IO2: In-Service Training Programme Learner Manual
Contents Introduction to the DATE In-Service Training Programme .......................................................................................................................................... 7 Overview and Guidelines for use............................................................................................................................................................................. 7 Workshop 1: Introduction to DATE and Drug Awareness Education .......................................................................................................................... 8 Learning Outcomes ................................................................................................................................................................................................. 8 Materials Needed for this Training Programme: ................................................................................................................................................... 9 Lesson Plan Workshop 1 ............................................................................................................................................................................................ 10 Activity Handout Workshop 1.................................................................................................................................................................................... 16 A1.1 ........................................................................................................................................................................................................................ 16 A1.2 ........................................................................................................................................................................................................................ 17 A1.3 ........................................................................................................................................................................................................................ 20 A1.4 ........................................................................................................................................................................................................................ 22 A1.5 ........................................................................................................................................................................................................................ 24 Self-directed Learning Resources – Workshop 1 ....................................................................................................................................................... 26 S1.1......................................................................................................................................................................................................................... 26 S1.2......................................................................................................................................................................................................................... 27 S1.3......................................................................................................................................................................................................................... 28 S1.4......................................................................................................................................................................................................................... 29 S1.5......................................................................................................................................................................................................................... 30 S1.6......................................................................................................................................................................................................................... 31 S1.7......................................................................................................................................................................................................................... 32
S1.8......................................................................................................................................................................................................................... 33 S1.9......................................................................................................................................................................................................................... 34 Workshop 2: Youth Work in a Digital Era .................................................................................................................................................................. 35 Learning Outcomes ............................................................................................................................................................................................... 35 Materials Needed for this Training Programme: ................................................................................................................................................. 36 Lesson Plan Workshop 2 ............................................................................................................................................................................................ 37 Activity Handout Workshop 2.................................................................................................................................................................................... 44 A2.1 ........................................................................................................................................................................................................................ 44 A2.2 ........................................................................................................................................................................................................................ 46 A2.3 ........................................................................................................................................................................................................................ 48 A2.4 ........................................................................................................................................................................................................................ 50 A2.5 ........................................................................................................................................................................................................................ 52 A2.6 ........................................................................................................................................................................................................................ 53 A2.7 ........................................................................................................................................................................................................................ 55 A2.8 ........................................................................................................................................................................................................................ 57 Self-directed Learning Resources – Workshop 2 ....................................................................................................................................................... 59 S2.1......................................................................................................................................................................................................................... 59 S2.2......................................................................................................................................................................................................................... 60 S2.3......................................................................................................................................................................................................................... 61 S2.4......................................................................................................................................................................................................................... 62 S2.5......................................................................................................................................................................................................................... 63 S2.6......................................................................................................................................................................................................................... 64 S2.7......................................................................................................................................................................................................................... 66
S2.8......................................................................................................................................................................................................................... 67 S2.9......................................................................................................................................................................................................................... 68 S2.10....................................................................................................................................................................................................................... 69 Workshop 3: Introduction to the Compendium of Interactive Infographics ............................................................................................................ 71 Learning Outcomes ................................................................................................................................................................................................. 71 Materials Needed for this Training Programme: ..................................................................................................................................................... 72 Lesson Plan Workshop 3 ............................................................................................................................................................................................ 73 Activity Handout Workshop 3.................................................................................................................................................................................... 79 A3.1 ........................................................................................................................................................................................................................ 79 A3.2 ........................................................................................................................................................................................................................ 81 A3.3 ........................................................................................................................................................................................................................ 82 A3.4 ........................................................................................................................................................................................................................ 85 A3.5 ........................................................................................................................................................................................................................ 87 A3.6 ........................................................................................................................................................................................................................ 89 Self-directed Learning Resources – Workshop 3 ....................................................................................................................................................... 92 S3.1......................................................................................................................................................................................................................... 92 S3.2......................................................................................................................................................................................................................... 93 S3.3......................................................................................................................................................................................................................... 94 S3.4......................................................................................................................................................................................................................... 95 S3.5......................................................................................................................................................................................................................... 96 S3.6......................................................................................................................................................................................................................... 98 S3.7......................................................................................................................................................................................................................... 99 S3.8....................................................................................................................................................................................................................... 100
S3.9....................................................................................................................................................................................................................... 101 Workshop 4: Introduction to Open-Source Software to Create Online Learning Content for Young People ........................................................ 102 Learning Outcomes .............................................................................................................................................................................................. 102 Materials Needed for this Training Programme: ................................................................................................................................................. 103 Lesson Plan Workshop 4 .......................................................................................................................................................................................... 105 Activity Handout Workshop 4.................................................................................................................................................................................. 110 A4.1 ...................................................................................................................................................................................................................... 110 A4.2 ...................................................................................................................................................................................................................... 111 A4.3 ...................................................................................................................................................................................................................... 113 A4.4 ...................................................................................................................................................................................................................... 116 Self-directed Learning Resources – Workshop 4 ..................................................................................................................................................... 118 S4.1....................................................................................................................................................................................................................... 118 S4.2....................................................................................................................................................................................................................... 119 S4.3....................................................................................................................................................................................................................... 120 S4.4....................................................................................................................................................................................................................... 121 S4.5....................................................................................................................................................................................................................... 122 S4.6....................................................................................................................................................................................................................... 123 Workshop 5: Creating New Media-Rich Educational Resources ............................................................................................................................. 125 Learning Outcomes .............................................................................................................................................................................................. 125 Materials Needed for this Training Programme: .................................................................................................................................................. 126 Lesson Plan Workshop 5 .............................................................................................................................................................................................. 1 Activity Handout Workshop 5...................................................................................................................................................................................... 6 A5.1 .......................................................................................................................................................................................................................... 6
A5.2 .......................................................................................................................................................................................................................... 7 A5.3 .......................................................................................................................................................................................................................... 9 A5.4 ........................................................................................................................................................................................................................ 11 A5.5 ........................................................................................................................................................................................................................ 13 Self-directed Learning Resources: Workshop 5......................................................................................................................................................... 15 S5.1......................................................................................................................................................................................................................... 15 S5.2......................................................................................................................................................................................................................... 16 S5.3......................................................................................................................................................................................................................... 17 S5.4......................................................................................................................................................................................................................... 18 S5.5......................................................................................................................................................................................................................... 19 S5.6......................................................................................................................................................................................................................... 20
Introduction to the DATE In-Service Training Programme Overview and Guidelines for use The in-service training comprises 60 hours of learning, broken down into 30 hours of workshop-based training focused on the development of digital media skills and 30 hours of self-directed online learning focused on the thematic areas selected and working in online environments. The in-service training programme comprises 3 distinct areas as follows: 1. Training to address the 3 thematic areas selected - Problem definition; Appropriate response actions; Prevalent problems today. 2. Supporting youth workers to develop their digital media skills to enable them produce videos, audios, quizzes, puzzles, digital breakouts, WebQuests, etc. using software programmes like PowToon, VideoScribe, StoryBoardThat, Google Forms, Canva, KAHOOT, LearningApps etc. 3. Building the competence and confidence of front-line youth workers to work in online learning environments where the relationship between tutor and learner are completely different to face-to-face learning scenarios. This element will explore the different roles of youth workers in these dynamic environments to ensure that they are: comfortable working with the new resources in these non-traditional learning environments; fully bought-in to the benefits that online learning can bring especially for the specific target group in question; fully aware of the risks that pertain in online environments; able to safeguard against possible negative online factors. Through this comprehensive Handbook, youth workers are supported in the further application of the In-Service Training Programme at local or transnational level by the following tools: Lesson Plans, with detailed information about the time planning and the content proposal to guide the youth worker through each module. Activity Handouts for participants and provide useful information about the learning activities. Learning Sheets for Self-Directed Activities and Resources to integrate the training materials. The PowerPoint Presentations complete this Handbook, downloadable from the website.
Workshop 1: Introduction to DATE and Drug Awareness Education Learning Outcomes Workshop 1: Introduction to DATE and drug awareness education Introduction to the DATE project and identification of the skills of the learner group regarding the project topic and digital skills assessment. Explain and discuss the DATE approach to Drugs Awareness Training & Education and why we are using Interactive Infographics for teach the core areas of Problem definition; Appropriate response actions; and Prevalent problems today. The lesson plan in this handbook will guide the delivery of the In-Service Training Programme for youth workers and support them to: - Maximise the potential of the DATE project resources within their youth practices - Promote their continuous professional development - Expand their teaching and practices into new online learning environments Each Workshop consists of; - A Lesson Plan - Self-Directed Learning Resources - A Youth Worker Handout - PPT presentation
Materials Needed for this Training Programme: The materials you will need for this Workshop include: Materials Needed: ● Training room with space for breakout sessions ● Pens ● Paper ● Flipchart ● Markers ● Coloured pens and markers for small- group activities ● PC or Laptop Access (for self-directed learning) ● Youth Worker handout ● Smartphone
Lesson Plan Workshop 1 Module Title: Introduction to DATE and drug awareness education Description of the Learning Activities Timing (minutes) Materials/ Equipment Required Assessment/ Evaluation Workshop Opening: ● The facilitator of the workshop will briefly introduce the session, and they will explain that youth workers can utilise these resources to deliver drug awareness training to young people in their own youth groups. ● The facilitator will then use slides 1 to 4 to introduce the in-service training programme by outlining the aims and content of the 5 workshops. The facilitator will then proceed to slide 5 where the learning outcomes of module 1 will be outlined. 20 Workshop 1: Introduction to DATE and Drug Awareness Education PPT presentation, activity sheets and SDL learning resources Projector Internet connection Laptop or PC Participants will engage in all group activities Activity: Icebreaker activity The facilitator will move to slide 6 and conduct an icebreaker activity. This will help the group of youth workers to settle in and begin interacting with one another. 25 Workshop 1: Introduction to DATE and Drug Awareness Education PPT presentation, activity sheets Participants will engage in all group activities
and SDL learning resources Projector Internet connection Laptop or PC Introduction to the DATE Project The facilitator will move on to slides 7-12. These slides provide general information about the DATE project, how the DATE project is innovative in the area of drug awareness education, and why young people need drug awareness education at all. These slides provide important statistics and factual information about drug use in young people, and why their stage of brain development indicates a higher risk of addiction than adults. 30 Workshop 1: Introduction to DATE and Drug Awareness Education PPT presentation, activity sheets and SDL learning resources Projector Internet connection Laptop or PC Participants will engage in all group activities Activity 1.1: Role of Education in Preventing and Addressing Substance Abuse The facilitator will move to slide 13 and will split participants into groups of 3-4 learners. Learners are then invited to access an online document using the following link: https://miro.com/app/board/uXjVOFoKKxE=/ 30 Workshop 1: Introduction to DATE and Drug Awareness Education PPT presentation, activity sheets Participants will engage in all group activities
In this activity, outlined in the activity sheets for Workshop 1, learners are invited to note their thoughts on why education can address and prevent substance use in young people, in order to understand the value of the DATE resources for young people in youth work practice environments. and SDL learning resources Projector Internet connection Laptop or PC Activity 1.2 Just say no? After learners have completed activity 1.1, the facilitator will move to slide 14, and learners are invited to complete another practical activity in small groups, during which they will be provided with information addressing how to approach drug awareness education with teens, and what they should be weary of when dealing with sensitive topics such as drug and alcohol use. They will achieve this by watching 2 videos portraying 2 different approaches to drug awareness. The first video introduces the “Just say no” campaign, and learners are encouraged to think of reasons why this campaign has failed, and why it does not work with young people, and the second video introduces a more openminded, factual approach to drug awareness for teens and learners are encouraged to compare the two methods and discuss what would work best for young people in their youth work practice. 60 Workshop 1: Introduction to DATE and Drug Awareness Education PPT presentation, activity sheets and SDL learning resources Projector Internet connection Laptop or PC Participants will engage in all group activities
Activity 1.3 Health-led and Criminal justice led approach The facilitator will move on to slide 15, and will introduce the two different approaches to drug awareness: A health-led, and a criminal justice led approach, and will explain that DATE fosters a health-led approach. On slide 16, learners are invited to brainstorm what is meant by a health-led and criminal justice led approach to drug use. On slide 17, the facilitator will introduce Activity 1.3, where learners are required to study two case studies from different countries that show these two opposing approaches to drug awareness education, and discuss the consequences of each method on communities and society in general. These two case study videos are present on slides 18 and 19. 60 Workshop 1: Introduction to DATE and Drug Awareness Education PPT presentation, activity sheets and SDL learning resources Projector Internet connection Laptop or PC Participants will engage in all group activities Activity 1.4 How does your country approach drug use? The facilitator will move on to slide 20, and will introduce another practical activity during which youth workers will conduct studies surrounding the attitudes and laws surrounding drug use in their own countries, and how this information can help them to approach drug awareness 60 Workshop 1: Introduction to DATE and Drug Awareness Education PPT presentation, activity sheets Participants will engage in all group activities
education with young people in a youth work setting. and SDL learning resources Projector Internet connection Laptop or PC Interactive Infographics The facilitator will refer to slides 21-26 to introduce the concept of Interactive Infographics, what resources are included in the DATE interactive infographics, and the thematic areas that the DATE Interactive Infographics are addressing (Problem Definition, Prevalent Problems Today, and Appropriate Response Action). The facilitator will then present a completed DATE Interactive Infographic on slide 27 to give youth workers an idea of how a finished Interactive Infographic looks. The facilitator will then move to slide 28, and will invite learners to discuss the possible benefits of using infographics to address topics like drug awareness in a youth setting. After youth workers have gathered their thoughts, the facilitator will move to slide 29, and present some of the advantages of using Interactive Infographics with young people. 45 Workshop 1: Introduction to DATE and Drug Awareness Education PPT presentation, activity sheets and SDL learning resources Projector Internet connection Laptop or PC Participants will engage in all group activities Activity 1.5 Quiz 30 Workshop 1: Introduction to Participants will engage in all group activities
The facilitator will end the session by moving to slide 30, and introducing the final activity. This activity is a quiz to test learners on the knowledge they have learned during the workshop, and can be accessed using the following link: https://kahoot.it/challenge/003128618 After the final activity, the facilitator will thank participants for listening, and if there are no further questions, the facilitator will end Workshop 1, and provide learners with the selfdirected learning activities for Workshop 1 to complete in their own time. DATE and Drug Awareness Education PPT presentation, activity sheets and SDL learning resources Projector Internet connection Laptop or PC Total duration of the module 6 hours
Activity Handout Workshop 1 A1.1 Module Title Introduction to DATE and Drug Awareness Education Activity Title Role of Education in Preventing and Alerting Substance Use Activity Code A1.1 Type of resource Activity sheets (AS) Type of learning Face-to-face Duration of Activity (in minutes) 20 minutes Learning Outcome ● Awareness of the role of education in preventing and alerting substance abuse in adolescents Aim of activity The aim of this activity is to initiate a brainstorming session among youth workers and to gather thoughts about why education is important in preventing and alerting substance use. This is extremely important, as it encourages youth workers to really think about why drug awareness education is so important, and what young people can learn that will help them make informed decisions about drug and alcohol use. Materials Required for Activity ● Internet connection ● Laptop or PC
Step-by-step instructions Step 1 The facilitator will invite learners to access an online noticeboard using the following link: https://miro.com/app/board/uXjVOFoKKxE=/ Step 2 The facilitator will instruct participants to think of why education is important in preventing and alerting substance abuse and add their comments to the board. Step 3 The facilitator will then go through each of the comments, and will ask participants to discuss the comments they added. A1.2 Module Title Introduction to DATE and Drug Awareness Education Activity Title Talking to teens about drugs Activity Code A1.2 Type of resource Activity sheets (AS) Type of learning Face-to-face Duration of Activity (in minutes) 1 hour Learning Outcome ● Awareness of methods in approaching teen drug awareness
Aim of activity The aim of this activity is to provide youth workers with information on how to approach drug awareness with teens that they can implement in their youth work practice. Materials Required for Activity ● Internet connection ● Paper and pen Step-by-step instructions Step 1 The facilitator will open up the discussion surrounding drug awareness for teens, and will begin by asking youth workers what they should be weary of when teaching drug awareness in a youth setting Step 2 The facilitator will play the following video about Nancy Reagan’s “Just say no” campaign that began in 1986: https://youtu.be/lQXgVM30mIY Step 3 The facilitator will ask youth workers to answer the following questions: ● Why do you think that this campaign has failed? ● Why do you think that this approach fails in deterring young people from consuming drugs and alcohol? ● How could this approach be harmful for people who are suffering from addiction and require treatment? ● Do you think that this campaign fuels stigma surrounding drug and alcohol abuse? How?
Step 4 The facilitator will play the following video about talking to teens about drugs: https://youtu.be/jDkkk6vMPdw Step 3 After presenting the video, the facilitator will ask youth workers to think about the information in the video, and will ask learners to form small groups of 2-3 youth workers. Step 4 The facilitator will then instruct youth workers to write answers to the following questions in their small groups: ● According to Jibran Khokhar, what approach is needed in reducing substance use in adolescents? ● What are the negative consequences of telling adolescents not to do drugs, instead of teaching them “why”? ● What are the possible benefits of discussing drug use and its effects more openly in non-judgmental settings? ● Imagine a young person approaches you and is curious about trying drugs. Write down some ways you would approach the situation, and how you would inform them in a nonjudgemental setting.
A1.3 Module Title Introduction to DATE and Drug Awareness Education Activity Title Criminal Justice Approach vs Healthled Approach Activity Code A1.3 Type of resource Activity sheets (AS) Type of learning Face-to-face Duration of Activity (in minutes) 1 hour Learning Outcome Learners will be more familiar with the two main approaches to drug use (Health-led vs Criminal Justice led approach) and the effects that these different approaches have on communities and society in general Aim of activity The aim of this activity is to provide youth workers with case studies from two different countries (USA and Portugal) which outline two opposing approaches to drug awareness, and open up the discussion surrounding the future of drug awareness education and what we could do differently to end drug and alcohol-related suffering. Materials Required for Activity ● Internet connection ● Pen and paper ● Laptop or PC
Step-by-step instructions Step 1 The facilitator will play the case study video on the USA’s approach to drug use: https://youtu.be/LXmtsIYsYjY Step 2 The facilitator will instruct youth workers to answer the following questions: ● What is the “War on Drugs? ● What are the negative consequences of criminalising drug possession? ● Does putting people with substance use disorders in prison help treat their drug and alcohol use? ● How can imprisoning people for drug possession negatively affect their lives after serving their sentence? ● So far, billions have been spent on this “War on Drugs” by incarcerating millions of people every day for drug use and possession. Can you think of other ways this money could be spent that could help reduce the suffering from substance use disorders? ● What message does this criminal justice led approach to drug use send to people with substance use disorders? Step 3 The facilitator will play the case study on Portugal’s approach to drug use: https://youtu.be/lba9nkK-DDY Step 4 The facilitator will ask youth workers the following questions: ● What is the difference between legalising and decriminalising drugs? ● What are the benefits of embracing a health-first approach to drug use? ● Portugal spends 90% of their money used to fight drug abuse on healthcare, and 10% on enforcement. How does this compare to the USA?
● Why are people with substance use disorders more likely to find help in Portugal rather than the USA? ● After watching the two case studies, which approach has been more effective in ending the suffering brought on by drug and alcohol abuse? A1.4 Module Title Introduction to DATE and Drug Awareness Education Activity Title How does YOUR country approach drug use? Activity Code A1.4 Type of resource Activity sheets (AS) Type of learning Face-to-face Duration of Activity (in minutes) 45 minutes Learning Outcome Youth workers will be more aware of how their countries approach substance use disorders, and how they can use this knowledge to apply to their work with young people.
Aim of activity Do you know how your country approaches substance use disorders? Most people have a basic idea of how their countries view substance use, and they often send a negative message to the youths of today. The aim of this activity is to conduct a study surrounding the attitudes and laws surrounding drug use in your country, and to discuss how this can aid you in a youth work setting when informing young people about drug use. Materials Required for Activity ● Laptop or PC ● Internet connection ● Pen and paper Step-by-step instructions Step 1 The facilitator will instruct learners to use the internet to find out more about the approach to drug use and awareness in their home countries. For a guide, the learners should consider the following questions: ● Is drug possession criminalised in your country? ● Are there any harm reduction services implemented in your country? (For example: supervised injection centres) ● Is drug addiction seen as a public health issue in your country? ● What are the public attitudes towards substance use disorders? ● How many drug-related deaths occur in your country every year? ● Have drug laws changed over the last 50 years? How did they change? ● What kind of drug awareness education did you receive in school? ● What are some ways you think your country could improve their drug policies? Step 2 After conducting their research, youth workers will each make a short presentation addressing the situation in each of their countries. Step 3
The facilitator will close the session by inviting youth workers to answer the following questions: ● Which country from the group has the most lenient drug laws? Which country has the strictest drug laws? ● How have these lenient / strict drug laws affected public attitudes? ● In countries where the drug laws are extremely strict, and the “Just Say No” attitude is still prevalent among society, how can you, as youth workers, help support young people to open up the discussion around drugs while growing up in a country where drug use is heavily stigmatised? A1.5 Module Title Introduction to DATE and Drug Awareness Education Activity Title Quiz Activity Code A1.5 Type of resource Activity sheets (AS) Type of learning Face-to-face Duration of Activity (in minutes) 15 minutes Learning Outcome Upon completion of this quiz, learners will be more informed
about the DATE project, and the thematic areas covered in the Infographics. Aim of activity The aim of this activity is to assess how well youth workers have retained the information presented in workshop 1. Materials Required for Activity ● Laptop or PC ● Internet connection Step-by-step instructions Step 1 The facilitator will invite youth workers to access a quiz on Kahoot: https://kahoot.it/challenge/003128618 Step 2 Youth workers will complete the quiz and the facilitator will end the workshop by asking the following questions: ● What did you learn today about different approaches to drug awareness education? ● Would you like to implement Interactive Infographics into your teaching? ● If you were to design an interactive infographic on the topic of drug awareness and education in a youth setting, how would you want to look?
Self-directed Learning Resources – Workshop 1 S1.1 Topic: Introduction to DATE and Drug Awareness Education Title: Best practice in alerting and preventing substance use Time: One hour Why use this resource? This resource is an official portal of the European Monitoring Centre for Drugs and Drug Addiction, and is designed to help provide people with reliable, backed-up information on what works, and what doesn’t work in the areas of drug prevention, treatment, harm reduction, and social reintegration. What will you get from using this resource? You will have statistical, in-depth knowledge about methods that work in the prevention and management of substance abuse, in order to be able to apply that to your own youth work practice. Link to resource: https://www.emcdda.europa.eu/best-practice_en
S1.2 Topic: Introduction to DATE and Drug Awareness Education Title: Covid-19 and Drugs Time One hour Why use this resource? This resource includes valuable information about how the Covid-19 pandemic affected people who use drugs, and the impact on the drug market. What will you get from using this resource? You will gain useful information on changes in drug-related patterns due to the Covid-19 pandemic, that you can apply to your youth work setting. Link to resource: https://www.emcdda.europa.eu/topics/covid-19_en
S1.3 Topic: Introduction to DATE and Drug Awareness Education Title: Podcast: Drug Addiction and Abuse Time 70 minutes Why use this resource? This is an extremely informative podcast featuring a qualified psychiatrist called Dr Kieran Kennedy, where he covers detailed information about drug and alcohol abuse. Here are some of the points that are covered: ● What are the differences between drug addiction and abuse? ● Is drug addiction similar to behavioural addiction? ● What determines whether someone becomes addicted to drugs? ● What drugs are commonly abused? ● What are the treatments of drug addiction? ● What advice would you give to listeners, if they had a friend or family who they suspected had a drug addiction? ● What is withdrawal? What will you get from using this resource? You will gain informative information about drug addiction and abuse that you can harness if a young person approaches you in your youth work with questions or concerns about drugs.
Link to resource: https://youtu.be/0t7pTKLxelw S1.4 Topic: Introduction to DATE and Drug Awareness Education Title: Let’s quit abusing drug users Time 20 minutes Why use this resource? This resource offers an evidence-based review of addiction and explains how this should impact drug policy What will you get from using this resource? Carl Hart will provide you with an alternative mindset regarding drugs and drug users, and encourages embracing science, rather than dismissing it. Link to resource: https://youtu.be/C9HMifCoSko
S1.5 Topic: Introduction to DATE and Drug Awareness Education Title: Health and Social Responses to Drug Problems: A European Guide 2021 Time One hour Why use this resource? This a EMCDDA Publication that outlines the most effective treatment options for marijuana problems, and provides advice on how to respond to new trends in cocaine use, and outlines ways to prevent the misuse of medicinal drugs. What will you get from using this resource? By accessing this resource, you, as a youth worker, will be supported in addressing and tackling the negative consequences associated with drug use. Link to resource: https://www.emcdda.europa.eu/publications/health-and-social-responses-a-european-guide_en
S1.6 Topic: Introduction to DATE and Drug Awareness Education Title: Everything you know about addiction is wrong Time 15 minutes Why use this resource? This resource is an insightful speech during which Johann Hari unearths some surprising, innovative, and hopeful ways of thinking about the old age problem of addiction, and how we can change our approach and attitude towards people with substance use disorders. What will you get from using this resource? This resource will push you to reassess how you think about addiction, and how addiction itself is not the cause of the problem, it is only the consequence of it. This will be useful in your youth work practice if you are approached by a young person suffering with a substance use disorder, or considering to take drugs or alcohol. Link to resource: https://youtu.be/PY9DcIMGxMs
S1.7 Topic: Introduction to DATE and Drug Awareness Education Title: Why we need to end the war on drugs Time 20 minutes Why use this resource? This resource provides you with an informative talk by a drug policy reformist called Ethan Nadelmann who makes an impassioned plea to end the movement to stamp out the drug trade, and focuses instead on the more open-minded approach of regulation. What will you get from using this resource? This resource supports and guides you to embrace new drug policies backed up by science, compassion, health, and human rights. Link to resource: https://youtu.be/uWfLwKH_Eko
S1.8 Topic: Introduction to DATE and Drug Awareness Education Title: A Qualitative Study of the Context of Child and Adolescent Substance Use Initiation and Patterns of Use in the First Year for Early and Later Initiators Time 30 minutes Why use this resource? This resource consists of interviews focused on the circumstances surrounding young peoples’ first consumption of substances and their patterns of use in the following year. What will you get from using this resource? This resource provides you with research-backed qualitative studies on the similarities and differences between early versus later initiators, in order for you to recognize risky patterns in young people in your youth work practice, and guide them by intervening in a manner that works in their favour and helps them to make healthier life choices. Link to resource: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0170794#sec001
S1.9 Topic: Introduction to DATE and Drug Awareness Education Title: Parent–child connectedness and communication in relation to alcohol, tobacco and drug use in adolescence. Time 30 minutes Why use this resource? This resource consists of studies that examine what kind of parent-child communication is effective in addressing adolescent alcohol, tobacco, and drug use. What will you get from using this resource? This resource provides you with useful information for you to apply to your youth work practice, as it outlines what parent-child communication is best in preventing substance use. Youth workers can use this information in their youth work practice when they speak to the parents of young people about discussing drug awareness with their children. Link to resource: https://www.tandfonline.com/doi/full/10.1080/09687637.2016.1221060
Workshop 2: Youth Work in a Digital Era Learning Outcomes Workshop 2: Youth Work in a digital era ● Discuss the concept of digital youth work and highlight the key changes that have taken place since the onset of the pandemic – good practice examples and innovations in approach ● Reflect on maintaining safe online interactions with young people ● Identify the key competences needed for digital youth work and activities to build learner confidence in working online ● Knowledge of the connection between digital literacy and digital youth work; ● How to use digital technologies to increase the social inclusion of young people The lesson plan in this handbook will guide the delivery of the In-Service Training Programme for youth workers and support them to: - Maximise the potential of the DATE project resources within their youth practices - Promote their continuous professional development - Expand their teaching and practices into new online learning environments Each Workshop consists of; - A Lesson Plan - Self-Directed Learning Resources - A Youth Worker Handout - PPT presentation
Materials Needed for this Training Programme: The materials you will need for this Workshop include: Materials Needed: ● Training room with space for breakout sessions ● Pens ● Paper ● Flipchart ● Markers ● Coloured pens and markers for small- group activities ● PC or Laptop Access (for self-directed learning) ● Youth Worker handout ● Smartphone
Lesson Plan Workshop 2 Module Title: Youth Work in a Digital Era Description of the Learning Activities Timing (minutes) Materials/ Equipment Required Assessment/ Evaluation Workshop Opening: ● The facilitator will welcome learners to day 2 of the DATE in-service training programme, and will begin the session by asking if the group have any questions about the information and activities from the day before. ● The facilitator will then refer to slides 2 and 3 on the PPT presentation to introduce the topic for day 2: Youth Work in a Digital Era, and introduce the learning outcomes for the workshop. 20 ● Workshop 2: Youth Work in a Digital Era PPT presentation, activity sheets and SDL learning resources ● Projector ● Internet connection ● Laptop or PC Participants will engage in all group activities Activity 2.1: Pre-Assessment Questionnaire ● The facilitator will move to slide 4 and invite learners to complete a “Pre-Assessment Questionnaire” which aims to assess the knowledge that youth workers already possess on the topic of Digital Youth Work, and will also provide learners with an overview of what 15 ● Workshop 2: Youth Work in a Digital Era PPT presentation, activity sheets and SDL learning resources Participants will engage in all group activities
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