Australia’s leading provider of drug education

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About Us

Welcome to Independent Drug Education Australia (IDEA).

We are Australia’s leading and most trusted provider of independent drug education and training.

We provide objective, innovative and engaging workshops for the community on all issues related to drugs.

IDEA currently work with schools (primary & secondary) as well businesses & community groups in providing the most up to date information and training.

IDEA operate a multi-faceted approach to drug education including abstinence and harm-minimisation models, and we understand that every group are unique in their needs.

Disclaimer: No information provided by Independent Drug Education Australia is to be used or construed as medical advice, and it is not intended to diagnose, treat, cure or prevent any medical condition. We do not accept any liability for any injury, loss or damage caused by use, or lack of use, of the information provided. Always consult your medical professional.

me with the kids

Schools Program

Secondary (1-6 part program)

  • Illicit & Pharmaceutical Drugs
  • Alcohol
  • Public Health – Drugs & Other Risks (Year 10+)
  • Rule of Three – Complete Harm Reduction (Year 10+)
  • Drug Truth (Year 12 only)
  • Parents & Drugs

Primary (1-3 part program)

  • Legal Drugs – Medication & Regulated Drugs
  • Illicit Drugs
  • Parents & Drugs

Primary School Program

Foundational program covering basic drug concepts including prescription & OTC medications, alcohol, tobacco & illicit drugs.

Curriculum links prior to 2015 National curriculum
  • Encourages an understanding and valuing of self and others
  • Emphasises informed decision making leading to effective and responsible action
  • Physical, social, cognitive and emotional growth and development patterns
  • The development and maintenance of positive interpersonal relationships
  • The factors influencing personal health choices

V1       refers to a sense of their own worth and dignity;

V2       respects the right of others to hold different values and attitudes from their own;

V3       enjoys a sense of belonging;

V4       increasingly accepts responsibility for personal and community health;

Stage 3 Outcomes & Indicators:

COS3.1 Communicates confidently in a variety of situations.

  • Presents an opinion with confidence, e.g. the case for smoke-free zones
  • Devises questions to analyse media messages, e.g. body shape, placement of tobacco products on television and in films
  • Justifies why they refuse offers of cigarettes from friends and other peers

DMS3.2 Makes informed decisions and accepts responsibility for consequences.

  • Discriminates between a variety of products that are healthy and unhealthy, e.g. food, drinks
  • Applies decision-making processes when choosing a recreational pursuit
  • Evaluates personal decisions
  • Accepts responsibility for their decisions
  • Predicts the consequences of their choices, e.g. use of tobacco and alcohol, wearing headphones or texting when crossing the road

INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations.

  • Clarifies opinions and attitudes towards drug use

PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems.

  • Devises strategies to reduce the negative impact of alcohol and tobacco on society

GDS3.9 Explains and demonstrates strategies for dealing with life changes.

  • Recognizes that many changes occur in a predictable sequence
  • Recognizes a wide range of influences on personal identity, e.g. peers, media, cultural beliefs
  • Describes aspects of social and emotional growth and development

IRS3.11 Describes roles and responsibilities in developing and maintaining positive relationships.

  • Analyses the effects of actions that enhance or disrupt relationships, e.g. peer influences, drug use, bullying, mediating, active listening, prejudice, violence

PHS3.12 Explains the consequences of personal lifestyle choices.

  • Discusses why people use different products
  • Analyses personal food intake to identify the balance of choices made
  • Identifies the positive and negative effects of various substances on the body, e.g. sunblock, alcohol, analgesics, tobacco, caffeine
  • Identifies the effects of their decisions on themselves, others and the environment, e.g. smoking, recycling
  • Makes judgments on the reliability of information from different sources, e.g. labels, websites, advertising, cigarette packets

SLS3.13 Describes safe practices that are appropriate to a range of situations and environments.

  • Devises strategies to respond to risky and dangerous situations, such as where people may be misusing drugs, discarded needles and syringes
  • Identifies factors that may cause injury, e.g. when a driver is under the influence of alcohol, wearing headphones or using handheld devices as a pedestrian or cyclist
  • Describes the consequences of accidents for the individual and the community
Curriculum links to National Curriculum
STAGE 3 Health & PE (Years 5-6):

Personal, Social & Community Health
Being Healthy, safe & Active

4.4 Evaluate the influence of emotional responses on behaviour and relationships;

  • Analysing situations in which emotions can influence decision-making such as on a sporting field, peer group situations and family situations.

4.5 Examine the influences on individual health decisions and behaviours, and discuss strategies that support them to take action to enhance health, safety and physical activity levels;

  • Describing the various factors that influence our health choices and behaviours such as peers, media, family and knowledge, and assessing how each of these factors can positively and negatively influence our choices in a range of situations (for example, when deciding what to eat, how to dress, what activities to participate in, and whether to take risks).
  • Proposing strategies they can use to make healthy and safe decisions (for example, identifying the problem or decision they need to make, considering their options, predicting the consequences of each option, making a decision and acting on it, and evaluating/reflecting on the decision and what they might do differently next time).
  • Critiquing images and messages in the media that portray what it means to be healthy and evaluating how these images can be interpreted (for example, images of sporting heroes, elite athletes, fashion models and celebrities endorsing certain foods, behaviours, and activities).

 4.8 Recognise the influence of media and important people in the community on personal attitudes, beliefs, norms, and behaviours;

  • Identifying different types of celebrities including sportspeople, singers, actors, and community group leaders, and describing the positive and negative qualities they project.
  • Examining examples of how the media and role models use their power to influence ways people act and the choices they make in situations (for example, how to treat others, whether to take drugs, how to drive, how they feel about the way they look, and what food they should eat to be healthy).

 Contribute to healthy & active communities

4.10 Recognise and describe the role of preventive health in maintaining and promoting health and wellbeing for individuals and the community;

  • Proposing actions and protective behaviour they can implement that promotes and protects their health (for example, wearing a helmet, swimming between the flags, wearing sunscreen and a hat, and not taking risks in a road or aquatic environment).

 

Secondary School Program

Curriculum links prior to 2015 National curriculum
Strand 1: Self and Relationships

Outcome 5.1 A student analyses how they can support their own and others’ sense of self.

The interdependence between a sense of self and health and wellbeing

  • How a sense of self can impact on health and wellbeing
  • How personal health can impact on one’s sense of self

Outcome 5.3 A student analyses factors that contribute to positive, inclusive and satisfying relationships.

Recognising and responding to abusive situations

  • Recognising situations where abuse may occur
  • Family violence
  • Date violence
  • Sexual harassment
  • Impact of violence and abuse on the individual and relationships
  • Practical personal safety strategies
  • Planning for safety or seeking help
  • Importance of support and updating adult support networks

Strand 3: Individual and Community Health

Outcome 5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.

Drug use

  • Effects on relationships
  • Effects on community
  • Marketing strategies and the media
  • Influences on alcohol use and binge drinking
  • Influences on cannabis use
  • Polydrug use
  • Other illicit drugs, e.g. opiates, hallucinogens, and psychostimulants
  • Consequences of illicit and unsanctioned drug use

Outcome 5.7 A student analyses influences on health decision-making and develops strategies to promote health and safe behaviours.

Influences on health decision-making and risk behaviours

  • Individual factors, e.g. values and attitudes
  • Socio cultural factors, e.g. family, peers, gender, culture
  • Political factors, e.g. laws and regulations
  • Economic factors, e.g. personal and community
  • Environmental factors, e.g. pollution, weather, built environment

Empowering individuals and communities

  • Individual action
  • Developing personal skills, e.g. advocacy

Outcome 5.8 A student critically analyses health information, products and services to promote health.

The nature of health knowledge

  • Changes in health knowledge and keeping
  • Current
  • Dealing with uncertainty
  • Accessing accurate information
Curriculum links to National Curriculum
STAGE 5 Health & PE (Years 9-10):

Personal, Social & Community Health
Being Healthy, safe & Active

6.1 Analyse the factors that shape their sense of self and wellbeing, including personal attitudes and beliefs, family, peers, societal norms and expectations, the media and stereotypes;

  • Examining societal norms, stereotypes and expectations communicated in the media, and how they might influence the way young people think about their bodies, their attitudes towards sexual health, the use of drugs and alcohol, and their level of risk- taking behaviour.
  • Discussing the influences of socio-cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing (for example, family’s belief and attitudes towards drug taking can influence an individual’s use, and access to health services can influence a young person’s capacity to be proactive about preventive health practices).
  • Analysing the roles family, friends and community can play in supporting an individual’s sense of self, and proposing strategies they can use to enhance their own wellbeing and the wellbeing of their peers and family.

6.3 Examine the changes and transitions that they will go through as they grow older and apply and evaluate skills, strategies and resources they can access to manage these transitions;

  • Practicing skills such as refusal skills, communicating choices, expressing opinions, and initiating contingency plans to deal effectively with challenging, difficult or unsafe situations they may encounter.

6.5 Plan, practice and prioritise responses to a range of situations where external influences may impact on their ability to make healthy, active and/or safe choices;

  • Proposing strategies for celebrating safely (such as safe party planning, organising a designated driver or other options for getting home safely, looking out for friends, and refusal skills if offered alcohol or drugs or encouraged to participate in risky behaviour).
  • Analysing a range of situations where their decision-making capacity may be influenced or compromised by external factors (such as alcohol, drugs, peer influence and advertising) and examining realistic actions they can take to protect their health and safety.

Communicating and interacting for health & wellbeing

6.6 Explore the role that empathy, ethical decision-making and personal safety play in maintaining respectful relationships and enjoying participation in physical activity;

  • Analysing a range of scenarios where empathy, ethical decision-making and personal safety must be applied to maintain respectful relationships (such as becoming sexual active, using alcohol or drugs, seeking help for others, and driving others home from a party).

6.9 Plan and rehearse responses to a range of situations where their own or others’ health, wellbeing and/or safety may be at risk;

  • Selecting and practicing strategies that would be most effective in specific situations (such as avoidance of group violence, assertiveness in stopping a drunk friend from driving their car or in the situation of an unwanted sexual advance).
  • Evaluating the effectiveness of strategies to maximise health, wellbeing and safety and proposing strategies that would work for them in a range of situations they may encounter (such as unwanted sexual advances, being offered drugs, getting into a car with a drunk or inexperienced driver, or experiencing cyber bullying).

6.9 Plan and rehearse responses to a range of situations where their own or others’ health, wellbeing and/or safety may be at risk;

  • Selecting and practicing strategies that would be most effective in specific situations (such as avoidance of group violence, advances, being offered drugs, getting into a car with a drunk or inexperienced driver, or experiencing cyber bullying).

Stage 6 Preliminary indicators – Outcomes Strand 1: Better Health for individuals:

  • P1 Identifies and examines why individuals give different meanings to health.
  • P2 Explains how a range of health behaviours affects an individual’s health.
  • P3 Describes how an individual’s health is determined by a range of factors.
  • P4 Evaluates aspects of health over which individuals can exert some control.
  • P6 Proposes actions that can improve and maintain an individual’s health.

Comprehensive program covering all drug concepts including prescription & OTC medications, alcohol, tobacco, illicit drugs & performance enhancement drugs.

Staff and Business

The influence that teaching staff have over students in invaluable

In an average school week, a teacher spends almost equal time with students as those students spend with parents.

Primary school teachers spend on average approximately 1,200 hours per year teaching students, and Secondary school teachers spend on average approximately 1,300 hours per year teaching students.
* Parent sessions are under school programs.

When it comes to drugs, it is imperative that businesses be up to date with the most recent information that is objective and factual. Seminars are tailored to the specific needs and dynamics of the group.

Enquiries

To enquire about staff sessions, please send your enquiry to info@inddea.com.au

Contact Us

For all enquries contact us at info@inddea.com.au or fill in the form below

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