Chapter 7: Curriculum Implementation

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• Applying the Knowledge Gained About the Target Group to the Implementation of Interactive Activities
• General Guidelines and Tips for Implementing Activities
• Conclusions

"The keys to success in implementation… are experience, sensitivity to people's needs, flexibility in the face of changing circumstances, keeping an eye on long-term goals, and a sense of humor." (Green & Kreuter, 1999).

Applying the Knowledge Gained About the Target Group to the Implementation of Interactive Activities

• Information regarding the substance(s) being used and/or abused; the knowledge, attitudes, beliefs, and behaviors regarding substance abuse; and the environmental risk factors surrounding the members of the target group, as well as the risk factors associated with school bonding and academic performance, are all summarized in the Curriculum Report and can be used in the implementation of the activities selected.

• Information collected through interviews or existing reports on the prevalence and trends of substance use in the target group's community and school, the incidence of drug-related hospitalizations/treatments and crime in the community, as well as other information at the community level, can also be used to center the discussion portion of some activities.

• Similarly, information collected on the youths' knowledge, attitudes, behaviors, and beliefs regarding substance use can serve as a guide for the issues that should be openly discussed during some interactive activities.

• Knowledge gained on how to enhance protective factors and facts particular to their age and developmental stage, environmental setting, and culture/ethnicity can be used to better communicate with the members of the target group.

• Age or grade-level information can be used to weigh the depth of the discussions, present the messages, and reach youth.

• The cultural values and traditions of group members should be incorporated into the implementation of the activity.

• The Practical Points listed in the Curriculum Report are also a good source of tips on particular issues that should be stressed with youth exhibiting particular demographic characteristics.

• Some examples of how the information in the reference chapters (4, 5, and 6) might be used in implementing activities can be found in the full-text version of Chapter 7 (PDF).

General Guidelines and Tips for Implementing Activities

• Ground rules:

• No "put-downs" will be tolerated.

• Everyone should participate.

• Everyone has the right to "pass."

• All information is confidential (nothing leaves the room).

• There should be no inappropriate self-disclosure.

• Interrupting is not allowed.

• Talking while others are talking is not allowed.

• Possible consequences might be:

• A warning on first offense
• Sitting out one session
• Separation from the class
• Removal from the class



• Confidentiality:

• Confidentiality should be stressed to the entire group; however, participants must be warned about making inappropriate self-disclosures and that it is the leader's duty to report dangerous or illegal activity to the police.

• All members of the group should be reminded to keep what is said in the class private.

• Facilitating:

• Prevention leaders play several roles during interactive activities.

• Manager — administrating the activity and adhering to ground rules.

• Teacher — conveying accurate information to the group.

• Facilitator — providing direction and support for the group or activity.

• Advocate — supporting the children or adolescents, helping solve problems, and helping unruly youth become productive contributors to the group.

• Model — exhibiting healthy, responsible behaviors.

• Controlling students:

• Listen actively and be alert to all members of the group.

• Invoke ground rules, including consequences for breaking the rules, and be prepared to enforce them.

• Praise good behavior and ignore poor behavior, if possible.

• Use good-natured humor.

• Connect with the members of the group on a personal level.

• Applying the knowledge gained about the target group:

• With the Curriculum Report, prevention leaders are armed not only with information about the problems surrounding target group members, but also with information to enhance their protective factors; strategies to cope with stress; and facts particular to their age and developmental stage, environmental setting, and culture/ethnicity so that leaders are better prepared to guide, moderate, and conclude interactive activity sessions.

• Leaders can use such knowledge to better communicate with members of the target group—to know how to approach them, and what or what not to expect from them.

• Likewise, they can use age or grade-level information to plan the depth of the discussions, present the messages, and reach youth.

• Finally, the leader can try to incorporate the target group's cultural values and traditions into the implementation of the activity.

• The Practical Points listed at the end of each section on risk factors and race, ethnicity, and culture are also a good source of tips on particular issues to emphasize with youth possessing a particular demographic characteristic.

Conclusions