Toolkit_Drug Prevention_07.09.2011

HILLCREST SECONDARY SCHOOL
A British Curriculum Co-educational International School (13–18 years)
P. O. Box 24819 Nairobi 00502 Kenya E-mail:
admin@hillcrest.ac.ke
Tel: (254 20) 806 7783/4, 266 2137/8 Mobile: (254) 0724
255 444, 0733 255 442
Fax: (254 20) 358 3697 Website:
www.hillcrest.ac.ke

Tel: (254 20) 806 7783/4, 266 2137/8 Mobile: (254) 0724
255 444, 0733 255 442
Fax: (254 20) 358 3697 Website:
www.hillcrest.ac.ke
Thank you very much to the students for their great inputs; you gave the spirit into
the structure. The parents for their concerns and support; you assisted us to make it
happen. The head master for his openness and continuous support and the teachers
colleagues for their ideas and motivation.
The program originates from actual incidences in the school. A workshop for
students, parents and teachers set the framework for the whole Prevention Program,
which started off in the School Year 2011 – 2012 at Hillcrest Secondary School.
The Manual intends to assist other schools to come up with their own human
centered design for a drug prevention program.
The toolkit follows in all aspects the HUMAN CENTRED DESIGN TOOLKIT (ideo).
WHY DO A HUMAN-CENTERD-DESIGN?
Because the people are the experts. They are the ones who know best what the right
solutions are.
The Human-Centered Design (HCD) will help you to hear the needs of the youth in new
ways, create innovative solutions to meet the needs, and deliver solutions with financial
sustainability in mind.
The HCD Process
 HEAR
STORIES
OBSERVATIONS
 CREATE
THEMES OPPORTUNITIES
 DELIVER
SOLUTIONS
PROTOTYPES
IMPLEMENTATION PLAN
 HEAR
During the Hear Phase collect stories and inspiration from people and other resources.
Designing meaningful and innovative solutions for drug prevention that serve the youth
begins with understanding their needs, hopes and aspirations.
 CREATE
In the Create phase, work together in a workshop format to translate what you heard
from people into frameworks, opportunities and solutions.
 DELIVER
The Deliver Phase will begin to realize your solutions through rapid revenue and cost
modeling, capability assessment, and implementation planning.

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HEAR
 PEOPLE’S STORIES
 OBSERVATIONS
 DEEPER UNDERSTANDING OF NEEDS, BARRIERS AND
CONSTRAINTS

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Step 1: EXISTING KNOWLEDGE
The first step was to look if there are already existing programs on drug prevention
programs for Secondary Schools in Kenya instead of School Policies which are used more
to react than to prevent. In the course of the research the design team came across the
UN ODCCP ‘A participatory handbook for youth drug abuse prevention programmes’.
Among personal and environmental risk factors to get drug addicted as a teenagers, an
underlying theme was found in an UN survey across countries: One of the reasons given
by youth from the developed world and from the middle classes of the developing world
was BOREDOM: A lack of interest in anything, a lack of willingness to do something, a
lack of motivation to involve yourself in any kind of activity that makes you feel good,
frustration with what you have and don’t want……… A LACK OF OPPORTUNITY TO
EXPRESS YOURSELF.
Especially in private secondary schools parents expect a good performance from their
children while spending much money for their education. The student’s life is quite
protected and free movement is restricted because of the crime rate. Life therefore, is
limited to homes, school, shopping malls, neighborhood and selected discos. They depend
on drivers or parents to bring them to the places they want.
In some families parents have lost contact to their children from an early age and are
then confronted with a teenager who they rarely know. Nowadays both parents are
working and the child is left with a house girl, which is very affordable in Kenya.
Money replaces love. Students have access to a lot of money from their parents and the
use of it is not limited.
The ambivalence is, although their freedom of movement is restric ted, a number of
teenagers do not experience any choices and limits set by their parents.
Other risk factors are cases of drug and alcohol abuse among the parents and relatives,
several movements to other countries as expatriates, sense of belonging to a certain
“elite” class in the school what makes young people more vulnerable.
Step 2: REAL STORIES
Experts like school counselor, school nurse, etc. can be called upon to provide in-depth
and technical information.
Experts from outside like police officer, drug advisors and counselors can be useful in
cases where you need to learn a large amount of information in a short period of time,
and/or where others have already done research on the topic of drug prevention
programs.
 Select experts who have a deep understanding of your target group (in our case
middle class to upper class students of a private school institution.

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 Facilitator Notes:
Time: 1,5 - 3 hours
1) Identify the areas or topics that you would like to talk to experts.
2) Find these experts. Try to speak with people who have different opinions on the
topics to challenge the team to think in new ways.
3) Capture the stories (see Youth&Drugs_II_Stories). Additional information on
www.drugfreeworld.com, which presents real life stories of young Americans and
their way into drugs.
Step 3: PRESENTATION FOR PARENTS
CASE STUDY 1
PRESENTATION FOR PARENTS
After some drug related incidences at the school, the school counsellor invited interested
parents for a presentation to share the existing knowledge, why young people are more
prone to take drugs. Access the presentation on Workshop
Parents_Youth&Drugs_11.10.ppt and Youth&Drugs_12.10.doc.
During the meeting parents expressed their concerns that the school would not do
enough to prevent drug abuse. They were quite reluctant to see their responsibilities to
set limits and give choices. Some parents had lost contact what is going on in a young
person’s life nowadays and adjust what others are doing.
The outcome of the presentation was that the parents requested a follow up workshop
with parents and students together. Parents requested further to invite next time some
drug advisors to participate.
 Do you have all the knowledge to present the different views of all the different
international/class clientele? If not, it may make sense to invite guest speakers to
fill the gap.
 Do the participants expect from the school counselor to take their burden and
focus instead what the school is doing? If so, their discussion will turn back to
school and its responsibility to prevent their children from drugs. It may be helpful
to prepare an introduction that makes the purpose of the presentation clear and
invite an external expert who is accepted by the audience and who has
experienced similar situations like the parents. Give space for the parents to
address their concerns to a representative of the senior management team of the
school.
 Set the time of the presentation so that a lot of parents are able to attend.

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Time: 2 hours
1) Generate a list of topical areas you would like to explore with the parents: >>
youth life – parents/teens >> sources of expressing of current youth >>
communication between parents >> parenting today and past etc.
2) Prepare presentation (see presentation on Drug Abuse_Youth_09.10.)
3) Develop strategies how to handle returns from parents that it is the
responsibility of the school to prevent their children to take drugs. Develop a
strategy how to include quieter participants and how to ask people who may
be dominating the conversation to allow other people to answer.
4) Prepare post-it notes and flip chart or large sheets of paper.
5) Give time to answer questions and to gather additional topics the parents
would like to discuss after hearing the presentation.
6) Capture notes, thoughts and observations from the participants as they speak.
Stay with one theme until the audience has exhausted it. Then move to
another one.

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CREATE
 Opportunities – From inspiration to ideas,
from stories to strategic directions
 Solutions
 Prototypes – is about building to think, process of
making ideas real and tangible
 Brainstorming – makes us think expansively

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Step 1: GROUP WORKSHOP – PTS Parent-Teacher-Student
Group interview can be valuable way to learn about a specific clientele quickly. They offer
a good opportunity for learning about current youth life and family dynamics,
understanding general intergenerational gaps and issues, and giving everyone the chance
to voice their views.
CASE STUDY 2
WORKSHOP: PTS
Two months after the presentation the school counsellor invited interested students and
parents for a workshop to come up with a Hillcrest Secondary School owned Drug
Prevention Program.
Additionally, guest speakers who work in the field of psychological and technical
counseling were invited to share with the plenary. For the full report see
Report_Workshop PTS 02.11.doc.
The workshop started with presentations of existing knowledge of drug abuse among
teenagers and important aspects of a drug prevention program. The facilitator noted
down important stories, quotes and observations.
The major output was next to the concept for a drug prevention program the
intergeneration dialogue which enfolded during the workshop. Especially the parents
gained a lot of insights from the younger generation.
Guidelines for the group meetings:
Size: 3O PARTICIPANTS
Age: 5 mixed groups of parent/teachers and teens. Let teens sit together with
other parents. In each group 2 students, 2 parents and 1 teacher.
Time: Set the workshop on a date and time, that students feel encouraged to
participate. Avoid times before holidays.
Advertise: Advertise for the workshop in advance through school bulletin, emails
to parent, teachers and school assemblies.
Guest Speakers: Involve experts to give additional knowledge and who can
understand the targeted clientele.

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255 444, 0733 255 442
Fax: (254 20) 358 3697 Website:
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 Do you have all the knowledge to present the different views of all the different
international/class clientele? If not, it may make sense to invite guest speakers to
fill the gap. Additionally, invite max. two people who can give a testimony about
their drug abuse and their rehabilitation.
 Are participants used to workshop settings and are they familiar with the objective
of the workshop? If not, make a clear statement that makes the purpose of the PTS
workshop. Provide a clear time and setting frame and discuss rules.
 Set the time of the workshop so that a lot of people are able to attend. Be aware of
working hours and holidays to attract a bride spectrum of people.
 Have all the participants attended the first presentation? If not, send a summary
report to the participants before the workshop.
Time: 1,5 hours
1) Find venue, date for the workshop. Select experts and instruct them on what
topic to talk about. Here experts were instructed to prepare presentations on
the current situation on drug abuse among youth in Kenya, the risk factors and
guidelines and tips for a prevention program.
2) Gather the participants together in a room with plenty of wall space. Let the
participants sit in small groups of five: 2 students, 2 parents, 1 teacher.
3) Distribute post-it notes and markers. Have a flip chart paper or large sheets of
paper, colored paper, tape and a scissor on their desk.
4) Give a short introduction into the workshop and summarize for the new
participants the highlights from the prior presentation and ideas generated.
Flip them through the real stories gathered.
5) Invite the guest speakers to talk about their topic. Leave time for questions
from the participants.
6) Capture your thoughts, observations on the post-its as the guest speakers
speak. Everything which is said during the presentations and plenary
discussions should be captured in a note: quotes, observations, hindrances,
ideas, advises etc.
7) Affix all post-it notes to the flip chart paper or large pieces of paper on the
wall. When a new topic starts, hang it on the wall and move to the other topic.

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255 444, 0733 255 442
Fax: (254 20) 358 3697 Website:
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Step 2: THEMES FOR DRUG PREVENTION PROGRAM
Making sense of the presentations, the real stories from the school and the thoughts and
the thoughts and insights from the workshop participants, is accomplished by seeing the
patterns and themes. Seeing the patterns and interconnections between the data will
lead you quickly toward real-world solutions.
CASE STUDY 3
WORKSHOP: PTS
After the presentations and the following discussions the facilitator looked over the
information from the presentations of the guest speakers, the real stories from the
school, the thoughts and insights from the workshop participants and extracted four key
themes:
 Attractive Healthy Environment
 Parents/Teachers and Youth Relationship
 Informed Choices
 Hillcrest Life Skills
Select key information:
Look across the information. Edit out the details that are not important. Chose the
information you find surprising, interesting, or worth pursuing.
Aggregate big thoughts:
Are some of the thoughts lankier? If so, aggregate them. Take several related
pieces of information and re-write them as one big insight.
Work at the same level:
Check that the insights sit at the same level – that they are all big thoughts. If
you find you have some lower level thoughts, consider whether they might be
reformed at a higher level.
Creating themes can be an engaging and rewarding experience.
Work together as a team to decide how to create buckets and themes.
Arrange and re-arrange the post-its on the wall until the team is satisfied

Tel: (254 20) 806 7783/4, 266 2137/8 Mobile: (254) 0724
255 444, 0733 255 442
Fax: (254 20) 358 3697 Website:
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Time: 1,5 hours
1) Present to the group the observations, notes and quotes which you have
written down during the presentation phase. Ask the group if they have further
notes, thoughts related to the presentations. If yes, write them down on post -
its and fix them on the wall.
2) Ask the group to choose 5 key post-its that are most surprising, interesting, or
provocative.
3) Group these into related thoughts. Write a new succinct insight statement on a
new post-it for each grouping which summarizes the big takeaway.
4) Again ask the group to select the 5 most interesting quotes, observations
and/or insights.
5) On a new board sort this into themes.
6) Check to make sure the themes are at the same level. If a theme is too
specific, prompt the group to find the bigger idea. If a theme is too broad or
has too many different ideas under it, ask them to break it down into several
buckets.
7) When finished sorting, give each theme a title on a new post-it. Put them on
new board to facilitate the next step of opportunity identification.
Step 3: CREATE OPPORTUNITIES AND NEW SOLUTIONS
Once you have pulled out the themes from what you heard, you can start creating
opportunity areas. The process to translating insights into opportunities is about moving
from the current state into envisioning future possibilities and solutions.
CASE STUDY 4
WORKSHOP: PTS
In the last part of the workshop the facilitator engaged all participants to generate
opportunities and new solutions to the four themes extracted before. She made sure that
the groups reflect different age groups and genders.
All groups presented their ideas in the plenary and engaged in more brain storming of
opportunities.
 Use different color post-its for your opportunity statements
This will help to visualize separate insights from opportunities for the next step.
Go for Quantity, Not for quality


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 Insight
For young people healthy living is boring, health has to be attractive for them.
Solution
A benefit concert with famous singers. This is a solution.
Ask yourself: What needs are answered by this solution?
Answer: The need for young people that information on healthy living has to be
carried in an attractive way.
Opportunity
How might we spread the info on drug related issues to the youth in an attractive
way? How might we better educate the youth on drugs so that they can relate to
it?
Time: 1,5 hours
1) Prepare the groups (remember that you have mixed groups in which parents,
teachers and students are equally presented) to begin defining opportunity
areas by telling them that each group will start to create new ideas t o one
theme.
2) Group members use post-its, markers, flipchart paper which was distributed
to each group table before. Ask the teams to start their opportunities with the
words “How Might We….? To start a mindset of possibilities.
3) Spend at least 30 min on each theme generating opportunity statements and
solutions for their theme. Place the post-its next to the theme area.
4) If the team gets stuck, read the insights from each theme area as a way to jolt
the creativity of the team.
5) Invite all workshop members in front. Ask each group to present their
opportunity and solution statements. Give room for the others to ask questions
and to discuss the opportunities and solutions.
6) Photograph each presentation on opportunities and solutions for the further
process.
Step 4: MAKE IDEAS REAL
Prototyping is about building to think. This means creating the solution so that it can be
communicated to others and making the idea better. Prototyping is to develop a deeper
understanding of what an idea means and to reveal questions and to create an internal
dialogue about how the concept works and external communication about the concept.
Common prototyping forms are: Models, Storyboards, Role Play, Diagram/Mapping

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CASE STUDY 5
HILLCREST SECONDARY SCHOOL STRATEGY:
DRUG PREVENTION
During the initial research, the school counselor heard about the different needs of
students and parents concerning a drug prevention program. Out of this she developed a
three module concept:
1. An info & awareness week in September,
2. A closing party of the week at the school and a fun event the day after, and
3. Info boots at famous shopping malls in December for the public combined by public
service announcements.
While presenting the concept to the staff members of the school, she realized that some
modules were too complex like the public service announcements which would need a lot
of time and professionalism to produce, also the party event was too expensive and
complex to host alone.
After a drug prevention committee was founded with interested staff members of the
school, the Hillcrest Drug Prevention Program was simplified and resulted in a five step
modular program, which fits the needs of all parties involved: Students, parents and
teachers. The whole concept can be viewed on: Hillcrest_Secondary School_Drug
Prevention.ppt
CASE STUDY 6
ENGAGING THE STUDENTS AS CO-DEVELOPERS
A competition among the students should engage them to find a SLOGAN for the drug
awareness week and the festival. THE RULES were:
 Use max. 3 words.
 Positively Formulated.
 DO NOT USE WORDS like “no”,
“anti-”, “against” or “-free”.
 DO NOT USE the word “drug”
 Should be cool and appealing.
Although not many students participated, the following slogan was selected:
“HIGH ON LIFE”.
While the committee was discussing the festival event, the team found an additional
slogan:” FEELING FREEDOM FESTIVAL”.
The drug prevention committee and event organizer Michael Kuzi partnered with the Art
Department of the school to design together with students the LOGO, BRACELET and
DESIGN of the feeling freedom festival. Because the students are the experts and
consumers of the event, the drug prevention committee asked the students to draw
pictures which reflect the slogan of the event: High on Life and Feeling Freedom, which
could feature in a logo on a t-shirt, bracelet, and the design of the festival.

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Additionally, the members of the student parliament were asked to engage with the
students to come up with ideas, how they could SENSITIZE STUDENTS on the festival fair
to drug related issues: simulate being high with goggles and then ask students to walk
straight along a path; simulate trance through steering at spirals and then ask to do
some tests etc.
CASE STUDY 7
ENGAGING THE TEACHERS
The school counselor advocated for the drug prevention strategy among the teachers.
The Headmaster stated his total support for the program. The Head of Departments were
asked to come up with tangible ideas how they could incorporate drug related topics in
their subject classes for certain age groups during the week of awareness. Access the
table with the ideas in: Drug Topics in Clas_06.11.doc.
An important step was to review the school’s policies on drug education and prevention,
anti-smoking and to make them public to all teachers, parents and students on the
school’s internet. Access over www.hillcrest.ac.ke / secondary school / Community /
Policies. For this the headmaster met with three teachers to review them. Additionally, a
flyer was designed to bring over the message of the school’s drug education and
prevention policy in an easy to understand way to all teachers, staff and students. To see
the flyer access: Flyer_School Drug Policy_08.11.pub.
 It is crucial for the success for a school prevention program that the
headmaster is fully supporting the idea and concept and encourages the
teachers to participate.
 Present the draft concept from the PTS workshops to the Head of Department
and ask for their feedback. Honor their contribution to gain their support.
Incorporate their suggestions.
 Ask members of the teacher’s staff who are passionate to participate in the
drug prevention committee for the creation and delivery process.

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255 444, 0733 255 442
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Imagine the Value Proposition
For each prototype, answer these questions to start building the value of the idea:
 Who will benefit from this idea? What is the value to the school, pupils,
parents, teachers?
 Why and how is this idea better than alternative options?
 How much is this benefit worth to them?
 How much would they be willing to pay for this benefit?

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255 444, 0733 255 442
Fax: (254 20) 358 3697 Website:
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DELIVER
 Identify required capabilities
 Create a model for financial sustainability
 Develop an innovative pipeline
 Plan pilots and measure impact

Toolkit_Drug Prevention_07.09.2011

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Toolkit_Drug Prevention_07.09.2011