Analysis of drug policy in the Republic of Slovenia and in the EU context: A platform for prevention in schools

Abstract

Aims: This article presents an overview of the strategies and measures used in the context of school-based prevention in Slovenia, both on a declaratory and on a practical level.

Methods: A review of the Resolution on the National Programme on Drugs in the Republic of Slovenia [ReNPPD (2004). Resolucija o nacionalnem programu na področju drog 2004–2009 [Resolution on the 2004–2009 National Programme on Drugs Control], OG. RS, Vol. 28, pp. 3125–3139] is given and followed by a comparison with the guidelines of the European Drug Strategy [EU Drugs Strategy 2005–2012 (2005). Retrieved from http://www.emcdda.europa.eu] and three other national strategies from three eastern European countries. An analysis of the key problems that emerge in practice is made on the basis of data collected in individual interviews and in focus group interviews.

Findings: On the declaratory level, drug prevention activities in Slovenian schools are mostly in line with the EU guidelines and similar to those in Poland, Czech Republic, and Slovakia. In practice, some discrepancies emerge, since there is neither a national database of programmes nor any programme evaluations in Slovenia; therefore, schools are left to their own judgement in choosing which programme is suitable for them.

Conclusions: The deficiencies create an urgent need to establish a database of programmes and introduce community prevention strategies in schools on the national level.

Notes

Notes

1. The first responses to the needs of drug injectors were developed on the level of local communities. At the end of the 1980s, the first substitution treatment facility was opened in Koper and heroin users in Slovenia began to receive methadone (Kvaternik et al., 2008).

2. The first document in Slovenia that represents the programme of state activity in the field of drug and drug dependence was written on the initiative of the Democratic Party of Slovenia.

3. Cooperation with those institutions brought about the introduction of new working methods with drug users, a new information system and numerous research projects done by the Faculty of Social Work. We would like to mention the research conducted under the PHARE Programme: Harm Reduction (1998), Assessment of the Need for New Assistance Programmes for Drug Users in the Republic of Slovenia 2005, Evaluation of the Substitution and Maintenance Treatment in Slovenia – Quality and Efficiency Assessment (2007).

4. Article 60(d) of the Elementary School Act and Article 48 of the Organisation and Financing of Education Act oblige schools in Slovenia to establish their educational plans by the beginning of September 2009.

5. The Resolution on the National Programme on Drugs Control (ReNPPD, 2004) emphasizes the significance of the responsibility of the individual for his deeds. In this framework ‘The first condition are responsible decisions made by an individual for (non-)use of drugs […] knowledge on activity as well as personal and social effects of drug use and personal responsibility for one's own and other people's health’ (the Resolution on the National Programme on Drugs Control; ReNPPD, 2004, p. 3128). If children and young people are to act responsibly, the educational institutions on all stages must ‘grant them access to reliable information; equip them with the knowledge about the effects of drugs on an individual and the society; give them the opportunity to use their knowledge and experience to find the ways for minimizing drug related problems; and the possibility for discussions with peers and trusted adults.’ The activities are meant to influence knowledge and positions, which also means influencing the behaviour of a target group; the activities also provide for conditions for a healthy living (the Resolution on the National Programme on Drugs Control; ReNPPD, 2004, pp. 3128–3129).

6. Article 60(d) of the Elementary School Act obliges primary schools to develop an educational plan, which has to include proactive and prevention activities; advisory, guidance and other activities (praise, awards, prizes, disciplinary and similar measures), aimed at a safe and encouraging environment for achieving the goals of primary education. The educational plan is established in cooperation of school professionals, pupils and students, and parents. The educational plan is adopted by the School Council at the proposal of the headmaster and with the procedure for accepting the annual working plan. The headmaster reports on the educational plan implementation to the council of parents and the school council at least once a year (OG RS, 2007; 102).