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An Exploration Into the Drug and Alcohol Related Knowledge, Attitudes and Behaviours of Early School Leavers Aged 15-20 Years in the West of Ireland

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An Exploration Into the Drug and Alcohol Related Knowledge, Attitudes and Behaviours of Early School Leavers Aged 15-20 Years in the West of Ireland An Exploration Into The Drug And Alcohol Related Knowledge, Attitudes And Behaviours Of Early School Leavers Aged 15-20 Years In The West of Ireland. Susan Elizabeth Redmond Master of Arts (Health Education and Promotion) University of Limerick Supervisor: Eva Devaney Submitted to the University of Limerick, May 2008 Declaration I the undersigned declare that this project which I am submitting, is all my own work and research. Susan Redmond Signature: ___________________________ Date: _________________________ i ABSTRACT An Exploration Into The Drug And Alcohol Related Knowledge, Attitudes And Behaviours Of Early School Leavers Aged 15-20 Years In The West of Ireland. By Susan Redmond Substance use can lead to a variety of negative impacts on society and individuals. Early school leaving places a person at increased risk of substance use and potential dependence. There are numerous reasons why a person engages in drug and alcohol use. The impact on health i.e. emotional, mental, social and physical can be devastating, including self-esteem, dependence and relationships with peers and family. Currently there is no research available which details the attitudes of early school leavers to substance use. This research aims to explore the drug and alcohol related attitudes, knowledge and behaviours of early school leavers in the West of Ireland. A mixed method approach, triangulation, was employed to collect data. Data collection involved three phases; questionnaires, focus groups and photo-voice. Included in this study were 106 questionnaires (47m/59f; 15-20 years, mean age 16 years), 22 participants in three focus groups (14m/8f; mean age 16 years), one per county; Galway, Mayo and Roscommon, and five male (15-16 years) participants in photo-voice. The findings suggest that use of all substances, except solvents, is high by comparison with school going counterparts, in particular cannabis, cocaine, ecstasy and speed. Alcohol use is widespread and accepted, with knowledge of the harms from alcohol coming from lived experience. Parental influence was seen as important with regard to a young persons respect for alcohol. A lack of understanding of the link between drugs, mainly cocaine, and addiction is evident. Dissatisfaction with current drugs education, or a lack of it, was apparent and knowledge level varied considerably within the group studied. The conclusions drawn suggest that while a high proportion of early school leavers use substances, many do not. Consistent and appropriate means must be used to engage young people in particular; to challenge attitudes to substance use, enhance knowledge, positively impact behaviour and utilise normative education. A link must be made to parenting practices as parents hold significant influence in developing resilience, self-esteem and motivation for non-drink or drug using activities. Emphasis must also be placed on providing a range of youth services to meet the needs and diversity of young people, and the education system as it stands requires a creative approach to become more holistic in achieving better mental health, social health and emotional health. ii Acknowledgements I would like to extend my sincere appreciation to all those who assisted and supported me during this research study. Eva Devaney my supervisor for her ongoing support and encouragement. Patricia Mannix McNamara the course director for her guidance. The participants for their engagement in all aspects of this study and allowing me detail their attitudes in this research. The centres for giving their permission and time without whom, this research would not have been possible. My fellow students for their never ending support, encouragement and friendship. My colleagues both past and present for challenging and sustaining me. My family who have been full of understanding, encouragement and support. My friends who have been amazing. iii Table of Contents Chapter 1: Introduction ...................................................................................................... 2 1.1 Introduction ................................................................................................................ 2 1.2 Background ................................................................................................................ 2 1.3 Research Approach .................................................................................................... 6 Chapter 2: Literature Review ............................................................................................. 9 2.1 Introduction ................................................................................................................ 9 2.2 Health Context ........................................................................................................... 9 2.3 Definitions ................................................................................................................. 10 2.4 Continuum of Substance Use .................................................................................. 10 2.5 Determinants of Health ........................................................................................... 10 2.6 Risk Factors .............................................................................................................. 11 2.7 Peer Pressure or Peer Preference ........................................................................... 11 2.8 Early School Leaving ............................................................................................... 12 2.8.1 Link to Unemployment and Probation ........................................................... 12 2.8.2 Link to Substance use ....................................................................................... 12 2.8.3 Link to Addiction .............................................................................................. 13 2.9 Social Context ........................................................................................................... 13 2.10 Policy Context ......................................................................................................... 14 2.11 Social, Personal and Health Education ................................................................ 15 2.12 International Strategy ........................................................................................... 16 2.13 Child Well-being .................................................................................................... 17 2.14 Education System ................................................................................................... 17 2.15 Tobacco ................................................................................................................... 18 2.16 Alcohol .................................................................................................................... 18 2.17 Drugs ....................................................................................................................... 19 2.18 Social Isolation ....................................................................................................... 20 2.19 Drug Education ...................................................................................................... 20 2.20 Theories in relation to Substance Use .................................................................. 21 2.21 Conclusion .............................................................................................................. 22 Chapter 3: Methodology .................................................................................................... 24 3.1 Introduction .............................................................................................................. 24 3.2 Research Approach .................................................................................................. 24 3.3 Triangulation ............................................................................................................ 24 3.4 Informed Consent .................................................................................................... 25 3.5 Negotiating Access ................................................................................................... 25 3.6 Research Setting ....................................................................................................... 26 3.7 Quantitative Research ............................................................................................. 26 3.8 Qualitative Research ................................................................................................ 26 3.9 Sampling ................................................................................................................... 27 3.9.1 Questionnaire Sampling ................................................................................... 27 3.9.2 Focus Group and Photo-voice Sampling ........................................................ 27 3.10 Data Collection: First Phase ................................................................................. 28 3.10.1 Questionnaire .................................................................................................. 28 3.10.2 Questionnaire: Design .................................................................................... 28 3.10.3 Questionnaire: Pilot ........................................................................................ 29 iv 3.10.4 Questionnaire: Delivery .................................................................................
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