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The Maine Approach
ELEMENT 1 - Education and Awareness
TO DEVELOP, DESIGN AND DELIVER EDUCATION AND AWARENESS PROGRAMS
FOR SCHOOL BOARD, ADMINISTRATION, FACULTY/STAFF AND SELECTED
Education and awareness begins with the SCHOOL BOARD AND SUPERINTENDENT. Also
included in this element are ADMINISTRATION, FACULTY, SUPPORT STAFF, PARENTS
and STUDENTS (see Student Awareness). The outcomes are that all share common knowledge
and language about ATOD use, abuse, and dependency, that support of all school leaders is
firmly established, and that everyone knows what the school is doing and how his/her unique
attributes can be supportive. Cooperation, support and involvement are needed from all
stakeholders to establish a common language about ATOD issues.
Periodic and ongoing education and awareness sessions should be conducted for all elements of
THE MAINE APPROACH.
PERSONALIZATION AND OWNERSHIP ARE VITAL TO THE SUCCESS OF ANY PREVENTION ENDEAVOR.
PRESENT INDICATORS FOR STANDARDS OF BEST PRACTICE:
(A diagnostic tool to assist you in studying your program.)
Rating your understanding from 1 to a high of 5 may help you in your planning and evaluation.
- The school board, administration and all staff have participated
in an education/awareness program on ATOD use and its related problems.
- _____ Key leaders are identified and included.
- _____ At least two opportunities for all administration and staff are provided
annually to partcipate in education and awareness training.
- _____ New administration, board members, and staff are provided with education
and awareness as part of their orientation process.
- Contemporary information about ATOD use, abuse, and dependency is
provided. Those involved are conversant in:
- _____ The dynamics and progression of the addictive process of chemical dependency.
- _____ The effects of chemical dependency on the family.
- _____ Risk, protective,'and resiliency factors and their relationship to
chemical use, abuse and dependency.
- _____ Enabling in schools and society.
- _____ The 3 populations (users, non-users, affected).
- _____ The whole person concept and it's relationship to chemical use, abuse,
- _____ The 4 approaches (moral/legal, public health, psycho-social, and socio-cultural).
- _____ The 3 levels of prevention (primary, secondary, tertiary).
- _____ The immediate and long-term consequences of ATOD use.
- _____ The nature and extent of the problem among their peers.
- _____ The process for requesting and obtaining non-threatening help.
- _____ The effects that schools can have in prevention and education.
- _____ Their personal roles and responsibilities in developing, implementing
and enforcing policies.
- _____ The essential role of the school and community team.
- _____ The purpose and benefit of Student Assistance Teams, peer programs,
peer involvement, positive incentive and recognition programs etc., as protective
- _____ The outcomes of "THE MAINE APPROACH" and multiple strategies for ATOD
prevention are included to ensure that all administration and staff understand
and support its 10 elements.
- _____ The integration of a school based and community wide prevention/education
program is promoted.
- _____ All prevention activities are included in the district budget to assure
continuing institutionalization of the program.
Revised March 1995.
Maine Office of Substance Abuse
#11 State House Station
A.M.H.I. Complex, Marquardt Building
Augusta, ME 04333-0011
Main Office: 207-287-2595
Information and Resource Center: 1-800-499-0027 (In-State Only)or 207-287-8900
TTY : 1-800-606-0215