ERIC Number: EJ808174
Record Type: Journal
Publication Date: 2004
Abstractor: As Provided
Reference Count: 13
SPICED: Evaluation of a Drug Education Project in Kirklees Primary Schools
Crosswaite, C.; Tooby, J.; Cyster, R.
Health Education Journal, v63 n1 p61-69 2004
Objective: To investigate the process, implementation, and short-term outcomes of a drug education programme (SPICED) introduced in Kirklees schools, West Yorkshire. Design: A retrospective evaluation using mixed methods. Setting: Ten primary schools in West Yorkshire. Methods: Interviews with professionals, survey of parents, focus groups with children, observation and literature review. Results: The SPICED programme was viewed as a valuable means of delivering drug education. The partnership approach between classroom teachers, school nurses and police officers enhanced its delivery. Delivery had been less effective where full participation of partners had not taken place. More than 500 questionnaires were sent out to parents and a response rate of 39 per cent was obtained. Being involved in the drug education programme assisted parents in responding to their children at home and they were supportive of the programme. The pupils enjoyed SPICED and demonstrated increased knowledge levels and confidence. Conclusion: The results support the multiprofessional approach of SPICED highlighting the importance of consistent drug education messages and multiple information sources for children. Informing and involving parents was important in gaining their support and ensuring that discussions at home concurred with the messages in school. Some areas for further development have been identified but SPICED provides a comprehensive model in line with existing evidence for effectiveness.
Descriptors: Drug Education, School Nurses, Police, Focus Groups, Information Sources, Teaching Methods, Program Evaluation, Program Implementation, Foreign Countries, Questionnaires, Parent Attitudes, Parent Participation, Program Effectiveness, Elementary Schools
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)