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Author: R. The authors discuss the findings of a study of the personal history characteristics of a population of individuals who underwent treatment for drug addiction at the Masma Therapeutic Community, Lugo, Spain, during the period September to March The population consisted of 58 females and males, predominantly from middle-class backgrounds. Nearly all were multiple drug abusers, cannabis and heroin being the most widely abused drugs. Over half the population received treatment prior to admission to the Masma Community for the abuse of either barbiturates or opiates. The research instrument used was a self-report questionnaire, completed by participants anonymously and on a voluntary basis. It included items relating to personal and family background, aspects of drug abuse and type of prior treatment. Numerous authors have reported findings of studies on treatment progress in respect of drug-addicted persons in a therapeutic community setting. For purposes of the study, a clinical history scheme, in the form of a selfreport questionnaire, was devised by the study team. It was used as a basis for conducting personal, voluntary and anonymous interviews with those who underwent treatment at the Therapeutic Community. By using the clinical history scheme, personal data about the population was ascertained by the team. This information included age, marital status, occupation, family background, social class, type of addiction and treatment received. An analysis of the survey results revealed the personal history characteristics of the population, Of the total number of individuals studied, 26 per cent were female, with an average age of 20, and They were predominantly unmarried The educational background of both females and males was generally low and limited to the primary or secondary level. With respect to employment, Of those employed, more than half were male. The family background of In the majority of cases, the parents had either no education or primary education. Most individuals in the study group were found to have maintained good relations with both parents In Drug abuse by the parents was reported in Nearly all of the individuals studied were habitual tobacco smokers Particularly worthy of note is the fact that There was a significant incidence of prior psychiatric treatment In addition, suicide was attempted by The investigation into past illnesses often revealed venereal diseases and hepatitis, the latter being more common Most of the subjects were multiple-drug abusers Cannabis and heroin, followed by cocaine, amphetamines and LSD, in ranking order, were the most frequently consumed drugs. This applied to the overall results and to those for males. In the case of the females, however, the order differed, with heroin leading, followed by cocaine and then by cannabis derivatives. Among the males, the drug first used was cannabis. Many of the females reported having begun addiction with heroin, In Prior treatment was reported by The treatment received was related to the abuse of barbiturates The primary means of acquiring the funds with which to purchase drugs was criminal activity, especially drug trafficking. In that respect, prostitution was engaged in by Reasons for having begun abusing drugs varied. The findings indicated, however, that curiosity was the dominant motivating factor Approximately 45 per cent of the study group appeared to have relatively little understanding of the harmful effects of drug abuse. Psiquiatria y Ciencias Afines. Hinojal, ed. Hinojaf, J. Bobes and M. Hinojal and others, 'Estudio del uso de drogas entre estudiantes de medicina. II, Roca Sebastia and J. VII, No. United Nations. Office on Drugs and Crime. Site Search. Topics Crime prevention and criminal justice. Introduction Numerous authors have reported findings of studies on treatment progress in respect of drug-addicted persons in a therapeutic community setting. Method For purposes of the study, a clinical history scheme, in the form of a selfreport questionnaire, was devised by the study team. Results An analysis of the survey results revealed the personal history characteristics of the population, Of the total number of individuals studied, 26 per cent were female, with an average age of 20, and References 01 J. United Nations Office on Drugs and Crime.

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Buying MDMA pills Villars

These datasets underpin the analysis presented in the agency's work. Most data may be viewed interactively on screen and downloaded in Excel format. All countries. Topics A-Z. The content in this section is aimed at anyone involved in planning, implementing or making decisions about health and social responses. Best practice. We have developed a systemic approach that brings together the human networks, processes and scientific tools necessary for collecting, analysing and reporting on the many aspects of the European drugs phenomenon. Explore our wide range of publications, videos and infographics on the drugs problem and how Europe is responding to it. All publications. More events. More news. We are your source of drug-related expertise in Europe. We prepare and share independent, scientifically validated knowledge, alerts and recommendations. About the EUDA. Subscribe for updates about best practice by e-mail. The life skills curriculum targets social and intrapersonal factors by providing the knowledge, attitudes, and self-management skills necessary to i actively resist social influence to engage in substance use, ii reduce susceptibility to negative influence, iii increase resilience and drug awareness, and iv decrease motivation to engage in substance use. Botvin, and adapted to Italy in It has been scientifically validated in multiple sites. Botvin, Ph. Beneficial: Interventions for which convincing, consistent and sustained effects for relevant outcomes are in favour of the intervention as found in two or more studies of excellent quality in Europe. Likely to be beneficial: Interventions for which convincing and consistent effects for relevant outcomes are in favour of the intervention as found in at least one evaluation study of excellent quality in Europe. Possibly beneficial: Interventions for which some effects for relevant outcomes are in favour of the intervention as found in at least one evaluation study of acceptable quality in Europe. Additional studies recommended: Interventions for which concerns about evaluation quality or consistency of outcomes in Europe make it difficult to assess if they are effective or not, even if outcomes seem to be in favour of the intervention. Unlikely to be beneficial: Interventions for which at least one evaluation of excellent quality in Europe shows convincing evidence of no effects on relevant outcomes. Possibly harmful: Interventions for which some effects for relevant outcomes of the intervention are considered harmful, as found in at least one evaluation study of acceptable quality in Europe. An intervention ranked as 'possibly harmful' is unsuitable for application except within a framework of other priorities and with rigorous and strictly supervised evaluations. The programme has been evaluated in one quasi-experimental study and one four-year follow-up study in Spain, and one quasi-experimental design in Italy. Intervention effects were measured by means of chi square, t-tests and tests of covariance. Last month and weekly tobacco use were not significantly affected by the intervention. Initiation of tobacco use among those that had initiated first use was significantly lower in the intervention group. Among those that had already tried alcohol the increase of use was significantly lower in the intervention group. A higher increase of alcohol use in the control group was established. A significantly higher number of participants reduced monthly wine use in the intervention group. There was a significant difference between first time alcohol use between IG and CG. These results should be interpreted cautiously considering that they were studied in a time-frame of only 6 months November - January Effects on 'anti-social behaviour' were analysed but not analysed in relation to the substance use outcomes. A validated questionnaire was administered at four time points and analysed by means of ANOVA and pairwise multiple comparisons. The 15 and 27 months follow-up demonstrated some intervention effects. The 39 month follow up demonstrated similar monthly consumption frequency of tobacco, beer and spirits for all three groups but significantly lower general consumption of cannabis, tranquillizers and amphetamines in the intervention group. Consumption in the two intervention groups was significantly lower compared to the control group. The Italian quasi-experimental design was conducted among 31 intervention group schools and 24 comparison group schools. The pre-test measurement was conducted prior to the start of the programme, and the post-test eight months after the first year, follow-up after the booster sessions in two subsequent years. The study showed significant effects at post-test in smoking initiation during the first year, weekly drunkenness initiation, and smoking initiation during third years. It appears that substance use related differences are less significant at two-year follow-up. The programme has been rated as Model Plus by Blueprints for Healthy Youth Development based on a review of studies conducted world-wide. Luengo M. Velasco, V. Prevention Science. Botvin, G. Long-term follow-up results of a randomized drug abuse prevention trial in a white middle-class population. Preventing tobacco, alcohol, and drug abuse through Life Skills Training. Scheier Ed. The Journal of Primary Prevention,25 2 , Celata, C. Mihalic, S. Blueprints Programs n. Sistema Socio Sanitatio. Regione Lobardia. LifeSkills Training Program Lombardia \[programme\]. Regione Lombardia. Progetto LifeSkills Training Lombardia \[website\]. A large-scale initiative to disseminate an evidence-based drug abuse prevention program in Italy: Lessons learned for practitioners and researchers. Evaluation and Program Planning, 52, 27— Started in , although since it has been carried out on a generalised basis. The professional training of educators in Italy focuses largely on specific subject matter and less so on teaching methods. Most teachers in Italy have little experience with cooperative learning and interactive teaching methods. Typically, teachers provide lectures to students and are not familiar with teaching methods that involve facilitated classroom discussions or that provide the opportunity for students to practise new skills. Moreover, schools do not often credit teachers for their work in health promotion; there is a high turnover of teachers; and schools have to face increasingly complex situations, such as the ongoing influx of foreign students. These problems were accentuated by the lack of and squandering of resources. Very few programmes use manuals and lists of activities; instead, in practice, they typically involve a series of relatively unstructured discussion points for teachers to incorporate into their lessons. For example, children are often given diluted wine with meals, and the perception is that there are few psychosocial problems regarding alcohol misuse. Health professionals needed to adjust the way they worked with teachers. They were used to working closely with schools and teachers, factoring in their stated needs and requests while planning intervention activities. Health professionals needed to adjust their approach to supporting teachers to effectively integrate the use of a new tool the LST programme within the context of the existing Italian experience in prevention. This network reinforced the idea that the LST Lombardia project was communal work and helped the teachers involved feel less alone and more supported. It was also an opportunity to share tools, strategies, good practices and results. The boundaries combined with support can help health professionals and teachers improve their skills and change their behaviours. On the one hand, it is an obstacle to the integration of an evidence-based programme into the curriculum; on the other hand, it facilitates a cross-educational approach. We developed a programme for all groups. This was a challenge, because everyone has to recognise themselves in the programme. The teachers received training in which they were able to practise this. In high schools, only a few teachers follow the training and deliver the programme. An obstacle is that not everyone in the school knows about the programme and that management does not always support the practical conditions, such as providing a classroom and time to deliver the programme, and time for preparation. We shortened the training for professionals and offered more support during the programme. There is much interest in the programme. At this moment, we are developing a shorter programme for children primary school. We will also do this for the programme for adolescents. We advise schools to appoint one life skills ambassador in their school. He or she is responsible for the implementation of the programme. The teachers received training in which we taught them how to implement the programme for their own groups. The programme consists of the following structure: first, teaching general life skills, and, second, teaching problem-specific life skills for dealing with situations that are relevant to different groups. All of the teachers received the same manual and were able to make a 'translation' of it for their own groups. This is something that we will practise during the training for teachers. Schools need to develop Life Skills departments or appoint Life Skills ambassadors in their schools. They are responsible for the implementation, the continuity of the programme and contact with the developers and researchers. The management of the school has to support the programme. It is also important that the whole school knows about the existence of the programme. During the pilot, we developed a programme for all groups, because we wanted to study the effectiveness of it on different groups. After the pilot, we adapted the programme several times. Our most important lesson was that we have to train teachers during the training on how to implement the same programme for different groups by practising the lessons during the training. Implemented in some cities in the Netherlands. We are now developing a Life Skills programme for children. We started the development in ; the pilot was implemented around After the pilot, we adapted the programme several times based on research. A one-stop-shop for anyone planning or delivering health and social responses. All of the latest research and evidence on drug-related interventions. Standards and guidelines for drug-related interventions, aimed at improving their quality. About the Best practice portal. Homepage Quick links Quick links. GO Results hosted on duckduckgo. Main navigation Data Open related submenu Data. Latest data Prevalence of drug use Drug-induced deaths Infectious diseases Problem drug use Treatment demand Seizures of drugs Price, purity and potency. 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Life Skills Training LST - a classroom-based universal prevention programme to reduce the long-term risk of alcohol, tobacco and drugs in middle-school At a glance Country of origin USA. Last reviewed: Age group years. Target group Pre-adolescents 11 — 14 years students of the secondary school. Programme setting s School. Overview of results from the European studies Evidence rating Additional studies recommended. About Xchange ratings. Studies overview The programme has been evaluated in one quasi-experimental study and one four-year follow-up study in Spain, and one quasi-experimental design in Italy. Click here to see the reference list of studies. References of studies Outcome evaluations: Luengo M. Countries where evaluated Italy, Spain. Risk factor s addressed Community: laws and norms favourable to substance use and antisocial behaviour. Outcomes targeted Education Other educational outcomes Emotional well-being Depression or anxiety Emotion regulation, coping, resilience Positive relationships Substance use Alcohol use Use of illicit drugs Smoking tobacco Bullying Crime Violence. Description of programme The original version of the Life Skills Training programme LST is a 3-year universal prevention programme for secondary school students targeting the use of gateway substances tobacco, alcohol, and marijuana and violence. It consist of 30 sessions over three years: 15 core sessions in first year, 10 booster sessions in the second year, and 5 booster sessions in the third year 9 in the Italian adaptation. Additionally, there are violence prevention lessons each year 3 in the first and 2 in the second and third years. LST has three major components: i personal self-management skills, which enable students to examine their self-image, set goals, identify everyday decisions, analyse problems and consequences, and reduce stress and anxiety; ii social skills, that enable students to overcome shyness, communicate effectively, carry out conversations, handle social requests, and be assertive; and iii information and resistance skills specifically related to drug use, that teach students how to recognize and challenge common misconceptions, resistance skills for peer pressure, and decrease normative expectations. The sessions are delivered by classroom teachers and LST instructions. The skills are taught using interactive teaching techniques, such as instruction, demonstration, feedback, reinforcement, and practice. Teachers guide students in practicing the skills outside the classroom setting. The booster sessions in the following years are designed to reinforce the material, and focus on the continued development of skills and knowledge to enable students to cope more effectively with the challenges they face. Italian adaptation: LST was chosen by the Lombardian Government because of its strong evidence-base of effectiveness, theoretical foundation and fit with local needs and Italian professional values. All materials used were translated into Italian, adapted to the Italian culture, and integrated with existing complementary instructional materials. For instance, adaptations were made to the content of the program in order to address cultural differences regarding alcohol, drugs, and violent behaviours, and to ensure that behavioural rehearsal and other activities were culturally appropriate to Italian students. Additional adaptations concerned the training and technical support services for health professionals and teachers within the regional infrastructure that disseminates the program. LST in Lombardy focuses on specific objectives to each group of recipients: 1. Increase the baggage of personal resources life skills in secondary school students; 2. Reinforce teachers' educational functions, modify their representations on health promotion issues, and develop a realistic approach to the current characteristics of substance use; 3. Support, within the school context, a perspective aimed at promoting health and preventing the use of substances, which involves the whole school, encourages mutual support, and integrates the project with the school activities. Main obstacles With respect to individual professionals A wide range of other activities and programmes to be carried out with the students. Finding time to develop the programme. The large number of sessions. Large groups 25 students or small groups in rural areas six students that make it difficult to address some topics. Difficulty of implementing the programme for students with special needs. Lack of student interest in the subject of prevention. Lack of training to deliver skills training emotional control, self-esteem, assertiveness, peer pressure, decision-making, communication, etc. Lack of experience with interactive methodologies and difficulties in managing groups. The fear of dealing with information about substances and not knowing how to answer questions or doubts. Poorly updated audiovisual materials. Lack of recognition by the administration of the work involved in the development of the programme. With respect to social context The community does not demand or support evidence-based, school-based prevention programmes. The community and its organisations believe that there are simpler ways to approach prevention, but do not have an evidence base. The community does not see the programme as a positive element. Sometimes it is not considered a necessity to believe that we have consumption problems. Lack of continuity of the programme in schools as a result of: limited involvement of 1st and 2nd year secondary education teachers. The schools are committed to specific, simple, striking and less demanding activities for them. Extensive geographical zones, which limit the training due to the travelling involved. Lack of any kind of official recognition by the school. In some schools there are difficulties in the connection and involvement of families. With respect to organisational and economic context Little support from the education system as a priority programme that adequately motivates teachers to be involved. The structured nature of the programme and the need for its fidelity generates resistance in the educational milieu, as they are programmes that do not originate from these stakeholders. The need to adapt to the changing reality of drugs advertising, promotion, fake news. The lack of resources to update the manual design and printing, digital format , and other audiovisual complementary materials. The reduced number of hours of tutoring in the organisational area in which the programme is developed. How they overcame the obstacles With respect to individual professionals Planning at the beginning of the course and including it in the tutorial action programme. Using a teacher's manual and workbooks for students. Delivery of the sessions with digital support activity guide for each session in Keynote presentation app and with cooperative structures. Reduction of the number of sessions, carrying out only the obligatory ones. Splitting the group into skills and self-esteem sessions. Adaptation of some activities for students with special needs. Adequately informing and showing the benefits to students in their daily lives and for the promotion of their health. Using videos containing testimonies of teachers with experience in the programme that raise awareness about the problem and motivate participation. Searching for the most up-to-date audiovisual materials. Recognition of the programme with training credits for teachers when carrying out the programme in the classroom. With respect to social context Involving the faculty and the school and including the programme in the general programming and in the school's educational project. Raising awareness of the need for structured programmes, rather than one-off actions, which are not effective. Proposing the programme to the Pedagogical Coordination Commission, involving the Educational Inspectorate, and forming a working group. Making training more flexible, focusing on the online modality and adapting it for the teaching staff. Seeking the support of the neighbourhood and families for the implementation of the programme. Fostering partnerships that promote community-based prevention at the local level, with an evidence-based, school-based prevention component. With respect to organisational and economic context Creating a consensual model among councils with competencies in prevention and education. Persuading and involving political decision-makers to support the programme. For this purpose it is important that a professional drugs office advocates resolutely and with continuity for evidence-based prevention programmes. Lessons learnt With respect to individual professionals The need for a structured programme of quality and the flexibility to adapt it for further development. Adequately prepare sessions to be effective. Need to learn and practise skills before delivering the session. The teachers who participate in the programme see it as viable, are satisfied with its implementation, and value its usefulness and the satisfaction of the students. The benefits of teamwork in the school and with those in charge. The essential use of interactive methodologies and group work. After the first year of implementation, the development of the programme is simpler. With respect to social context The need to raise awareness of the need for intervention with the target population aged years critical periods of sporadic or experimental initiation of consumption. Importance of continuing school-based prevention through accredited quality programmes. Maintain the climate of prevention in the school and the motivation of the teaching staff to give continuity to the programme. The need to remember that it is a complex but achievable process. Renew the presentation of the programme and its implementation, incorporating audiovisual media and other technological innovations. With respect to organisational and economic context Support from education and drug policymakers is key, as is the involvement of the school management team in promoting the programme. The need for a school-based prevention model that has been agreed upon and continued over time since students since The training for the implementation is straightforward, carried out in a homogeneous way and recognised by gaining educational credits. It is necessary to have a budget for training and publishing materials, so that schools and students do not have to face any economic costs. Teachers with good experience of the programme are an important motivating element. Strengths An evaluated programme that has proven to be effective. The programme prevents other types of problem behaviour, such as violence, lack of respect, and lack of cohabitation, and its activities improve other aspects, such as relationships, social skills, self-esteem and emotions. Has a freely accessible manual that is also available online. Teacher training in life skills and strategies for working with them. Has an accredited training course that is offered annually and free of charge to teachers. The annual offer of the materials to all the tutors trained in the 1st and 2nd year of secondary education in the region. Coordination with programmes for out-of-school and family-based substance use prevention universal, selective and indicated. The education website to disseminate the model. The possibility for teachers to participate in programme monitoring platforms and to be recognised through training credits. Has an autonomous technical directorate in the field of drugs that is resolutely and continuously committed to evidence-based prevention programmes. An inter-administrative structure of people in all the provinces in charge of dissemination, recruitment and monitoring of the schools. A team of teachers with experience of the programme in the classroom who carry out the training of their colleagues in a coordinated manner. Weaknesses Lack of continuity of the programme in schools for several years. The high turnover of the teaching staff prevents the creation of stable teams and the continuity of the programme. Lack of motivation on the part of teachers to carry out extracurricular activities. Low perception of risk on the part of teachers in relation to consumption, especially of alcohol at an early age years. Number of sessions and amount time needed for their preparation. Limited tutoring time to carry out the programme. Old-fashioned format of materials. Lack of incentives for schools that are involved for several years. Opportunities It has very useful content that is common to other programmes interest in the educational system: emotions, harassment, gender violence, etc. The programme makes it possible to work with active learning methodologies that are currently being promoted. The teachers value the work in social skills and the experience of having applied the programme. Teachers value the positive communication environment in the classroom and that the programme allows them to get to know their students better. The discovery of misinformation, fake news, and errors about the various substances. The reduced perception of the importance of the programme after many years of application. The presence of other more novel subjects, with great diffusion of these programmes in the mass media. Social tolerance of drug use, especially alcohol and cannabis. External entities that offer punctual and simpler actions that do not involve the work of the teaching staff. The families do not request this type of training in schools; they consider the academic curriculum to be a priority. Introduction of other educational methodologies based on constructivist models that generate resistance in the application of structured programmes. Overload of actions promoted by the Ministry of Education, which does not perceive the prevention of drug use as a priority issue. Recommendations With respect to individual professionals Involve educators who have developed the programme and are satisfied with it for dissemination and teacher training. Publicly acknowledge the good practices of the teachers who implement the programme. Materials must be free for teachers and students. Training and implementation of the programme must have incentives training credits. Online teacher training, at least in part, to implement the programme. Work with the educational medium on misconceptions about quality prevention. Include the key elements of quality in drug dependence prevention in the teacher training curriculum: degree, masters degree, pedagogical training. With respect to social context Promote in society the need to work on the prevention of these behaviours. Sensitise society in general teachers, families, healthcare professionals, social service educators about the importance of developing quality prevention programmes and not carrying out specific actions. Through family associations, neighbourhood associations, social services and NGOs that work in social action and prevention, disseminate quality programmes, develop them in the classroom and avoiding involving external agents. Coordinate these programmes with other prevention actions in the community, for example in family and after-school programmes. With respect to organisational and economic context Create an alliance between the administrations responsible for education and prevention to support a quality model with accredited programmes. Establish training to train teachers in the development of the programme. Have an annual budget for training and providing materials to the schools. Incentivise in various ways the schools that carry out the programme credits, complementary training. Have teams of prevention professionals to promote the programme and monitor it in schools. There should be at least one teacher to sensitise and energise the educational community to carry out the programme. Number of implementations 1. Country Spain. Feedback date Strengths Involving stakeholders in the health sector. Previous expertise of leaders. Use of evaluation to adapt the programme and improve implementation. Collaboration with the author of the programme. Impact of the programme. Life skills are related to all health behaviours. Working groups made up by health professionals, teachers and school principals. Integration through research, implementation, training and institutional actions. Weaknesses Trainers are all health professionals; teachers should be involved as trainers of trainers. Low competencies in evidence-based programmes of health professionals and teachers. Difficulties in involving some schools. Principal involvement in some schools. Tools need to be updated. More human resources needed. Opportunities Changes in school policies. Inclusion of the programme in strategic documents and policies. Link with the Health Promoting School Network. Changes in the organisational structure of and professionals working in the health sector. Threats Resistance to evidence-based programmes. Diffusion of many prevention activities without evidence of their effectiveness. High involvement required. Note from the authors Implemented in Lombardia since to present. Country Italy. Main obstacles With respect to individual professionals Initially, commissioners struggled with the American version of the programme and would not consider implementing the programme until a UK adaptation was complete. Other obstacles included a lack of understanding of social and emotional learning programmes within the school setting — no one wanted to take ownership of or responsibility for whether it was health or education. Individuals could not understand that, if we improve children's social competence, this will improve a range of outcomes for children including health and education. Teachers are under so much pressure within the school setting that they initially saw the programme as extra work and not as a way to make life within their classroom easier. With respect to social context Schools across the regions having varying budgets, with some schools having no money to implement programmes Variations in the programmes implemented across the regions and a lot of schools taking on free non-evidence-based programmes when they were not necessarily the right programmes to be implementing in their schools — no outcomes No guidelines for schools on what to implement Lack of understanding of evidence-based programmes within health and education departments Personal development being mandatory within education systems, but there being no accountability regarding whether schools complete it No recognition for the importance of this type of work, which is academic focused With respect to organisational and economic context Northern Ireland has no government, so school budgets have been frozen. Social and emotional programmes such as LifeSkills benefits are cross-cutting, which is to their detriment, as no department wants to take responsibility for it. How they overcame the obstacles With respect to individual professionals We completed a UK adaptation, alongside the programme developer. We spent a number of years raising the profile of LifeSkills as a social and emotional learning programme in schools that improved children's emotional health and well-being. We linked it to school personal development curriculums across the UK. We provided data to schools to show the impact of the programme, which then helped schools with their inspections. With respect to social context By encouraging local authority buy in — once the programme has shown positive results in one area, other areas want the same package — and by introducing a linked programme to improve a range of outcomes, including improving resilience and improving education attainment. With respect to organisational and economic context We subsidised the cost of the programme. We raised awareness among multiple policymakers, including presenting local data showing the impact of the project and not the worldwide evidence base. Lessons learnt With respect to individual professionals Implementing an evidence-based programme takes time. Cost effectiveness is important. Proving the personalised outcomes to schools has been a great selling point. Relationships with local authorities and commissioners are crucial. The package of implementation support is imperative to the success of the programme. With respect to social context Some schools are better than others at recognising the potential impact of the programmes. Make the implementation as easy as possible for the schools. Principal and school senior leadership is essential to the success of the programme. With respect to organisational and economic context LifeSkills is a universal programme, so this helped commissioners and local authorities invest in the programme, as it was for all children and young people within the classroom setting. Strengths data per class to show the impact of the programme that can also be illustrated at school and area level cost-effectiveness evidence base relationship with developer local evidence base link to educational attainment alignment with personal development curriculums. Opportunities We have reached a large amount of children and young people since Country United Kingdom. Contact details Prof. Main obstacles With respect to individual professionals There were three obstacles: Teachers did not always have enough time to follow the training and deliver the programme. Another obstacle was the continuity; the programme is not a structural part of the curriculum. We, as developers and researchers, are always dependent on grants. With respect to social context We developed a programme for all groups. With respect to organisational and economic context In high schools, only a few teachers follow the training and deliver the programme. How they overcame the obstacles With respect to individual professionals We shortened the training for professionals and offered more support during the programme. With respect to social context The teachers received training in which we taught them how to implement the programme for their own groups. With respect to organisational and economic context Schools need to develop Life Skills departments or appoint Life Skills ambassadors in their schools. Lessons learnt With respect to individual professionals Organise boost sessions after the implementation of the programme. Keep in contact with the schools. Appoint a Life Skills ambassador in the school. With respect to social context During the pilot, we developed a programme for all groups, because we wanted to study the effectiveness of it on different groups. With respect to organisational and economic context Organise information sessions for the whole school about the existence and content of the programme. Make concrete appointments with the management team about the conditions of the implementation of the programme. Strengths It is an evidence-based programme. It is developed with peer groups. Clients are satisfied. Weaknesses It is not a programme for the whole school. Opportunities Provide information sessions for the whole school. Develop Life Skills departments in the schools. Threats Continuity. Recommendations With respect to individual professionals Provide training for teachers before you implement the lessons. Adapt the programme, together with the target group adolescents, teachers and parents. With respect to social context Involve the whole school. Give information about the programme to the parents and the neighbourhood. With respect to organisational and economic context Encourage structural investment in Life Skills programmes, because it also stimulates academic learning. Country Netherlands. Explore all resources in the Best practice portal Miniguides A one-stop-shop for anyone planning or delivering health and social responses. Evidence All of the latest research and evidence on drug-related interventions. Standards Standards and guidelines for drug-related interventions, aimed at improving their quality. Collaborations and partnerships in best practice.

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