Navegando por Palavras-chave "Prevention of drug use"

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    Avaliação das características dos programas de prevenção ao uso de álcool e outras drogas implantados nas escolas brasileiras
    (Universidade Federal de São Paulo (UNIFESP), 2016-09-27) Santos Neto, Miguel Teixeira dos [UNIFESP]; Dutenhefner, Zila Van Der Meer Sanchez [UNIFESP]; http://lattes.cnpq.br/9110200572507368; http://lattes.cnpq.br/7021291213875888; Universidade Federal de São Paulo (UNIFESP)
    Objective: This study aimed to characterise alcohol and drug prevention programs employed by Brazilian public and private schools at the elementary and middle school levels. Methods: This is a qualitative study based on forty-one in-depth interviews conducted with directors and coordinators of Brazilian schools. Respondents were selected using a subsample of a national epidemiological survey aimed at assessing the presence of prevention programs in schools from five different regions. Interviews were conducted through Skype software, audio-recorded and transcribed, using a semi-structured script. In order to analyse data, NVivo software was used and interpretation of the collected material was subjected to further content analysis via Bardin’s theoretical framework. Results: We identified two categories of actions to prevent the use of alcohol and other drugs in schools: schools that had proper prevention programs and schools that performed specific prevention activities. Twenty-nine schools (or 71% of the total) who used prevention programs in their units were identified, while others made use of preventive activities. The program most frequently implemented in the investigated schools was the Educational Program of Resistance to Drugs (Proerd), which was applied in 54% (n = 22) of the schools. Other prevention programs included Nepre, Agrinho, Projeto Diretor de Turma (Class Principal), Protagonismo Juvenil (Youth Participation), Dignidade (Dignity): a Daily Conquest and of the Municipal Health Secretary of Rio de Janeiro (SMS). In 20 schools, prevention activities were combined with prevention programs and 12 schools offered only prevention acitvities. Prevention activities were less prevalent than programs, appearing in twelve schools, and were combined with programs in twenty of them. Such preventive activities included lectures, classes, seminars, recreational activities and visits to rehabilitation facilities. The most mentioned psychotropic drugs in the programs and activities were crack cocaine and marijuana. In the interviews, a general lack of information on ways to evaluate programs was noted. In addition, the applied programs do not show evidence of being effective and do not rely on good preventative practices. Conclusions: It was demonstrated that in Brazil, prevention programs are confused with preventative activities. The programs analysed do not follow good practices regarding alcohol and drug prevention and are not based on scientific evidence. The results of this study can help point out the need for national public policy development in order to encourage the implementation of evidence-based programs in school curriculums, thus avoiding potential iatrogenic effects from school-based alcohol and drug prevention efforts.
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    Avaliação do processo de implantação do programa Unplugged de Prevenção ao Uso de Drogas em escolas de São Paulo e Santa Catarina
    (Universidade Federal de São Paulo (UNIFESP), 2016-04-19) Medeiros, Pollyanna Fausta Pimentel de [UNIFESP]; Dutenhefner, Zila Van Der Meer Sanchez [UNIFESP]; http://lattes.cnpq.br/9110200572507368; http://lattes.cnpq.br/3318015586866473; Universidade Federal de São Paulo (UNIFESP)
    Objective: To evaluate the implementation process of the Prevention Program Unplugged in middle schools (6th to 9th grade) of Florianópolis (SC), São Paulo and São Bernardo do Campo (SP); to analyze the implementation fidelity of program Unplugged according to teachers that delivered the program; to assess the acceptability of the Unplugged program from the perspective of those involved in the process; to analyze the perception of teachers, students and school administrators about the implantation of the Unplugged program to understand the difficulties, facilities and capabilities of the program. Methods: Mixed methods were used in this process evaluation study. The program was implemented in 8 public schools in three Brazilian cities and delivered in 62 classes by 36 teachers to 1833 students from 6th to 9th grade, in 2013. In the quantitative phase, teachers filled out the fidelity check list (class by class) and students and teachers answered to the global satisfaction questionnaires after classroom program implementation. Qualitative data were collected through focus groups with semi-structured guide, categorized into five areas: Previous experience with prevention; joints; Implantation; Immediate results and future of the project, considering the aspects of fidelity, acceptability and feasibility of the program. The focus groups were conducted at the end of the implantation process. 14 focus groups were conducted with 100 subjects among teachers, stakeholders, school managers, coaches and students. Results: The program was delivered in appropriate proportions in schools and have been completed -12 lessons - in 94% of classes. Teachers realize an enrichment of their teaching skills with the application of Unplugged. We identified a good interaction and relationship between students and teachers. Teachers described most of the difficulties encountered in the process of program implantation. There was great emphasis on the lack of time to devote to the program, from the preparation of lessons to the application of them. Teachers and managers pointed out the importance of including the program in political-pedagogical project of the school. Most of students (77.9%) were satisfied or very satisfied with the program and suggested continuity (76.5%) in the next school year. The training of teachers to work with the methodology in the classroom and the dialogue between the coaches, stakeholders and the school staff appeared as an important aspect of the program implantation. Conclusions: According to the results, Unplugged is a program feasible to be implanted and expanded in Brazilian schools. However, to ensure continuity without compromising the academic curriculum content it will require logistical and process changes in the school environment. The study results helped to identify critical operational aspects, as well as the opportunities, difficulties and facilities to support the prevention of drug use as a public policy.