Introduction to the Czech (Police) Drug Prevention System: Basic Prevention Program

Roman Gabrhelik Michal MiovskySerbia, April 2013

Introduction

• The Basic Preventive Programme1 (BPP) refers to a general/model framework for a school-based prevention program.

• This concept was introduced by the Czech Ministry of Education in order to provide a basic idea of what such a comprehensive and long-term program should fulfill.

• Unfortunately, no accurate specifications of the parameters of such a program have been provided and no specific model that meets the objectives and requirements of the Ministry of Education and the general standards of good and effective school-based prevention has been discussed.

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Structure and Scope

• The structure and scope of the BPP as proposed are based on:

• encouraging students’ own activities,

• using diverse forms of prevention work with students,

• involving all the school’s teaching staff, and

• working with students’ statutory representatives.

• In general, the BPP is to comprise at least three components:

• a set of rules to enhance children’s safety at school and at school events,

• programs intended to promote the development of life skills,

• broken down into programs focused on the development of social skills and self-management, and, finally,

• programs specifically aimed at addressing the individual forms of risk behavior.

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BPP

• The BPP is expected to comprise a total of 86 lessons during the years of basic school attendance from the first to the ninth grades (i.e. approximately from the age of 6 to 15).

• The BPP is developed annually for each academic year by the school prevention worker.

• The development of an effective prevention program requires collaboration and responsible involvement of both education professionals (including police) and other members of the staff of the school at all levels.

• This draft of a comprehensive preventive program should be viewed as indicative guidance as to how to develop a BPP with respect to the school’s specific needs and resources.

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An outline of the structure and scope of main parts of the BPP

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Proportional distribution of topics for nine risk behaviour domains

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Recommended knowledge, skills, and competences for the fifth- and sixth-grade students

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To conclude

• You are not alone!

• Be first in defining your:

• Long and mid-term goals?

• Scope and content of prevention education in schools?

• Who are police prevention specialists?

• What qualities police prevention specialists must posses?

• How you relate with other prevention specializations?

• Else?

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Thank you for your attention

E-mail:

gabrhelik@adiktologie.cz

Návrh struktury a základní parametry MMP 20. IV. 2023Serbia