Strategy to prevent alcohol consumption for underage children in Colombia.

3

Strategy to prevent alcohol consumption for underage children in Colombia

Brief To

present

before

the

members of the health secretary

of

Bogotรก,

Colombia

a

strategy

that

prevents

alcohol

consumption in children under 18.

Introduction and first approach Alcohol consumption in minors is not a new

With the information provided by the

problem. To create a preventive strategy

health secretary we could understand

one has to understand the cultural and

that alcohol consumption is starting

social context of the country. It is not the

at early ages of adolescence and that

same to design this project in Germany,

only 8% of the youth in Bogotá sense

USA or Colombia because the user and his

the risks of alcohol consumption. The

context change.

need to increase this perception of risk was uncovered. We also learned about

The project was co-created between two

the damage to health and the social

designers and one psychologist: Laura

consequences

Roderos, Michelle Schäfer and Valeria Reyes

originate in young Colombians.

that

consumption

can

(psychologist). We received a brief and an introduction to the problem of alcohol

(( Understanding how alcohol consumption

consumption of minors in Colombia from

can affect the social sphere was very

the health secretary. Initially the brief was

impressive. It made the urge to create

very extended; our psychologist suggested

an accurate project even more pressing.

we had to limit our audience because a 5

Throughout the process I understood

year old is very different from a 6 year old

that the key to our success was the co-

in many aspects.

creation. The combination of resources and capacities of science and design

Our first approach was to investigate

assembled a project that didn’t leave out

theories in psychology to be able to

any aspects. I am very proud to present

delimit and define our audience. This way

this accomplishment. ))

we could present a more efficient project.

Defining the audience To define the audience the psychologist encouraged us to research: 1.

The human development stages

2.

The Behavioral change theories

3.

The Experiential learning cycle

From this investigation we could define that the best age range for our project is from 10 to 12 years. Children at this age present characteristics that were important for our purpose. In the following pages I will show the most meaningful findings and insights that helped define the audience and build the project.

Girls and boys of different age in a safe and fun environment. All of the pictures were taken by me.

Every age of childhood is a different world. Every world has its own tone, its own mood and its conception unequal to the previous.

With this in mind we had to sink and comprehend the whole color scheme.

Only then we could find the right tone and moment best suited for our purpose.

Piaget’s developmental Theory The stage of concrete operations goes

Starting from de investigation made on

form age 7 to 10 and consists of the

the stages of development implicated

acquisition of the task of conservation

in the audience chosen for this project

in which the child obtains the skills to

(10-12 years) it is possible to distinguish

understand that quantities remain equal

a qualitative leap in which the child takes

even tough the content changes (Piaget,

in his new environment and adjusts to

1973). On the other hand, the stage of

it, developing skills in abstraction and

formal operations starts at age 10-11 (it

deduction that are essential to logical

can vary depending on biopsychosocial,

and scientific reasoning. Besides, his

cultural and educational factors) and

thoughts are flexible, rational and

the main characteristics are abstraction

more systemic that in previous stages.

of concepts like metacognition and

Problem solving evolves and perception

reversibility (Packer, 2012).

of different points of view becomes less egocentric. The selected audience is

At this stage the child understands

starting a transition between concrete

that what can be added can also be

and formal operation.

subtracted. This notion is applied not only to mathematical operations but also

The changes produced in the cognitive

to objects, spaces and daily processes.

development are an outcome of the

At this point great changes are shown

process of the transition between the

at a cognitive level: “In the concrete

stages of concrete operation and formal

operation stage the child deals with the

operation (Piaget, 1973

present, with here and now. In the formal operation the child is able to reason about the future, the abstract and the hypothetical.” (Piaget, 1973, page 36). * Please see bibliographical reference at the end of the chapter.

In recap the following characteristics are found in the age range from 10 to 12 years: • Changes at a cognitive level • Ability for concept abstraction • Transition from formal operation to concrete operation: thinking about the future, the abstract and the hypothetical is possible.

• Ability of abstraction, deduction and problem solving

Sensomotoric intelligence

Stage of formal or abstract operation

Preoperational thinking

Concrete operational intelligence

Piaget’s developmental theory

Behavior change Model by Prochaska & DiClemente The theory emphasizes that knowledge about a problem is a fundamental factor when promoting a change in behavior.

Stages of Change Model by Prochaska and DiClemente

This means that sufficient information must be provided to accept and recognize a problem in a way that change can be achieved.

The audience on which the project will have impact is already aware of

( 5 ) Maintenance

alcohol consumption, although most of them have not consumed yet. There is superficial knowledge about the topic but no consumption so far.

( 4 ) Action

In this way we find the opportunity to intervene in the stage of precontemplation by increasing the conscience of students in terms of risk perception. This is obtained when

( 3 )

( 6 )

Determination

Relapse

information about alcohol consumption is provided (Pereira, 2012).

( 2 ) Contemplation

( 1 ) Precontemplation In summary: Knowledge is essential to promote change by accepting and recognizing a problem.

The chosen audience, as seen further on, has not yet started a consumption behavior. The opportunity is found in intervening the precontemplation stage to achieve change before the habit exists.

Experiential education

by Dewey Experiential education is originated by the necessity to adapt to rapid cultural Stages of experiential education by Dewey

changes that impact education such as new technologies of information and communication (Ariza, 2010).

The elementary fundaments that support experiential education are: autonomous learning, adjustment to change and promote abilities. The first author to suggest experiential learning was John Dewey (1938). He presented the following model:

Concrete experience

Through living a concrete experience the person can create a reflection and subsequently conceptualize and abstract

Application

that experience. Then the person is able

Reflection

to apply this knowledge.

Conceptualization

This theory explains how humans can learn from experiences thanks to the ability Aprendizaje experiencial

to create reflection, conceptualization, abstraction and implementation of the knowledge involved. It is important to recreate negative experiences with alcohol consumption to accomplish a deep and lasting wisdom.

audience From this first research stage emerges the opportunity to design for children between 10 and 12 years of age. UNICEF classifies this age as early adolescence (UNICEF, 2013).

It turns out to be an ideal age to influence risk perception since children are transitioning between childhood and adulthood. Significant changes happen on a fiscal and psychological level. The main attributes defines by UNICEF in early adolescents are (UNICEF, 2011):

Initiation of rapid neuron production in

Development of sexual organs y

Reorganization of neural network.

Confusion and reorganization of the

which the numbers are doubled every

secondary sexual characteristics.

Increased development in cognitive,

“self �; the identity and the beliefs.

year indicating growth and cerebral maturity.

emotional and behavior areas.

audience Research After having defined the audience to early adolescents between 10 and 12 years we went researching in public and private schools.

We observed the girls and boys of those ages in the “Colegio distrital Camilo Torres” that is a public school and in the “Colegio Salesiano de León XXIII” which is private. The schools were kind to open their gates so we could do our research. We found relevant insights:

• In many cases there is no orientation

• In 80% of the families both parents

• The adolescents have a negative vision

from the family in subjects like

work. There also are many cases of

about existing prevention programs

psychoactive substances or sexuality. It is

abandonment in which children don’t

(some of which will be presented further

expected that the schools approach this

have families.

on). They perceive them as boring and not

issues.

realistic. Children wished the programs This means that in many cases there

would be more fun and dynamic. Blindly

The guidance in topics like sexuality and

are no strong family bonds and the

they quote phrases about alcohol and

psychoactive substances is important

early adolescents don’t have guidance

drugs being bad, but they don’t really

to the construction of identity in early

and orientation from a person with the

understand the risks and consequences.

adolescents. In most families these

adequate age and experience. They seek

They repeat what they think we, the

themes are a taboo because of Colombian

guidance in friends of their same age,

interviewers, want to heat but don’t really

culture, resulting in a lack of proper

which is not always good. It could be

take in that information. Many told us

approach.

observed that friendship circles of these

that they understood that consumption

adolescents can represent a risk factor

was risky but that consequences only

that can lead to dangerous behavior.

happen to grown ups: older people that drink too much.

A trustful bond with the caregiver or family member is highly important to

Early adolescents wish that prevention

guide the development of identity and

programs where more fun and dynamic.

help the child understand the changes

They don’t feel related to the risks

he goes through, as well as the pressures

of consumption because those are

in his environment that he is not able to

not presented specific to their age;

handle (http://www.drugfree.org/, 2013).

unconsciously they believe that the problems only affect people that are older.

(( The research made in these schools brought us closer to our audience. In my experience I could see that children at this age have many dreams and emotions.

I had the chance to talk to some students and realized that at this particular age children still have great respect and admiration for their parents. In the transition to adulthood they understand that some issues are of great relevance, but in bigger terms life is game. With this in mind it became clear that a fun factor was essential to everything we designed in the project.))

state of the art How I mentioned earlier there are alcohol prevention programs that run in Colombia.

The most important one is the D.A.R.E program of the national police, which was created in the USA and adapted to Colombia.

We analyzed the D.A.R.E program carefully,

1 – Presentation and introduction. What

especially the third program that aimed

is D.A.R.E? History, presentation of the

for children of age 9 to 11. This one is

instructor, presentation of the decision-

called “Educate and Prevent” and was best

making mode with the initials D.A.R.E,

related to our project.

basic rules of the program and good decision making.

The program has 10 lessons that are presented weekly: once a week for 4

2 – Cigarette and you

weeks. The program uses a notebook for each student and the lessons are divided

3 – Smoke barrier (Marihuana)

in the following way: 4 – Alcohol and you We detected that the lesson about alcohol 5 – The only truth (Inhalant)

consumption is very short and sadly doesn’t create remembrance. There are

6 – Basis of friendship (Choosing friends)

no interactive or ludic methods that will encourage experiential education. The

7 – Ways of being in control (Saying no,

health and social risks associated to

facing risk situations)

alcohol consumption are not illustrated.

Also, the risk and protection factors, that

8 – Personal action (Cases of decision

could benefit children to take control over

making)

their lives, are not taken in account.

Chapters 6 and 7 are relevant to the

9 – Practice! Practice! (Conclusion of each

guidance of early teenagers.

student) The requirement to research and include 10 – Closing ceremony (Handing over the

in the project guides for decision-making

certificate and celebration

(explained in the next pages) and forms to define factors of risk and protection was indicated. They are important education tools for proper decision-making (UN, 2002).

D.A.R.E Decision-Making Model To influence early teenagers to abstain in alcohol consumption we chose the D.A.R.E descicion-making model. Taking in account that cerebral maturity in early adolescents is still incomplete, the ability to take good decisions is weak.

Define

Describe the problem, challenge or opportunity that you are dealing with

Assess

Assess the different choices; what are they?

Respond

Make a choice, using the facts and information you have gathered

This occurs because in early adolescence features like impulsiveness, the hunt of intense sensations and emotions, depression and other individual differences decrease effectiveness in risk reduction operations. (Reyna & Farley, 2006).

The program has been examined and evaluated by the Santo Tomas University in BogotĂĄ. The sample included 18.648 adolescents and was carried out trough 2002 and 2003. Experts concluded that the program is “efficient and achieves the expectations in terms of obtaining protection factorsâ€?(D.A.R.E., s.f, p.10)

Evaluate Review your decision, did you make a good decision?

D.A.R.E Decision-Making Model

The model of D.A.R.E influences the characteristics that decrease risky behavior. Manly because it involves a logical sequence that students can 1.Define; 2.Assess; 3.Respond; and 4.Evaluate (D.A.R.E., s.f).

From the research previously made and the wide knowledge provided by the members of the health secretary we established that an integral module for prevention of alcohol consumption in early adolescents in ages 10 to 12 is required.

The project “Verdaderamente Real�

(Really Real) was designed as a product of

psychopedagogic

character

that

impacts at a primary prevention level on the alcohol consumption problem in underage children. Serving as a guide and orientation in decision-making processes and risk perception of early adolescents.

General and specific objectives

General:

Specific:

Found in:

Increase risk perception of alcohol

Provide extensive knowledge about

• This information in needed to intervene

alcohol and its consumption.

the Precontemplation stage (Prochaska &

consumption in early adolescents (10-12 years)

DiClemente, 1984) Support the recognition of risk and

• Important tool for decision-making

protection factors.

(UN,2002)

Include interactive and/or ludic methods

• User research and experiential education

that promote experiential learning

(Dewey, 1938)

Guidance in the construction of the “self ”

• Guidance of identity and beliefs of the

(personal identity)

world (UNICEF, 2011)

Intercede problem from different angles.

• D.A.R.E Decision-Making Model (Reyna &

For example: decision-making in early

Farley, 2006), (DARE, s.f)

teenagers.

Strengthen bonds between the caregiver

• Prevention communication keys

and the student to develop open, trusting

(http://www.drugfree.org/, 2013)

communication.

Bring the early adolescents closer to the

• Show real risks specific to the audience

health and social risks involved in alcohol

age (user research)

consumption at THEIR age.

The strategy has three components :

1. STUDENT BOOKLET

Project : VERDADERAMENTE REAL An integral module for alcohol prevention is suggested. It relies on elements of the D.A.R.E program, but focuses mainly on alcohol consumption that is in many cases the “gateway drug”.

The strategy Verdaderamente Real is designed to impact at more levels than just alcohol prevention in minors: the lessons should help the individual in the transition stage between childhood and adulthood.

(( For me this is one of the best attributes of the project: thinking that the outreach

2. TEACHER BOOOKLET

does not stop at alcohol prevention; that it also helps the child in friendship election, forming family or caregiver bonds and the construction of the identity. I believe that the project goes beyond the established goals: it works as a orientation guide for the “grown up world” for those teenagers that will soon enter adulthood. It makes me proud to think that Verdaderamente Real can support children in making intelligent life choices, which will keep them from risk, so they have a bright future.

For me this is the most beautiful aspect of the project. ))

3. OBJECTS FOR THE ACTIVITIES

implementation The strategy will be implemented in public and private schools in science or group direction class, depending on each school. Using the existing space provided for alcohol prevention is crucial, making room for new periods of time is very complicated.

This way we needed to fit the project into existing time span.

We suggest three sessions, one each week, which will treat different chapters of the booklet. Teachers will be trained to present the program with help of the teacher booklet.

In the first week chapters 1 and 2 will be presented in one hour of class, this means 45 minutes.

In the second week chapters 3, 4 and half of chapter 5 will be presented.

This session is double so it will last 90 minutes.

The third and last week chapter 5, 6 and 7 will be completed in one hour of class.

Week 1

Week 2

Week 3

Chapter 1 & 2

Chapter 3, 4 &

Chapter 5

half of 5

(other half ), 6&7

( 1 hour of class )

( 2 hours of class )

( 1 hour of class )

Student Booklet (( I will present the complete student booklet because it is important to me that the reader can understand how the program was designed as complete strategy. Each chapter constructs on the previous one and is essential for the program to work as a whole. I know that it is very extensive, but reading it will explain many things. I won’t present the teachers booklet or the objects that accompany the program because it would make the portfolio so much longer than it already is. ))

The student booklet has seven chapters, each one designed to meet the general and specific needs of the project. Every chapter builds upon the previous one, that means it has to be studied in the correct order.

The booklet has a half letter size, which makes it cheaper to print and easier to produce in mass. It also is more ergonomic for the small hands of the children and better to carry around in the school bag.

- Verdaderamente Real M贸dulo de prevenci贸n de consumo de alcohol para adolecentes de 10 a 12 a帽os.

The booklet starts with some basic rules that the teenager has to commit to.

The students are prepared to have an open mind, be tolerant, be open to learn new things and not having prejudice.

Reglas y uso

It is also announced that the booklet contains shocking data and images, with appropriate rawness the truth of alcohol consumption in minors is shown.

1. Leer con atención

2. Cuidar éste cuadernillo y traerlo a todas las clases sin falta !

El profesor o la profesora te avisarán cuando debes traerlo.

Chuléa aquí

3. Tener una mente abierta Tener una mente abierta es tener tolerancia , aceptación y estar abierto a aprender cosas nuevas.

4. Tener “nervios de acero” Algunos temas tratados en el taller son muy impactantes! Tener nervios de acero te ayudará a mantener la calma.

5. Tener un A L I A D O

In the booklet some graphic elements

Un aliado es una persona con la cual te puedes comunicar sin problema, alguien mayor que tenga más experiencia con la realidad y la vida.

Puede ser tu mamá o tu papá. Pero sabemos también que a veces no es fácil discutir estos temas con ellos. Por eso, puedes elegir a cualquier mayor, un tío, un hermano, a tu psicólogo del colegio, a uno de tus profesores.

A quien tú elijas.

come up repeatedly. Following elements mark:

1. The activity square: signalizes the activities that will take place in each chapter, explaining how they should be realized.

Recuerda, tu aliado debe: - Generarte confianza y seguridad - Tener experiencia - Ser mayor de edad - Saber suficiente del tema para responder a tus dudas - Hacerte sentir respetado - No juzgarte

2. The ally square: invites the

Es importante que elijas a tu aliado desde el comienzo para poder realizar éste módulo. Tómate un tiempo y piénsalo con calma !

should be carried out with the

FIRMA Y FECHA

student to share the topics and activities with his ally which he has previously chosen (instructions of how to chose an ally are also provided). This graphic element show the activities that ally, so that a space for open and trusting conversation is formed.

3. The “Did you know?” square provides relevant and curios information. Somehow like a “fun fact”.

Content: Chapter 1 – Myths and truths Chapter 2 – Being adolescent

Contenido

Chapter 3 – Taking decisions Chapter 4 – Risks of alcohol consumption Chapter 5 – Experimenting Chapter 6 – Risk and protection factors Chapter 7 – Letter to your ally Conclusions ….

Introducción

P. 3

Capítulo 1 - Mitos y verdades

P. 5

Capítulo 2 - Ser adolecente

P. 7

Capítulo 3 - Tomar decisiones

P. 13

Capítulo 4 - Riesgos del consumo de alcohol

P. 22

Capítulo 5 - Experimentando

P. 24

Capítulo 6 - Factores de riesgo y factores de protección

P. 28

Capítulo 7 -

P. 30

Conclusiones

Carta a tu aliado

P. 31

A brief introduction is made in which is explained who created the program and which entities are involved. Also for whom it is designed and for what end.

Verdaderamente Real Introducción

¿Quién preparó el manual?

VERDADERAMENTE REAL es una estrategia de prevención en el consumo de alcohol diseñada por tres jóvenes. Dos diseñadoras: Michelle Schäfer y Laura Ronderos junto a la psicóloga Valeria Reyes.

¿Cómo se hizo?

Este manual se diseñó a través de la investigación sobre el consumo de alcohol en menores de 18 años en varios colegios de la ciudad de Bogotá, Colombia. Más específicamente, nos centramos en la adolescencia temprana, es decir niños entre los 10 y los 14 años.

Estuvimos revisando también muchas propuestas en otros países de cómo se maneja la situación problemática con el alcohol en menores, y partiendo de una extensa revisión, nos propusimos crear un manual que se ajusta a todo lo que debes saber para tomar una decisión informada sobre el consumo de alcohol. ¿Por qué se preparó VERDADERAMENTE REAL? Este manual se preparó con el objetivo de responder a la necesidad de informar y orientar a adolescentes como tú sobre todo lo relacionado al alcohol. De nuestra investigación, pudimos concluir que es realmente importante estar informado sobre los riesgos, pero también que generes tus propias fortalezas para estar preparado a tomar una decisión frente al consumo de alcohol.

A quién está dirigido VERDADERAMENTE REAL? Adolescencia temprana (niños entre 10 y 12 años) ¿Qué cabe esperar de VERDADERAMENTE REAL? Luego de completar VERDADERAMENTE REAL estarás verdaderamente informado sobre todos los riesgos de consumir alcohol en la edad en la que te encuentras.

Sabemos que con sólo leer lo que a continuación te presentamos, no vas a quedar satisfecho, y probablemente no recuerdes todos los datos. Por eso, hemos preparado actividades y experimentos en las cuales podrás saciar toda la curiosidad sobre este tema, de manera que no te queden preguntas.

Objetivos de éste módulo: Objectives of the module: 1.) That those who know you are surprised by your great knowledge!

2.) That you can make an informed decision on alcohol consumption.

1) Que los que te rodean se sorprendan de tu gran conocimiento sobre este tema.

2) Que puedas tomar una decisión informada sobre el consumo de alcohol.

¿Estás listo para aprender?

- Me lo contaron y lo olvidé; lo vi y lo entendí; lo hice y lo aprendí .Confucio, Filósofo Chino

- Lo más importante que aprendí a hacer después de los cuarenta años fue a decir no cuando es no. Gabriel García Márquez, Escritor Colombiano

Chapter 1 Capítulo 1

Mitos y Verdades

To start the chapter some of the popular myths and truths about alcohol as a substance and its consumption are presented.

Through an activity children are

Existen muchos mitos y mentiras con los temas relacionados al consumo de alcohol. Es hora de dejar las preguntas claras !

encouraged to make questions about alcohol, which the teacher will respond.

Some examples are provided to engage

Actividad: Mitos y Verdades Esta actividad se realiza con todo el salón y el profesor.

Piensa si tienes preguntas relacionadas con el alcohol o el consumo de alcohol. Habla con tus compañeros ¿Qué preguntas tienen ellos?

Tu profesor se encargará de contestar éstas preguntas de forma muy clara. ¿No se te ocurre nada? Aquí te dejamos unos ejemplos para darte ideas:

student participation.

Verdaderamente Real impacts risk perception at the beginning of the program to refute untrue information and proceeds to inform and engage the students in the subject.

According to the precontemplation stage (Prochaska & DiClemente, 1984) consciousness through awareness helps the children start a change in behavior

¿La cer veza tiene tanto alcohol como otros licores más pesados?

Sí ! Una botella de 12 onzas de cerveza tiene la misma cantidad de alcohol que un trago de cualquier licor, o 5 onzas de vino.

¿Sabías qué…? En Estados Unidos el consumo de alcohol es ilegal hasta los 21 años.

Muchas religiones desalientan o prohíben el consumo del alcohol.

El Corán, el libro de la religión Islam, prohíbe el consumo del alcohol debido a los efectos dañinos para el cuerpo, para la vida y la familia del consumidor.

and while gaining curiosity on the subject; alcohol is no longer a taboo. (Which makes it less interesting to try at the end when enough knowledge is sustained).

Some of the more recurrent questions about alcohol are presented. For example : “Is it true that I won’t be able to control myself if I am drinking?” or “Is it true that there are some tricks that will make me sober quickly if I want?” or “Is it true that women get drunk more easily than man?

¿Cuando tomo alcohol me puedo controlar?

El alcohol hace que nuestro juicio y criterio se dificulten y no podamos pensar con claridad lo que es peligroso. Además, podemos hacer cosas de las cuales nos arrepentimos al día siguiente (tener relaciones sexuales que no queríamos, pelear y ser violentos con otros, exponernos a violaciones, o dañar edificios y lugares.

Why?”

¿Tomar alcohol es tan peligroso como dicen?

El alcohol es responsable de intoxicar a 1 de cada 3 adolescentes que toman alcohol, que terminan en Urgencias en un estado de Coma Etílico. El alcohol además es responsable de muchos suicidios, asesinatos y personas ahogadas.

Dicen que con algunos trucos, puedo volver a un estado de sobriedad rápidamente si lo quiero ¿Es esto verdad?

No. Toma más de 3 horas eliminar el contenido de alcohol de 2 bebidas, dependiendo de tu peso. Nada puede acelerar este proceso, ni mucha agua, ni café, ni una ducha de agua fría.

Dicen que las mujeres se emborrachan más rápido ¿Por qué?

Las mujeres procesan el alcohol diferente, lo metabolizan más lento y en consequencia les afecta más. Por tener menos agua en el cuerpo, el alcohol está menos diluido y se logran más altos y rápidos niveles de alcohol en sangre. Además como suelen tener menor peso corporal que los hombres pueden intoxicarse más rápido.

Chapter 2 Chapter two responds to the transitions between concrete and formal stages of

Capítulo 2

development (Piaget, 1973). As shown in research confusion in identity is normal

Ser adolescente

in early teens because of the physical

Lo obvio: no somos iguales, todas las personas somos distintas y tenemos personalidades que se diferencian. Acompañado de cambios físicos marcados, la adolescencia es una tapa importante porque es aquí donde empezamos a definir nuestra personalidad. ¿Sabías qué…? En la adolescencia se inicia una producción acelerada de neuronas las cuales se duplican cada año. Tu cerebro llega a la etapa final de este desarrollo a los 25 años.

Existen muchos tipos de personalidades. Mónica, Daniel y Juan Sebastían han creado sus perfiles y les han puesto nombre:

and

psychological

changes

that

are

suggests

an

experiences. (UNICEF, 2013).

Verdaderamente

Real

exploration of identity in each student through the creation of a profile. Here every

individual

can

reflect

about

themselves, painting and identifying their representative characteristics.

Additionally the first activity with the ally takes place: the student is encouraged to talk to the ally about the program and what he has learned so far. It is important to involve a caregiver in the process and promote a conversation space. The child and the ally have to create a “profile” together.

On a psychological level the students will be able to understand attitudes, behaviors and perceptions on inter and intra-personal level. As a result they will understand that each person is different

Imágenes de www.dobi.nu/yourscenesucks/

Mónica

Daniel

Juan Sebastián

“La arriesgada” Activa, moderna, bondadosa, astuta comprensiva y de mil amigos.

“El Digital” Curioso, jugador de video juegos, experto de la internet y capaz de arrgelar cualquier objeto roto.

“El lobo solitario” Callado, ingenioso, temerario, rebelde que lo sabe todo.

and that they should accept themselves and others as they are.

Activity in which a profile is created on

Actividad: Crea tu perfil Ya viste algunos ejemplos, así que es hora de crear tu propio perfil en esta página. No cabe duda de que eres increíble pero ¿Cómo eres tú?

reference to the examples on the previous page. (( I scanned some of the results, look for them in the last few pages! ))

Nombre: Apellido: Edad:

“

” Nombre de tu perfil Ejemplo: El

Dibújate aquí

temperamental, la cariñosa, el deportista...

Mis amigos:

Mis hobbies:

Mis caracteríscas buenas:

Mis caracteríscas malas:

Lo que me gusta:

Lo que no me gusta:

¿Ya decidiste quién será tu aliado?

Cuéntale qué has aprendido sobre los mitos y verdades del alcohol.

Muéstrale tu perfil ¿Qué opina?

Ya creaste tu perfil. Es hora de crear un perfil junto con tu aliado en la parte de abajo:

“

” Nombre del perfil del aliado

Nombre: Apellido: Dibuja a tu aliado aquí

Edad:

Mis amigos:

Mis hobbies:

Mis caracteríscas buenas:

Mis caracteríscas malas:

Lo que me gusta:

Lo que no me gusta:

The first activity with the ally: We hope that the teenager shares time with that person to complete the exercise and starts a conversation over the program.

Capítulo 3

Tomar decisiones

Tomar las decisiones correctas es una habilidad muy importante que todos debemos aprender. Tener un modelo que te ayude a tomar decisiones es de gran ayuda para evitar meterte en problemas o cometer errores. SABEMOS QUE TÚ ERES INTELIGENTE Y PRECAVIDO! Conocer este modelo que te ayudará a tomar las decisiones más sabias frente a situaciones difíciles o peligrosas.

Define

Describe el problema, reto u oportunidad

Analiza ¿Cuáles son tus opciones?

Responde Haz tu elección usando los hechos e información que reuniste.

Evalúa

Revisa tu decisión ¿Hiciste una buena elección?

D.A.R.E Decision-Making Model

Chapter 3 Actividad: Juego de Roles Para la actividad se deben crear grupos de 5 estudiantes.

Entre todos deben leer los textos que se presentan a continuación y usando el modelo de toma de decisiones D.A.R.E deben hacer una elección frente a la situación plantada en cada uno. ¿Quiénes van a actuar? La misión es exponer UNA de las situaciones a manera de actuación y mostrar la decisión tomada por el grupo a los compañeros de clase de forma divertida. No hay que ser literales ! Solo se debe entender el mensaje y la circunstancia !

LOS PERSONAJES M: Mario / María L: Luis / Luisa P: Pablo / Paula

In the third chapter the D.A.R.E decisionmaking model is presented (DARE,s.f).

The program started 25 years ago in Los Angeles, U.S.A and was created by Daryl F. Gates as an international education and prevention program for drug consumption.

D.A.R.E initials help students to define, access,

respond

and

evaluate

risk

situations.

In this chapter’s activity, groups of five students must solve three cases of risk situations

supported

by

the

D.A.R.E

decision-making model. Further on a case is chosen by the students will be presented to the rest of the class in a theatrical representation, showing which decision

Recuerda que puedes cambiar el género de los personajes como quieras!

the group took in that particular scenario.

Because of the search for new and intense emotions,

adolescents

are

prone

to

vulnerability in risk situations (Reyna &

Situación 1 Luis y Mario son amigos desde el jardín infantil.

Mario, que es de sexto grado, le gusta la compañía de Pablo que es de noveno grado.

Pablo suele pasar los viernes en la tarde en una tienda con otros amigos.

Muchas veces no tienen dinero para comprar trago y recurren a robar tiendas del barrio.

Pablo invita a Mario a salir con el.

Mario decide llevar a Luis.

Farley, 2006). Verdaderamente Real creates a frame of reasoning in early adolescence that allows children to confront situations of high risk.

Más adelante en la tarde Pablo les pide que roben licor de una tienda. “De ustedes nadie va a sospechar, Mario usted es mi amigo, todo bien, hágame ése favorcito”.

Mario quiere quedar bien con Pablo y parece dispuesto a arriesgarse.

Luis está dudoso, no sabe qué hacer y tiene un sentimiento muy fuerte de que algo no está bien.

Define Analiza

Responde Evalúa

Situación 2 Luisa y Paula son amigas del colegio.

Los papás de Luisa y Paula también son cercanos y muchas veces han pasado la navidad como si fueran hermanas.

Un día Paula conoce a Mario que es muy atractivo y todas las del colegio se mueren por él.

Paula le cuenta a Luisa que Mario la ha invitado a salir.

Luisa muy emocionada le dice que debe salir con él y le ayuda a elegir la ropa para verse muy linda.

El viernes Mario llega por Paula a su casa, pero no ha llegado solo.

Luisa espía desde lejos a Paula y se da cuenta de que Mario ha llegado en un carro con otras personas.

Paula parece dudar si subir al carro no.

Luisa angustiada observa la situación ya que ella sabe que no debe subirse al carro con extraños y que hay muchas historias que comienzan así y tienen finales terribles.

Three situations are shown to which the children can relate without gender barriers. One is chosen to perform in front of the class by the group. This way the other children will be able to compare and observe different ways of approaching a difficult situation.

Define Analiza

Responde Evalúa

Situación 3 Mario y Pablo están en la casa de Luisa jugando video juegos.

Los papás de Luisa no están en la casa.

Mario descubre una botella de aguardiente en la sala y dice que él va a tomar aguardiente por que su papá lo hace siempre y en el cumpleaños de su tío Fernando ya lo había probado.

Luisa y Pablo piensan que es una muy mala idea y deciden no tomar.

Mario insiste en que “una probada no hace nada”.

Luisa y Pablo están muy preocupados y no saben que hacer.

Define Analiza Responde Evalúa

Red riding hood is a well-known story that makes a great example of bad decisions and consequences. “… And so the red riding hood chose to divert from the road event though her mother had warned her.”

Ilustración: Tyler Garrison

“Podría llevarle estas flores a mi abuelita. Es muy temprano y no habrá problema si me atraso un poquito.”

Y así caperucita tomó la decisión de desviarse del camino a pesar de que su mamá se lo había advertido.

Cerebro Cerebro

Pulmones Pulmones

The illustration shows the organs that are mainly affected by alcohol consumption.

Corazón Corazón Hígado Hígado

Riñones Riñones

Estómago Estómago Páncreas Páncreas

Principales órganos afectados por el consumo de alcohol

Chapter 4 Verdaderamente

Capítulo 4

Principales riesgos del consumo de alcohol Es muy importante conocer los efectos que tiene el consumo de alcohol en tu cuerpo. A continuación encontrarás información de los órganos que se ven más afectados por el consumo.

Estúdiala con atención !

El Cerebro ¿QUÉ ES? El cerebro es como un gran computador, aunque es un poco más complicado y delicado porque es el que controla todo nuestro cuerpo.

¿DÓNDE QUEDA? En la cabeza o cráneo y … ¡está conectado a tu columna! ¿CÓMO

FUNCIONA? En nuestros cerebros hay unos químicos que se encargan de ayudarnos a funcionar bien todos los días. Estos químicos se llaman neurotransmisores y nos ayudan a realizar tareas importantes para nuestra salud como dormir, comer, hacer ejercicio, estar animados y responder correctamente a las situaciones de peligro, entre otros.

Los neurotransmisores se encargan del sueño, el apetito o el estado de ánimo porque envían información de célula a célula. ¿Qué pasa con los neurotransmisores en el cerebro cuando consumes alcohol? ¡Adivina qué! El alcohol es tóxico y contiene algunos ingredientes que generan distintos efectos en el cerebro. Mira algunos de ellos:

Real

uses

“shock”

elements that bring the audience closer to risks of consumption. A division between social risks and physical risks is presented.

Through the activity “Really Real” students will be able to compare images of before and after consumption. The purpose is that students associate the images to a story that happened to a child of that age range, which is told by the teacher.

By chapter four the risk perception should already

have

increased,

resulting

in

conclusions like “this could really happen to me.”

El alcohol afecta, más que todo, al neurotransmisor llamado “glutamato”, el cual nos ayuda a la memoria y por eso es que hay “lagunas” o se olvidan muchas cosas que sucedieron en una noche de tragos.

Cuando tú, un niño en etapa de crecimiento, consumes frecuentemente, ¡Pasa algo terrible!: tus células en el cerebro comienzan a volverse cada vez más pequeñas hasta que mueren. Cuando esto pasa, la masa del cerebro se vuelve más pequeña.

La alteración de los neurotransmisores causa cambios en cómo nos comportamos, cómo nos sentimos, en nuestra capacidad de recordar cosas importantes y de tomar decisiones.

El alcohol afecta todas las etapas de desarrollo (incluso antes de nacer, los bebés en la barriga de sus mamás pueden nacer alcohólicos si su madre tomó alcohol durante su embarazo, resultando muchas veces en defectos de nacimiento y problemas en el parto).

Receptores

Some illustrations are shown so that children can understand complex systems in an easy, visual way.

Cerebro Glutamato

For every organ it is explained:

El Estómago

What it is, where it is, how it works and

¿QUÉ ES? Cuando comes un pedazo de chocolate, ¿a

what happens to it in detail when alcohol

dónde crees que va? ¡Pues ahí!

in consumed. Also the repercussion of

¿DÓNDE QUEDA? El estómago queda en la parte alta de tu barriga, ¿recuerdas esos ruidos que hace?

¿CÓMO FUNCIONA? El estómago procesa y transporta la comida. Es una especie de vaso que contiene jugos gástricos encargados de descomponer todo lo que ingieres, y ¿sabías que son ácidos muy poderosos? Por eso el estómago tiene una mucosa protectora que se puede ir dañando si no se cuida. ¿Qué pasa en el estómago cuando consumes alcohol?

Como es una bebida, antes de que llegue al estómago, es absorbida en el esófago (la boca del estómago) y entra a la sangre haciéndote sentir mareado, lento y raro. Cuando llega al estómago y se mezcla con los jugos gástricos produce una irritación terrible que puede resultar en: Gastritis y reflujo: cuando se inflama el estómago se te devuelven los jugos gástricos hacia la boca Úlceras: lesiones o heridas en las paredes del estómago y el esófago Sangrado en el estómago. Ácido gástrico Ácido gátrico

Mucosa protectora

Pared estomacal

Estómago

the failure of the organ and the disease linked to it.

El Hígado ¿QUÉ ES? Básicamente, es la máquina multi-tareas del cuerpo. Limpia, descompone, separa, guarda, purifica, defiende, controla… En fin. Al pobre hígado le toca un trabajo muy pesado, ya verás por qué.

¿DÓNDE QUEDA? El hígado queda en el lado derecho de tu barriga, pero es tan grande que se extiende hasta un pedazo del lado izquierdo. ¿CÓMO FUNCIONA? El hígado tiene más de 500 funciones ¿qué opinas de eso, no es impresionante? Eso lo hace tal vez el órgano más importante para la vida humana. Entre estas funciones están : a. Limpiar toda la sangre del cuerpo eliminando toxinas y almacenar excesos de azúcar. b. Producir enzimas que descomponen las grasas y almacenar un número importante de vitaminas y minerales. c. Al hacer todo esto, el hígado nos permite: digerir comida, absorber nutrientes, controlar infecciones y eliminar sustancias tóxicas en el cuerpo.

Sangre limpiada Sangre con toxinas

Hígado

¿Qué pasa en el hígado cuando consumes alcohol? El alcohol es una toxina la cual el hígado debe eliminar. Como es el encargado de limpiar todas las toxinas el hígado se vuelve más vulnerable a inflamaciones peligrosas cuando tomas alcohol: 1) la hepatitis alcohólica (Significa: Enfermedad en el hígado causada por alcohol) tiene complicaciones asociadas a las inflamaciones.

Lo importante de recordar en esta enfermedad es que puede producir tejido fibroso y no deja que la sangre llegue al hígado, entonces las células no pueden recibir oxígeno y se mueren.

2) Cuando las células se mueren, se cicatriza el tejido y el hígado deja de funcionar produciendo otra enfermedad conocida como Cirrosis.

Higado sano:

Some images are unpleasant and impressive so that they will shock the reader.

Higado con cirrosis:

Principales riesgos sociales del consumo de alcohol Aparte de los riesgos que existen para tu salud, el alcohol también tiene riesgos sociales como los que nombraremos a continuación: Understanding the social risks is important, many times these are not mentioned. Alcohol consumption is related to sexually transmitted diseases, early pregnancies, sexual abuse and traffic accidents, amongst others.

1. Enfermedades de transmisión sexual por no usar protección: el alcohol afecta los procesos psicológicos de pensamiento y razonamiento, por lo cual es difícil juzgar una situación y tomar una decisión en ciertos momentos.

Además, el alcohol puede causar “lagunas mentales” en las cuales dos jóvenes pueden tener relaciones sexuales sin ser conscientes de lo que están haciendo, y no usar protección en el momento.

La enfermedad más común es el SIDA.

2. Abuso sexual: Esta comprobado que el consumo de alcohol puede llevar a abusos sexuales. Además, los jóvenes que han bebido, tanto hombres como mujeres (aunque más las mujeres), son más vulnerables a una violación agresiva.

3. Embarazos tempranos no deseados: gracias a tener relaciones sexuales sin protección, se incrementa el riesgo en mujeres a quedar embarazadas sin darse cuenta.

4. Muerte por accidentes de tránsito: más del 60% de muertes por consumo de alcohol ocurren por accidentes de tránsito, en donde, el conductor que maneja tomado atropella personas que caminan por la calle, o choca y causa la muerte de las personas involucradas.

5. Daña las relaciones familiares: el alcohol afecta la manera en cómo nos relacionamos con nuestra familia.

Nos vuelve más agresivos, nuestra personalidad cambia, nos volvemos más irritables y las peleas se vuelven cada vez más frecuentes hasta que rompemos los vínculos con nuestros hermanos, padres, tíos, etc.

6. Rendimiento académico insuficiente: el alcohol daña profundamente el tejido celular en el cerebro, causando problemas de desarrollo complicados en niños, adolescentes y adultos. La pérdida progresiva de memoria y de controlar nuestros movimientos, hace que se nos haga difícil pensar y razonar adecuadamente. Por esto, nos empieza a ir mal en el colegio, nuestras notas bajan su promedio y corremos el riesgo de perder/repetir el año e incluso abandonar el colegio.

Shocking images are picked so that the audience can relate to them and take in that the situations could also happen in their social surroundings.

In this exercise the teacher tells a story that is presented in the teachers booklet.

Actividad: Verdaderamente Real El(la) profesor(a) repartirá unas fichas con imágenes de órganos sanos y órganos que han sido afectados por el consumo de alcohol. La idea es agrupar los diferentes órganos y comparar las imágenes.

Hay una historia muy triste y verdadera acerca de éstas imágenes la cual el profesor contará al terminar el ejercicio. El consumo de alcohol puede ser muy peligroso y esto es verdaderamente real.

This is a true testimony of a person who started alcohol consumption in at a very early age ( same as our audience ). The social and health implications where devastating and nowadays he is a street habitant. This person shared his story with us when we were researching real cases of alcohol consumption. His story was the most shocking one, so we decided to include it. Children should be able to understand that the consequences of alcohol consumptions are really real, that they do not only affect “old people”.

capítulo 5 The fifth chapter is based on the theory

Capítulo 5

of experiential education (Dewey, 1938, quoted in Ariza, 2010) in which is sustained

Experimentando

that a concrete experience brings in a reflection, followed by the abstraction of the lived experience and this way it can be applied to a continuous cycle.

The concrete experience that is presented in this chapter handles two types of

Actividad: Experimento Planta El profesor ha traído al salón dos plantas. Primero lo primero: Hay que ponerles nombre. Entre todos los estudiantes deben decidir cómo se llamarán.

organic tissue: a plant and a liver. The experiments should generate reflection on the negative effects of alcohol by seeing them “in their own eyes”.

Nombre planta 1

(( The experiments are more metaphoric than scientific )) In the first experiment the class will adopt two plants: naming them and picking one that will be the consuming plant. The second session of Verdaderamente Real ends with the activity to write a hypothesis about what will happen to the consuming

Como la idea es mirar qué efectos produce el alcohol en la planta se debe elegir una planta para experimentar.

La otra planta quedará intacta. ¿Cuál de las dos será la víctima?

Ahora de manera individual debes llena el punto 1 planteado abajo.

Los puntos 2 y 3 debes completarlo en una semana.

plant.

Again the students are encouraged to create strong bonds with the ally: they will share what they have learned in class and

Nombre planta 2

¿Que crees tu que le pasará a las plantas?

1. Hipótesis :

their hypothesis. The ally, together with the child, should formulate his own hypothesis and debate the possible consequences of the alcohol in the consuming plant.

Comparte lo que has aprendido hoy con tu aliado. ¿Qué cree el/ella que pasará con las plantas?

Hipótesis de tu aliado:

. . . una semana despúes . . .

2. Obser vación:

… a week later…

Ya pasó una semana. ¿Qué puedes obser var en las plantas?

Actividad: Experimento Hígado

In the third and last session the activity with the plant is resumed and the students write an observation and a conclusion.

Later on the second experiment, with a

El profesor ha traído 2 hígados de cerdo en envases de vidrio. Uno está sumergido en alcohol y el otro no.

Completa los puntos 1 y 2 de manera individual.

pork liver soaked in alcohol previously prepared by the teacher, starts. Same as before the student should make a hypothesis, observation and conclusion.

In a metaphorical way the harmful effects

1. Hipótesis: ¿Qué crees que verás? (antes de ver el hígado)

of alcohol are presented.

A shock is generated through the death of the liver tissue and the adopted plant, on which each student can produce a reflection that will lead to the abstraction

Sin alcohol

Con alcohol

of the concept “death by alcohol consumption” and will remembered for a long time.

2. Obser vación: ¿Qué puedes observar?

Dibújalo

¿Qué puedes concluir de los dos experimentos?

CONCLUSIONES:

Capítulo 6

Factores de riesgo y factores de protección En este capítulo aprenderemos qué son los factores de riesgo y los factores de protección. Estos factores son diferentes para cada persona. Es importante que identifiques tus factores de riesgo y tus factores de protección ya que éstos te ayudarán a tomar el control de tu vida.

Factores de Riesgo Tanto niños como adultos y ancianos estamos expuestos a una serie de eventos, situaciones y personas que nos pueden llevar a correr riesgos. Por ejemplo tomar malas decisiones, consumir alcohol o drogas. A estos eventos, situaciones o personas se les llama FACTORES DE RIESGO. Para los adolescentes, hay algunos factores de riesgo comunes que los expertos han identificado, como por ejemplo: Tener una relación difícil con los papás o no tener familia.

No tener hobbies, es decir, no saber qué hacer en el tiempo libre.

Some risk factors that experts have identified are presented.

Ser objeto de abusos verbales o físicos.

Tener amigos que consuman alcohol o drogas.

No saber tomar decisiones y no saber cuándo decir NO. El propio hecho de ser joven constituye un factor de riesgo !

Chapter 6 The risk and protection factors form one of the most important tools in decision-

Factores de Protección

making for a teenager (UN, 2002). For this

Al mismo tiempo,hay habilidades, situaciones y personas que impiden que consumamos alcohol y nos protegen de situciones riesgosas. Estos son los FACTORES DE PROTECCIÓN. Algunos factores de protección son por ejemplo:

reason Verdaderamente Real promotes a space where early adolescents are able to identify those factors that put them in a vulnerable position, compared to those that can strengthen and protect from risk.

Tener actitudes personales bien desarrolladas que te ayuden a enfrentar problemas y momentos difíciles.

A blank list is shown in which each student

Saber relajarte.

out the factors that put him/her in risk

Tomar buenas decisiones.

consumption. This way it is incited that

will have to analyze and personally point against the factors that protect against each student evaluates his intrapersonal

Tener buenas relaciones y aliados mayores (padres, profesores, psicólogo del colegio) en quienes confiar.

Saber cuándo decir NO. Tener hobbies o hacer algún deporte.

Tener buenos amigos que te respetan y se preocupan por ti.

Imágen de weheartit.com

situation with alcohol.

Actividad: Mis factores de riesgo y protección Early adolescents are stimulated to identify those factors in their environment that represent a risk and having a clear perspective to move away from them.

Es hora de que analices cuáles son TUS factores de riesgo y tus factores de protección. A continuación encontrarás dos tarjetas que deberás llenar. Intenta pensar en todos los factores de protección o riesgo que pueden afectarte.

Mis factores de Riesgo

Mis factores de Protecci贸n Understanding the factors that protect help children to make better choices and stay away from danger.

Chapter 7 Letters

are

powerful

reflection

tools

(Epston, Freeman & Lobovitz, 2005), they contain a personal narrative based on change from the socio constructivist perspective.

In this last chapter students should write a letter to the ally telling: 1. ) What they found out about themselves; 2.) One truth they didn’t know about alcohol and why it had an impact on them; 3.) Which other subject, besides alcohol, they would like to talk about with the ally; and finally, 4.) They make a promise/commitment to

Capítulo 7

Carta a tu aliado ¿Recuerdas cuando identificaste tus Factores de Protección?

Uno de ellos es tener un aliado con el cual te sientas con total confianza y seguridad para discutir temas como el consumo de alcohol sin sentirte juzgado. ¿Para qué tener un aliado a largo plazo? Los adolescentes que conversan frecuentemente con un aliado sobre temas de sexualidad, alcohol y drogas corren 50% MENOS peligro de iniciar el consumo temprano de alcohol.

themselves and the ally.

The chapter works as a closure with a reflection of what was learned and a

Actividad: Escribir una carta En la carta puedes contarle a tu aliado

commitment to take care of health. Also a long term bond with the ally should be created, so that topics that concern the teenager can be discussed even after the program (for example sexuality or drugs).

This way Verdaderamente Real establishes a long lasting relationship of trust that allows guidance of the selected audience beyond the actual module.

1. Lo que descubriste sobre ti mismo 2. Una verdad que no sabías sobre el alcohol 3. ¿Qué otros temas quisieras compartir con tu aliado?

4. ¿A qué te comprometes?

Al final debes firmar la carta con tu nombre y la fecha. Si estás sin ideas puedes leer las conclusiones de la página siguiente para refrescar tu memoria.

Conclusiones Verdaderamente Reales Primero, construiste tu forma de “ser adolescente” en el mundo,

A conclusion of each chapter is made to

entendiendo un poco más acerca de ti y de tus amigos.

summarize and refresh what was learned.

Segundo, aprendiste a usar el modelo de toma de decisiones D.A.R.E en donde cada letra te guía a la decisión correcta en situaciones en las cuales estás corriendo el riesgo de consumir alcohol.

Tercero, te convertiste en experto de los órganos de tu cuerpo, al aprender cómo el alcohol afecta a cada uno de ellos, dañando tu sistema interno, y poniéndote en riesgo de padecer muchas enfermedades, entrar en coma, e incluso morir. Además, aprendiste también que socialmente, el alcohol te puede llevar a momentos incómodos y peligrosos, de los cuales te arrepentirás en el futuro.

Cuarto, viste con tus propios ojos los efectos del alcohol en un ser vivo, tanto con las plantas, como con el hígado en el recipiente.

Quinto, lograste identificar factores de riesgo y factores de protección que te permiten tomar decisiones informadas.

Sexto, te enfrentaste con algunos de los mitos y verdades que hay acerca de consumir alcohol Séptimo, tomaste el control y escribiste una carta a tu aliado, para poder sentirte libre de discutir este tema luego de completar este manual.

The early adolescent is motivated to take control of his life using the acquired knowledge.

¿Te das cuenta de todo lo que has aprendido? ¡Genial! Ahora que percibes los riesgos del consumo de alcohol, estás listo para tomar la decisión correcta.

De ahora en adelante, estás en control de tu vida. ¡Buena suerte!

(( The program ends reassuring the children that they can take control over their lives.

I am certain that we have provided good tools for decision-making that go beyond alcohol consumption. II know that the project won’t miraculously stop alcohol consumption in underage children, but if we can delay consumption and raise awareness, we will have achieved a great step towards this goal. ))

Prototype Test Pilot First Implementation Prototyping Chapter 2 of the Verdaderamente Real

The results:

module was prototyped. The class has 26 children in ages 9 to 11. It was realized

• Student where enthusiastic and creative

with the direction of the teachers and the headteacher (Sandra Patricia Santamaría

• Student showed participative and open

Ovalle) in the “Liceo Infantil Goofy” school

to learn new things

located in Bosa (a location in Bogotá known for violence and poverty).

• The chapter was completed in 26 minutes

Calle 65 f sur # 78c- 32, Bogotá, Colombia

• It was proved that ludic activities work

(( For me the prototyping was one of the

better combined with theory reading

most rewarding things of the project. The

• The children where eager to do the

and the activities that they screamed and

activity properly and went through a lot of

kids where so excited about the module laughed so much! (even the teacher had a

effort for the paintings

little bit of trouble keeping things under

• Student where surprisingly creative when

of energy and empathy with the things I had

picking names for their individual profiles

control !). I was happy to see that amount designed, for me it meant that the product is good and fulfilling my expectative. ))

Examples of some of the created profiles (( The creativity and honesty is heart warming. <3 ))

Evaluation In the evaluation of programs the

-Time: teachers have different

“systematic research trough scientific

educational styles, which can extend the

methods over the effects, results and

time needed for each session.

objectives of a program with objective to take a decision on it” (Fernández-

• Does the organization count with

Ballesteros, 1995, p. 23; quoted in Vargas

the resources, skills and compromise

& Gambara, 2007) is implied.

required to implement a strategy like Verdaderamente Real?

An evaluation of the project Verdaderamente Real is made, based on

Yes, because the strategy requires basic

two components.

infrastructure that is already available in

1.) The evaluation of needs

any educational center. Some materials

2.) The evaluation of design

could represent a difficulty: the liver and the plants could be harder to obtain,

• Is it possible to implement the program

but are not uncommon in the market.

as it has been designed?

The strategy is intuitive and easy to understand, for both students and

Yes. After prototyping the project

teachers, in a way that they don’t require

in the Liceo Infantil Goofy school is

training beyond the teacher booklet

could be determined that the proyect

included in the project. Finally, the school

Verdaderamente Real achieves the goals,

is already assuming the compromise;

general and specific, that are proposed

each school tries to offer a prevention

and it can be implemented in public and

program such as the D.A.R.E program of

private schools in Bogotá from social

the national police.

strata 1 to 6.

• Does the organization have the • Which problems can present in the

required experience to proceed with the

implementation process?

intervention?

-Costs: the needed materials imply

Yes, because the strategy was designed

monetary costs of production that the

having the basic pedagogic skills of any

schools will have to provide if the health

teacher in mind.

secretary doesn’t support them.

bibliographic references Here are the references used to create the project:

• Álvarez, C. (2008) Teoría Transteorética de Cambio de Conducta: Herramienta Importante en la Adopción de Estilos de Vida Activos. Magazine “Ciencias del Movimiento Humano y Salud 5.” (1). 1-10 • Ariza, M.R. (2010) El aprendizaje Experiencial y las Nuevas Demandas Formativas.

Revista Antropológica Experimental, 10. Recovered in: http://www.ujaen.es/huesped/rae/ articulos2010/edu1008pdf.pdf • DARE, (s.f) Program D.A.R.E “EDUCACION PARA LA RESISTENCIA AL USO Y ABUSO DE LAS DROGAS Y LA VIOLENCIA”. Bogotá: Ministery of defense.

• EU-DAP (2010) Unplugged: European Union Drug Abuse Prevention. Recovered in: http:// www.emcdda.europa.eu/modules/wbs/dsp_print_project_description.cfm?project_id=HR-04 • Epston, D., Freeman, J. & Lobovits, D. (2005) Terapia Narrativa para Niños. Madrid: Paidós.

• Fernández, S. Nebot, M. & Jané, M. (2002) Evaluación de la Efectividad de los Progragas Escolares de Prevención del Consumo de Tabaco, Alcohol y Cannabis: ¿Qué nos dicen los meta-análisis? Spanish Public Health magazine Vol. 76 (3) • ICELS. (2013) Jean Piaget’s Stages of Cognitive Developement. Recovered in: http://www.icelseducators-for-learning.ca/index.php?option=com_content&view=article&id=46&Itemid=61#6 • Maté,. C. O., González, S. L., Trigueros, M. L. Á. (2010). 14.4.1 El Modelo de Creencias en Salud (Becker 1974; Rosenstock 1974). Recovered in: http://ocw.unican.es/ciencias-de-lasalud/ciencias-psicosociales-i/materiales/bloque-tematico-iv/tema-14.-la-adherencia-altratamiento-1/14.4.1-el-modelo-de-creencias-en-salud-becker-1974 • Packer, M. (2012) Desarrollo Psicológico. Sesiones del 4 y 6 de abril. Universidad de Los Andes. Bogotá.

• Pérez, A. & Scoppetta, O. (2008) Consumo de alcohol en menores de 18 años en Colombia: 2008 un estudio con jóvenes escolarizados de 12 a 17 años en 7 capitales de departamento y dos municipios pequeños. Corporation Nuevos Rumbos.

• Pereira, L. (2012) Comunicación en salud: Teorías, modelos y prácticas. Recovered in: http://www. slideshare.net/Lucypereira/teorias-del-comportamiento-en-salud-1 • Piaget, J. (1973). Main Trends in Psychology. London: George Allen & Unwin.

• Reyna, V. & Farley, F. (2010) Risk and Rationality in Adolescent Decision Making: Implications for Theory, Practice, and Public Policy. Psychological Science in the Public Interest, 7 (1) • Tripodi, S.J., Bender, K., Litschge, C., & Vaugh, M.G. (2012) Interventions for reducing Adolescent Alcohol Abuse: a meta-analytic review. ARCH PEDIATR ADOLESC MED/ VOL 164 (1) • UN, (2002) A Participatory Handbook For Youth Drug Abuse Prevention Programmes: A guide for development and improvement. Recovered in: http://www.unodc.org/documents/drug-prevention-andtreatment/E_handbook.pdf • UNICEF, (2011) La adolescencia temprana y tardía. Recovered in: http://www.unicef.org/spanish/sowc2011/pdfs/La-adolenscencia-temprana-y-tardia.pdf • UNICEF, (2013) Panorama general: adolescencia. Recovered in: http://www.unicef.org/spanish/adolescence/index_22918.html • Vargas, E. & Gambara, H. (2007) “Evaluación de programas de intervención psicosocial” In Blanco, A. Intervención Psicosocial. Madrid: Prentice Hall , (pp.405 - 456 )

(( The presentation of my portfolio ends here.

I hope that thought the projects presented the reader could grasp a tiny fraction of how I design and how I think: the projects are somehow just an excuse to show myself as a professional and a person.

In total it took me 4 months to finish the printed portfolio in Spanish and another 3 weeks to translate and shorted the original version. I wrote all the text and went over them again to prevent mistakes. Still, there could be some typing mistakes for which I apologize.

The structure of the portfolio intends to show my research, analysis, production and implementations skills. Each chapter has its own color scheme and intention.

Thank you very much for taking the time to read.

With love, Michelle ))

The End