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ERIC Number: EJ775886
Record Type: Journal
Publication Date: 2007-Oct
Pages: 14
Abstractor: Author
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0968-7637
Policy Implications of Teacher Perspectives on Early Intervention for Substance Misuse
Deed, Craig
Drugs: Education, Prevention & Policy, v14 n5 p415-428 Oct 2007
Aims: Schools have emerged as a key site for prevention and early intervention strategies for antisocial behaviour. This paper examines teacher perspectives of the scope within their day-to-day practice for the implementation of monitoring and management of student risk status for substance misuse. Methods: Teacher perspectives of early intervention for young secondary school students aged 12-14 are examined. Case studies are presented of five non-metropolitan Australian schools located in a low socioeconomic area. Findings: The study identifies a diverse range of early intervention practice in school settings; reports that teachers are pragmatic in their identification of students at risk, and use an under-theorised construct of engagement to manage risk. A number of tensions centring on the perceived purpose of school emerge when early intervention policy is operationalised in the classroom. Conclusion: The student wellbeing policy currently in use in Victorian schools needs to be refined. These revisions should provide schools with a clear and understandable early intervention framework that allows local translation. Any further policy development should be based on teacher understandings and capacity for early intervention. (Contains 3 tables.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia