PREVENTION POLICIES OF ADDICTIONS, EARLY INTERVENTION AND HEALTH EDUCATION

Course Information
TitleΠΟΛΙΤΙΚΕΣ ΠΡΟΛΗΨΗΣ ΤΩΝ ΕΞΑΡΤΗΣΕΩΝ, ΕΓΚΑΙΡΗΣ ΠΑΡΕΜΒΑΣΗΣ ΚΑΙ ΑΓΩΓΗΣ ΥΓΕΙΑΣ / PREVENTION POLICIES OF ADDICTIONS, EARLY INTERVENTION AND HEALTH EDUCATION
CodeΠΥ02
Interdepartmental ProgrammeCriminal Law and Addictions
Collaborating SchoolsLaw
University of Nicosia (Cyprus)
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter
CommonNo
StatusActive
Course ID600003022

Programme of Study: Criminal Law and Addictions

Registered students: 66
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course117.5

Class Information
Academic Year2020 – 2021
Class PeriodWinter
Faculty Instructors
Instructors from Other Categories
  • Gerasimos Papanastasatos
Class ID
600178625
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Prerequisites
General Prerequisites
The course has no formal prerequisites.
Learning Outcomes
Upon successful course completion, students will be able to know and critically evaluate the various prevention and health education strategies and approaches in relation to the context where they are applied. They will be able to understand different variables relevant to drug use in high risk youth populations and the prevelance of the problem in relation prevention and health education programmes. Emphasis will be given to the evaluation and effectiveness measurement of prevention strategies through action research, qualitative, quantitative and longitudinal studies. Students will become familiar with the basic principles and prevention strategies and the philosophy and development of current health education programmes. Through successful completion of this course, students will understand the conceptual difference between the terms "health promotion", "prevention", "early intervention", the developmental pathways of antisocial behavior during childhood and adolescence, as well as the necessity of implementation prevention interventions to promote mental resilience of children and adolescents.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course is an introduction to strategies to prevent substance abuse or other forms of addiction, individual and community awareness, timely intervention and effective assessment of the effects that contribute to substance abuse. The course will cover the following themes: - Health Promotion, Prevention and Early Intervention - Developmental Pathways for Antisocial Behaviour: risk factors and protective factors - Defining drug use and prevalence rates in adolescence - Promoting Mental Resilience of Children and Adolescents: the role of family and school - The role of Mass Media and Internet in contrast to prevention programmes - The role of the 'alcoholic family' and high risk groups - Psychosocial factros, peer groups and social learning theory - The Challenge of Development of Primary Education for the promotion of Children's Mental Resilience - Conditions and Goals of Effective Prevention Interventions -Action Research and evaluation of health education and prevention programmes. -Longitudinal studies and long-term effectiveness of prevention programmes.
Keywords
Prevention, health education, early intervention, prevalence, social learning theory, peer groups, protective factors, resilience, longitudinal studies, action research, effective prevention interventions.
Educational Material Types
  • Slide presentations
  • Multimedia
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Description
During teaching participatory methods will be used along with lectures, seminars, role play and critical dialogue. Moodle will also be used for effective communication with students.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Fieldwork187.57.5
Total187.57.5
Student Assessment
Description
Students will be assessed at the end of the course with written exams.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Summative)
  • Συμμετοχή στο μάθημα
Bibliography
Course Bibliography (Eudoxus)
ΠΑΡΑΣΚΕΥΟΠΟΥΛΟΣ Ν., Η καταστολή της διάδοσης των ναρκωτικών στην Ελλάδα, εκδ. Σάκκουλα, 4η έκδ., 2014
Additional bibliography for study
Aitkin, P. et.al. (1987). Children’s awareness of cigarette adverts and brand imagery. British Journal of Addiction, 82, 615-622. Aseltine, R.H. & Gore, S.L. (2000). The variable effects of stress on alcohol use from adolescence to early adulthood. Substance Use and Misuse. 35, 643-668. Bock, S., & Borders, C. (2012). Effective practices/interventions for students with emotional and behavioral disorders. Advances in Special Education, 23, 61-82. Bray, J.H., Adams, J., Getz, G. & Baer, P.E. (2001). Developmental family and ethnic influences on adolescent alcohol usage: a growth curve approach. Journal of Family Psychology, 15, 301-314. Brook, J.S., Brook, D.W., De La Rosa, M., Whiteman, M., Johnson, E. & Montoya, I. (2001). Adolescent illegal drug use: The impact of personality, family and environmental factors. Journal of Behavioral Medicine, 24, 183-203. Chadwick, S. (2014). Social and emotional resilience. In S. Chadwick (Εd.), Impacts of Cyberbulling, Building Social and Emotional Resilience in Schools (31-55). Springer Briefs in Education. Coomber, R., Morris, C. & Dunn, L. (2001) How the media do drugs: quality control and the reporting of drug issues in the UK print media. International Journal of Drug Policy, 11, 217-225. Conduct Problems Prevention Research Group (2011). The effects of the Fast Track preventive intervention on the development of conduct disorder across childhood. Child Development, 82, 331-345. Dawes MA, Antelman SM, Vanyukov MM, Giancola P, Tarter RE, Susman EJ, Mezzich A, Clark DB (2000). Developmental sources of variation in liability to adolescent substance use disorders. Drug and Alcohol Dependence, 61 3-14. Frick, J. (2006). Developmental pathways to conduct disorder. Child and adolescent Psychiatric Clinics of North America, 15, 311-331. Schaps, E. J., R. D. Bartolo, J. Moskowitz, C. S. Palley, and S. Churgin, (1981). A review of 127 drug abuse prevention program evaluations, Journal of Drug Issues, 11:17-43; Goldner, L., & Scharf, M. (2013). Attachment security, personality and adjustment of elementary school children. The Journal of Genetic Psychology, 174, 479-493. Khanlou, N., & Wray, R. (2014). A whole community approach toward child and youth resilience promotion: a review of resilience literature. International Journal of Mental Health and Addiction, 12, 64–79. Leidy, M., Guerra, N., & Toro, R. (2012). Positive parenting, family cohesion and child social competence among immigrant Latino families. Journal of Latina Psychology, 1, 3-13. Simpson, R., & Mundschenk, N. (2012). Inclusion and students with emotional and behavioral disorders. Advances in Special Education, 23, 1-22. Singh, G., & Dawar, S. (2013). Emotional maturity and parent child relationship as predictors of mental health of adolescents. International Multidisciplinary Research Journal, 9, ISSN 2321-0397 (online). Tsiboukli, A. (2000). Assessing the training needs of professional working in the field of drug abuse treatment and prevention in Greece. ITACA, Vol. V, No. 2, 13-24. Ελληνόγλωσση: Henderson, N. (2008). Σχολεία που προάγουν την ψυχική ανθεκτικότητα. Αθήνα: Τυπωθήτω. Κοκκέβη, Α., Φωτίου, Α., Ξανθάκη, Μ., Καναβού, Ε. (2011). Εξαρτησιογόνες ουσίες στην εφηβεία. ΕΠΙΨΥ, Πανελλήνια έρευνα στους μαθητές 2010 - HBSC Κουρκούτας, Η. (2011). Προβλήματα συμπεριφοράς στα παιδιά: παρεμβάσεις στο πλαίσιο της οικογένειας και του σχολείου. Αθήνα: Εκδόσεις Τόπος. Κορνηλάκη, Α., Κυπριωτάκη, Μ. & Μανωλίτσης, Γ. (2010). Πρώιμη παρέμβαση. Αθήνα: Εκδόσεις Πεδίο. Μάτσα, Κ. (2011). "Παιδιά εξαρτημένων γονέων. Ο γονεϊκός δεσμός και οι "σημαντικοί άλλοι"." Τετράδια Ψυχιατρικής 3(115): 20-25. Ματσόπουλος, Α. (2011). Από την ευαλωτότητα στην ψυχική ανθεκτικότητα: εφαρμογές στο σχολικό πλαίσιο και στην οικογένεια. Αθήνα: Παπαζήσης. Σμυρνάκη, Μ. (2011). Πρόληψη μαθητικής παραβατικότητας στην πρωτοβάθμια εκπαίδευση: Οι απόψεις δασκάλων, εκπαιδευμένων σε προγράμματα αγωγής υγείας, για την πρόληψη μαθητικών παραβατικών συμπεριφορών στο δημοτικό σχολείο και το ρόλο του δασκάλου σε αυτήν. Εξαρτήσεις 18: 30-44. Τσούνης, Α. (2012). Οι εφαρμογές πρωτογενούς πρόληψης για τα ναρκωτικά σε Ελλάδα και Ολλανδία: Συγκριτική Μελέτη, Εξαρτήσεις, Τεύχος 20, 92-114. Περιοδικό Εξαρτήσεις (2010), Ειδικό Τεύχος: Η πρόληψη στο ΚΕΘΕΑ, Εξαρτήσεις, Τεύχος 16, σελ. 21-100.
Last Update
18-04-2021