Barriers and Facilitators to Implement Preventive Practices to Drug Abuse

Monteiro, Erika Pizziolo; Gomide, Henrique Pinto; Costa, Pedro Henrique Antunes da; Silveira, Pollyanna Santos da; Ronzani, Telmo Mota

doi:10.1590/1982-4327e2835

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School and Educational Psychology • Paidéia (Ribeirão Preto) 28 • 2018 • https://doi.org/10.1590/1982-4327e2835 copy

Barriers and Facilitators to Implement Preventive Practices to Drug Abuse¹ 1 Article derived from the master’s thesis of the first author under the supervision of the last author, defended in 2015, in the Postgraduate Program in Psychology of the Universidade Federal de Juiz de Fora. Support: Coordination for the Improvement of Higher Education Personnel (CAPES - Grant # 1420985); Foundation for Research Support of the State of Minas Gerais (FAPEMIG - Grant # CBB APQ 03256/13); Productivity Scholarship of the National Council for Scientific and Technological Development (CNPq - Grant # 301542/2016-3).

Barreiras e Facilitadores para Implementação de Práticas Preventivas ao Abuso de Drogas

Barreras y Facilitadores para la Aplicación de Prácticas Preventivas al Abuso de Drogas

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

In the Brazilian context, the Prevention Course to Drug Use for Public School Educators is developed. This study seeks to identify factors cited by the educators as favorable or unfavorable to the implementation of prevention projects. Data collection was carried out in three stages: in the first stage (T0), a sample consisted of 1494 course participants, in the second stage (T1), 2153 teachers participated and in the third stage (T2), 1017 educators answered the questions. Text mining techniques and content analyses were used. The results were categories proposed for the axes barriers and favorable aspects: training of school team, students and school community relationship and participation of the community and perceived dysfunctional family aspects, violence and drug trafficking, personal characteristics of adolescents and the school environment, respectively. The identification of these aspects is relevant to the development of prevention programs, allowing barriers to be anticipated and solutions to be proposed.

Keywords:
drug abuse prevention; teacher education; program development

Categories	Items
Axis 1. Facilitators to implementation of projects to prevent the use of alcohol and other drugs
Training and awareness of the school team	Presence of a team to work on the thematic
	Development of projects in the school
	Support for projects in development
Relationship students-school-community	To have students interested in the subject
	Encouraging students
	Presence of rules in the school environment
	Respect in teacher-student relationship
	Promoting commitment and trust
Participation of the general community in the process	Healthy relationship between student-family-school-community
Participation of the general community in the process	Community and parent involvement in prevention work
Axis 2. Difficulties in the implementation of projects to prevent the use of alcohol and other drugs
Family aspects perceived as dysfunctional	Absence of the family
	Little communication with parents
	Use of substances by relatives
Violence and drug trafficking	Presence of illicit drugs in the school environment
Violence and drug trafficking	Proximity of the drug distribution network
Characteristics of children and adolescents to whom the projects are intended	Lack of student boundaries
	Absence of students in school
School environment	Lack of school team collaboration
School environment	Absence of rules in the school environment

	Before (%)	After (%)
Development of projects	57.9	67.5
Presence of a team to work on the subject	52.6	66.4
Respect in teacher-student relationship	47.1	52.2
Stimulus to students	43.8	55.3
Promoting commitments and trust	45.6	51.8
Support for projects	40.7	56.2
Presence of rules in schools	37.6	44.7
Community and parental involvement	49.6	31
Healthy relationship student-family-school-community	46.7	32.7
Students interested in the subject	43.7	34

	Before (%)	After (%)
Absence of family	65.1	68.4
Drug use of relatives	62.4	624
Poor communication with parents	37.4	51.6
Absence of student boundaries	35.3	35
Drug trafficking	27.8	38.5
Absence of team collaboration	27.4	20.6
Presence of drugs in the school environment	12.8	19.2
Absence of rules for the students	12.4	14.6
Absence of the student in the school	7.2	14.9

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] Correspondence address: Erika Pizziolo Monteiro. Universidade Federal do Rio Grande do Sul. Programa de Pós-Graduação em Psicologia, Rua Ramiro Barcelos, 2600, Campus Saúde. Porto Alegre-RS, Brasil. CEP 90.035-003. E-mail: erikapizziolo@gmail.com