This document discusses evidence-based approaches to drug prevention with young people. It begins by explaining why an evidence base is needed, as prevention activities are recognized as cost-effective but difficult to evidence. The evidence shows that multi-component, whole-school approaches that provide regular life skills sessions through interactive teaching methods are most effective. It also notes that shock tactics and one-off informational sessions do not work as well. The document provides examples of evidence-based programs and encourages tailoring prevention activities to meet young people's specific needs by assessing data sources.

1. Evidence based approaches
to drug prevention with young
people
Ian Macdonald
Mentor UK
@Mentortweets | @MentorInt | @IanA_Mac
#MentorCPD17

2. 1. Why evidence based practice?
2. What does the evidence say?
3. Examples of bringing evidence into
practice

3. Why do we need an evidence base?
● Prevention activities are recognised
as cost effective - both financially
and socially
● Wider social and political factors
mean governments need to justify
this spend
● But prevention activities are harder
to evidence than treatment
● We need to know interventions will
● The specific needs of young people
are different to those of adults -
therefore applying the same
interventions are less likely to have
impact
● We therefore need to know what
works for young people and why

4. What does the evidence say?
● What works? (see ADEPIS paper)
○ Providing regular structured sessions
○ Promoting the development of ‘life skills’
○ Helping young people assess and manage risk
○ Use of interactive teaching methods
○ Focus on immediate consequences rather than long term

5. What does the evidence say?
● Multi-component, ‘whole school’ approaches are most effective. Some evaluated
examples can be found on the CAYT website
○ STAMPP
○ Unplugged
○ Effekt
● Why are they effective?
○ Work with young people and parents

6. What does the evidence say?
● What doesn’t work?
○ ‘Shock’ tactics - posters, advertising, education
○ Information based approaches without developing any skills
○ Use of sniffer dogs or drug testing
○ One-off sessions delivered on their own
○ Impact of good practice in education is limited if policies and other

7. Bringing evidence into practice
● Any prevention activity needs to
be tailored to meet the specific
needs of young people
● Knowing what data sources are
out there and how reliable they
are is key
● How can need be assessed at
these different levels?
● Resources are available to
support services at school, local
and regional levels:
● EDPQS toolkit
● Mentor-ADEPIS toolkit for
schools

9. Utilising ‘social norms’
● This is the idea that behaviour can be led by what we may gain from it
● For young people, this can often be about social acceptance and ‘fitting in’
● (Mis)perceived peer norms can influence
○ unhealthy behaviours
○ poor coping mechanisms for dealing with low mood
● If young people think most of their peers are adopting a certain behaviour
then they are more likely to do the same thing

11. Good practice for parents
● ‘Letting them have a sip’ doesn’t work - the earlier young people try alcohol,
the more likely they are to come to alcohol related harm later on
● Starting open and honest conversations helps with setting agreed rules
(curfews, parties, friends)
● Remember the internet can have good as well as bad points. Help
normalise the good points rather than ban it!
● Try to notice when they might have stress points (especially around school
work) and help find positive distractions and coping strategies

12. “It is better to help people earlier. It makes more sense
than having an ambulance at the bottom of a cliff.”
Mind and Body programme participant, UK
“Better to have a strong fence at the top of the cliff,
than an ambulance down in the valley.”
Joseph Malins

13. Evaluation here
www.mentoruk.org.uk
www.mentor-adepis.org
admin@mentoruk.org
@Mentortweets
@MentorInt