An Education-Oriented Framework For Evidence-Based School-Based Substance Use Prevention

Branislava Popović-Ćitić; Dragana Bogićević; Lidija Bukvić

doi:10.47152/ziksi2026033

Autori

Branislava Popović-Ćitić Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju https://orcid.org/0000-0002-1076-5838
Dragana Bogićević Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd, Srbija
Lidija Bukvić Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd, Srbija https://orcid.org/0000-0001-8161-1337

DOI:

https://doi.org/10.47152/ziksi2026033

Ključne reči:

školska prevencija upotrebe psihoaktivnih supstanci, prevencijska nauka, prevencija zasnovana na dokazima, kvalitet implementacije, obrazovna praksa, politika prevencije

Apstrakt

Uvod: Školska prevencija upotrebe psihoaktivnih supstanci pomera se od tradicionalne edukacije o drogama ka pristupima zasnovanim na dokazima i prevencijskoj nauci. Međutim, prevencijska nauka, istraživanja implementacije i međunarodni i evropski okviri bave se različitim, ali komplementarnim aspektima prevencije, čije implikacije nisu uvek organizovane u koherentnu perspektivu namenjenu obrazovnoj praksi. Cilj: Cilj rada je razvijanje obrazovno usmerenog konceptualnog okvira za školsku prevenciju upotrebe psihoaktivnih supstanci zasnovanu na dokazima, organizovanjem komplementarnih principa prevencijske nauke, istraživanja implementacije i međunarodnih i evropskih okvira prema funkcijama koje imaju u školskoj prevenciji. Metod: U radu je primenjen konceptualno-analitički pristup usmeren na Međunarodne standarde za prevenciju upotrebe droga, Evropske standarde kvaliteta u prevenciji droga i Evropski kurikulum za prevenciju, uz korišćenje ciljano odabrane teorijske i empirijske literature relevantne za školsku prevenciju. Izvori su razmatrani prema funkcijama koje imaju u obrazovnoj praksi, a ne u okviru sistematskog pregleda dokaza. Rezultati: Predloženi okvir obuhvata pet međusobno povezanih funkcionalnih komponenti: (1) donošenje odluka zasnovano na dokazima, (2) razvojnu i kontekstualnu prilagođenost, (3) sveobuhvatno preventivno delovanje, (4) kvalitet implementacije i (5) evaluaciju i kontinuirano unapređivanje. Profesionalni kapacitet, rukovođenje, resursi i međusektorska saradnja predstavljaju uslove koji omogućavaju funkcionisanje svih komponenti, dok se škola pozicionira kao deo šireg sistema prevencije. Zaključak: Predloženi okvir ne uvodi nove principe prevencije, već postojeća znanja organizuje u obrazovno usmerenu perspektivu. Okvir ukazuje da unapređivanje školske prevencije upotrebe psihoaktivnih supstanci zahteva usklađenost između dokaza, utvrđenih potreba, preventivnog delovanja, implementacije i evaluacije, uz organizacione i sistemske uslove.

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