Teaching The Modules

HOW TO USE THIS SECTION

This section deals with each of the ten modules includes in these guidelines. The grid indicates the page numbers of the relevant modules in each year of the curriculum.

The introduction gives some background to the theme of the module and its importance in the life of the 12-15 year old student. The section dealing with whole school issues links the SPHE classroom topics to related aspects of school life. Teaching the module lists resource materials which can be used for the various topics.

The listing of particular resource materials is designed to show how already existing and readily available SPHE materials can be integrated into a school's SPHE programme. For all modules, teachers must make the selection of resource materials most appropriate to the needs of the students, the aims of SPHE and the particular place for the materials within an overall SPHE programme.

BELONGING AND INTEGRATING

INTRODUCTION TO THE MODULE

A sense of belonging is valued by everyone, but it is of particular significance for the adolescent. In the time of transition between childhood and adulthood, a sense of personal identity can be difficult to establish and maintain. In addition to the transition from childhood to adulthood, the adolescent must also face the transition from primary to post-primary school. This `double transition' is a particular challenge for the post-primary student in the junior cycle seeking to establish a sense of identity and a sense of self. In such circumstances, the adolescent seeking identity looks to others for validation and support.

Research shows that for the vast majority of students the initial anxiety about the transition from primary to post-primary education soon passes as familiarity with the organisation grows and links with peers become established. But for some students, the transition process is less successful. Particularly at risk are those students who experienced a variety of problems at primary level. Studies of those who drop out of school prior to the school leaving age indicate that a large number of these students never actually `dropped in'- they never integrated into the school in the first place.

This module of SPHE recognises the significance of a sense of belonging for the adolescent and the importance of a successful integration into the post-primary school. Students are given an opportunity to explore how they might make new friends and to develop co-operative and group work skills. Bullying - a significant source of anxiety for first year students and a particular problem among second year students - is also addressed in this module.

WHOLE SCHOOL ISSUES

ORIENTATION PROGRAMME

Most students' first encounters with post-primary education happen in the realm of the mythical. They may be told that their current standard of work or behaviour will not be accepted in the `big' school. Older

siblings or neighbours enjoy passing on the myths of `how things are' in the local second-level school; stories of rites of initiation or the most dreaded teacher abound. New students bring all these myths to their first official encounter with their post-primary school. The organisation of that official first encounter is a task that most schools take very seriously. Many schools offer their first year students an orientation programme prior to the official beginning of the school year; some schools draw on their senior students as key resources in such a programme. This peer education approach is particularly effective as it can help new students to feel at ease. It is important that new students feel welcome and secure. In addition, peer education methods can demythologise school for new students who can hear the `real' story from `real' students.

POLICY ON BULLYING

One of the ways in which all students and new students in particular can feel protected is if the school has a clear policy on bullying - a policy which is supported by the whole school community - parents, teachers and students.

SCHOOL ATMOSPHERE

It is difficult to define school atmosphere, yet most people have a sense of the characteristics of a `good school spirit'. A school with a `good spirit' is a friendly place with good working relationships between staff and students, among the staff themselves and between students in different years. Such a school may be characterised by a wide variety of out-of-class activities organised by staff and students alike. School spirit is neither a matter of luck nor tradition. It is a product of hard work. A module of SPHE dealing with belonging and integration can only be successful if students find warmth and acceptance in classrooms other than the SPHE classroom. Successful integration into the school community will only be achieved if the school is seen as something worth belonging to.

TEACHING THIS MODULE

SELF - MANAGEMENT

SELF - MANAGEMENT MODULES IN THE SPHE CURRICULUM

INTRODUCTION TO THE MODULE

The world of the adolescent is complex. To the student who has recently moved from primary to post-primary school it can seem very complex indeed. The need to belong to the new school community is matched by the need to develop the skills necessary to deal with timetables, new teachers and new procedures.

A s the student moves through the junior cycle s/he will need to develop good work practices and effective study skills. Learning how to study is the first step to successful study and a significant factor in the promotion of self-directed learning. Lessons in study skills in Social, Personal and Health Education must be supplemented by parallel lessons in studying particular subjects - otherwise students may have difficulties transferring the generalised skills to the requirements of specific subjects. Therefore, in planning for SPHE, consideration will need to be given to the need for ongoing communication with all the staff of the school.

Astudent who is working to a well thought out personal study plan has a greater sense of control than the student working from an ad hoc approach and s/he is less likely to experience undue stress or anxiety prior to examinations. While such skills and practices can help a student in an examination context, they are equally vital in helping a student to make the most out of the variety of teaching and learning opportunities offered at school. A student who has the skills necessary to work effectively is more likely to have a positive attitude to learning and to school. Learning how to work effectively can give students a sense of pride in their own effort and help them to see the relationship between effort and achievement. Indeed, a positive attitude to effort can counteract an over-emphasis on performance and achievement.

Self-management and organisational skills give students a sense of control over their own time and work. Such skills are transferable to out-of-school activities and, in later life to third level education and the workplace.

Self-management is about developing independence and experiencing empowerment. It is also of significance for the efficient running of classrooms and schools. Many teachers at second level will indicate that lack of selfmanagement skills on the part of pupils can be a cause of a significant amount of indiscipline and disorder in the classroom. Forgetting books and equipment for classes, getting lost because of a misread timetable, forgetting to do homework or submitting incomplete work - all these behaviours can manifest themselves right through the school. They are not confined to first years.

WHOLE SCHOOL ISSUES

COMMUNICATION

Classrooms are places of communication. Teachers, as well as engaging in the process of teaching, also communicate information about the next stage of the work, the books or equipment needed, the preparation or homework required or the time allotted to a given class or home task. Given that a student may receive anything up to ten sets of such information in a given school day, the need for clear instructions from teachers is obvious. A written record of these instructions, in a homework journal for example, is always a useful aid to student record keeping and planning and can encourage a sense of responsibility.

Information for the whole school - whether by information bulletin or public address/intercom announcement - should be conveyed with the same clarity. The means of communication chosen should reflect the nature and importance of the message.

TEACHING THIS MODULE

COMMUNICATION SKILLS

COMMUNICATION SKILLS MODULES IN THE SPHE CURRICULUM

INTRODUCTION TO THIS MODULE

It is ironic that as we move into the age of global communication, the need for skills in interpersonal communication becomes even greater. For the adolescent moving from narrow range of childhood communication into the more extended range of the adult, the need to develop and practise these skills is even more pressing.

Students who can express themselves with confidence and in a style appropriate to the context are more likely to ask questions in class, to participate in group work and to benefit from out-of-school activities and visits. They should be better able to handle situations of conflict and to take constructive criticism.

Communication skills are not just about self-expression; they are also about the development of active listening. The skill of active listening is not easily acquired in an age where the sound and image byte seem to train the students to concentrate for ever decreasing amounts of time!

Therefore, time spent developing communication skills is valuable time for a number of reasons. Firstly it is of great benefit to the student in his/her own personal life. Communication skills learned in the classroom are transferable to home and life outside home and school. Secondly, the development of communication skills can enhance the participation of students across the curriculum. And thirdly, the use of skills for conflict resolution can reduce the risk of aggressive behaviour.

WHOLE SCHOOL ISSUES

TEACHER / STUDENT COMMUNICATION

If students are to be supported in the development of communication skills, then the teachers they encounter in school should, whenever possible, model those skills for them. Teachers who encourage questions, value discussion and use a wide range of teaching methodologies are providing supportive environments for the development of

good communication skills. Classrooms where there is too much teacher talk, reading or demonstrating, with little opportunity for student questions or discussion can inhibit the development of good communication skills.

Classrooms and schools should also be places where criticism and correction is given constructively and focused on the behaviour rather than the person.

STUDENT - STUDENT COMMUNICATION

It is natural for students to associate in school with a group of like-minded friends, usually from the same year group and often from the same class. Students need particular encouragement to communicate with students outside their own particular group.

Social activities, which have appeal across the range of ages, and leadership structures which facilitate interaction between students in different years, can help promote this communication. The use of peer education strategies in school, especially in SPHE, can be an effective method of breaking down barriers between groups of students. It can also encourage students to listen to one another.

Student councils are particularly effective ways for students to develop and practise a range of communication skills, and to be constructively involved in school policy formation. Many student councils produce newsletters and bulletins, which are useful means of communication in a school.

TEACHER - TEACHER COMMUNICATION

Good communication between staff members is obviously essential to the smooth running of the school. But is also important in modelling communication skills for the students. Students should be able to see and hear that teachers are communicating with each other about day to-day issues, or about the particular needs of a student or a class.

TEACHING THIS MODULE

PHYSICAL HEALTH

PHYSICAL HEATLH MODULES IN THE SPHE CURRICULUM

INTRODUCTION TO THIS MODULE

It is impossible to consider a single aspect of health in isolation. Thus, while this module focuses in particular on the physical dimension of health is also stresses the relationship between physical health and a positive selfimage and sense of well being.

This time of physical growth and development brings with it worries about physical appearance, change in body size and shape, condition of skin and hair, concern for personal hygiene and diet. The physical health module of SPHE seeks to complement these natural concerns of the adolescent with appropriate information on healthy lifestyles. The aims of the module also make it clear that students are to identify personal realistic strategies for the improvement of their own lifestyles. The normality of a range of body shape and size is also stressed in the module - an important feature of any discussion of diet and eating habits given the increasing prevalence of eating disorders among adolescents.

The importance of rest and some techniques for relaxation are also covered in this module. These are designed to support work done in other modules on enhancing examination performance and dealing with stress. Young people who feel well, learn well. They have more energy and enthusiasm for work and play.

WHOLE SCHOOL ISSUES

THE SCHOOL CANTEEN / SHOP

Many schools have some form of student canteen or shop available to students at lunch and break times. The menus or selection of goods should support what is taught about a balanced diet in SPHE and in subjects such as Home Economics and Science. A student who participates in an SPHE lesson on the importance of healthy eating and then goes to a canteen or shop which sells only those things which s/he has just learnt must be kept to a minimum will rightly question the credibility of the SPHE programme. While such facilities may sometimes be out of school control, schools still have a responsibility to ensure that healthy choices are offered to the students.

PROVISION FOR EXERCISE AND PHYSICAL ACTIVITY

It is not possible to expect students to take exercise seriously unless the school itself is seen to do the same. A comprehensive Physical Education programme for all students goes a long way towards teaching young people that exercise is essential for health and well-being. In support of the work of teachers of Physical Education, parents and community groups should be encouraged to provide local access to facilities, training and coaching.

TEACHING THIS MODULE

FRIENDSHIP

FRIENDSHIP MODULES IN THE SPHE CURRICULUM

INTRODUCTION TO THIS MODULE

Adolescent friendships can be complex and intense. Being a friend and having friends are two of the most important elements of the process of forming a sense of self and a sense of the world. While other modules of SPHE Belonging and Integrating and Relationships and Sexuality for example ­ deal with issues relating to friendship, this module offers students an opportunity to examine the nature and role of friendship itself and, in particular, the way in which friendships change and develop over time.

This module also examines bullying behaviour and the way in which some friendships can be destructive and have a negative influence on our lives. Relationships with siblings - a thorny subject for some adolescents - are also covered in this module.

The pattern of friendships in a class can have a significant impact on the way the class works, behaves and relates to other classes and to teachers.

WHOLE SCHOOL ISSUES

METHODOLOGIES

The use of teaching methodologies which allow for well-planned group work and structured interaction between students can help to make classrooms and schools friendlier places.

CLASS TEACHERS / TUTORS

Many first year students find it difficult to make the adjustment from relating to one teacher to dealing with up to nine different teachers in a single day. There are students who, on the first available half day, rush back to visit their primary school teacher to tell her or him all about the new school! The security, familiarity and continuity of primary school may not be found to the same degree in the structures of the post-primary sector. Therefore, many schools operate a tutor or class teacher system, which designates a teacher as having a particular responsibility for a class group.

Tutors can be active in supporting a friendly atmosphere in a class. Tutors can encourage get well or congratulations cards as appropriate. They are also in close contact with the class and will usually be approached when disputes arise between friends and even between enemies. Ideally, this tutor should also be the teacher of SPHE. A wellsupported tutor system is an important factor not just for this module of SPHE but for the success of an SPHE programme in a school.

SOMETHING TO THINK ABOUT

This pastoral role should not be confused with a disciplinary role - the pastoral system should not be at the service of the code of discipline although it has a role in ensuring students are involved in preparing and agreeing the code. A code of discipline is essential for the smooth running of a school and the safety of staff and students. A pastoral or tutor system is student rather than school focused.

TEACHING THIS MODULE

RELATIONSHIPS AND SEXUALITY EDUCATION

RELATIONSHIPS AND SEXUALITY EDUCATION MODULES IN THE SPHE CURRICULUM

INTRODUCTION TO THIS MODULE

Sexuality is a key element of healthy social and personal development in all our lives, but particularly in the life of the adolescent. Adolescence is marked by the onset of physical and sexual maturity. It provides a wider range of opportunities for socialising with members of the opposite sex. This stage of development is also marked by the establishing of first significant boyfriend/girlfriend relationships, by the first experience of sexual attraction and by the experience of falling in, and out, of love. There is greater freedom and responsibility, and exposure to a bewildering variety of messages about sexuality, issues of sexual orientation and the place of sexuality in personal and social life.

Sexual development calls for the critical evaluation of the wide range of information, opinions, attitudes and values with which adolescents are bombarded.

WHOLE SCHOOL ISSUES

RSE POLICY

All teachers should be aware of the school's RSE policy. The policy should be developed in consultation with the partners in education - parents, staff, Board of Management and students where appropriate. Provision should be made for ongoing evaluation and review of the policy. The evaluation should involve those who took part in the initial consultation process of policy development.

An effective programme of RSE as part of broader SPHE must be supported by a school climate marked by gender equity and a healthy respect for sexuality. These key principles require particular attention in single sex schools.

PARENTS

The work of RSE in the school is designed to be supportive of the efforts of parents and their concerns for the health, safety, security,and well being of their children. Parents are aware of the contemporary cultural context in which adolescents must grow to adulthood. They are aware of the religious traditions, civic, moral, spiritual, familial and personal values and priorities which they hold to be important and which they endeavour to hand on to their children. A school programme of relationships and sexuality education, planned in consultation with parents, should reflect these values.

While the whole school community works in partnership with parents, particular efforts to promote such partnership should be made in the context of RSE.

THE MORAL FRAMEWORK

The aims of RSE set it firmly within a moral, spiritual and social framework. A positive attitude to sexuality will be expressed in a responsible and respectful attitudes and behaviour towards oneself and others. It will recognise that sexual behaviour is not just a personal and private matter, but has social and community implications as well. Decisions about such attitudes and behaviour are made in the light of the knowledge, understanding, skills and attitudes delivered in RSE, inside and outside school. The values inherent in the programme should be consistent with the core values and ethos of the school.

TEACHING THIS MODULE

EMOTIONAL HEALTH

EMOTIONAL HEALTH MODULES IN THE SPHE CURRICULUM

INTRODUCTION TO THIS MODULE
Building on the work done at primary level on differentiating between different moods and feelings, this module of SPHE focuses in particular on the emotions associated with adolescence. There is growing recognition that the health of the emotions is as important as the health of the body and that poor emotional health can have implications for physical health and well being.

There are a number of factors which impinge in particular on the emotional life of the adolescent. While the hormonal changes of adolescence bring their own pressures to bear on emotional health, there is also the strain of learning to deal with new situations and expectations. The child is not just growing physically towards adulthood; s/he is also growing into the adult world, which brings a whole range of new expectations of his/her capabilities and behaviour. S/he is moving from a world where the family is central, to the world of the peer group. In the midst of all this s/he is also moving from one school system to another. In addition, the adolescent today faces a challenge never faced by his/her parents or grand/parents. S/he must make the transition from childhood to adulthood against the backdrop of a macrocosm of global transition - economics, social structures, ethnic makeup, political structures, religious systems - all of which are changing at a rapid pace. In the past, adolescence was characterised by the transition from the world of the child to the world of the adult. This remains the defining feature of this stage of life. What is new is that the world of the child and the world of the adult can no longer be described with the certainty of former times. However, the modern world has also provided a greater understanding of adolescence and a range of insights into the kind of support needed for a positive experience of adolescence. Efforts must be made to equip the adolescent with independence and critical judgement and the personal resources needed to cope with change, to face the unknown future with confidence. This module of SPHE should be seen as an essential element of such efforts.

There are students who can be identified as having particular emotional health problems. Supporting the emotional health needs of students means having structures in place, which can support the emotional health of all

students, as well as the possibilities of referral for students who may be having particular difficulties. The student who appears to have no difficulties is often forgotten in the attempt to `fire brigade' the student in difficulties.

WHOLE SCHOOL ISSUES

THE PLACE OF SPHE IN THE SCHOOL

Students can easily identify the subjects assigned low priority status by the school. They quickly learn that a subject constantly assigned a poor timetabling slot, a subject often hi-jacked by other more pressing demands of the curriculum, or used by teachers to cover content from another subject area, is a subject not worth taking seriously. Students must feel that their emotional health is taken seriously at school, that an issue of concern to them is also of concern to the school. Such concern can be shown in a number of ways; in the provision of the guidance and counselling necessary, and in the provision of a comprehensive programme of SPHE throughout the school.

CARE IN THE SCHOOL

Schools use a variety of ways to provide care and support for students. In some schools this is focused on students with particular difficulties. In other schools, attempts have been made to put structures of care in place for all in the school community. A caring community will care for all its members all the time with particular care available for those who, from time to time, may need extra support.

SOMETHING TO THINK ABOUT

Sometimes, structures and systems of carein a school are seen as supporting, not thestudents, but the academic or organisational lifeof the school. They deal with administration anddiscipline issues, with students referred because ofproblem in `real' lessons. Thus, the care system isseen as serving the perceived real purpose of theschool rather than the real needs of the students.When this happens, the system of care andsupport is perceived by students as merelya tool to ensure their compliance andco-operation with school systems.It is not perceived as caring for them.

TEACHING THIS MODULE

INFLUENCES AND DECISIONS

INFLUENCES AND DECISIONS MODULES IN THE SPHE CURRICULUM

INTRODUCTION TO THIS MODULE

In a rapidly changing cultural and social context, the skill of responsible decision-making is an important prerequisite for success in adult life. The adolescents of today - the adults of tomorrow - will face choices which cannot be imagined today.

This module asks the students to consider themselves as influenced and influencers. Just as they have a responsibility recognise and evaluate sources of influence in their own lives, they also have a responsibility to evaluate themselves and the ways in which they influence others. Setting the context for decision making in an exploration of influences in significant - decisions are not made in a vacuum. A responsible decision is not a matter of identifying the consequences of a number of possible actions and choosing the course of action that causes the least amount of harm to the fewest possible people. Responsible decision making also calls for consideration of the wisdom of authorities - civil law for example, the opinions of parents, the wisdom of adults in general and, for religious believers, the teaching of religion. Decisionmaking is not a matter of choice....it is a skilled process that must be learned.

WHOLE SCHOOL ISSUES

SCHOOL AS AUTHORITY

School is a significant source of authority for students. The code and rules which regulate school behaviour govern a large part of the daily life of the student. If a young person is to consider seriously the range of authorities in his/her decision making then those school rules must be seen to be fair in expression and implementation. If school authority is seen to be ad hoc, unevenly administered, or unfair - then it is difficult to see how students can be expected to respect school and other sources of authority.

TEACHING THIS MODULE

SUBSTANCE USE

SUBSTANCE USE MODULES IN THE SPHE CURRICULUM

INTRODUCTION TO THE MODULE

All of SPHE has a role in developing an informed and sensible attitude to substances. While this module focuses in particular on issues relating to the use and misuse of a range of drugs, other modules which deal with enhancing self confidence and esteem, which seek to develop communication skills and skills for the resolution of conflict and which promote an understanding of the importance of physical and emotional health also relate to the theme of substance use.

This module asks students to explore the question of substance use in society - the degree to which a variety of substances is used by people of all ages for a variety of purposes. Students are asked to identify when use becomes misuse -when substances are used in inappropriate contexts or in disproportionate amounts. For most young people, it is the misuse of substances - particularly alcohol - which is the greatest threat to their physical and emotional health and well being. Substance abuse - the pattern of constant misuse, which has serious physical, emotional and social consequences for the abuser and their family and friends - is also addressed in the module.

While certain substances and their use by young people are the subject of a good deal of media attention and public concern, it is important to note that for the majority of young people, the two most significant and readily available drugs are nicotine and alcohol. These are given particular place in this module. Information about the dangers of misusing drugs - tobacco, alcohol, solvents or other substances - will not necessarily discourage young people using or misusing any of these things. Most young people are aware of the health and social implications of smoking and drinking, for example, but they are also aware that adults, in some cases in their own families, who may be even more conscious of the negative effects of tobacco and alcohol, continue to smoke and drink!

Cultural acceptance of tobacco and alcohol makes discouraging young people from their use a difficult task. Against this background of acceptance of certain substances, despite their well-documented dangers, it can be difficult to convince young people to avoid other drugs, especially those perceived by young people to be relatively harmless. In addition, just as the adult world accepts that use of alcohol and tobacco is acceptable behaviour, there is a growing belief in youth culture that use of some illegal drugs is also `acceptable'. What adults may label as deviant, some young people may accept as part of the normal pattern of social life.

This module of SPHE is prepared in the light of this context. It seeks to explore the use of legal and illegal drugs in society - all drugs, used by adults and young people. It does not use `scare tactics'. The use of `drug horror' stories can actually encourage the experimentation they were designed to prevent by creating heroes/heroines for youth culture. Similar results ensue from distorting the facts. This module attempts to deal with a complex and emotive issue in a rational manner.

While all SPHE must give cognisance to the cultural and social context of the students, this module in particular will have to reflect the characteristics of the world of the students. Thus, while some schools may want to deal with the use of cannabis in year two of an SPHE programme for example, others might find it necessary to deal with this issue in year one.

WHOLE SCHOOL ISSUES

SCHOOL POLICY

Schools need a clearly articulated, informed and sensitive policy on substance use. While the best interests of all students and staff, as well as their health and safety, must be of primary concern to a school, a caring approach needs to be shown to those who may be using drugs or alcohol. Students should be involved in the preparation of such a policy.

In challenging students to avoid the use of illegal substances, schools should strive to provide a drug free environment.

CO - CURRICULAR ACTIVITIES

Co-curricular activities, where students and teachers are often working together towards a common goal, are an important factor in promoting school spirit and a sense of community. But they have particular relevance for the prevention of substance misuse in that they develop personal resourcefulness in students and, in simple terms, give them something constructive to do.

SCHOOL - COMMUNITY LINKS

Such links are significant for a module of SPHE at a number of levels. Firstly, they are important if the school is to be aware of the factors, which impinge on the life of the students outside and after school. If a substance use programme is to be credible for the students then it must take account of the reality of the students' lives. Secondly, such links can help schools to build on work on substance use being done in the informal sector through youth and community groups in the local area. In this way the students can receive a coherent and structured message about substance use that makes sense to them in their own context. Thirdly such links can support the work of parents by involving them in the schools programme and in policy development.

PEER - EDUCATION APPROACHES

Widely used in the informal sector, this student-to-student methodology can be an effective element of a substance use module of SPHE. `Drug talk' from teacher may be viewed with suspicion by students; from specially trained peers or older students it can have greater impact and credibility.

TEACHING THIS MODULE

PERSONAL SAFETY

PERSONAL SAFETY MODULES IN THE SPHE CURRICULUM

INTRODUCTION TO THIS MODULE

There are two distinct strands within this module. One strand focuses on factors within the physical environment, which may threaten personal safety. Road and fire safety and accident prevention at school and in the home are dealt with in this module. The other strand within this module focuses on the development of personal awareness and skills for self-protection - protection from assault or attack and protection from harassment or abusive behaviour. The module also deals with how to get help in the event of a threat or an assault, or even an anxiety about someone's behaviour or attitude. Other modules communication skills, and belonging and integrating for example - can also contribute to the second strand of the personal safety module.

WHOLE SCHOOL ISSUES

SAFETY PRACTICES

The observation of good safety practices in school sows the seeds of good safety habits in adult life. If safety is taken seriously in school, it is more likely to be taken seriously outside of school. Teachers will be aware of the school's Health and Safety Policy, and practice associated with this policy. Teachers should also be aware of Children Protection Practices as advised by Children First National Guidelines for the Protection and Welfare of Children (1999).

HELP AGENCIES

Schools should display the names and phone numbers of a range of help agencies on noticeboards throughout the school. Some schools who have their own journals printed include a list of the relevant national and local agencies and their contact numbers. Many of these agencies are happy to visit schools to make presentations to students (see advice on visitors on p.28 of these guidelines). All of these strategies help make the students more aware of the agencies and their services but more importantly, they show how accessing these agencies can be a normal part of self-protection.

TEACHING THIS MODULE RESOURCES FOR CLASS ROOM USE

THE RESOURCES

HEALTHY LIVING ­ First Year Teacher's Book and Student Work HEALTHY CHOICES­ Second Year Teacher's Book and Student Work HEALTHY TIMES­ Third Year Teacher's Book and Student Work

North Western Health Board Health Promotion Unit Ballyshannon Co. Donegal Tel: 072-52000 Fax: 072-51287.

SUBSTANCE ABUSE PREVENTIONPROGRAMME (SAPP)

Department of Education and Science

Available from the S.P.H.E. Support Services Marino Institute of Education Griffith Avenue Dublin 9 Tel: 01-805 7718 Fax: 01-853 5113

RELATIONSHIPS AND SEXUALITYEDUCATION RESOURCE MATERIALSPOST-PRIMARY JUNIOR CYCLE

Department of Education and Science

Available from Drumcondra Education Centre Drumcondra Dublin 9

PASTORAL CARE JUNIOR CYCLE WORKBOOK

J.M. Feheney Folens Publishing Tel: 01 451 5311 info@folens.ie

USEFUL ADDRESSES

USEFUL ADDRESSES FOR RESOURCES AND INFORMATION ON HEALTH EDUCATION

Health Promotion Unit
Department of Health
Hawkins House
Hawkins Street
Dublin 2
Tel 01 6714711

Irish Cancer Society
5 Northumberland Road
Dublin 4
Tel 1800 200 700

Irish Heart Foundation
4 Clyde Road
Dublin 4
Tel: 01 6685001
Fax: 01 6685896

Mental Health Associationof Ireland
Mensana House
6 Adelaide Street
Dun Laoghaire
Co. Dublin
Tel 01 2841166
Fax 01 2841736

National Youth Council of Ireland
3 Montague Street
Dublin 2
Tel 01 4784122

National Youth Federation
20 Lower Dominick Street Dublin 1 01 879933

HEALTH BOARDS HEALTH PROMOTION OFFICES

South West Area Health Board
15 City Gate,
St. Augustine Street,
Dublin 8.
Tel 01-670 7987
Fax 01-670 7978

East Coast Health Board
APC Building,
Boghall Road,
Bray, Co. Wicklow.
Tel 01-276 5682
Fax 01-201 4201

Northern Area Health Board
Unit 2 Swords Business Campus,
Balheary Road,
Swords,
Co. Dublin.
Tel 01-8407059
Fax 01-840 7446

Southern Health Board
Health Promotion Office
Eye, Ear and Throat Hospital,
Western Road,
Cork City.
Tel 021- 4923480
Fax 021-4923494

North Eastern Health Board
Health Promotion Office,
Railway Street,
Navan,
Co. Meath.
Tel 046-764000
Fax 046 - 28818

South Eastern Health Board
Health Promotion Office
Kilkenny City,
Co. Kilkenny.
Tel 056-61400
Fax 056-64112

North West Health Board
Health Promotion Office,
Ballyshannon,
Co. Donegal.
Tel 072-52000
Fax 072-51287

Western Health Board
Health Promotion Office,
Shantalla Clinic,
Galway
Tel 091-523122
Fax 091-529416

Mid-Western Health Board
Health Promotion Office,
Parkview,
Pery Street,
Limerick
Tel 061-483218
Fax 061-483356

Midland Health Board
Health Promotion Office
The Mall, 3rd Floor,
William Street,
Tullamore,
Co. Offaly.
Tel 0506-23588
Fax 0506-46747