Povzetek
Preventivna znanost je v zadnjih desetletjih prispevala številne dokumente, v katerih so na podlagi dolgoletnih raziskav zbrane številne ugotovitve, kaj v preventivi deluje in kaj ne. Praksa žal v veliki meri ne sledi znanosti, saj še vedno uporabljamo pristope, ki so neučinkoviti oziroma škodljivi. To je tudi posledica dejstva, da v praksi ne obstaja poklic »preventivnega delavca« oziroma strokovnjaka, torej je izobraževanje na področju preventive prepuščeno posameznikom in njihovi samoiniciativi. S tem nehote ustvarjamo razlike med ciljnimi skupinami, ki so vključene v preventivne dejavnosti, saj so te od »preventivnih delavcev« deležne različnih pristopov, ki pa včasih niso strokovni. Z učinkovitimi preventivnimi programi, ki temeljijo na obstoječih standardih in smernicah, se lahko izognemo nenamernemu ustvarjanju razlik med ciljnimi skupinami, hkrati pa lažje dosegamo zastavljene cilje programa.
Abstract
Prevention Activities at Schools
Over the last decades, prevention science has contributed numerous documents which, based on many years of studies, contain multiple findings as to which prevention measures are effective and which are not. Unfortunately, practical work does largely not follow science, which is why ineffective or harmful approaches are still being applied. That is also occurring due to the fact that a “prevention professional” or expert position does not exist in practice, meaning that as far as prevention is regarded, education is left to solely individuals and their own self-initiative. Thus, differences are unintentionally created between target groups taking part in prevention activities, as they are subjected to “prevention professionals” who apply different approaches which are sometimes not competent. By introducing efficient prevention programs, which are based on existing standards and guidelines, unintentionally created differences between target groups could be avoided, and set-out program goals could more easily be met.