In putting this program together we have worked within the Guidelines of the Department of Education and
Training. The FEST  Alcohol and other Drugs  initiative should lie comfortably within a school's drug and alcohol
policy guidelines.
We recognise that we live in a drug-using society and that not all drugs are harmful, and that a lot of the
commonly used drugs in society are legal drugs.

Harm Minimisation involves a range of approaches to reduce drug related harm, including the abstinence from
drug use, prevention, early intervention, specialist treatment, supply, control and safer drug use.

Features distinguishing harm minimisation from other approaches are that it:
· acknowledges that many people in our community use drugs.
· takes into account the relationship between PEOPLE, the DRUGS they  use and the ENVIRONMENTS in which
they use them.

A harm minimisation approach does not condone or encourage drug use. It accepts that drug use by young
people is a personal choice that is not within the control of teachers or schools.

This approach recognises that drug use provides varying degrees of risk for the user. It aims to reduce the risks
associated with use and to promote healthy behaviours. It acknowledges that students can be affected by their
own drug use and the drug use of others, including parents, relatives, siblings and friends.

The FEST interactment emphasises:

what are the possible harmful effects of a scenario? and
what strategies could be used to prevent/reduce the harm in this situation?

All drug use has an effect on the body. Drug use can also affect the lifestyle of the user as well as the lives of
others. The effects and consequences of drug use are determined by:
The Person
The Drug Situation
The Place

The FEST approach to an alcohol and other drugs prevention initiative consists of the following FEST

(+ve / -ve) simplified colour coded linear progression chatterbox
IPSO linear progression harm minimization chatterbox
PRAD  personal reflection chatterbox for Alcohol and Other Drugs
FEST cross linking wellbeing chatterbox


The FEST series of chatterboxes and associated materials is an initiative to motivate students to think about the
effects of alcohol and drugs on Family life, on their Education, on their Social life and the Trauma it may cause. It
is an initiative to inspire students to be proactive in thinking about and putting into place their own strategies
about dealing with the possible drug scenarios they may be faced with.

The chatterbox will facilitate the delivery of the compulsory 10 hours of specific drug education per student per
year in interesting and pro active way. The chatterbox approach may inspire young adults to reflect on and
instigate positive actions and strategies about matters of drugs and alcohol.
Most students have messed around with chatterboxes of some sort or another and are familiar with the fun way in
which they have been used to communicate jokes, feelings and messages. Chatterboxes are fun. They are easy
to make and are fun to play with and construct.The chatterbox can be positively used as a most effective teaching
and learning tool.

The chatterbox encompasses most of the multiple intelligences in its use.

Visual and Spatial                           Use of colour, patterns and diagrams.
Verbal linguistic                               Writing, discussion, description.
Logical mathematical                      Patterns, logical procedures and sequences.
Kinaesthetic                                    Construction, hands on, movement.
Interpersonal                                   Sharing, teamwork, discussion.
Intrapersonal                                   Reflection, personal experiences.

The chatterbox is ideally suited for the Visual, Audio or Kinaesthetic learner.
The chatterboxes are fun to make either as a team initiative or as a personal/ individual response or task. There
is ownership in their fabrication and the process and the outcomes involved. The chatterbox can be used as a
personal reflective tool or as a team or shared reflection process. It can be used as a re-enforcement tool or to
investigate strategies or consolidate an idea or direction.

The Chatterboxes

(+ve / - ve) Chatterbox
This chatterbox presents simple scenarios in a colour coded linear progression and is a forerunner to the more
complicated chatterboxes.
The (+ve / -ve) chatterbox provides students with an opportunity to discuss situations they may find themselves in.

IPSO (Individual, Place, Situation, Outcome) Chatterbox.
Harm minimisation questions the possible harmful effects of the IPSO scenarios and what strategies could be
Students develop their own IPSO chatterbox using the provided template and discuss the various outcomes.

PRAD (Personal Reflection Alcohol Drugs) Chatterbox
The PRAD chatterbox is a little more sophisticated. The given examples are a guided tour of the possible
outcomes of Alcohol and Drugs and personal wellbeing, giving a time frame and eventual possible consequence
of the situations.
As students develop their own or group chatterboxes from the provided template it will help them to understand
the relationship between the cause and effect of various actions or scenarios leading to class discussions and the
development of relevant strategies.

FEST (Wellbeing) Chatterbox
The FEST wellbeing chatterbox that reflects “your” own outcomes is a little different. The chatterbox helps to
determine the relationships of external events upon a personal central focus. As students develop their own or
group chatterboxes from the provided template it helps them to focus on their ultimate goal or desired end result.
FEST Interactment

A chatterbox approach
to an
Alcohol and Other Drugs initiative