ࡱ> UWTc bjbj 8>xY\xY\4484, lx0 (  ">H"\" ///////$350h" " "h"h"0 420###h"v  /#h"/##r+T, 4ר"RK,/H00x0Y,z60#6,6,h"h"#h"h"h"h"h"00#h"h"h"x0h"h"h"h"6h"h"h"h"h"h"h"h"h"4> r: Supporting school issues through a whole-school approach Healthy Body, Healthy Mind Police district School nameSchool demographicsSubmitted byWaitemata UndisclosedUrban Decile 9Senior Constable Bernie Watt School Community Officer (SCO) SummaryResponsible decision making about drug abuse.IssueStudents needed to have the ability to make and implement responsible decisions about their use of drugs and other crucial life choices. Identification and prioritisationSenior syndicate staff identified that students would benefit from a life-skill programme that promoted positive and informed decision making in relation to issues that may affect them as they move on to intermediate and college. Short-term goalTo equip students with the knowledge and skills to make appropriate choices, and an understanding of the pressures and dynamics that affect reaching sound decisions.Long-term goalTo have students make positive life choices over the long-term.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) The school placed learners at the centre of its planning, and aimed to develop strong relationships amongst its own children and the wider community. The issue of drug abuse, and the ongoing societal devastation this causes, was a real concern, for example drug abuse was identified as a root cause of the active Grandparents raising Grandkids group in this community. Community connections (consultation; collaboration; model parents) Parents were notified that  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/healthy-body-healthy-mind" Choice was to be implemented, and that their involvement was crucial as their children progressed through Choice. Various visitors were involved, including Customs (drug dog, role of Customs, implications of drug convictions), and a local chemist (explained about drugs and correct use of medicines). Role models (head boy and girl from local college) explained their respective roles, how they had achieved their position and the importance of making sound decisions and setting clear goals. Curriculum teaching and learning (taking action for: myself; my friends; my community) Choice undertaken with senior syndicate over 9 weeks. A parent afternoon was held for each class, where students provided an overview of what they had learnt. ImpactThe short-term goals were achieved, as measured through the evaluations of Choice, and the presentations to parents. The long-term goal is aspirational (see Improvements section below). Next stepsNext steps to the long-term goal will be to continue Choice, as response has been very positive. A meeting between the SCO and the Syndicate Leader has been arranged in Term 1.ObstaclesPlanning delivery to accommodate heavy class schedules.ImprovementsAs a result of detailed, but necessary consultation, Choice was delivered as planned. With such an aspirational long-term goal, measurement of its impact is difficult. If doing this intervention again, we would set a more specific goal, for instance by firstly setting a baseline of the current Student Management System entries regarding drug abuse, and deciding how much we wanted these to drop (or, indeed, to increase if the goal was higher reporting of drug-related incidents). We could then use the same SMS data source after the intervention (probably in collaboration with the secondary school, as that is where success of the long-term goal would need to be measured). The use of data-evidenced goals is well illustrated in this  HYPERLINK "/sites/default/files/publications/aod-intervention-narrative.doc" sample narrative on the School Portal.     School narrative Health Body, Healthy Mind 2016 ٴ  PAGE \* MERGEFORMAT 2  89:TUfq  , - . / 5 L ` n * + , I ۺ׶ײۮ۶ۢۮhe*\h-h_hbZLhEhS 8 hnh >hq7 hch > h +hh2h!`h h +h >h{w h3h >hdh > hXnh >@:UfrIkd$$IflP\*KGoq#!(  t0G$644 laytP $Ifgdj${gdogdoCkd$$Ifl\*KGoq#!(  t0G$644 laytP $Ifgd $IfgdW $Ifgdj${ . / 5 ja $Ifgd}kdL$$Ifl0*:q#W1 t0644 laytP $Ifgdq7 $Ifgd)gd xo $Ifgd_ $Ifgd)}kd$$Ifl0*:q#W1 t0644 laytP xo $Ifgd/ $Ifgd)}kdf$$Ifl0*:q#W1 t0644 laytP & ' ` g   ( * + H X Z ` a s t ~   ! 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