Diversionary activity

Engaging people who use volatile substances in alternative, meaningful activities is an important part of any strategy to reduce the demand for volatile substance use (VSU). Keeping people occupied and connected into alternative pursuits can divert them away from the practice and potentially even contribute to the reduction or cessation of VSU. 

Engagement efforts should be aimed not only at those who are using, or at risk of using volatile substances, but also more broadly as a preventative measure to reduce uptake by others in the community.  

Diversionary activities may include: 

• recreational activity 
• cultural activity (where relevant), 
• school or alternative education options 
• employment and training opportunities. 

It is important to note that engagement into diversionary activity is not a replacement for treatment, but an opportunity to engage and offer a pathway towards addressing their VSU. Access to meaningful recreational or cultural activities and/or education, training and employment options, where relevant, can be the gateway to more comprehensive support by connecting people with local support services, mental health resources, and other support systems that can address underlying issues such as trauma, substance use, or social isolation. 

Youth engagement programs

Research has identified several essential elements/factors that contribute to the success of youth engagement programs. Youth engagement programs should: 

• be long-term, practical to run, using local resources to ensure sustainability 
• involve meaningful activities that help people build skills and the capacity – not just recreational activities  
• be tailored to different age groups, genders and people with cognitive impairment 
• be designed and run in collaboration with the young people and their families 
• involve parents/carers in the activity (or the running of it) where possible 
• provide a nurturing environment  
• achieve a strong rapport between program staff and young people (and often with their families too)  
• run during times of increased VSU (e.g. during school holidays, on weekends, at night).

Recreational activity

Many successful strategies to address VSU have included well-planned and executed recreational activities for young people. 

IMPORTANT NOTE: 

As VSU has the potential to cause cardiac arrest if someone exercises during or soon after using, only encourage participation in physical activity once it is clearly safe to do so and any immediate risks have passed.

For more information, see the Effects page of this website.

Benefits

Engaging people who use volatile substances, especially young people, presents several benefits including: 

• providing them with a safe space where they can thrive and escape daily pressures  
• building relationships and offering opportunities for connection and empowerment, to develop a sense of belonging, purpose, and community 
• providing positive alternatives to harmful behaviours, fostering healthy habits that promote physical and emotional wellbeing 
• providing the opportunity to learn new skills, engage with peers and boost self-esteem. 

Where to start? 

To increase engagement of young people using volatile substances into various activities and prevent uptake of VSU by others in the community, the following are some initial steps to take. 

1. Map out all recreational activities offered in the community – What is available for each age group and gender, what time of day and day of the week are they available and what is the activity type? 
2. Identify gaps in available activities – Is there enough for children under 12? Is the community’s schedule too sport-heavy? Are there enough activities for girls? Are all activities offered in the afternoon, while the VSU is occurring at night? 
3. Consider activities and programs to address gaps – In the first instance, ask young people what they want. Collaborate with agencies already engaging with the young people and/or their families, to access this information or find ways of creating opportunistic conversations with the relevant young people. Have a list of examples of activities that could potentially be pursued to explore ideas with them. 
4. Investigate sources of funding for the implementation of potential program ideas – Access to resources required to meet the wide-ranging needs and interests of young people may be limited, particularly in regional/remote areas. Consider existing/local resources, including community members who may be willing to volunteer their skill set/time to engage with young people who share their interests i.e.: music, dance, art, etc. Encourage collaboration among agencies to get the most out of limited resources including local governments, local businesses, sports clubs, schools, and other organisations, to access resources and support. 

Activity ideas 

Offer a variety of activities. Not all young people enjoy the same things, so offer a wide range of options. For example: 

• Abseiling, rock climbing, hiking 
• Circus skills, acrobatics, parkour 
• Dance, hip hop, dance videos 
• Video, radio, performance - costume design, script writing, music, lighting, set design 
• Art, painting, graffiti art, crafts, photography 
• Drumbeat, music, singing, MCing 
• Pool party, disco, movie night 
• Land care
• Horsemanship program 
• Modelling, makeup, hair, fashion/sewing 
• Outdoor adventure programs 
• Cooking classes 
• Video game tournaments 
• All sports.

The key is to provide something that will spark their interest and keep them coming back. 

Barriers

A common assumption is that young people use volatile substances mainly out of boredom or a lack of things to do. In many situations, there are a range of options available but those using volatile substances simply do not engage.  

Understanding the reasons for the lack of engagement is important. What are the obstacles and barriers to engagement? 

Some possibilities may include: 

• lack of interest in the activities offered 
• access to activities such as cost and/or transportation 
• location of the activity 
• time of day of the activity 
• lack of acceptance by non-volatile substance-using peers
• delivery issues ie: gender of the workers, consistency  

Other considerations

When developing youth engagement programs, it is important to consider the following. 

• Targeting those who are currently using volatile substances as an eligibility criterion for the program can have the unintended consequence of increased uptake of VSU to be included in the program.  
• Many young people who engage in VSU have high risk-taking desire so ensuring the activity is exciting/high-energy is crucial to compete with VSU. 
• Providing an end goal to be worked towards, such as a performance or an artwork, is beneficial to lengthen the potential duration of engagement. 
• Ensure cultural issues are considered and factored into planning and implementation of the program i.e.: gender of workers, the need to separate people based on family relationships or dynamics and cultural initiation impacts. 
• Avoid education in the first session as young people will be less likely to return if they feel they were engaged under false pretences (to be educated rather than for fun). Where possible, ensure educational elements are opportunistic rather than formal. 
• Link to support options where possible – invite stakeholders from relevant agencies to participate, creating an opportunity to build relationships.