such will incur serious disciplinary action. In addition, short and longer term measures will be put in place to ensure supportive intervention for students who may be experiencing drug related problems. These should be formulated in response to the context of the student s whole life, family situation, mental and emotional health, intellectual ability and the degree to which they may have been in control of their actions and decisions.

2 Principles for Drug Education in Schools (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) Drug Education is best taught in the context of the school health curriculum. Drug Education in schools should be conducted by the teacher of the health curriculum. Drug Education programmes should have sequence, progression and continuity over time throughout schooling. Drug Education messages across the school environment should be consistent and coherent. Drug Education programmes and resources should be selected to complement the role of the classroom teacher with external resources enhancing, not replacing that role. Approaches to Drug Education should address the values, attitudes and behaviours of the community. Drug Education needs to be based on research, effective curriculum practice and identified student needs. Objectives for Drug education in schools should be linked to the overall goal of harm minimization. Drug Education strategies should be related directly to the achievement of the programme objectives. The emphasis of Drug Education should be on drug use likely to occur in the target group and use which causes the most harm to the individual and society. Effective Drug education should reflect an understanding of characteristics of the individual, the social context, the drug and the interrelationship of these factors. Drug education programmes should respond to developmental, gender, cultural, language, socio economic and lifestyle differences relevant to the level of student drug use. Curriculum and Teaching of Drug Education Information about drugs and drug use should be selected on its capacity to contribute to drug related learning outcomes that lead to the health outcome of reducing drug related harm. 1. Material should be selected and presented in terms of: What students know and need to know about drugs. What skills they have mastered and which ones need developing. The values, attitudes and perceptions held by students on the topic. Ensuring there is a balance and clear links between knowledge, attitudes/values and skills. 2. Decisions about drug education should be based on the knowledge of what drugs cause most harm to individuals and society and those most likely for students to encounter at some time in their lives. 3. Information should be selected according to the prevalence / level of use and harm of particular drugs in the community. 4. Information should be presented in a way that Is respectful of student s lifestyle, gender and social background. Is non threatening and non judgmental of student ideas, opinions and discussions. Encourages students to reflect on what they have learned and how it can be applied to social situations and their lives generally. Emphasis for Preschool Year 4 (Levels 1, 2 & 3) Knowledge Students will know Ways of enhancing their own and other s confidence and self esteem How to share with and care for family and friends People how can help with questions / concerns Physical and emotional differences and ways of accepting these differences Recognition of medicines, safety rules and dangers of incorrect use Ways substances can get into the body Alternatives to medicines Possible effects of others smoking on their health Attitudes and Values Students will articulate Valuing one s body and individuality Responsible attitudes towards medicines and health professionals Positive attitude towards the non use of tobacco Responsible attitude towards the social use of alcohol Critical responses to advertising presentations of medicines Feelings Skills Students will be able to Demonstrate basic listening and communication skills Express feelings constructively and appropriately and show respect for the feelings of others

3 Work effectively in small groups Recognise situations where choices can be made and identify consequences of choices Set goals to keep themselves safe and healthy Follow simple safety instructions and know when and how to get help Emphasis for Years 5-9 (levels 3, 4 & 5) Knowledge Students will know School and society rules relating to legal and illegal drugs Safe use of products and services used to maintain health Appropriate health professionals and services and how to access them Dangers of handling used needles and syringes How manufacturers, media and advertisers try to influence decisions about alcohol, tobacco and other legal drugs Consequences of smoking Consequences of misuse of alcohol that drugs can alter the way a person behaves and feels contribution of misuse to lifestyle diseases in relation to social, emotional, legal and economic costs that changing the type of drug, the person s involved or the context and situation can vary the risk to individuals and groups Attitudes and Values Students will articulate how values about drug use can be shaped by teachers, family, friends, media and church an acceptance of responsibility for their actions and safety a positive self image respect for the rights of others to have different attitudes and values and live differently realistic attitudes and accurate beliefs about drugs and people who use them Skills Students will be able to communicate effectively with a wide range of people identify problem or risk situations and make decisions based on firmly held values cope with peer influences, assert their ideas and convey their decisions use decision making and assertiveness in situations relating to drug use maintain friendships carry out the correct procedure for dealing with discarded syringes and needles give care and get help recognise and deal with a range of feelings and changes in relationships over time. The Rights and Responsibilities of Students: Drug Intervention A student called to the office for an alleged association with illicit drugs has certain rights as well as responsibilities. The following is the summary of the legal rights of young people related to their dealings with school authorities and police. 1. A young person does not have to divulge information that may incriminate themselves or other young people. 2. A young person has the right to have a legal guardian present when being questioned 3. Unless given permission by the young person, school authorities cannot search their belongings for suspected illicit drugs. Only police can do this if they have reasonable suspicion. However, school authorities must act to ensure they have exercised Duty of Care. 4. School authorities do not have the right to do a body search of a young person who they suspect is hiding illicit drugs on their person. Legal and Professional Responsibilities of School Personnel: All school personnel have a legal and professional responsibility to respond to information about, and incidents involving student use or possession of illicit drugs at school. Under the law, the possession of a suspected illicit substance must be reported to the police. School personnel who have grounds to suspect a student may have an item contravening school rules, may request the student hand over the item or cooperate in a search of student property. Only when reasonable grounds exist for believing, from behaviour or statements, that students may cause immediate physical harm to themselves or others, can the property of a student be seized. Excessive force must be avoided and a witness must be present during any property search.

4 Securing Illicit Substances School personnel finding or given a suspected illicit substance, should secure the substance in a place restricted from general access (school safe or lockable filing cabinet). The substance should be labelled with the date, time and location where the substance was obtained and names recorded of all school personnel who have had contact with it. An administrator should confirm the labelling of the substance and accept responsibility for its containment prior to handing it over to police. Requirement for Police Involvement in Drug Related Incidents The following responses are a guide only. Even when not mandatory, a circumstance may deem it desirable to involve police (e.g. J.A.B. in a counselling situation with the student and family. Description of drug related Incident at School Must Inform Police 1. A substance believed to be an illicit drug is found Yes 2. Student admits to drug use at school, but no substance is found No 3. Reason to believe (reliable witness) a student has an illicit drug in their possession or bag Yes 4. Student seen flushing what is thought to be a drug down a toilet no substance found No 5. A bong is found no substance and no student No 6. A student admits to using marijuana on a function not associated with the school No 7. A student is dobbed in by another student for drug use, but no evidence is presented No 8. Reasonable evidence is presented that a student is selling drugs to other students Yes Consequences of Drug Use for Students These suggested consequences should be considered in the context of the student s whole life, family situation, mental and emotional health, intellectual ability and degree to which they may have been in control of their actions and decisions. Some situations maybe effectively addressed by developing strategies cooperatively with students. Level of Involvement Possible Responses 1. Knowledge of drug-related activities at school not Counselling by administration or communicated to teachers or administration /administration 2. Requesting supply of an illicit substance from another Counselling by administration student on school premises request not fulfilled Possible suspension Withdrawal of privileges 3. Involvement via proximity to an activity in the presence Counselling by administration of others using or supplying drugs Possible suspension Withdrawal of privileges 4. Coming intoxicated onto school premises or to school Counselling by administration functions Suspension or exclusion 5. Smoking tobacco on school premises or at school functions QUIT Program and counseling by School based youth Health Nurse Warning as to breach of school policy Detention 6. Repeatedly smoking tobacco on school premises or at school functions Detentions Suspension 7. Using alcohol on school premises or at school functions Suspension or exclusion 8. Supplying alcohol on school premises or at school Suspension or exclusion functions 9. In possession of/or using a small quantity of an illicit substance on school premises or at a school function 10. Repeated possession or use of a small quantity of illicit substance on school premises or at a school function 11. In possession of a large quantity of an illicit substance on school premises or at a school function Suspension or possible exclusion

5 12. Sale or supply of a small quantity of an illicit substance on school premises or at a school function, to minors 13. Sale or supply of a large quantity of an illicit substance on school premises or at a school function, to minors Possible indicators of drug use by young people How to Identify Students at Risk Young people may from time to time exhibit some of the signs listed below, as they meet normal everyday challenges. It is therefore important to observe a combination of these factors before drug use is indicated, but even when all these factors are present, drug use should be considered as one possibility among a variety of things affecting young people. Marked personality change a placid, softly spoken student suddenly becomes noisy and abusive. The change may be gradual and only apparent when you think about it. Sometimes this may occur the other way around. Mood swings. Moods may swing from high to low and back again, seemingly without reason, with outbursts precipitated by the most innocuous events or statements. Change in physical appearance or wellbeing. A change in weight, sleep patterns and other signs, including slurred speech, staggering gait, sluggish reactions, pinpoint or dilated pupils, sweating, talkativeness, euphoria, nausea and vomiting. Change in school performance. A significant deterioration in performance, especially when the student has been diligent, may be an indicators of difficulties. Equally, a rapid change from poor performance to diligence may be important. An increase in secretive communication with others often seen as cryptic telephone calls. Remember that some of this may just be typical behaviour of adolescence. Intuition This warning sign is based on the awareness you have of a young person you know well. You may not be able to be specific or clearly verbalise your hunch, but you will know there is something wrong. You may find yourself telling others a student has changed. An excessive need for, or increased supply of money. Buying drugs costs money, and the more dependent the person becomes, the greater their need for money to finance their habit. Money, however, is not the only transferable commodity for young people. For example, baseball caps, sport shoes and sex are commonly traded for alcohol and drugs. Don t jump to conclusions! There may be a number of other reasons for these behaviours, which must be considered in the context of the person s whole life situation. Signs of Drug Overdose Suspicion or confirmation that a drug has been taken Deterioration in general functioning Decreased level of consciousness Difficulty with breathing Abnormal pulse rate Seizures, fits, convulsions Intoxication (where intake of a drug exceeds the individual s tolerance) Always monitor and call an ambulance if Seizures are happening Extreme confusion or obvious delirium Severe persistent headache present Unconsciousness occurs Other related policies and procedures Queensland Drug Strategy National Drug Strategy: Australia s Integrated Framework National Alcohol Strategy National Cannabis Strategy National Drug Strategy Aboriginal and Torres Strait Islander Peoples Complementary Action Plan National Heroin Overdose Strategy National Illicit Drug Strategy "Tough on Drugs" launched in November 1997 National School Drug Education Strategy National Tobacco Strategy

6 PROCEDURES FOR MANAGING DRUG INCIDENTS SEQUENCE OF ACTIONS Substance found with/consumed by student, or evidence of above Establish the health status of the student/s involved in the incident Report incident to the administration Refer to the ambulance if emergency treatment is needed/or Refer to first aid room and monitor Administration establishes who and what substance is involved. The substance is then secured, labelled and stored Administration advises student that a support person is available to assist them and their parents Notify police if an illicit substance Notify parents and advise that a support person is available to assist the family Refer to department drug policy and school plan Administration forms a management group to devise a response based on the available data Police feedback as per Juvenile Justice Act Student support person School administrator Year Level Coordinator Parents/guardians Student involved Advise the student and the family of the proposed school response If required Recommendation to appropriate system office School allows time for clarification from student and/or family Student support person assists student and family if required School implements appropriate action based on evidence of the incident and devises a plan for student reintegration to learning Management group implements a process of reintegration for the student involved Support person refers to other government or community service agency School staff informed of school response