School-based drug prevention programs aim to reduce substance use among children and adolescents. Most interventions target youth ages 10-16 when most begin experimenting. Programs should start in elementary school and continue with developmentally appropriate curricula. Effective programs provide medically accurate information using interactive methods to build social skills and resist peer pressure. While D.A.R.E. was widely used, research found it ineffective. Programs like Life Skills Training are evidence-based and teach drug resistance and self-management skills to reduce risk. Developing successful prevention requires assessing community needs, involving families and schools, and evaluating outcomes.
2. School-Based
Drug Prevention
Prevention
Refers to the strategies & processes that reduce, delay, or
eliminate the probability of developing alcohol, tobacco, & drug
use disorders.
Since most ATOD use begins before age 20, schools
are the primary institution with access to this age group.
Additionally, the most common prevention strategy has
been education, which is compatible with schools’ goals.
3. School-Based
Drug Prevention
Most inteventions are aimed at children & adolescents 10-16 years
old (when most people start using).
Because the majority of youth experiment with substances (especially
A & T), prevention needs to target all students.
Since risk factors are present years before use begins, prevention
activities need to start in elementary school and be periodically
reinforced as students grow and encounter new social situations &
pressures.
Programs designed to meet developmental needs of students should be
offered at each grade level without oversaturating students to the point
they discount the information.
4. Preventative Interventions
Primary Interventions
Secondary Interventions
Three Categories of Interventions:
1. Universal
2. Selective
3. Indicated
5. Preventative Interventions
Ideally based on scientific knowledge about the
prevalence of drug use in the target population,
the age of first use, determinants of drug use,
patterns of drug use, mental health problems in
the past specific population, and a theoretical
view of the intervention components that may
change behavior.
6. Goals of Prevention
Interventions
Increasing Knowledge About Drugs
Reducing the Risk of Drugs
Delaying the Onset of First Use
Reducing Abuse of Drugs
Minimizing the Harm Caused by the Use of
Drugs
7. Key Elements of Effective School-
Based Prevention Programs
Effects of Program Should Have Been Proven
Accurate & Developmentally Appropriate Info About
Drugs
Interactive Delivery Methods
Social Influence Model
Normative Education
Social Skills Training
Teacher Training/Support
8. Key Elements of Effective School-
Based Prevention Programs
Adequate Coverage of Material & Follow-Up
Culturally Sensitive Strategies
Broadening School-Based Activities to Include
Families, Community, etc.
Methods of Evaluation
9. D.A.R.E.
Drug Abuse Resistance Education
History of D.A.R.E.
Initially Founded in Los Angeles, 1983
Improving America’s Schools Act 1994
In the 1996 State of the Union Address, President Bill
Clinton singled out D.A.R.E. for praise
Two years later, the National Institute of Justice
presented it’s Report to the United States Congress and
concluded that “D.A.R.E. does not work to reduce
substance abuse.”
10. D.A.R.E. is…
Part of the “War on Drugs”
An international education program
The most widely used of all programs
11. Goals of D.A.R.E.
To humanize the police
To allow students to see officers in a helping role
To open lines of communication between law
enforcement and youth
Have officers serve as educators
12. The Program
D.A.R.E. is designed to provide students with
the skills and knowledge to avoid:
Substance use/abuse
Violence and gang involvement
13. About the Program
Ten week in-school curriculum
A police officer led series of classroom lessons
that teaches children from kindergarten through
twelfth grade
Those individuals that choose to lead the lessons
are specially trained
14. D.A.R.E. America
National non-profit organization
Serves as a resource to communities, helping to
establish and improve local D.A.R.E. programs
Provides officer training
Creates national awareness for D.A.R.E.
16. Research
Mixed results throughout literature
Teaching styles and approach
Instructor Type (officer vs. teacher)
Long-term vs. Short-term results
Perceptions
17. Life-Skills Training:
Overview
Research Validated Program
Elementary, Middle, H.S. Levels
Develops Skills and Confidence
Reduces Risk of Substance Use/Abuse
18. Life Skills Training
Skills to cope with peer pressure.
Improves self-esteem/confidence.
Coping with anxiety effectively.
Teaches immediate consequences of substance
abuse.
Enhances behavioral and cognitive competence.
23. Classroom Program
Providers
Teachers
School Counselors
Prevention Specialists
Health Professionals
Mental Health Professionals
Social Workers
Community Youth Educators
Law Enforcement Officers
Older Peer Leaders
24.
25. Other Effective Drug Prevention
Programs
Elementary School
Caring School Community Program: strengthens
children’s sense of community (or connection to
school).
Skills, Opportunity, & Recognition (SOAR): Enhances
protective factors.
Brain Power! Junior Scientists Program: Teaches
students about biological aspects of drug abuse.
26. Other Effective Drug Prevention
Programs
Middle School
Lions-Quest Skills for Adolescence (SFA): Teaches
cognitive-behavior skills.
Also used in high school.
Project ALERT: Focuses on substances that
adolescents typically use first.
Project ALERT Plus for High School
27. Other Effective Drug Prevention
Programs
Middle School cont’
Project STAR: Targets schools, parents, community
organizations, and health policymakers.
Mind Over Matter: Teaches biological effects of drug
abuse on the body and brain.
28. Other Effective Drug Prevention
Programs
Mentor Programs
Big Brothers/Big Sisters of America: The oldest and
largest youth mentoring organization in the U.S.
Across Ages: Encourages elders mentoring youth,
community service, life-skills, and family activities.
29. Designing Drug Use
Prevention Programs
To effectively achieve the goal of preventing
and reducing the use of gateway drugs:
1. Consider Risk Factors
2. Determine the Key Features Necessary for Successful
Prevention Programs
3. Choose a Combination of Approaches (School-,
Family-, and Community-Based)
30.
31. Planning Process for Drug
Prevention Programming
1. Assess Community Drug-Use Problems
2. Design Prevention Goals & Achievements
3. Develop Objectives or Anticipated Results
4. Identify Program Resources
5. Locate Funding Sources
6. Assign Leadership Tasks
7. Develop Implementation Strategies
8. Design Evaluation Protocol
9. Make Revisions That Will Improve the Program
32. Essential Strategies for Developing
School-Based Prevention Programs
Build Effective Relationships with School & Community
that Involve a School Leader
Involve School Personnel, Parents, Students, & Other
Community Leaders in Planning
Develop Explicit Expectations
Recruit, Train, and Retain Well-Qualified Project Staff
Orient the School Staff, Parents, Students, &
Community to the Project Goals
Select Curricula That Are Age, Gender,
Developmentally, and Culturally Appropriate
33. Essential Strategies for Developing
School-Based Prevention Programs
Recruit Students & Families With Assistance From
School Personnel
Schedule Programs at Convenient Times
Become Familiar With Schools’ Culture
Promote Non-Drug Use Messages at School, Home, &
in Community
Publicize Program
Provide Evaluation Feedback
Develop a Legacy of Prevention Activities
Use What Works, Get Rid of What Doesn’t Work
34. References
Bosworth, K. (1997). Drug abuse prevention: School-based strategies that work.
Retrieved November 7, 2007 from http://www.ericdigests.org/1998-1/drug.htm
Burke, M. (2002). School-based substance abuse prevention: Political finger-
pointing does not work. Federal Probation, 66 (2), 66-71.
Cuijpers, P. (2003). Three decades of drug prevention research. Drugs: Education,
Prevention, and Policy, 10 (1), 7-20.
Des Jarlais, D.C., Sloboda, Z., & Friedman, S.R. (2006). Diffusion of the D.A.R.E.
and syringe exchange programs. American Journal of Public Health, 96, 1354-1357.
Donnermeyer, J.F. (1998). Educator perceptions of the D.A.R.E. officer. Journal of
Alcohol and Drug Education, 44, 1-17.
Drug Abuse Resistance Education (n.d.). Retrieved November 11, 2007 from
http://www.dare.com/home/default.asp
Drug Abuse Resistance Education America (n.d.). National prevention study
supports value of D.A.R.E. delivery network. Retrieved November 11, 2007 from
http://www.dare.com
35. References
Gruber, C.A. (n.d.). Another positive evaluation of D.A.R.E. Retrieved November
11, 2007 from http://www.dare.com
Montoya, I.D., Atkinson, J., & McFaden, W.C. (2003). Best characteristics of
adolescent gateway drug prevention programs. Journal of Addictions Nursing, 14
(2), 75-83.
NIDA (2003). Prevention drug abuse among children and adolescents, 2nd
edition.
Bethesda, Maryland: National Institutes of Health.
NIDA develops drug prevention program for elementary students (2002).
Alcoholism & Drug Abuse Weekly, Retrieved November 11, 2007.
SAMHSA (2004). Prevention pathways. Retrieved November 11, 2007 from
http://www.preventionpathways.samhsa.gov/programs.htm
Zagumny, M.J. & Thompson, M.K. (1997). Does D.A.R.E. work? An evaluation in
rural Tennessee. Journal of Alcohol and Drug Education, 42, 32-41.
Zavela, K.J. (2002). Developing effective school-based drug abuse prevention
programs. American Journal of Health & Behavior, 26 (4), 252-265.