Katarina Serdar Čerpnjak

The Laboratory for Prevention Research (PrevLab) (University of Zagreb Faculty of Education and Rehabilitation Sciences (UniZG ERF) has a long-standing involvement in EU projects that developed the EUPC curriculum and associated training (DOPs, frontline prevention practitioners and academic version) led to the implementation and dissemination of the EUPC throughout Croatia. In this article, the focus is on the EUPC for DOPs, as the training of DOPs has emerged as a priority in the process of implementing a quality prevention system in the country. The Implementation of EUPC training for DOPs is carried out in close collaboration between Service on Addiction Policies of the Croatian Institute of Public Health (Further: CIPH) and PrevLab. PrevLab ensures that the training materials are constantly updated based on (inter)national research and provides supervision for the trainers, while CIPH provides the financial and organisational resources for the implementation of the training. To date, 119 DOPs have participated in the training and the evaluation results show that the learning outcomes of the training have been achieved. An evaluation tool still needs to be developed to assess the impact of the EUPC training for DOPs on the national prevention system. In addition, further measures need to be taken to ensure the recognition and participation of high-level DOPs in the EUPC training. A strong factor promoting the (further) implementation of EUPC training for DOPs is the fact that the need for DOP training on evidence-based prevention is recognised in national documents in the field of substance use prevention, as well as the strong support from CIPH, an organisation with high credibility and influence at national level, and the national focal point of the EUDA.

Global data shows that peer violence and bullying are widespread problems and that the consequences of these behaviours are significant for the future development of children and youth. This study aims to determine: (1) whether there are differences in the witnessing of peer violence depending on the educational level and gender of the students, (2) whether there are differences in students’ reactions to peer violence depending on educational level, gender, and perceptions of risk and protective factors in the school environment. The sample consisted of 2,188 students (aged 10 to 19 years; 48,1% female) in the towns of Jastrebarsko and Samobor. The modified version of the CTC Youth Survey was used. The following statistical methods and analyses were used: descriptive statistics, Mann-Whitney U test, Chi-square test and Cramer’s V. The results showed that a higher percentage of elementary school students reported witnessing peer violence than high school students. In terms of response to peer violence, elementary school students were more likely than high school students to ignore peer violence as if it was none of their business, to be amused, but also to try to do something to prevent peer violence. Regarding gender differences in students’ responses to peer violence, it was found among elementary and high school students that boys tended to ignore peer violence as if it was none of their business and that they often “join in the party”. Concerning protective factors in the school environment,it was found that elementary and high school students who perceive more opportunities and recognition for prosocial involvement at school are more likely to try to take action against peer violence. On the other hand, elementary school students who had not experienced academic failure were found to be more likely to react actively to stop peer violence, while high school students did not differ in their reaction to peer violence, regardless of whether or not they had experienced academic failure. The results of this study could provide a basis for planning evidence-based prevention interventions to promote positive development and/or prevent peer violence in children and youth.

Quality standards have been recognized as an important tool for improving the quality of drug use prevention, treatment, and harm reduction services and for bridging the gap between science and practice. The aim of this paper is to describe the state of implementation of quality standards in drug demand reduction in the European Union and to identify barriers, needs, and challenges to implementation and future pathways. Between June and November 2021, an online survey (n = 91) and follow-up interviews (n = 26) were conducted with key informants - experts in drug demand reduction and quality assurance. Data were analyzed using descriptive statistics and thematic analysis. The survey showed that most countries have implemented the European Drug Prevention Quality Standards (EDPQS) in the prevention domain and the Minimum Quality Standards (MQS) in drug demand reduction. A variety of standards are applied in the treatment area and the EQUS minimum quality standards are widely known. The application of quality standards is least reported in the harm reduction service area. Mentioned challenges and barriers to implementation included lack of funding, unrecognized importance of evaluation, professional competencies, and system fragmentation. Mentioned supportive factors included appropriate materials and training, as well as political support and professional networks. The study shows that quality standards are inconsistently implemented in all areas of drug demand reduction. According to respondents, implementation could be improved by advocating for the need to implement quality standards, ensuring sustainable funding for interventions, and providing education and training.