National Amphetamine-Type Stimulant Strategy Background Paper

More documents

Recommendations

Info

62 be applied regularly and systematically thereafter. Another common view was that drug education should be continued in post-secondary and tertiary education institutions given the high prevalence of ATS use among the 20 to 29 year age group (see 2004 National Drug Strategy Household Survey; NDSHS). As indicated, there was general agreement that school-based drug education should be informed by the evidence. Peer education Peer-based prevention approaches have been variously used to prevent the uptake of drugs and to reduce problems for those already using drugs. Such strategies have the advantage of being able to access groups who might not otherwise attend general health or drug specialist services. Access may instead be facilitated through outreach or centrebased programs delivered by peer educators and professionals (Substance Abuse and Mental Health Services Administration, 2003). As noted above, peer education may be particularly helpful in targeting young people, during and after their formal education, and during transition periods (e.g., transition to post-secondary education or transition to work) when they may be at increased risk of being exposed to drugs and or make a transition to problematic drug use. Information and advice delivered in this manner may be more likely to have impact. It has been observed that much of the knowledge about drug use, both accurate and inaccurate, is sourced from peers: … information from a personal source rather than a booklet, or other printed material or some other ‘official’ source is more likely to be understood and assimilated. For these reasons, most knowledge about using drugs is almost exclusively derived from other drug users. (Moore, 1992, p.87) Peer education strategies usually involve the use of peers who are selected on the basis that they are credible and influential. Klee and Reid (1995) cautioned that, in the case of primary prevention (as opposed say to harm reduction), peers are not best selected from people who are already using ATS – they may have strong values supporting particular choices about using illicit drugs. Thus, primary prevention peer education may best be served by employing non-using peers. Peer educators receive training to help them to provide information and advice to current users to reduce potential drug related problems to themselves and others. While the evidence in regard to the effectiveness of peer education is variable, it has been concluded that initiatives that are well designed and sufficiently supported can be effective in reducing drug use and related problems (McDonald, 2003). These authors noted that, in general, peer education can have a positive influence on knowledge and, to a lesser extent, attitudes, skills and behaviour. There is also evidence to suggest that, for young people, peer education may be more effective than adult-led education. This could be because peer initiatives are more interactive and often occur outside formal settings (McDonald, 2003). Beyond primary prevention, the Australian Injecting and Illicit Drug Users League (AIVL) developed a framework for peer education for drug-user organisations (AIVL, 2006). How ‘peer education’ is defined will have obvious implications for how it is implemented. In relation to this point, AIVL (2006) states:
63 Peer education exists independently and predates the existence of funded, externally supported structures or projects…Damon Grogan describes peer education as a “naturally occurring, organic process that occurs within such groups independently of governments or organised structures, but which may be resources and utilised to more effectively achieve positive outcomes (p.4). Guided by this perspective, AIVL (2006) propose the following principles for formal peer education by drug-user organisations: equality, self-determination and ownership, pragmatic learning, developing community, harm reduction, privacy and confidentiality. In their written submission, AIVL stated: A strong argument for the use of peer education lies in…the importance of identity and identification within marginalised populations, and the credibility that is generally accorded to both the messenger and the message…Peer education provides a way to access hidden populations which is crucial for ATS given the diversity of communities using these drugs. Making use of new media technologies, such as the internet and mobile communication, and involving ex-/consumers in the planning, delivery and evaluation of prevention programs were also recommended. One individual submission suggested that campaigns needed to acknowledge the positive experiences expressed by ATS users if they were to be perceived as accurate and balanced in their approach. However, it was also recommended that caution be exercised not to glorify or enhance acceptability of drug use. While there is very limited information that specifically addresses the impact of peer education on ATS use, there is no reason to believe that outcomes with other illicit drugs would not be replicated with ATS users (Allsop et al., 1999). One example of a peer education initiative is the RaveSafe program delivered by VIVAIDS with funding from the Victorian Department of Human Services. This program aims to increase the capacity of individuals and organisations involved in the rave and dance party scene to reduce potential harms of drug use. RaveSafe trains key peer educators recruited from the dance scene to host ‘chill out’ spaces in 12-15 dance events annually and also ensure that minimum safety standards are maintained at such events. ‘Safer party packs’ are also distributed that include a condom, lubricant and information on STIs. Positive feedback from those using RaveSafe initiatives were obtained from the RaveSafe Survey (VIVAIDS, 2005). Similar projects are conducted in other states and territories. ‘Keep It Simple’ (KIS) is peer education project conducted in the Sydney dance scene. It involves peer educators attending nightclubs, festivals and events and actively engaging attendees with drug information and related issues, including mental and sexual health information, and referrals to available services. External evaluation of the project suggested that attendees viewed the peer educators as approachable and credible in delivering harm reduction messages. ‘Ravesafe Initiative’, ‘Ravesafe Peer Helper Program’ and ‘Amphetamine Peer Outreach Education Project’ are all peer-based strategies operating in Queensland that provide information about drugs and harm reduction practices to young people.
Page 1:
National Amphetamine-Type Stimulant
Page 4 and 5:
ii Acknowledgments This research wo
Page 6 and 7:
iv Table of contents Acknowledgemen
Page 8 and 9:
vi List of tables Table 1.1: Amphet
Page 10 and 11:
viii
Page 12 and 13:
2 The NDS framework and the Law Enf
Page 14 and 15:
4 Table 1.1: Amphetamine-type stimu
Page 16 and 17:
6 particularly on the Pacific Coast
Page 18 and 19:
8 Figure 1.1: MDMA (ecstasy) tablet
Page 20 and 21:
10 a 10-year period. While some of
Page 22 and 23: 12 Figure 1.4: Forms of methampheta
Page 24 and 25: 14 Figure 1.5: Median purity of met
Page 26 and 27: 16 As noted, the route of administr
Page 28 and 29: 18 Chapter 2: Setting the Context T
Page 30 and 31: 20 Figure 2.2: Prevalence of ecstas
Page 32 and 33: 22 19 years (Dunn et al., 2007). Th
Page 34 and 35: 24 The use of MDMA among police det
Page 36 and 37: 26 this survey is conducted with th
Page 38 and 39: 28 models might be useful. On the o
Page 40 and 41: 30 the questionnaire in February 20
Page 42 and 43: 32 2.5 Summary According to the lat
Page 44 and 45: 34 anxiety, agitation, tremor, teet
Page 46 and 47: 36 may be stronger than the link wi
Page 48 and 49: 38 Srisurapanot and colleagues (200
Page 50 and 51: 40 Psychiatric problems appear to o
Page 52 and 53: 42 In 2005, there was a total of 68
Page 54 and 55: 44 The most recent EDRS survey foun
Page 56 and 57: 46 same reasons they use the drugs
Page 58 and 59: 48 Shoptaw and Reback (2007) review
Page 60 and 61: 50 It has also been speculated that
Page 62 and 63: 52 Parental ATS use In addition to
Page 64 and 65: 54 The Minnesota Department of Heal
Page 66 and 67: 56 Chapter 4: Prevention and Harm R
Page 68 and 69: 58 should cover the full range of d
Page 70 and 71: 60 specific drug (Spoth et al., 200
Page 74 and 75: 64 Strategies targeting vulnerable
Page 76 and 77: 66 Examples of particular periods t
Page 78 and 79: 68 At-risk workplaces There is incr
Page 80 and 81: 70 The consultation forum with Abor
Page 82 and 83: 72 young people was noted in the su
Page 84 and 85: 74 and/or others); mental health ef
Page 86 and 87: 76 of the fact that frequently peop
Page 88 and 89: 78 Sexual risk behaviour is a furth
Page 90 and 91: 80 • Cleaning up; • Transport o
Page 92 and 93: 82 Assessing the risks of illicitly
Page 94 and 95: 84 4.4 Challenges of applying preve
Page 96 and 97: 86 but a number of studies are now
Page 98 and 99: 88 The pack included a video, train
Page 100 and 101: 90 Chapter 5: Treatment and Service
Page 102 and 103: 92 to the occurrence of amphetamine
Page 104 and 105: 94 In relation to the need for spec
Page 106 and 107: 96 These studies replicate earlier
Page 108 and 109: 98 addressed not only the drug user
Page 110 and 111: 100 Research conducted in the subse
Page 112 and 113: 102 users, data that may be general
Page 114 and 115: 104 that limit brain exposure to me
Page 116 and 117: 106 only significant difference was
Page 118 and 119: 108 through the use of antipsychoti
Page 120 and 121: 110 to develop the capacity of the
Page 122 and 123:
112 It was also suggested that link
Page 124 and 125:
114 as new evidence emerges. New ps
Page 126 and 127:
116 border in 2000 (McKetin et al.,
Page 128 and 129:
118 Table 6.1: Number of clandestin
Page 130 and 131:
120 Table 6.2: Examples of domestic
Page 132 and 133:
122 Tasmania In 2004, strengthened
Page 134 and 135:
124 Recommendations from the consul
Page 136 and 137:
126 Although there are a number of
Page 138 and 139:
128 illegal drugs. When incarcerate
Page 140 and 141:
130 heroin) (Payne et al., 2007). I
Page 142 and 143:
132 Some examples of diversion prog
Page 144 and 145:
134 Other research has compared psy
Page 146 and 147:
136 Rehabilitation in Corrections T
Page 148 and 149:
138 Synthetic Drugs measure will im
Page 150 and 151:
140 • Stealing from motor vehicle
Page 152 and 153:
142 criminal offences There continu
Page 154 and 155:
144 • Increase international coll
Page 156 and 157:
146 • Ensuring offence and penalt
Page 158 and 159:
148 Law enforcement agencies are pl
Page 160 and 161:
150 Appendix 1 National consultatio
Page 162 and 163:
152 Appendix 2 Written submissions
Page 164 and 165:
154 Australian Institute of Health
Page 166 and 167:
156 Bowers, J. & Johnson, S. (2003)
Page 168 and 169:
158 Crits-Christoph, P., Siqueland,
Page 170 and 171:
160 Drug & Alcohol Services South A
Page 172 and 173:
162 Halkitis, P.N., Parsons, J.T.,
Page 174 and 175:
164 Hull, P., Rawstorne, P., Zablot
Page 176 and 177:
166 Leek, L., Seneque, D., & Ward,
Page 178 and 179:
168 McKetin, R., McLaren, J., Kelly
Page 180 and 181:
170 NSW Health (2006). Psychostimul
Page 182 and 183:
172 Ressler, K.J., & Nemeroff, C.B.
Page 184 and 185:
174 Small, W., Kerr, T., Charette,
Page 186 and 187:
176 United Nations Office for Drug
Page 188 and 189:
178
Page 190:
180
show all

National Amphetamine-Type Stimulant Strategy Background Paper

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?