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The Maine Approach

ELEMENT 7 - Staff Development

TO PROMOTE STAFF DEVELOPMENT THAT PROVIDES INDIVIDUALS WITH AN OPPORTUNITY TO ACQUIRE THE KNOWLEDGE AND SKILLS NEEDED TO ATTAIN THE GOAL OF IMPLEMENTING "THE MAINE APPROACH".

As the school and community team works toward the institutionalization of a comprehensive ATOD prevention and education program, it must determine long-term goals. It must develop a plan with school administrators to provide opportunities for all staff to acquire the skills and knowledge to help the school system attain these goals. Individual staff members within the system can then match their personal and professional growth plans with those of the school system. Through this process, they prepare to assume evolving roles within the school's comprehensive prevention and education program.


PRESENT INDICATORS FOR STANDARDS OF BEST PRACTICE:

(Rating your understanding from 1 to a high of 5 may help you in your planning and evaluation.)

_____ The district has a system-wide, written staff development plan.

Staff is involved in the development and implementation of it's plan to ensure that it meets their needs. The plan:

_____ Provides advanced training for faculty identified to function in key program roles.
_____ Provides advanced in-service workshops for faculty and staff.
_____ Provides specialized education and training for:

Coaches
Special education personnel
Guidance counselors
Contracted part-time service personnel
School nurses
School secretaries
Bus drivers

_____ Ensures that education, awareness and training are provided at least twice a year, and that it is supported by contemporary research.
_____ Provides for education,awarenesss and training of all school personnel.
_____ Addresses the goals and objectives of the district ATOD prevention program and policies.
_____ Is described in and supported by district policy.

Staff development includes up to date information about ATOD use, abuse, and dependency. Those involved have a knowledge of the:

_____ Addictive disease process of chemical dependency.
_____ Effects of chemical dependency on the family.
_____ Four approaches(moral/legal, public health, psycho-social, and socio-cultural).
_____ Existence of the three populations (user, non-user, affected).
_____ Three levels of prevention (primary, secondary, tertiary).
_____ Risk, protective, and resiliency factors and their relationship to chemical use, abuse and dependency.
_____ Immediate and long-term consequences of ATOD use.
_____ Nature and extent of the problem among peers and students.
_____ Strategies for identifying and working with drug affected children.
_____ Intervention and referral processes.
_____ Pro-Social skills teaching and cooperative learning.
_____ Importance of their roles and responsibilities in implementing and enforcing policies.
_____ Process of enabling in schools and society.
_____ Resources available for assistance. "THE MAINE APPROACH" to school prevention programming.
_____ Role of the school and community team.
_____ Purpose and benefit of SAT, peer programs, peer involvement, support groups, positive incentives, and recognition programs as protective factors.

Advanced education and training is available for individuals who demonstrate a particular interest in:

_____ Involving parents in prevention
_____ Initiating and directing interactive theater
_____ Facilitating support groups
_____ Mentoring programs
_____ Providing adventure based programs
_____ Coordinating teams or chemical health programs
_____ Developing coalitions
_____ Developing policies and procedures
_____ Implementing SAT
_____ Writing grants
_____ Instructing peer mediation, conflict management programs and other peer supportive initiatives

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

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