Mokiniams teikiamų ankstyvosios intervencijos paslaugų dėl psichoaktyviųjų medžiagų vartojimo prieinamumas bendrojo ugdymo mokyklose pagalbos mokiniui specialistų požiūriu
LTReikšminiai žodžiai: Ankstyvoji intervencija; Bendrojo ugdymo mokykla; Pagalbos mokiniui specialistai; Psichoaktyviųjų medžiagų vartojimas; Rizikos grupės mokiniai; Rizikos veiksniai; Early intervention; General education school; Psychoactive substances use; Risk factors; Risk group students; School educator's; Use of psychoactive substances.
ENThe aim – to evaluate the accessibility, barriers and needs of early psychoactive substances abuse interventions for students in general education schools by school educator’s point of view. Methods. Two focus group discussions in Vilnius and Klaipeda was carried out in 2016. In total 18 school educators participated, including 6 psychologists, 6 social pedagogues and 6 public health specialists working in 10 schools. Informants represented various types of schools - gymnasiums, primary and youth schools, and lyceum. The participants discussed about ongoing early intervention, self-evaluation, needs, capacity building and cooperation. Results. The main visible problem for school educator’s was tobacco consumption, as tobacco student’s smoke closer to school, during breaks and school staff can identify smokers; however, alcohol or drugs tend to be used after lessons or weekends, why school staff often do not know about it and therefore cannot apply early intervention measures. There is a five-step early intervention model in schools that consists of identifying a problem, informing the parents, introducing early interventions services, and in the difficult situation, the inclusion of child welfare commissions in school and in the municipality. Despite the application of the model, school educator’s has not reported success stories, which indicates that the problems are more complex than school educator’s competences. Early intervention services provision in the schools school educator’s evaluated sceptically because the school is not suitable for such activities and they are not prepared and competent enough to provide such services that go beyond the scope of information / counselling.The study revealed significant barriers for early intervention, such mental health stigma, breakups of the early intervention system, lack of adequate funding and effectiveness of evaluation, and work organizational issues. Conclusions. The study revealed that for school educator’s is quite complicated to carry out early intervention in schools due to high workload and other important school problems, stigma surrounding the psychoactive substances abuse and lack of competences for such activities. Unfortunately, in the current situation where resources are scarce and the opportunities for assistance are limited, meaning that the educators themselves may be the only professionals with whom these learners come into contact. [From the publication]
