Transcript PowerPoint slides - European drug prevention quality standards

Instructions for using these slides
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This file contains slides for all Units included in the EDPQS
Toolkit 3 Trainers’ Guide
The beginning of a new Unit is indicated by a slide with a
dark blue background
Delete any Units and individual slides which won’t form part
of your training event
The slides are already ordered chronologically according to
the modules recommended in the Trainers’ Guide, so it is not
necessary to reorder the slides
Modify the slides as appropriate (e.g. inserting your own
logos and contact details)
Use the commentary/notes underneath each slide to prepare
the presentation - they contain further guidance and key
messages
With financial support from the
Drug Prevention and Information
Programme of the European Union
Training to support the use of
the European Drug Prevention
Quality Standards (EDPQS)

Opening Session
Workshop facilitator
Who is attending
today’s training
Which country are you from?
What do you do?
Policy maker (national/regional/local)
Funder of prevention activities
Practitioner working directly with target population
Educator/teacher
Programme/service manager
Researcher
Student
Other?
What is your professional
topic area?
Health
Education
Youth
Law enforcement
Social affairs
Drug-focussed issues
Other?
Are you a drug prevention
specialist?
Did you know about the
European Drug Prevention
Quality Standards (EDPQS)
before coming to this
meeting?
Have you already read the
EDPQS Quick Guide or
Manual?
Agenda
Time
Activities
09:00
Opening Session
09:10
Pre-seminar quiz
09:20
Brief sharing of the premises
09:40
Presentation: EDPQS
10:20
Coffee-break
10:40
Presentation: EDPQS Checklist & Case study
11:20
Project Discussion (group work)
11:50
Project Discussion (feedback to the plenum)
12:10
Conclusions and Closing session
12:20
Post-seminar quiz & evaluation
12:30
Finish
Learning outcomes
By the end of this training, participants should be better
able to:
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Describe what the European Drug Prevention Quality
Standards (EDPQS) are and how they can be used
Explain why quality standards in prevention are useful
and important
Critically reflect on strengths and weaknesses of drug
prevention activities using the EDPQS checklists
Describe how the EDPQS could be applied and
disseminated in their own professional context
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This training uses materials from EDPQS Toolkit 3
(“Training Toolkit”)
We are grateful for the support which allowed the
realisation of this training:
With financial support from the
Drug Prevention and Information
Programme of the European Union

Pre-seminar quiz
Quiz
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Asks about your knowledge and opinions
regarding the European Drug Prevention Quality
Standards (EDPQS)
Helps you to reflect on your own views regarding
the topic of today’s training
Same questions are asked before and after the
training
Helps to understand how the training may
contribute to developing existing knowledge and
opinions further
Also course satisfaction form

Sharing the premises
What are the first 3 things that come to
your mind about the concept of
“Drug prevention”?
What are the first 3 things that come to
your mind about the concept of
“Quality”?
What are the first 3 things that come to
your mind about the concept of
“Standards”?
Sharing the premises
Drug Prevention
Quality
Standards
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Brief sharing of the premises
What are the first things that come to
your mind about the concepts of
“Drug prevention”, “Quality” and
“Standards”?
Sharing the premises
Drug Prevention
Quality
Standards

Presentation: EDPQS
Four questions
1.
2.
3.
4.
What do the EDPQS look like?
Why are quality standards important?
How can they benefit you?
Where can you find out more?
1. What do the EDPQS look like?
European Drug Prevention Quality
Standards (EDPQS)
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EDPQS provide first reference framework on ‘high quality’
drug prevention based on European consensus
The drug prevention project cycle as
core structure of the standards
1 Needs Assessment
8 Dissemination and
Improvement
CROSS-CUTTING CONSIDERATIONS
A: Sustainability
and funding
7 Final Evaluations
C: Staff
development
B:
Communication
and stakeholder
involvement
2 Resource
Assessment
3 Programme
Formulation
D: Ethical drug
prevention
6 Delivery and
Monitoring
4 Intervention Design
5 Management and
Mobilisation of
Resources
35 components of quality
Cross-cutting Considerations
A: Sustainability and funding
B: Communication and stakeholder involvement
C: Staff development
D: Ethical drug prevention
1 Needs Assessment
1.1 Knowing drug-related policy and legislation
1.2 Assessing drug use and community needs
1.3 Describing the need – Justifying the intervention
1.4 Understanding the target population
2 Resource Assessment
2.1 Assessing target population and community resources
2.2 Assessing internal capacities
35 components of quality
3 Programme Formulation
3.1 Defining the target population
3.2 Using a theoretical model
3.3 Defining aims, goals, and objectives
3.4 Defining the setting
3.5 Referring to evidence of effectiveness
3.6 Determining the timeline
35 components of quality
4 Intervention Design
4.1 Designing for quality and effectiveness
4.2 If selecting an existing intervention
4.3 Tailoring the intervention to the target population
4.4 If planning final evaluations
5 Management and Mobilisation of Resources
5.1 Planning the programme - Illustrating the project plan
5.2 Planning financial requirements
5.3 Setting up the team
5.4 Recruiting and retaining participants
5.5 Preparing programme materials
5.6 Providing a programme description
35 components of quality
6 Delivery and Monitoring
6.1 If conducting a pilot intervention
6.2 Implementing the intervention
6.3 Monitoring the implementation
6.4 Adjusting the implementation
7 Final Evaluations
7.1 If conducting an outcome evaluation
7.2 If conducting a process evaluation
8. Dissemination and Improvement
8.1 Determining whether the programme should be sustained
8.2 Disseminating information about the programme
8.3 If producing a final report
Details in the EMCDDA Manual
Component title
Standards (basic)
Implementation
considerations
Examples to clarify
meaning
Standards (expert)
Process of two years to develop standards
Review of existing drug
prevention guidance
FIRST DRAFT
Online Delphi survey
Focus groups
SECOND DRAFT
Focus groups
FINAL STANDARDS
Members of the European Prevention
Standards Partnership 2008-2015
Social Development Unit,
Social Services Administration
Stockholm
Liverpool John Moores
University (LJMU)
Observatoire français des
drogues et des toxicomanies
(OFDT)
Federal Centre for Health
Education (BZgA)
University Hospital Heidelberg
National Bureau for Drug Prevention (NBDP)
Mazowieckie centrum polityki społecznej
(MCPS)
Charles University Prague
(CUNI)
Consejeria de Sanidad – Servicio
Gallego de Salud (Xunta de
Galicia) (CS-SERGAS)
Delegacion del Gobierno para el
Plan Nacional sobre Drogas
Institute for Social Policy and Labour
(SZMI-NDI)
Eötvös Loránd University
National Anti-Drug Agency (NAA)
European Monitoring Centre
for Drugs and Drug Addiction
(EMCDDA)
Azienda Sanitaria Locale Milano (ASL Milano)
Azienda Sanitaria Locale 2 - Savonese (ASL 2
Savonese)
University Mental Health
Research Institute (UMHRI)
Institut Suchtprävention, pro
mente Oberösterreich
Gesundheit Österreich GmbH
United Nations Office on
Drugs and Crime (UNODC)
2. Why are quality standards important?
?
What is the problem?
Justsay
N
DRUGS
Few people would argue with
the view that prevention is
better (and cheaper) than cure.
However, ...
... a lot of what is done in the
name of drug prevention is still
not based on what “works” or
on what constitutes “quality”.
Money is still being spent on
ineffective approaches.
What are important aspects of
“quality”?
‘High quality’ activities according to
EDPQS:
Relevant to target populations and
policy
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Ethical (no unintended ‘side
effects’, takes into account
reasons for drug use)
Based on scientific evidence of
what works
In reality, activities are sometimes
chosen because of other criteria, e.g.:
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Provide evidence on their own
effectiveness
(Cost)Effective
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Feasible
Sustainable
Promise a ‘drug free’ world (even
though the proposed activities are
unlikely to achieve this)
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Low financial cost
Are fun for the kids
Allow nice photos for the school
newsletter
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Easy to do
Don’t need much time (one-off
activities)
(Actual quality or effectiveness
relatively less important…)
How could the EDPQS help to improve
this situation?
Inputs
Existing quality
standards
‘EDPQS
champions’
Funding
Activities
Development of
EDPQS and
support materials
Reach
Introductory
materials
Decision makers
EMCDDA Manual
& Quick Guide
Practitioners
Translation/
adaptation and
publication of
quality standards
Potential target
audiences
Programme
developers
EDPQS Toolkits
Dissemination of
EDPQS
Supportive
partners
Supportive
structures
Outputs
Implementation
activities
New sets of
standards based
on EDPQS
Outputs of
dissemination
activity (e.g.
workshops)
Researchers
Evaluators
Outcomes
Impact
Awareness of
‘quality’ as an
issue
Increased quality
of preventive
work
Motivation to
achieve quality
standards
Skills (e.g.
knowing how to
apply EDPQS)
EDPQS
champions
Trainers
Adoption (using
EDPQS)
General public
Ultimate target
populations
Implementation
(changing how
things are done)
Changes in
professional
prevention
culture
Better
outcomes for
target
populations
The ultimate aim of EDPQS is to achieve better outcomes for target populations
3. How can the EDPQS benefit you?
What are the EDPQS not?
The EDPQS do not:
 Prescribe any particular type of intervention or
policy (e.g. they don't state “deliver intervention
X for 3 weeks”)
 Provide step-by-step instructions on how to
undertake high quality preventive work (e.g. they
don't explain how to undertake a needs
assessment or how to evaluate projects)
So, what are the EDPQS?
… BUT the EDPQS do:
 Provide a comprehensive set of criteria to help
you learn how to recognise ‘high quality’
prevention activities
 Outline the necessary structural and procedural
aspects of high quality prevention, i.e. the
context in which quality interventions and
policies can take place
EDPQS were developed for “drug prevention” activities
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According to EDPQS Position Paper, drug prevention
activities:
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have the potential for preventing, delaying or reducing drug
use, and/or its negative consequences
can target whole populations, subpopulations, or individuals
can target legal drugs (e.g. alcohol, tobacco), illegal drugs,
pharmaceutical products, new psychoactive substances – or
substances in general
may work to reduce risk and build protective factors known to
influence drug use, or may target common factors that affect
or reduce vulnerability for drug use and drug use problems or
promote healthy development and resilience in general
can be relevant to all age groups, even though commonly
addressed to young people
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A broad - not a normative - definition of drug prevention
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EDPQS may be useful for other kinds of preventive work
Using the EDPQS to review and
develop the quality of prevention
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Plan new projects with confidence
(EDPQS are compatible with innovation
in aims, content or delivery)
Review the quality of ongoing or
completed prevention initiatives
Assess whether a prevention related
activity is undertaken or likely to
operate in a way that can be considered
“high quality”
Identify the stronger and weaker
aspects of prevention initiatives
Develop and improve the quality of
existing prevention provision
EDPQS as a reference framework
Not a “one size fits all” approach, but a European consensus can
provide a good starting point towards a shared understanding of what
prevention should be
EDPQS can also support:
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Information and Awareness raising - clarify what prevention is
trying to achieve
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Education and Training - create a link between theory and practice
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Professional and organisational development – self-reflection
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Project proposals and funding applications - evidence the high
quality of activities (although EDPQS can’t guarantee effectiveness,
or replace outcome evaluation to determine effectiveness)
Evidence-based policy-making – help to achieve the aims of broader
national and international strategies and policies
Developing or updating existing quality criteria or standards
4. Where can you find out more?
Key EDPQS resources
Manual
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284 pages with detailed
introductions, full list of
standards, glossary
Quick Guide
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38 pages, with summaries
and checklists
Available in several languages
Written by Partnership,
published by EMCDDA
Free download
4 EDPQS Toolkits
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Practical tools to support different
audiences with using EDPQS to promote
and achieve quality in prevention
Four audiences:
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Decision-makers (including policy-makers,
funders and commissioners)
Practitioners (including programme
developers, service managers and frontline workers)
Professional trainers/educators (including
University teachers)
Prevention coordinators/advocates at
local/regional/national level
EDPQS supporting materials
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Introduction to EDPQS
Explain the key concepts
and considerations that
informed the development
of the EDPQS
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EDPQS Brief summary
EDPQS Position Paper
EDPQS Theory of Change
Questions & Answers
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www.prevention-standards.eu
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www.prevention-standards.eu
Which documents might be most
relevant to you?
Presentation: EDPQS Support materials
www.prevention-standards.eu
Toolkit 1 for decision-makers
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To support decision-makers with
selecting high quality drug prevention
activities for (financial) support
Key messages:
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Ineffective programmes and approaches should not
be funded, even if they are considered popular
It is better to finance a few high quality programmes
with a realistic budget rather than many vaguely
elaborated programmes which may have a low
budget but also no or unwanted effects
Importance of transparent selection and funding
mechanisms that encourage quality
www.prevention-standards.eu/toolkit-1/
Toolkit 2 for practitioners
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To support practitioners with self-assessment and
self-improvement
1.
Complete self-assessment checklist (~1 hour)
2.
Complete synthesis profile ⇒ identify critical areas
3.
Use self-improvement questionnaire to review and identify
actions to develop own activities (~1 hr per area)
www.prevention-standards.eu/toolkit-2/
Toolkit 3 for trainers
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To support trainers/educators with
delivering professional training on
quality standards in drug
prevention
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For half, one or two days training events
Includes PowerPoint slides, handouts for
participants, trainers guide
Suggestions for different units, including
interactive exercises and group-work
activities to help participants experience the
benefits of using standards in practice
www.prevention-standards.eu/toolkit-3/
Toolkit 4 for ‘prevention coordinators’
or advocates for quality in prevention
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To support people who wish to
promote quality from a strategic
point of view
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How to develop (adapt) quality criteria
based on EDPQS?
How to translate existing EDPQS materials?
How to promote the use and
implementation of quality standards?
www.prevention-standards.eu/toolkit-4/
Presentation: EDPQS Checklist & Case
study
EMCDDA Quick Guide to EDPQS
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The quick guide is aimed at
professionals who:
 wish to find out more about
the topic of quality standards
in general
 are interested in the EMCDDA
Manual but want to read an
introduction first
 wish to take a first step in
conducting self-reflection
using the standards
35 “components”
Cross-cutting Considerations
A: Sustainability and funding
B: Communication and stakeholder involvement
C: Staff development
D: Ethical drug prevention
1 Needs Assessment
1.1 Knowing drug-related policy and legislation
1.2 Assessing drug use and community needs
1.3 Describing the need – Justifying the intervention
…
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Self-reflection checklist
Example: Project “Stella”
Fictitious example:
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“Stella” is a school-based intervention
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For pupils aged 15 to 17 years
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Seeks to prevent or reduce alcohol, tobacco and illegal drug
use as well as other risk behaviours
Structured manualised programme
Interactive methods are used to increase participants’ selfawareness, resilience and life-skills (e.g. discussion, role
play, and film-making)
It is implemented nation-wide
Take a few minutes to read the full project description
Completing the checklist
3 Programme formulation
Notes on current position
3.1 Defining the
target
population
3.2 Using a
theoretical
model
Actions to take
Completing the checklist
3 Programme formulation
Notes on current position
3.1 Defining the • Target group defined (15- to
17-year-old school pupils;
target
universal programme)
population
3.2 Using a
theoretical
model
Actions to take
Completing the checklist
3 Programme formulation
Notes on current position
3.1 Defining the • Target group defined (15- to
17-year-old school pupils;
target
universal programme)
population
• The programme draws on a
number of theoretical models,
3.2 Using a
including social influence theory
theoretical
• Mediators are specified (selfmodel
awareness, resilience and lifeskills)
Actions to take
Completing the checklist
3 Programme formulation
Notes on current position
3.3 Defining
aims, goals, and
objectives
3.4 Defining the
setting
Actions to take
Completing the checklist
3 Programme formulation
Notes on current position
Actions to take
• Specifies what is to be
Clarify: what are the
prevented (alcohol, tobacco and “other risk behaviours”?
3.3 Defining
illegal drug use, other risk
aims, goals, and
behaviours)
objectives
• Targeted mediators are
specified (self-awareness,
resilience and life-skills)
3.4 Defining the
setting
Completing the checklist
3 Programme formulation
Notes on current position
Actions to take
• Specifies what is to be
Clarify: what are the
prevented (alcohol, tobacco and “other risk behaviours”?
3.3 Defining
illegal drug use, other risk
aims, goals, and
behaviours)
objectives
• Targeted mediators are
specified (self-awareness,
resilience and life-skills)
• Setting = classroom
Clarify: where does the
film-making activity
take place?
3.4 Defining the
setting
Completing the checklist
3 Programme formulation
Notes on current position
3.5 Referring to
evidence of
effectiveness
3.6 Determining
the timeline
Actions to take
Completing the checklist
3 Programme formulation
Notes on current position
3.5 Referring to
evidence of
effectiveness
3.6 Determining
the timeline
• Refers to literature reviews on
‘what works’ in prevention
Actions to take
Clarify: What sources
were used? Is the
literature up-to-date?
Is it an unbiased
review?
Completing the checklist
3 Programme formulation
Notes on current position
3.5 Referring to
evidence of
effectiveness
• Refers to literature reviews on
‘what works’ in prevention
• Schools can choose whether to
deliver the intervention as
weekly sessions (15 units of 50
3.6 Determining
minutes) or as a ‘blocked’
the timeline
programme with a few intense
days spread over several
months.
Actions to take
Clarify: What sources
were used? Is the
literature up-to-date?
Is it an unbiased
review?
Clarify: What is the
overall timeline for this
project?
Completing the checklist
4 Intervention design
Notes on current position
4.1 Designing for
quality and
effectiveness
4.2 If selecting an
existing intervention
Actions to take
Completing the checklist
4 Intervention design
Notes on current position
4.1 Designing for
quality and
effectiveness
4.2 If selecting an
existing intervention
• Use of methods that the
target group is likely to
find engaging (discussion,
role play, and filmmaking)
• The programme is
supposed to help young
people identify and build
upon their personal
strengths.
Actions to take
Clarify: What are the
specific principles and
techniques used when
working with the pupils?
Completing the checklist
4 Intervention design
Notes on current position
• Use of methods that the
target group is likely to
find engaging (discussion,
role play, and film4.1 Designing for
making)
quality and
• The programme is
effectiveness
supposed to help young
people identify and build
upon their personal
strengths.
• Not applicable - not an
4.2 If selecting an
adaptation of an existing
existing intervention
intervention
Actions to take
Clarify: What are the
specific principles and
techniques used when
working with the pupils?
Clarify: Is it an adaptation
of an existing
intervention?
Completing the checklist
4 Intervention design
Notes on current position
4.3 Tailoring the
intervention to the
target population
4.4 If planning final
evaluations
Actions to take
Completing the checklist
4 Intervention design
•
4.3 Tailoring the
intervention to the
target population
4.4 If planning final
evaluations
•
Notes on current position
Manualised approach (i.e.
following a standardised
approach according to a
written manual)
Same activities are undertaken
in all implementing schools
using the same materials.
Actions to take
Clarify: To what extent is the
programme tailored to the
specific circumstances (e.g.
geographical region,
participant characteristics?).
Completing the checklist
4 Intervention design
•
4.3 Tailoring the
intervention to the
target population
•
•
4.4 If planning final
evaluations
•
Notes on current position
Manualised approach (i.e.
following a standardised
approach according to a
written manual)
Same activities are undertaken
in all implementing schools
using the same materials.
Drug use (self-reported) and
drug-related knowledge were
measured 1 week before and 1
week after the intervention
Teachers complete a
questionnaire after each
session
Actions to take
Clarify: To what extent is the
programme tailored to the
specific circumstances (e.g.
geographical region,
participant characteristics?)
Clarify: Are long-term followup measurements and
additional evaluations
planned?
Example strengths identified using
EDPQS
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Commitment to science and evidence-based working (EDPQS
3.2; 3.5)
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Use of interactive, engaging methods (EDPQS 4.1)
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Strengths-focussed (EDPQS 4.1)

Elements of process and outcome evaluation in place (EDPQS
4.4; 7.1; 7.2)
Potential weaknesses - Areas for
further discussion/development
What support is
offered to pupils
identified as being at
‘high risk’ of drug use
or drug-related
harms? (EDPQS D; 4.1)
Are long-term follow-up
measurements planned?
(EDPQS 4.4; 7.1)
How does project “Stella”
address specific target
population needs and
complement existing
preventive activities?
(EDPQS 1.2-1.4, 4.3)
Benefits of using EDPQS
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EDPQS as a reference framework to make implicit
(taken-for-granted) activities explicit and to
conceptualise prevention work in a structured way
Standards useful to
 identify strengths and weaknesses (areas for
improvement)
 stimulate constructive discussion about
aims/methods of prevention
Review of strengths and weaknesses particularly useful
for projects in the planning phase or under
development

Any questions?
Project Analysis
Group work
1.
2.
3.
Read the short project description and take a moment to reflect on
how you would intuitively judge this project. (15 minutes)
Then refer to the EDPQS checklist and discuss which EDPQS
standards appear to be met by the project. You can note your
observations in the checklist. (25 minutes)
Use the results from your reflection to answer the following
questions: (10 minutes)
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4.
What are the project’s strengths?
What are the project’s weaknesses? How could the project be
improved?
Does the text provide all the information you would like to know
about the project? If not, what questions would you like to ask
the programme developers?
Finally, discuss whether you found the checklist helpful, and why.
Note your answers in the reporting grid. (10 minutes)
Feedback to the plenum
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What are the project’s potential strengths?
What are the project’s potential weaknesses? How
could the project be improved?
What questions would you like to ask the
programme developers?
How useful was the EDPQS checklist to reflect on
the project?

Project Analysis
Group work
1.
2.
3.
Form working groups (3-6 people) and elect a
spokesperson.
Read the short project description and take a moment
to reflect on how you would intuitively judge this
project. (15 minutes)
Then refer to the EDPQS checklist and discuss which
EDPQS standards appear to be met by the project. You
can note your observations in the checklist. (25
minutes)
Feedback to the plenum

What did you find?
Plenary discussion
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What are the project’s potential strengths?
What are the project’s potential weaknesses? How
could the project be improved?
What questions would you like to ask the
programme developers?
How useful was the EDPQS checklist to reflect on
the project?

Self-reflection
EDPQS Toolkit for practitioners

Questions to help you explore each of the 35 EDPQS
components
1.
In the Quality Assessment Checklist, questions are
answered with “Yes” or “No” and help you assess your
prevention activity in relation to the EDPQS
2.
The Quality Synthesis Profile offers visual feedback on
how your prevention activity relates to the EPDQS,
helping you to identify critical areas for review
3.
In the Improvement Support Questionnaire, open-ended
questions support self-reflection on your prevention
activity and help you plan actions for potential
improvement
Individual work
1.
2.
3.
Think of a prevention activity that you are working on:
 You must know the activity well, so you should be actively
involved in its development or implementation
 To make the review easier, the prevention activity should
be currently in the implementation phase
Start completing the Quality Assessment Checklist for the
chosen activity. (20 minutes)
Complete the Quality Synthesis Profile
Completing the synthesis profile
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Colour in those fields
corresponding to the
components where you received
a smiley in the Quality
Assessment Checklist
These fields indicate the strong
aspects of your prevention
activity
The remaining blank fields help
you identify the critical areas
for review and possible action
Choose 1-2 “critical”
components that you wish to
explore in more detail
Group work
4.
Form working groups based on shared priority
components

5.
Elect a spokesperson
Complete the Improvement Support Questionnaire
for the chosen priority component (25 minutes)


Discuss within your group how different projects address the
issues raised by the Questionnaire
Respect ground rules concerning confidentiality
Feedback to the plenum


What did you find?
How useful were the EDPQS checklist and the
group discussion to reflect on your work?

Compo Building
Open Call for Tenders
“The latest statistics from a major survey in your region show
that drug use among young people has been steadily increasing
over the past three years. In particular, an increasing number of
young people aged 16-18 years report having used cannabis in
the previous month (from 5% in 2012 to 10% in 2015). An
increase was especially noticeable among girls. In response to
this situation, the local municipality has opened a call for
tenders, offering up to € 100,000 for a prevention project to
address the situation.”
Group work
In your group, start planning a project for submission to the call
for tenders:
1.
2.
3.
Start with a brainstorming exercise, gathering ideas about
possible interventions. (10 minutes)
Choose one of the suggestions as a project to be developed
further, considering also the quality of the different
suggestions. (5 minutes)
Start planning the project using the list of EDPQS questions,
focussing on one to five components in the EDPQS which you
think should be addressed first when planning a new activity.
(15 minutes)
Feedback to the plenum


Which components did you start with, and why?
How useful were the EDPQS for planning a new
prevention activity?
Conclusions Day 1
Relating the training contents to
our prior knowledge and ideas
What were the first things that came to
your mind about the concepts of
“Drug prevention”, “Quality” and
“Standards”?
How has this developed further as a
result of today’s training?
Summing up Day 1
You should now be in a better position to:




Describe what the European Drug Prevention Quality
Standards (EDPQS) are and how they can be used
Explain why quality standards in prevention are useful
and important
Critically reflect on strengths and weaknesses of drug
prevention activities using the EDPQS checklists
Describe how the EDPQS could be applied and
disseminated in your own professional context
Reflections on Day 1


Your thoughts on the contents of Day 1?
Any comments, questions?

Opening Session Day 2
Summary of Day 1
Programme (Day 2)
Time
Duration
Activities
09:00
10 min
Opening Session Day 2
09:10
75 min
Project Building (group work)
10:25
20 min
Coffee-break
10:45
45 min
Project Building (feedback to the plenum)
11:30
60 min
Project Revisions (group work - providing feedback on
proposed projects)
12:30
45 min
Lunch
13:15
45 min
Project Revisions (group work - review and integration of
feedback)
14:00
45 min
Project Revisions (feedback to the plenum)
14:45
20 min
Conclusions and Closing session, including post-seminar
questionnaire
15:15
Finish Day 2
Learning outcomes
By the end of this training, participants should be better
able to:




Describe what the European Drug Prevention Quality
Standards (EDPQS) are and how they can be used
Explain why quality standards in prevention are useful
and important
Critically reflect on strengths and weaknesses of drug
prevention activities using the EDPQS checklists
Describe how the EDPQS could be applied and
disseminated in their own professional context

Project Building
Open Call for Tenders
“The latest statistics from a major survey in your region show
that drug use among young people has been steadily increasing
over the past three years. In particular, an increasing number of
young people aged 16-18 years report having used cannabis in
the previous month (from 5% in 2012 to 10% in 2015). An
increase was especially noticeable among girls. In response to
this situation, the local municipality has opened a call for
tenders, offering up to € 100,000 for a prevention project to
address the situation.”
Group work
In your group, start planning a project for submission to the call
for tenders:
1.
2.
3.
4.
5.
Start with a brainstorming exercise, gathering ideas about
possible interventions. (10 minutes)
Choose one of the suggestions as a project to be developed
further, considering also the quality of the different
suggestions. (5 minutes)
Start planning the project using the list of EDPQS questions.
(40 minutes)
Choose a title for your project and write it on the top of the
poster.
Finally, discuss whether you found the checklist helpful, and
why. Note your answers in the reporting grid. (10 minutes)
Feedback to the plenum

What project did you plan?

Which components did you start with, and why?

How useful were the EDPQS for planning a new
prevention activity?

Project Revisions
Group work: Providing feedback
1.
Form the same groups as in the previous session
2.
Write your group number on your project proposal
3.
Pass your proposal to the next group
4.
Discuss the other group’s project, referring to the
EDPQS. Record your recommendations on the reporting
grid. (15-20 minutes)
Group work: Integrating the feedback
1.
2.
Read the feedback you received (10 minutes)
Review the feedback, considering which
suggestions can be: (20 minutes)
1.
2.
3.
3.
fully accepted?
partially accepted?
rejected?
Revise the original proposal based on the feedback
(15 minutes)
Feedback to the plenum

What feedback did you receive?

How did you address the feedback?

How useful was this process to you?

Promoting Quality in Prevention
What is the minimum of
“quality” which YOU expect
from a prevention activity?
Group work
1.
2.
Reflect on existing mechanisms and procedures
which already exist in your professional context to
ensure that prevention activities are of a high
quality (15 minutes)
Suggest actions that practitioners, policy-makers
and others can take to promote quality in
prevention – consider also how EDPQS can
support such efforts (15 minutes)

Conclusions and Closing session
Relating the training contents to
our prior knowledge and ideas
What were the first things that came to
your mind about the concepts of
“Drug prevention”, “Quality” and
“Standards”?
How has this developed further as a
result of today’s training?
Summing up
You should now be in a better position to:




Describe what the European Drug Prevention Quality
Standards (EDPQS) are and how they can be used
Explain why quality standards in prevention are useful
and important
Critically reflect on strengths and weaknesses of drug
prevention activities using the EDPQS checklists
Describe how the EDPQS could be applied and
disseminated in your own professional context
Take-home messages
What is EDPQS?


A useful tool to support a variety of prevention-related tasks
Relevant to different kinds of prevention policies and
interventions
What does EDPQS offer?



Agreed benchmarks against which prevention activities can be
reviewed (recognise strengths and weaknesses)
A common structure to think about prevention work, its aims and
methods
A broad perspective on quality
With what aim?

To develop existing knowledge and activities further

To offer target populations the best possible prevention activities
Practical benefits of EDPQS

How could EDPQS contribute to the field of
prevention? According to your view, which are the
main practical benefits of using EDPQS?



In the field of prevention at national level
At the level of your organisation
In your work as a prevention professional
Achieving quality

What could be the three most important actions to
help promote and achieve the EDPQS and quality
prevention in this country?



In the field of prevention at national level
At the level of your organisation
In your work as a prevention professional
Possible next steps



Think of EDPQS next time you need to assess the quality of a
preventive action
Visit www.prevention-standards.eu to access relevant
materials, including the presentations from this event
Tell your colleagues about EDPQS and consider how it could
inform the work of your organisation

Use EDPQS to promote quality in prevention

Get in touch if you need further support

Post-seminar questionnaire
Thank you!
Please remember to return your
evaluation forms!
For more information, please visit:
http://www.prevention-standards.eu