Quantitative Data
Click here to view the Attitudes and Behaviours report for 2009
Click here to view the Attitudes and Behaviours report for 2008
1998-99 – the research phase of
Keep Safe Stay
Cool. 95 sessions were conducted with
2036 students. The
information gleaned formed the basis for targeted training and initial
school sessions were trialled in three schools.
1999-2000
Keep Safe Stay Cool focused on
connecting to the community by working opportunistically to create links
with schools and youth groups in the Outer Southern region of Adelaide.
Individual sessions were offered and Peer Educators delivered
210
sessions involving 2 731 students and young people.
2001 - 2002 the Program has consolidated its
approach by working intensively with specific schools across the region to
deliver series of sessions to the same classes in line with research
findings that whole of school commitment is more effective.
Up to January
2002, 131 sessions have been delivered to 2137 students and young people.
Keep Safe Stay Cool
- 3 Year Plan - 2002-2005
GOAL
1: To ensure Peer Educators have appropriate skills and
knowledge
Objective
|
Strategies
|
Key Performance Indicator |
|
1.1
Train 10 young people per year to be Peer Educators. |
Annually recruit and provide
training for at least 10 young people.
|
Minimum of 10 young people
trained per annum. |
|
1.2 Establish a pool of young people available to
lead education sessions. |
Encourage and support continued
involvement of young people. |
A register of 20 young people
available for education sessions has been established. |
GOAL 2: To
provide best practice peer education sessions to
young
people
Objective
|
Strategies
|
Key Performance Indicator |
|
2.1
Provide best practice peer education sessions addressing
relationship issues in a range of high schools across the Noarlunga
Health Services catchment area. |
Network, liaise and form
partnerships with schools in the catchment area.
Provide best practice education
session. |
To assist with addressing
relationship issues Keep Safe Stay Cool (KSSC) has been incorporated
into the curriculum of three schools in the catchment area. |
|
2.2
Provide best practice education sessions
addressing relationship issues to youth groups across the Noarlunga
Health Services catchment area. |
Network, liaise and form partnerships with youth
service managers in the catchment area.
Provide best practice education sessions to youth
groups as requested. |
Two youth groups have been
provided with a series of KSSC sessions. |
GOAL 3:
To produce a comprehensive training package for
peer education
Objective
|
Strategies
|
Key Performance Indicator |
|
3.1
Produce a comprehensive KSSC training package, which can be
transferred to other locations.
|
Trial, evaluate and document
peer educator’s training in order to produce a quality training package. |
Copies of completed KSSC
training package available. |
|
3.2 Promote KSSC training package. |
Network and liaise with key
stakeholders in order to promote the KSSC training package. |
Training packages utilised by
other organisations. |
GOAL 4: To work collaboratively across agencies
Objective
|
Strategies
|
Key Performance Indicator |
|
4.1 Establish a reference group consisting of a
multi-agency, multi-sector membership. |
Utilise the skills and knowledge
from within the reference group to act as consultants to KSSC re:
* Prospective Peer Educators
* Participating schools and
youth groups. |
KSSC has accessed interagency
resources through the reference group. |
GOAL 5: To develop resources that inform the target group
Objective
|
Strategies
|
Key Performance Indicator |
|
5.1
Written information about healthy relationships, domestic
violence and human rights will be available to a broad range of young
people. |
Create a package of resources
for distribution schools. |
3 000 information packages will be distributed through
schools and youth groups. |
|
5.2
National and international
links will be maintained. |
A web page will be created. |
Web page operational. |
Longitudinal Evaluation
Keep Safe Stay Cool
is, at present, developing strategies
to evaluate longitudinal change. Pre and post testing then re-visiting
classes after a year, enlisting teacher’s help to review attitudinal changes
and holding focus groups with students in control group situations are
possibly strategies we shall employ.
The research undertaken in 1998 (see
research page) is being used as a baseline to establish longitudinal
change.
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