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Published: 29 April 2024

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Learning is Education that Transforms:

Education changes behaviour, but what ‘kind’ of education does this?

Whilst we will examine key aspects of the Harms done by New/Novel Psychoactive Substances, what we don’t want to do is waste your time simply inventorying descriptive data about types and variants and impact, that may or may not give you some facts about this subject matter that you don’t already know. 
We will attempt in this presentation to open a more proactive focus on the reducing of demand and diverting from NPS use.

One key framework for a behaviour transitioning educative process.

• Aware – Information (Whilst a starting point of contemplation, giving ‘facts’ in a vacuum has little traction in behaviour change)
• Move – Education (This is where knowledge is added giving facts some context for application and a potential direction)
• Change – Learning (This is where knowledge is applied in a sustained direction with purpose, under tutelage for a specific outcome – This helps create new behaviours)

It is important to understand that teaching and learning mechanisms and modes have many elements and both the cognitive, (but more specifically) the affective domain education pedagogies are enhanced by both evidence-based practice, as well as, by practice based evidence.

This is no more evident than in indigenous cultural settings, and of growing importance in sub-cultural ‘tribal’ settings too.

Evidence-based Practice & Practice-based Evidence?:

Efficacious pedagogies in the Affective Domain education arena include imperatives such as the contextualised sharing of relevant earned resiliency and lived experience with the learning audience. This is one a few vital components of an education strategy, that seeks to develop proactive and protective behaviours in the child and emerging adult. Lived experience alone (i.e. substance user) is only valuable in a protective context when it is paired with the earned resiliency that empowered them to exit and stand from substance use and its harms, that proves valuable in the behaviour change education process.

“One with lived experience is seen by the client/student as an authentic knowledge holder.”

Gemma Khodr – Indigenous Health & Alcohol CRE Forum September 2020

Contributing to the Global Coalition to Address Synthetic Drug Threats (office.com)

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Published: 11 April 2024

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Recent research has unveiled a concerning facet of college life, one that directly impacts the wellbeing and future of our students. Engaging in the exploratory world of latent profiles of alcohol and cannabis use among college students, the findings are not only insightful, they are also forewarning.

Substance use in the collegiate landscape is not a one-size-fits-all narrative. It is mosaic, painted by the diverse patterns and intensities of alcohol and cannabis consumption. Recognizing such unique impressions leads to a critical juncture in our approach to student health and well-being—a juncture we cannot afford to ignore as it delineates those at highest risk for consequential lifepath deviations.

The pioneering look at latent profiles is more than just a study; it’s a ground-breaking framework, dissecting the fabric of subgroups within the college demography. This article will probe into the critical findings and articulate the imperative need for a nuanced intervention strategy.

A Differentiated Convergence of Use Profiles

Traditionally, substance use studies have often bundled students into homogenized categories based on surface-level consumption data. But here lies a disparity—within these cohorts, individual behaviours stand distinct, with some venturing into territories of high-risk consumption at an alarmingly high rate.

The latent profile analyses (LPA) distinguished these subgroups through an incisive classification involving alcohol and cannabis use frequency, alongside the quantum of consumption. The revelation was stark: four profiles emerged. The bulk of students, representing 'light, infrequent' use, painted a picture of moderation that seemed heartening at first glance. However, this halo-effect shrouded the fact that a noteworthy 10% fell into ‘high-risk’ categories where the pendulum swung to ‘heavy’ and ‘frequent’ usage trends.

Profiles three and four harbored grim warning signs, predominantly of simultaneous use (SAM), and an indisputable accentuation of substance-related calamities. The correlation between heavier consumption and increased likelihood of severe alcoholic or cannabis-related incidents is a troubled path that these profiles seem to tread.

Unveiling the Demographic Tapestry

Deeper analysis unraveled a relationship between these consumption patterns and certain demographics. Male, White non-Hispanic, and Greek-affiliated students were more predisposed to nestle within the profiles characterised by spiked drink and smoke statistics. This alignment of demographics with consumption significance urges for a bespoke approach that accounts for these demographic nuances when devising campus-specific intervention strategies.

A Nexus of High-Risk Profiles and Severe Consequences

The crux of the matter is that these high-risk profiles dictate a bleak narrative of adverse, potentially life-altering repercussions. SAM, often a silent catalyst for amplified substance use, emerges as a red flag in Profiles 3 and 4, reflecting a confluence of alcohol and cannabis to a concerning degree. The students confronting their realities within these profiles not only witnessed an uptick in simultaneous usage, but also a starkly higher prevalence of associated consequences, wielding an alarmingly direct correlation between consumption and repercussions.

Understanding these depths is not merely an exercise in academic curiosity; it's a beacon for policy and resource allocation. The findings anchor an unyielding case for proactive interventions that acknowledge the individual nuances within the campus culture, directing targeted support to those most at risk.

Pathways to Proactive Intervention

The onus thus falls on collegiate administrations to forge forward with initiatives that are sharp, targeted, and, most significantly, pre-emptive. These initiatives must unravel the complexities of individual patterns and offer a collaborative ecosystem of frameworks—ranging from educational programmes to community support networks—that bolster students against the undertow of substance-abuse risks.

The call to action is resounding. We have the knowledge, the tools, and the obligation to foster an environment that not only appreciates diversity in all its facets but also unceasingly works towards ensuring the safety and success of our students. Colleges and universities must stand as bastions of advocacy and education, where no student's future is preordained by the profile they are defaulted to.

In conclusion, this thought leadership article is more than an exposé of risk; it aims to galvanize institutions towards a more informed, targeted, and compassionate form of intervention. The onus lies upon each of us to heed these findings, to redefine our roles as custodians of the collegiate community, and to collectively ensure that the campus environment is one that not only fosters growth but safeguards the very potential it helps to nurture.

References:

https://www.sciencedirect.com/science/article/abs/pii/S0306460322003021?via%3Dihub

https://www.tandfonline.com/doi/abs/10.1080/07448481.2023.2237599

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Published: 23 February 2024

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Drug Policies Contravening International Drug Conventions & Rights of the Child – This insightful research report on the misuse of drug policy vehicles shows not only an increase in harms it is supposed to mitigate, but more concerning, a disregard for the international Rights of Children. 

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Published: 28 June 2023

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Building Resilience in Children Aged 9-13: A Most Effective Method of Illicit Drug Use Prevention #WorldResiliencyDay23 #WorldDrugDay

It is no secret that illicit drug use is a major problem in our society. And the reasons for that are many. However, it is a growing irresilience and a careless drug use normalising ‘adult culture’ that model the very elements that undermine resilience such as poor impulse control, inability to delay gratification, externalizing blame in crises and a general lack of accountability in a ‘party hard’ context. All these are big drivers of this emerging public health crisis in Gen Now. 

Tragically, and disturbingly, many children and young adults are exposed to drugs at an early age, leading to all to quickly to addiction modes and long-term health issues – there is NO level of ‘safe’ drug use for the developing brain – To combat this issue, it is important to focus on prevention rather than treatment. One of the most effective methods of preventing illicit drug use in children aged 9-13 is building resilience.

Resilience is defined as the ability to cope with stress, challenge, tragedy, trauma or adversity without engaging self-harming behaviours for temporary, but ultimately, resiliency undermining ‘relief’. 

It helps children develop key capacities such as the ability to plan, monitor and regulate behaviour which enables them to respond adaptively to difficult situations. Building resilience in children aged 9-13 can help them make better decisions when faced with peer pressure or other difficult situations involving substances.

There are many ways parents and caregivers can help build resilience in their children. 

First and foremost is reinforcing the fact that drug use is ‘bad’, because it is dangerous, physically, psychologically, emotionally and behaviourally. Not only informing those in your care with evidence-based education but modelling that conduct yourselves. No good the ‘do as I say, don’t do as I do’ mantra. The demonstration is a far more powerful ‘educator’ than mere instruction. 

Another vital tool is providing a safe and supportive environment for them to express their feelings. This can help them learn how to manage their emotions more effectively. Encouraging positive self-talk and helping them identify their strengths can also be beneficial for building resilience. Additionally, teaching your child problem solving skills such as brainstorming solutions or seeking out support from trusted adults can help them find constructive ways of dealing with difficult situations involving drugs or alcohol.

The United Nations Office on Drugs and Crime (UNODC) has identified several strategies for preventing drug use among young people including creating supportive family environments, strengthening social networks and increasing access to education and employment opportunities. These strategies all involve building resilience in children aged 9-13 so that they have the skills necessary to make healthy decisions when faced with challenges related to drugs or alcohol.

At the Dalgarno Institute we believe that building resilience in children aged 9-13 is one of the most effective methods of preventing illicit drug use. We provide evidence-based programs designed specifically for this age group which focus on developing life skills such as communication, problem solving and decision making which are essential for building resilience. Our programs also emphasise the importance of positive relationships between parents/caregivers and their children as well as between peers so that young people feel supported during times of difficulty or adversity.

Building resilience in children aged 9-13 is an important step towards preventing illicit drug use among young people today. Parents/caregivers should take advantage of available resources such as those provided by the UNODC and Dalgarno Institute so that they can give their children the best chance at success by equipping them with the tools necessary for making healthy decisions when faced with challenging situations involving drugs or alcohol.

Sources:

1) https://developingchild.harvard.edu/science/key-concepts/resilience/

2) https://www.unodc.org/unodc/en/prevention/youth_prevention_strategies_for_drug_abuse_and_hivaids_.html 

3) https://nobrainer.org.au/index.php/student-teacher/curriculum/828-protective-factor-number-one-in-drug-use-prevention-science 

4) https://dalgarnoinstitute.org.au/images/resources/pdf/Dalgarno__UNODC_Doc_19-12-22.pdf