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Training for facilitators of Boys and Girls Plus

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Simon Claridge

on 17 August 2015

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Transcript of Training for facilitators of Boys and Girls Plus

Training for facilitators of Boys and Girls Plus
2. Learning Outcomes of the Training
By the end of the training it is intended that you will have and increased understanding and be able to show knowledge of:

Why prevention is important and what it can do for my teaching and work with young people

What prevention can do for my school and youth group

Boys and Girls Plus, the sessions and background

The minimum requirements for measurable delivery of the programme

Evaluation and its importance to the process
3. Would you rather...?
1. Visit the doctor or the dentist?
2. Eat broccoli or carrots?
3. Watch TV or listen to music?
4. Own a lizard or a snake?
5. Have a beach holiday or a mountain holiday?
6. Be an apple or a banana?
7. Be invisible or able to read minds?
8. Be hairy or completely bald?
9. Be the most popular, or the cleverest person you know?
10. Make headlines for saving someone's life or winning the Nobel prize?
11. Go without television or fast food for the rest of your life?
12. Have permanent diarrhoea or permanent constipation?
13. Be handsome and stupid or be ugly and really clever?
14. Always be cold or always be hot?
15. Not hear or not see?
16. Eliminate hunger and disease or bring lasting world peace?
17. Be stranded on a desert island alone or with someone you don't like?
18. See the future or change the past?
19. Be three inches taller or 3 inches shorter?
20. Wrestle a lion or fight a shark?
Prevention and why it is important
9. Scared Straight
Programme assumes that by showing the 'reality' of the criminal justice system young people will want to avoid it. Unfortunately trials of the intervention have shown the 'Scared Straight' programme actually increased the risk of offending in the young people in the intervention group compared with those in the control group. The Social Research Unit calculated that for every young person it is delivered to (£55.00) it costs a further (£14,268) to put right.
The Good Behaviour Game
10. Classroom strategy for 6-8 year olds. Programme assumes that early socialisation into school is protective.
Doing well in school
Improved behaviour
Not using substances
Decreased depression
No suicidal ideation
Benefit for cost ratio shows for every £1.00 spent £26.00 is returned. Social Research Unit
12. Risk factors
:...these are factors that contribute to poor outcomes for young people. Some examples might include poverty, deprivation, illness or dysfunctional family relationships.

13. Risk behaviour
: This applies to potentially harmful behaviour such as having unsafe sex, misusing/abusing substances.
14. Young people at risk
: This term is used to refer to young people who are potentially vulnerable, such as those who are subject to abuse or neglect, or those in custody or care. N.B. Girls are more vulnerable to use of unprescribed medicines and boys to being involved in violence and violent behaviour
Films, Characters and Programme
16. A Normal Day
17. Butterfly
18. Smoking Thoughts
Using the programme
The programme is comprised of 6 Units (45-135 Minutes) They are independent.

Each unit has 4 activities. Activities 1 and 2 are compulsory across all units.
Depending on the learning outcomes aimed for you can choose to deliver a programme that focuses on drugs themselves (information and work around the issue) or decision making
Unit 1
Matter of Attitude
It's up to you!
Unit 2
Drugs, decision making and peer pressure
We would like to explore the issues in more detail
Unit 3
What about drugs
Unit 4
This is what I choose!
Unit 5
Me and my environment
We would like to focus on the 3 main units
Unit 6
Lifestyles and the Future
Remember: You must complete activities 1 & 2 of each unit as minimum
Minimum Package
Units 1,2 and 6
(Activities 1&2 of each unit)
Time: 45mins per unit
Medium Package
All units with activities 1&2
Time: 45 - 90mins per unit
Maximum Package
All units
All actitivies
Time: 135 mins per unit
One Unit per session
Aims to promote healthy lifestyles preventing the use of drugs and the associated risks
Central to the programme is the aim of enabling young people to develop their psychosocial competence. In other words to develop the following 3 elements
To know: Acquire knowledge on
a topic. In the current iteration of
Boys and Girls PLUS this will be to
gain knowledge about drug use
and the associated risks.
To be able: Developing the
necessary skills to internalize the
knowledge gained and apply it in
real life.
To will: To implement the knowledge gained. To have the skills to remain positive, to be resilient and to feel good about oneself and the environment.
In pairs share examples of positive and negative risk taking. If you want to then do share something about your own risk taking as you grew up. But you don't have to
Something about (differentiated) learning
Your group will be made up of different learners and different learning styles. It is important to consider the various ways that people learn and to structure your sessions so that everyone is stretched. That's where the learning happens.
28, 30, 32
Evaluating Boys and Girls Plus is critical. We want to know what works in improving the future life health and lifestyle outcomes for young people. By taking part in the trial with us you will be contributing to the knowledge base. Therefore we need you to help us evaluate the programme. What follows are the evaluation requirements for participating in the programme.
The manual and materials
The Quality of the Training
Pre-testing self-esteem questionnaire
Self-reflection and evaluation by facilitators
Measuring the immediate effects of B+G Plus on Young People
T1 - Before the workshop
T2 - Post workshop
Full transcript