P42 YPAGne – engagement and involvement. ensuring the voice on yooung people is heard

Abstract

common drug used at last overdose. Of the resuscitation methods reported at last personal overdose, none included naloxone administration. Knowledge of the correct signs of overdose was similar pre-and post-video (97% pre vs. 100% post, p=0.32). The proportion of responders correctly answering overdose risks (51% pre vs. 89% post, p<0.001), proper use of naloxone (46% pre vs. 100% post, p<0.001), and order of resuscitation steps (49% pre vs. 86% post, p<0.001) significantly improved post-video. Conclusions Many AYA with severe opioid use disorders have witnessed overdoses, and naloxone appears to be underutilized in this population. Although overdose signs were well recognized, naloxone resuscitation mechanisms were not well understood. A brief video at time of prescription significantly improved knowledge of proper use of naxolone. Future study should investigate whether increased knowledge results in improved naloxone use.Aims We describe two experiential programmes toward school shaming and bullying (S/B), aiming at prevention, identification and early intervention. Methods Teachers attended a 2-day train-the-trainer workshop. 1stday: 8 simulation-based S/B scenarios, where communication with pupils and with parents role-played by actors was exercised. Teacher-actor encounters were video-recorded to be screened during debriefing sessions. 2nd day: Teachers were trained to conduct school discussions on S/B with other school staff, utilizing video-recordings of their own training. Teachers completed a 4-grade-Likert-scale questionnaire rating the workshop's quality, value, and relevance for approaching S/B situations, as well as open ended questions regarding their workshop's experience. Results 91 teachers attended 6 train-the-trainer workshops. The average rates for the workshop's quality, value, and relevance were 3.86, 3.57 and 3.71 respectively. A unanimous satisfaction was expressed with a plea for further training and professional supervision. Work in progress: Following the teachers' programme, we developed an S/B experiential oneday workshop for secondary school pupils. It included: a. An Internet-based-survey regarding psychological effects of S/B; b. A child psychiatrist's talk on outcomes related to S/B victims. Perpetrator-victim characteristics were emphasized and tools for identifying and coping with S/B were suggested; c. A virtual-reality scenario (developed in collaboration with Openmind 360 Inc.) of cyber-shaming that allows the viewer to choose different pathways that may follow the shaming situation. A social worker led a discussion about the shaming scenario and the alternative pathways; d. A stage performance: a teenage boy (actor) proudly tells a friend about himself bullying another boy. He then admits being a violence victim at home. A discussion of the scenario was led by a school counselor; e. A discussion based on the results of the pupils'pre-lecture survey and the experiential exposure in each group concluded the workshop. In the course of 2 school years 690 10th grade pupils (48 g...