This document discusses approaches to drug prevention and education. It covers topics like the goals of prevention, levels of prevention from primary to tertiary, risk factors for drug abuse, and the effectiveness of different prevention strategies. School-based drug education programs are most effective when they are developmentally appropriate, teach social resistance skills, involve normative education, and receive sufficient time and support. Peer-led and health education models can also be effective approaches.
This document discusses approaches to drug prevention and education. It notes that effective programs incorporate skills training to resist peer pressure, correct misperceptions about drug use norms, and emphasize short-term health consequences. School-based programs work best when they are interactive, developmentally appropriate, involve parents and community, and are part of a multi-year curriculum. While DARE had little impact, programs focusing on life skills and social resistance training can reduce drug use if adequately implemented and evaluated.
The document discusses approaches to drug prevention and education. It describes how most drug prevention funds in the US come from the federal government and are allocated to various agencies. Effective drug prevention programs are school-based, involve peers, emphasize social influences and life skills, aim to change social norms, and include parent and community involvement. While early efforts focused on supply reduction, the focus is now on prevention and underlying factors contributing to drug abuse. Successful programs provide skills training, social resistance training, and normative education in a culturally sensitive way over multiple years.
The document discusses drug abuse prevention and approaches, including how serious the problem of drug dependence is in the US with an estimated 20.6 million people classified with substance dependence or abuse. It covers goals and levels of prevention programs from primary to tertiary, as well as strategies, examples of programs, and ways to make drug education more effective, such as establishing links between messages and students' lives.
Prevention programs should address risk and protective factors, tailor interventions to the specific risks and population, and enhance protective factors like family bonding. Effective programs provide parenting skills, teach families how to develop and enforce drug policies, and give parents drug education to discuss with their children. School-based programs can intervene early to address risk factors for drug abuse.
This document provides information about opioids (narcotics) from a class on drugs and society. It discusses various opioids like heroin, morphine, and codeine. It covers topics like opioid abuse patterns in the US, methods of opioid administration, physical and psychological effects of opioids, dependency and withdrawal. The document also discusses medical uses of opioids and harm reduction strategies like needle exchange programs and medications like suboxone and methadone to help treat opioid addiction.
This presentation aids a Health and Wellbeing Board session on developing prevention across the health and social care system, in answer to financial challenges and the NHS FIve Year Forward View
This document discusses approaches to drug prevention and education. It covers the goals of prevention, who is responsible, funding sources, and effectiveness of different programs. School-based programs that incorporate social skills training over multiple years with parent and community involvement have been shown to be most effective in preventing drug use. Effective drug education programs provide developmentally appropriate information, teach social resistance skills, address social norms, and involve interactive teaching techniques.
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.
This document discusses approaches to drug prevention and education. It notes that effective programs incorporate skills training to resist peer pressure, correct misperceptions about drug use norms, and emphasize short-term health consequences. School-based programs work best when they are interactive, developmentally appropriate, involve parents and community, and are part of a multi-year curriculum. While DARE had little impact, programs focusing on life skills and social resistance training can reduce drug use if adequately implemented and evaluated.
The document discusses approaches to drug prevention and education. It describes how most drug prevention funds in the US come from the federal government and are allocated to various agencies. Effective drug prevention programs are school-based, involve peers, emphasize social influences and life skills, aim to change social norms, and include parent and community involvement. While early efforts focused on supply reduction, the focus is now on prevention and underlying factors contributing to drug abuse. Successful programs provide skills training, social resistance training, and normative education in a culturally sensitive way over multiple years.
The document discusses drug abuse prevention and approaches, including how serious the problem of drug dependence is in the US with an estimated 20.6 million people classified with substance dependence or abuse. It covers goals and levels of prevention programs from primary to tertiary, as well as strategies, examples of programs, and ways to make drug education more effective, such as establishing links between messages and students' lives.
Prevention programs should address risk and protective factors, tailor interventions to the specific risks and population, and enhance protective factors like family bonding. Effective programs provide parenting skills, teach families how to develop and enforce drug policies, and give parents drug education to discuss with their children. School-based programs can intervene early to address risk factors for drug abuse.
This document provides information about opioids (narcotics) from a class on drugs and society. It discusses various opioids like heroin, morphine, and codeine. It covers topics like opioid abuse patterns in the US, methods of opioid administration, physical and psychological effects of opioids, dependency and withdrawal. The document also discusses medical uses of opioids and harm reduction strategies like needle exchange programs and medications like suboxone and methadone to help treat opioid addiction.
This presentation aids a Health and Wellbeing Board session on developing prevention across the health and social care system, in answer to financial challenges and the NHS FIve Year Forward View
This document discusses approaches to drug prevention and education. It covers the goals of prevention, who is responsible, funding sources, and effectiveness of different programs. School-based programs that incorporate social skills training over multiple years with parent and community involvement have been shown to be most effective in preventing drug use. Effective drug education programs provide developmentally appropriate information, teach social resistance skills, address social norms, and involve interactive teaching techniques.
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.
Michigan Model Substance Abuse Conference 9 08Wendy Sellers
The document discusses the Michigan Model for Health, a comprehensive K-12 health education curriculum that aims to prevent drug abuse. It provides skills-based lessons addressing various health topics including social-emotional health, nutrition, safety, and alcohol/tobacco prevention. Research shows this approach is effective by building students' knowledge, self-efficacy, and skills to make healthy choices. The curriculum is implemented statewide with support from regional coordinators.
Substance Abuse Prevention Programs for Children and Adolescentsiretablog
The document discusses drug abuse prevention programs and interventions. It describes how successful programs use cognitive behavioral therapy and are tailored to the specific community. Interventions should involve multiple community sectors and aim to decrease risk factors while increasing protective factors. The document reviews several prevention programs and notes there is evidence they can have short-term positive effects, but more data is still needed on long-term health impacts.
This document summarizes the findings of a survey of over 3,500 educators on drug and alcohol prevention education in America's schools. It identifies several key findings, including that the majority of teachers spend less than 5 hours per year on prevention education and feel ill-equipped to teach the subject. The document puts forth two recommendations: 1) that schools should not be the primary provider of prevention education and should work with parents and the community, and 2) that schools should reevaluate spending on ineffective programs and speakers and instead focus on strategies shown to be effective like skills-based training.
Accomodation and prevention substance abuse CG Hylton Inc.
This document provides an overview of a presentation on substance abuse and prevention in the workplace. The presentation covers key topics such as indicators of substance abuse, addictions, prevention strategies, return-to-work strategies, employee assistance programs, drug and alcohol testing, and maintaining positive workplace morale and mental health. Effective solutions involve screening, brief interventions, treatment referrals, and changing workplace policies and culture to promote wellness and prevent problems.
Session 3 role of school teachers and counsellorsDr Rajeev Kumar
Teachers play an important role in preventing drug abuse among students. They can act as role models for healthy behaviors and help students understand pressures related to experimentation. When planning prevention programs, teachers should conduct a situation analysis, needs assessment, and set clear goals and objectives. Signs of potential drug abuse include mood swings, declining academic performance, and changes in physical appearance. Younger students benefit from learning about decision making and healthy habits, while older students need information on peer pressure and health risks. Activities like art contests and role playing can effectively teach kids about drug prevention.
Improving Schools-Based Drug and Alcohol EducationMentor
This presentation was given at the Primary Care and Public Health 2016 Conference. It explores effective ways to improve school-based alcohol and drug education, ensuring the use and promotion of evidence based practice.
The D.A.R.E. (Drug Abuse Resistance Education) program was developed in 1983 by the Los Angeles Police Department to address growing drug problems among youth. It provides drug and violence prevention education to around 7,000 grade 6 students in Halton Region each year through a 10-week curriculum taught by trained police officers. Surveys show the program is effective, with parents, teachers, and principals largely agreeing it has a positive impact on students. However, funding challenges threaten the program's continued operation.
Substance abuse prevention requires a comprehensive approach that addresses risk and protective factors from early childhood through young adulthood. Schools play a key role in prevention by delivering developmentally appropriate programming to reduce substance use. The Safe Schools/Healthy Students initiative integrates substance abuse prevention activities into a collaborative, district-wide approach that builds community commitment and reduces related risk factors. Evaluation found the initiative helped decrease student substance use and increased protective factors.
EVERFI Webinar: Addressing Prescription Drug Abuse on CampusMichele Collu
This document discusses addressing prescription drug abuse on college campuses. It begins by outlining the scope of the problem, noting that while the US makes up 5% of the world's population, it consumes 75% of the world's prescription drugs. Contributing factors to misuse include easy access to medications, misperceptions about safety, and direct-to-consumer drug advertising. The document then defines misuse and outlines the most commonly abused drug types - opioids, stimulants, and depressants. It presents data on misuse rates among college students and 18-25 year olds. Finally, it discusses prevention strategies including information dissemination, skill building, problem identification and referral services, environmental approaches, and campus-
EVERFI webinar: Why We Need a Paradigm Shift in the College Student Drinking ...Michele Collu
The document calls for a paradigm shift in how colleges approach student drinking. It summarizes research showing that delaying alcohol use leads to better long-term outcomes. However, the current narrative assumes drinking is inevitable and promotes "responsible" drinking. This sends mixed messages and has not reduced high-risk drinking. The document advocates a new narrative that directly encourages students to delay drinking based on research. It also suggests supporting non-drinkers and their choices through alcohol-free events and connecting them with like-minded peers.
EVERFI Webinar: Evidence Based Prescription Drugs ProgramMichele Collu
This document provides an overview of EVERFI's new prescription drug abuse prevention course. It discusses the opioid epidemic in the United States and risk factors for prescription drug misuse among college students. The course is designed using behavioral theories and focuses on increasing knowledge of prescription drugs, teaching refusal skills, and encouraging safe usage as advised by medical professionals. The goal is to implement an evidence-informed prevention program to address this public health issue.
The document discusses substance abuse prevention programs for youth. It notes that substance abuse is rising among younger children and teens. Current prevention programs are not addressing this issue, as drugs are affecting children at younger ages. It proposes creating new prevention programs that target younger children, involve the community, and increase education on newer drugs that are affecting youth. A key part of new programs would be evaluating existing programs, gathering input from students and the community, and developing initiatives to build social skills and drug education at younger grades to try to reduce substance abuse among youth.
Smoking, drinking and drug use by young people in England [2017 update]Mentor
The document summarizes trends in smoking, drinking, and drug use among young people in England. It finds that rates of alcohol and tobacco consumption are declining, while rates of e-cigarette use are rising. Drug use peaks at age 15, with cannabis being the most commonly used illicit drug. New psychoactive substances were popular before being banned, but rates of use for these and other illicit drugs are generally low. The document advocates for comprehensive education programs in schools to build resilience, promote accurate social norms, and teach life skills to reduce substance use among youth.
Drugs & Society SOC 204
Drugs Across the Spectrum
By Raymond Goldberg
Chapter 2 Drugs in Contemporary Society
Chapter 3 Motivations for Drug Use
Chapter 4 Drugs & the Law
The document discusses adolescent addiction as a public health crisis influenced by multiple factors. It notes that 90% of Americans with addiction started using substances before age 18, and adolescent brains are more vulnerable to addiction. While teens are influenced by permissive cultural and media messages about substance use, families, schools, and communities also share responsibility. The document calls for prevention through youth empowerment, education, limiting advertising, and expanding access to treatment.
The document discusses the negative effects of drug abuse in schools. It notes that drug abuse can lead to changes in brain function and negatively impact school work and mental health. The document advocates for increasing drug testing in schools as a way to identify drug users early, provide intervention, and help deter drug use among students. It also discusses the goals of drug prevention programs in schools, such as building self-esteem and raising awareness of the problems associated with drug abuse.
Drug and alcohol education mapping exercise 2013Mentor
This document summarizes the results of a survey of 288 schools in England on drug and alcohol education. It finds that provision remains inconsistent, with primary schools having less access to resources and support. While most schools provide some education, many teachers note a lack of curriculum time and financial constraints. The document also outlines specific gaps in resources identified by primary and secondary schools and areas where schools desire additional support.
Role of Health Care workers against Drug abuse & Illicit Trafficking among Ch...Smriti Arora
Dr Deepika Khakha presented on drug abuse and illicit trafficking among children in India. She summarized a nationwide study from 2013 that found children began using substances like tobacco at 12 years old on average. Peer pressure and lack of treatment were common factors. During COVID-19, existing mental health issues in children may be exacerbated by school closures. Health care professionals can help by reducing risk factors through family and school programs, as well as treatment including detoxification, counseling, and relapse prevention. Collaboration across sectors is needed to address this issue.
Michigan Model Substance Abuse Conference 9 08Wendy Sellers
The document discusses the Michigan Model for Health, a comprehensive K-12 health education curriculum that aims to prevent drug abuse. It provides skills-based lessons addressing various health topics including social-emotional health, nutrition, safety, and alcohol/tobacco prevention. Research shows this approach is effective by building students' knowledge, self-efficacy, and skills to make healthy choices. The curriculum is implemented statewide with support from regional coordinators.
Substance Abuse Prevention Programs for Children and Adolescentsiretablog
The document discusses drug abuse prevention programs and interventions. It describes how successful programs use cognitive behavioral therapy and are tailored to the specific community. Interventions should involve multiple community sectors and aim to decrease risk factors while increasing protective factors. The document reviews several prevention programs and notes there is evidence they can have short-term positive effects, but more data is still needed on long-term health impacts.
This document summarizes the findings of a survey of over 3,500 educators on drug and alcohol prevention education in America's schools. It identifies several key findings, including that the majority of teachers spend less than 5 hours per year on prevention education and feel ill-equipped to teach the subject. The document puts forth two recommendations: 1) that schools should not be the primary provider of prevention education and should work with parents and the community, and 2) that schools should reevaluate spending on ineffective programs and speakers and instead focus on strategies shown to be effective like skills-based training.
Accomodation and prevention substance abuse CG Hylton Inc.
This document provides an overview of a presentation on substance abuse and prevention in the workplace. The presentation covers key topics such as indicators of substance abuse, addictions, prevention strategies, return-to-work strategies, employee assistance programs, drug and alcohol testing, and maintaining positive workplace morale and mental health. Effective solutions involve screening, brief interventions, treatment referrals, and changing workplace policies and culture to promote wellness and prevent problems.
Session 3 role of school teachers and counsellorsDr Rajeev Kumar
Teachers play an important role in preventing drug abuse among students. They can act as role models for healthy behaviors and help students understand pressures related to experimentation. When planning prevention programs, teachers should conduct a situation analysis, needs assessment, and set clear goals and objectives. Signs of potential drug abuse include mood swings, declining academic performance, and changes in physical appearance. Younger students benefit from learning about decision making and healthy habits, while older students need information on peer pressure and health risks. Activities like art contests and role playing can effectively teach kids about drug prevention.
Improving Schools-Based Drug and Alcohol EducationMentor
This presentation was given at the Primary Care and Public Health 2016 Conference. It explores effective ways to improve school-based alcohol and drug education, ensuring the use and promotion of evidence based practice.
The D.A.R.E. (Drug Abuse Resistance Education) program was developed in 1983 by the Los Angeles Police Department to address growing drug problems among youth. It provides drug and violence prevention education to around 7,000 grade 6 students in Halton Region each year through a 10-week curriculum taught by trained police officers. Surveys show the program is effective, with parents, teachers, and principals largely agreeing it has a positive impact on students. However, funding challenges threaten the program's continued operation.
Substance abuse prevention requires a comprehensive approach that addresses risk and protective factors from early childhood through young adulthood. Schools play a key role in prevention by delivering developmentally appropriate programming to reduce substance use. The Safe Schools/Healthy Students initiative integrates substance abuse prevention activities into a collaborative, district-wide approach that builds community commitment and reduces related risk factors. Evaluation found the initiative helped decrease student substance use and increased protective factors.
EVERFI Webinar: Addressing Prescription Drug Abuse on CampusMichele Collu
This document discusses addressing prescription drug abuse on college campuses. It begins by outlining the scope of the problem, noting that while the US makes up 5% of the world's population, it consumes 75% of the world's prescription drugs. Contributing factors to misuse include easy access to medications, misperceptions about safety, and direct-to-consumer drug advertising. The document then defines misuse and outlines the most commonly abused drug types - opioids, stimulants, and depressants. It presents data on misuse rates among college students and 18-25 year olds. Finally, it discusses prevention strategies including information dissemination, skill building, problem identification and referral services, environmental approaches, and campus-
EVERFI webinar: Why We Need a Paradigm Shift in the College Student Drinking ...Michele Collu
The document calls for a paradigm shift in how colleges approach student drinking. It summarizes research showing that delaying alcohol use leads to better long-term outcomes. However, the current narrative assumes drinking is inevitable and promotes "responsible" drinking. This sends mixed messages and has not reduced high-risk drinking. The document advocates a new narrative that directly encourages students to delay drinking based on research. It also suggests supporting non-drinkers and their choices through alcohol-free events and connecting them with like-minded peers.
EVERFI Webinar: Evidence Based Prescription Drugs ProgramMichele Collu
This document provides an overview of EVERFI's new prescription drug abuse prevention course. It discusses the opioid epidemic in the United States and risk factors for prescription drug misuse among college students. The course is designed using behavioral theories and focuses on increasing knowledge of prescription drugs, teaching refusal skills, and encouraging safe usage as advised by medical professionals. The goal is to implement an evidence-informed prevention program to address this public health issue.
The document discusses substance abuse prevention programs for youth. It notes that substance abuse is rising among younger children and teens. Current prevention programs are not addressing this issue, as drugs are affecting children at younger ages. It proposes creating new prevention programs that target younger children, involve the community, and increase education on newer drugs that are affecting youth. A key part of new programs would be evaluating existing programs, gathering input from students and the community, and developing initiatives to build social skills and drug education at younger grades to try to reduce substance abuse among youth.
Smoking, drinking and drug use by young people in England [2017 update]Mentor
The document summarizes trends in smoking, drinking, and drug use among young people in England. It finds that rates of alcohol and tobacco consumption are declining, while rates of e-cigarette use are rising. Drug use peaks at age 15, with cannabis being the most commonly used illicit drug. New psychoactive substances were popular before being banned, but rates of use for these and other illicit drugs are generally low. The document advocates for comprehensive education programs in schools to build resilience, promote accurate social norms, and teach life skills to reduce substance use among youth.
Drugs & Society SOC 204
Drugs Across the Spectrum
By Raymond Goldberg
Chapter 2 Drugs in Contemporary Society
Chapter 3 Motivations for Drug Use
Chapter 4 Drugs & the Law
The document discusses adolescent addiction as a public health crisis influenced by multiple factors. It notes that 90% of Americans with addiction started using substances before age 18, and adolescent brains are more vulnerable to addiction. While teens are influenced by permissive cultural and media messages about substance use, families, schools, and communities also share responsibility. The document calls for prevention through youth empowerment, education, limiting advertising, and expanding access to treatment.
The document discusses the negative effects of drug abuse in schools. It notes that drug abuse can lead to changes in brain function and negatively impact school work and mental health. The document advocates for increasing drug testing in schools as a way to identify drug users early, provide intervention, and help deter drug use among students. It also discusses the goals of drug prevention programs in schools, such as building self-esteem and raising awareness of the problems associated with drug abuse.
Drug and alcohol education mapping exercise 2013Mentor
This document summarizes the results of a survey of 288 schools in England on drug and alcohol education. It finds that provision remains inconsistent, with primary schools having less access to resources and support. While most schools provide some education, many teachers note a lack of curriculum time and financial constraints. The document also outlines specific gaps in resources identified by primary and secondary schools and areas where schools desire additional support.
Role of Health Care workers against Drug abuse & Illicit Trafficking among Ch...Smriti Arora
Dr Deepika Khakha presented on drug abuse and illicit trafficking among children in India. She summarized a nationwide study from 2013 that found children began using substances like tobacco at 12 years old on average. Peer pressure and lack of treatment were common factors. During COVID-19, existing mental health issues in children may be exacerbated by school closures. Health care professionals can help by reducing risk factors through family and school programs, as well as treatment including detoxification, counseling, and relapse prevention. Collaboration across sectors is needed to address this issue.
The document discusses the UN Guiding Principles on Business and Human Rights (Ruggie Principles), which are a set of universal standards for preventing companies from violating human rights and ensuring remedies. While not legally binding, they provide universally applicable benchmarks that any company can be measured against, potentially facing legal, reputational, or operational risks if not following them. The principles apply to how businesses can directly, indirectly, or through their associations violate human rights like human trafficking. Companies should understand where the principles apply regarding trafficking and implement policies, due diligence, supply chain management and other practices to prevent and remedy violations.
This document outlines different areas of a 2012 showroom, including a retreat lounge, seating pavilion, executive suite, hideaway, training room, project team area, and working library. Photos were included of the retreat lounge and seating pavilion. The showroom featured various spaces for meetings, work, and relaxation.
This document discusses treatment options for families struggling with substance abuse issues. It outlines various components of treatment including detoxification, mental health assessments, and relapse prevention. It notes some of the challenges children and families may face during and after treatment, such as behavioral issues, coming to terms with feelings, and the long-term hard work of recovery. The document provides guidance for teachers and providers on how to support families in treatment, such as being encouraging, knowing community resources, and handling intoxicated parents safely.
The early American resorts in the 17th century were small, exclusive establishments located in cool mountain areas or near hot springs that catered to the wealthy. Over time, advances in transportation like railroads, automobiles, and airplanes opened up new resort locations and made travel more affordable and accessible, driving the growth of the resort industry. Other factors like climate, natural attractions, wars, and economic cycles also influenced resort development. Inventions like air conditioning further expanded the resort industry by allowing destinations to offer year-round comfort.
This document discusses the legal challenges of sustainable trading under international and domestic laws. It provides an overview of key frameworks like the WTO and multilateral environmental agreements, and notes conflicts between facilitating trade and protecting the environment. Some challenges identified are fragmentation between legal systems, lack of resources for developing countries, overlapping/conflicting environmental laws, and insufficient mechanisms for disputes and public participation. It concludes that the legal community must help make approaches and legislation more realistic and enforceable to balance trade and sustainable development goals.
This document provides an overview of physical, cognitive, and educational development during middle childhood (ages 7-11). Key points include: children continue growing and developing motor skills; risks include asthma, obesity, and injuries from sports; cognitive abilities like logical reasoning and memory continue maturing; children learn in school through language, math, reading instruction, and standardized testing of aptitude.
Harmony Services provides strategic workplace advisory, project integration, delivery partnerships, and caretaker services throughout the workplace and asset lifecycle. They help clients meet business needs at each stage through collaboration, cost management, stakeholder liaison, knowledge sharing, and user-focused service delivery to provide benefits such as improved space usage, collaboration, user satisfaction, productivity, and sustainability.
Chapter 3: Who Are Today's Students in a Diverse Society?Michelle Cottrell
This document discusses the diversity of today's students and approaches to teaching diverse students. It outlines many sources of student diversity including race, ethnicity, language, abilities, gender, sexual orientation, and socioeconomic backgrounds. It also discusses models of bilingual education, Gardner's theories of multiple intelligences, learning styles, disabilities, gifted and talented education, and approaches for creating inclusive, culturally responsive classrooms for students of all backgrounds.
Children's bodies and minds develop rapidly in early childhood. Their bodies grow taller and gain weight each year from ages 2 to 6. Their brains reach 90% of adult weight by age 6 due to extensive myelination which speeds neural signaling. Children develop motor skills through play and practice. Piaget's theory of preoperational thought describes young children's egocentric, animistic thinking. Vygotsky emphasized social learning and scaffolding within the zone of proximal development. Language skills like vocabulary and grammar expand greatly. Early education programs vary in their emphasis on child-centered learning through play versus teacher-directed academic instruction.
The document discusses various approaches to early childhood education programming. It describes different types of child care including family/friend/neighbor care, family child care, publicly funded programs like Head Start, and universal pre-kindergarten. It also outlines different early education philosophies and methods such as Montessori, High/Scope, Reggio, and eclectic approaches. Finally, it discusses communicating child assessment results through narrative reporting.
Nicotine is highly addictive and tobacco use has significant health risks. Smoking rates peaked in the mid-20th century and have declined since due to health campaigns and legislation, though tobacco use remains widespread globally. In addition to lung cancer and heart disease, smoking is linked to many other cancers and reduced life expectancy. While it is difficult, many techniques can help people quit smoking.
Chapter 11: How Are Schools Governed, Influenced and Financed?Michelle Cottrell
Schools are governed by school boards and administered by school administrators. Public education is influenced by professional organizations, parents, business interests, and the federal government. Revenues come from federal, state, and local sources, with expenditures varying per pupil. The US spends more on education than many countries as a percentage of GDP. School finance reform and court cases like Serrano v. Priest and Rodriguez have impacted state funding models, with some states adopting block grants over categorical funding. Compensatory education programs aim to help at-risk children through interventions like Title 1 of ESEA.
This document provides an overview of the history and use of various drugs through time. It discusses how alcohol, marijuana, opium, cocaine, amphetamines, and sedatives have been used in different cultures and time periods. For example, it notes that alcohol played a significant role in early US history and was used as a preservative. It also discusses how opium was used medicinally in ancient Greece and China. The document aims to give readers a historical perspective on drugs.
- Prevention efforts for substance abuse traditionally focus on primary, secondary, and tertiary interventions. Primary prevention aims to prevent initial use, secondary focuses on early identification of problems, and tertiary refers to treatment for those with substance abuse issues or dependence.
- There are three major models of prevention: the sociocultural model aims to influence social norms, the distribution/consumption model focuses on restricting availability, and the proscriptive model prohibits availability and advocates total abstinence.
- Common prevention strategies include education programs in schools, mass media campaigns, and programs targeting at-risk groups like college students where binge drinking leads to health, academic, and legal problems for many.
This document discusses prevention research and strategies for substance abuse prevention. It summarizes key theories for identifying risk and protective factors that can predict and prevent substance abuse issues. The document also outlines the six strategies from the Center for Substance Abuse Prevention (CSAP) for comprehensive prevention programs, including information dissemination, prevention education, alternative activities, community-based processes, environmental approaches, and problem identification and referral.
This document discusses the role of education in curbing drug and alcohol abuse. It outlines traditional and contemporary educational approaches, and their effectiveness. Traditional approaches focused on information dissemination about the dangers of substance abuse, but evaluations showed only temporary impacts. Contemporary approaches emphasize teaching social resistance skills and competence enhancement to increase students' ability to resist peer pressure. Studies found these approaches reduced substance use by 40-80% and had effects lasting up to six years. However, effective programs face challenges being widely adopted in schools and implemented with fidelity.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Part of the Addiction Counselor Certification Training Series. Theories of addiction including moral, medical
This document summarizes substance abuse prevention. It discusses substance use on a continuum from social to dependent use. Prevention aims to foster healthy behaviors and prevent issues. Risk factors for substance abuse include genetics, mental health issues, and social influences; protective factors enhance resilience. The document provides an overview of prevention goals and strategies at various levels, from individual to community. Resources for prevention programs are also listed.
The document discusses various aspects of drug abuse prevention programs and strategies. It provides statistics showing that in 2011, about 20.6 million Americans aged 12 or older were dependent on or abused substances. It also outlines the goals of prevention programs as enhancing protective factors, addressing all forms of drug abuse, and tailoring programs to specific audiences. Finally, it describes different levels and examples of prevention programs, including primary, secondary, and tertiary prevention as well as school-based, community-based, and family-based approaches.
This document discusses the risk and protective factors for drug use. It identifies several personal, family, peer, school, and community factors that either increase the risk of drug use (risk factors) or decrease the risk (protective factors). Personal risk factors include early drug use, risk-taking behavior, and poor social skills. Family risk factors include a history of drug use in the family and poor parenting. Peer risk factors include associating with friends who use drugs. School and community risk factors include poor academic performance and easy access to drugs. Protective factors provide a buffer against risks and include strong family support, academic excellence, and positive community programs. Successful prevention requires addressing factors at all levels.
The document provides an outline for a drug education module that aims to reduce drug use among young people. It covers topics such as what drugs are, why people use them, the risks of drug abuse, and how to avoid drug use. The learning objectives are to understand drugs and drug use, the purpose of drug education, and to identify rules for a safe classroom environment. Key points discussed include the signs of drug use, the effects of drug abuse on individuals, families, communities and society, and risk factors for drug involvement. Common drugs, how to prevent drug use, and penalties for drug use in the Philippines are also addressed.
School governors presentation - drugs and alcoholMentor
This document provides information on drugs and substance use among young people. It summarizes trends showing declines in smoking, drinking, and drug use among 14-year-olds over the past decade. However, it notes some young people are still engaging in risky behaviors. The document discusses Ofsted standards for personal, social, health and economic education and how schools should manage drug-related incidents, identify students in need, and include arrangements in their drug policies. It provides questions for governors to consider and ensures schools fulfill their duties in promoting wellbeing and safety.
This document outlines a health education plan created by a group of students at Debre Brhan University to address alcohol abuse among students. It follows the PRECEDE-PROCEDE planning model in 9 phases: conducting social, epidemiological, behavioral, and educational assessments; developing objectives; planning implementation strategies like lectures and counseling; and planning process, impact, and outcome evaluations. The goal is to minimize alcohol abuse and its negative health and academic impacts through awareness campaigns, peer support, and improving the university's policies and environment.
True North provides comprehensive student assistance and substance abuse treatment services through Educational Service District 113. The services include classroom presentations, screening and assessments, various support groups, and programs to help students develop healthy coping skills and prevent substance abuse. True North aims to help students discover harmful behaviors and make positive decisions. It has been providing these services since 1997 and is certified by the Division of Alcohol and Substance Abuse. The document provides an overview of True North's services and contact information for those seeking assistance.
How does youth violence affect health?
Deaths resulting from youth violence are only part of the problem. Many young people need medical care for violence-related injuries. These injuries can include cuts, bruises, broken bones, and gunshot wounds. Some injuries, like gunshot wounds, can lead to lasting disabilities.
Violence can also affect the health of communities. It can increase health care costs, decrease property values, and disrupt social services.
This document provides an overview of research on preventing drug use among children and adolescents. It discusses risk and protective factors, community prevention planning, core elements of effective prevention programs, and examples of research-based programs. The goal is to help parents, educators, and community leaders implement strategies supported by scientific evidence to address substance use issues. Key points include:
- Risk and protective factors that predict later drug abuse can emerge early in development. The highest risk periods are times of transition, like elementary to middle school.
- Communities can develop research-based prevention plans by assessing local risks, gaining motivation to act, and evaluating current efforts.
- Effective programs address risk and protective factors, promote bonding, teach life
1. Interventions targeting alcohol use are most effective when delivered to both schools and families, especially those focusing on social development. Programs combining these elements can have long-term positive impacts on behaviors like alcohol and drug use.
2. Effective school-based programs include Botvin's LST and others like Project Northland which produce long-term reductions in alcohol use. However, classroom education alone has inconsistent effects.
3. Family-based programs such as Iowa Strengthening Families can significantly reduce alcohol use long-term. Effective family programs target communication and parental monitoring.
This document outlines the strategic plan of the Allegan Substance Abuse Prevention Coalition (ASAP) to address substance abuse issues in Allegan County, Michigan. The plan was created in 2012 based on a 2009/2010 student survey. It identifies goals and objectives to reduce youth alcohol, marijuana, and tobacco use through education programs, media campaigns, and enforcement of laws restricting minor access. Strategies target changing youth norms and perceptions of risk, availability of substances, and promoting healthy lifestyles. The coalition aims to monitor and respond to emerging drug trends as well.
Strategies in Prevention on Drug Addiction outlines 10 strategies to prevent drug addiction:
1. Educational awareness through providing education about the risks of drug use can help prevent initial use.
2. Responsible parenting where parents avoid drug use themselves and educate their children can prevent children from developing bad habits.
3. Early intervention identifies and addresses early drug use to prevent addiction from developing.
4. Support for those at risk of addiction through resources can help avoid drug use escalating to addiction.
Project ALERT is a free, two-year substance abuse prevention program for 7th and 8th grade students. It aims to reduce drug experimentation and use through 11 core lessons in 7th grade and 3 booster lessons in 8th grade. The lessons provide students with motivation, skills and strategies to resist peer pressure and say no to drugs. Extensive online training and resources allow any educator to implement the curriculum, which has been proven effective for over 60,000 teachers.
The Michigan Model for Health (MMH) is a comprehensive PreK-12 health education curriculum that aims to promote healthy behaviors. It teaches developmentally-appropriate skills in key areas like social-emotional health, nutrition, safety, alcohol/tobacco prevention, and disease prevention. Studies show students who receive MMH lessons demonstrate improved social skills, health attitudes, and reduced risky behaviors compared to peers. The MMH lessons are aligned with both Michigan and national health education standards and employ skills-based instructional methods to build students' abilities to adopt healthy lifestyles.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Answers about how you can do more with Walmart!"
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1. SOC 204 Drugs &
Society
Goldberg Chapter 16
Drug Prevention
and Education
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2. How is your group doing?
A. Awesome. We
are the best!
B. Okay.
C. Scrambling, but
getting by.
D. Sinking fast.
Aw
esom
e.W
eare
the
best!
Okay.
Scram
bling,butgettingby.
Sinkingfast.
25% 25%25%25%
Response
3. Approaches to
Prevent Drug Abuse
What should be the goals of drug education and
prevention?
When should drug education and prevention
efforts be initiated?
What education and prevention efforts are
effective?
Who should be responsible for drug education
and prevention?
4. Funding Drug Prevention
In the US, most funds for drug prevention
come from the federal government
2012 National Drug Control Budget: $1.7
billion was allocated to drug prevention out of
a budget of $26.2 billion
Most community leaders favor spending a
larger portion on reducing demand rather
than supply of drugs
5. Agencies
Substance Abuse and Mental Health
Services Administration (SAMHSA) is
responsible for:
Center for Substance Abuse Prevention
(CSAP)
National Institute on Alcohol Abuse and
Alcoholism (NIAAA),
National Institute on Drug Abuse (NIDA)
Office of Treatment Improvement
National Institute of Mental Health (NIMH)
6. Drug Prevention in Retrospect
1970s: Primary focus was to reduce the supply
of drugs by stopping their importation, sale, and
manufacture
Interdiction remains a popular strategy but now
is complemented by other measures
1980s: Some drug experts began to contend
that prevention should be directed toward the
underlying factors that contribute to drug abuse
7. Drug Prevention in Retrospect
Society was concerned primarily with hard
drugs such as heroin, LSD, cocaine, crack,
and PCP
Soft drugs such as alcohol, tobacco, and
marijuana are known as gateway drugs
The primary strategy of CSAP is to keep
young people from experimenting with drugs
at all
8. Effectiveness of
Prevention Programs
Problems in assessing effectiveness of
programs:
Absence of control groups
Poor data collection
Groups that are too small
Inappropriate statistics
Lack of follow-up to determine how long any
change in drug use persisted
9. School-Based Programs
Five essential criteria:
1. Adequate hours of curricula, over at least
three years
2. Peer involvement
3. Emphasis on social influences, life skills,
and peer resistance
4. Change in perceived norms
5. Involvement of parents, peers, and the
community in changing norms
10. Did you get drug prevention
or education in school?
A. Yes
B. No
C. Not sure
Yes
No
Notsure
33% 33%33%
Response
11. Goals of Drug Prevention
To prevent the individual from beginning
drug use
To minimize the risks of drugs to the user
To reduce the risks of drug use to society
To prevent drug dependency
To teach responsible drug use
To stop drug use after patterns have been
established
To delay the onset of drug use
12. How effective was the
program in your school?
A. Great, I think it
worked
B. It worked for me.
C. Horrible, people
still used drugs, it
made no impact.
Great,Ithinkitw
orked
Itw
orked
form
e.
Horrible,people
stilluse...
33% 33%33%
Response
13. Levels of Drug Prevention
Primary prevention:
Strives to reach people before they start using
alcohol, tobacco, or other drugs
Should be initiated at a young age because
most children already have tried drugs,
especially alcohol, by the time they get to high
school
Includes drug education, mass media
campaigns, community-oriented programs, drug
testing, and legislation
14. Levels of Drug Prevention
Secondary prevention:
Attempts to minimize potential damage resulting
from drug use by targeting people who have
experience with drugs.
Considered an early intervention stage
Tertiary prevention:
Geared to heavy drug users and those whose
patterns of drug use are well established
Basically refers to drug treatment
15. A teacher develops a small group
for children who have anger
problems. This prevention model
is:
Response
33%
33%
33% A. Primary
B. Secondary
C. Tertiary
19. Resilient Children
Many children from impoverished backgrounds
display resiliency despite the presence of major
life stressors
Characteristics of resilient children:
Flexible, responsive, adaptable, and active
Have positive relationships
Empathetic, caring, persistent, competent problem-
solvers, success oriented, and educationally
motivated
Able to disengage from dysfunctional family
environments
20. At-Risk Factors
Hereditary and Familial Factors:
Sons of men with alcohol problems are
more likely to have alcohol problems
Rates of dependence are greater if siblings
are dependent
Family history of antisocial behavior or
criminality increases the risk of drug
problems
Lack of supervision of children after school
is related to drug use
21. At-Risk Factors
Psychosocial Factors:
Peer pressure
Low self-esteem
Low self-efficacy
Sensation seeking
Lack of social skills
Rebelliousness against authority
Lack of commitment to school
Attraction to deviance
Unfavorable attitudes toward adult behavior
22. At-Risk Factors
Biological Factors:
Different amounts of pleasure derived from
drugs
Different amounts of self-control
Community Factors:
Communities where people move often
Extreme poverty and deprivation
Communities that lack social support and
controls regulating behaviors, including drug use
23. Preventing High-Risk
Behavior
Education:
Poor school performance and low expectations
for school are strong predictors of drug use
School alternative programs focusing on
community and recreational activities, physical
activities, and job training help youths at risk to
stay off drugs
Teachers may be role models for helping
children to develop resilience
25. Preventing High-Risk
Behavior
Role of parents:
Parental drug use greatly increases the
likelihood of children’s drug use
Parents who have high expectations for their
children foster academic success and resilience
Community efforts:
Drug use is prevalent in impoverished, urban
neighborhoods
Jobs have been shown to help curb drug use
26. Preventing High-Risk
Behavior
Barriers to community prevention efforts:
Leaders’ lack of perceived empowerment to
continue prevention work
Insufficient preparation for adopting successful
programs
Public resistance to spending more money on
drug prevention programs after ineffective
programs
Idea that programs that are effective in one
community will not necessarily work in other
communities
27. Drug Education
Evolution in Drug Education:
1970s: Information about the dangers of drugs
Mid 1970s: Values clarification focused on the
underlying values contributing to drug use
Alternatives approach substitutes a positive
addiction for the negative addiction
More emphasis on health in general and less
emphasis on the pharmacology of drugs
Current education emphasizes developing
resilience skills, learning peer-refusal
techniques, and gaining life skills
28. Limitations of Drug Education
Problems with Drug Education:
Teachers often do not keep up with latest
information
Students sometimes know more about
drugs than teachers do
Some teachers are judgmental or moralistic
Goals of drug education are often unclear
Goals of drug education are often unrealistic
29. Goals of Drug Education
Possible goals:
To impart knowledge
Reducing drug abuse or dependency
Preventing or delaying first-time drug use
Curtailing students’ drug use
Teaching responsible drug use
30. One-Size-Fits-All Drug Education
What Works: Schools Without Drugs
Objectives
1. Valuing and maintaining sound personal health
and understanding the effects of drugs on
health
2. Respecting laws and rules that prohibit drug
use
3. Recognizing and resisting pressure to engage
in drug-taking behavior
4. Promoting activities that reinforce a positive,
drug-free lifestyle
31. Current Approaches to
Drug Education
Personal and Social Skills Training:
Young people who rate high in self-efficacy are
more likely to avoid harmful patterns of drug use
Skills training: A drug prevention program in
which one learns skills to prevent drug use
○ Includes skills for resisting media and
interpersonal influences, problem-solving and
decision-making, relieving stress and anxiety,
relaxation, self-control, self-esteem, interpersonal
relations, and assertiveness
32. Current Approaches to
Drug Education
Social Norms Approach:
Goal is to correct misperceptions of students
and reduce alcohol use
Resistance Skills Training:
Involves recognizing, managing, and
avoiding situations that may encourage drug
use
33. Current Approaches to
Drug Education
Drug Prevention Programs:
Project ALERT has been shown to reduce
weekly alcohol and marijuana use, at-risk
drinking, and alcohol use resulting in negative
consequences, as well as attitudes and
perceptions conducive to drug use
Life Skills Training (LST): students are taught
how to avoid being persuaded by others, to
manage anxiety, to communicate more
accurately, to be assertive, and to enhance their
self-esteem
34. Current Approaches to
Drug Education
Drug Abuse Resistance Education
(DARE):
Police officers go to classrooms and teach
elementary students about drugs and personal
safety
Had little impact on drug use
Just Say No!
Adequate for some students, but not for others
Some students do not recognize peer pressure
or have the skills to refuse drugs
36. Effectiveness of Drug Education
Components of Effective Programs:
Based on an understanding of theory and research
Information is developmentally appropriate; short-
term, negative social consequences are emphasized
Emphasize social resistance skills training
Includes normative education
Teachers use interactive teaching techniques
Teachers receive training and support
Time devoted is sufficient and continued
Programs are culturally sensitive.
School programs include family, community, and
media
Evaluation is necessary to determine effectiveness
37. Health Education
Drug education at the secondary level typically
is taught in health education classes
Sequential health education from K through 12th
grade had a positive effect on knowledge,
attitudes, and behaviors
Administrative support and teacher training are
important to the success of health education
38. Peer Programs
In some, older students teach younger students about
drugs
In other programs, peers facilitate discussions about
drugs with others of the same age, or peers counsel
peers
Besides acting as role models, peer leaders have to be
able to communicate effectively
Peer programs were most effective with the average
student; for at-risk students, alternative programs were
most effective
Editor's Notes
Society’s Attempts to Limit Drug Availability Key facts
As long as there is a market for drugs, there will be people to supply them
To attack the source of the problem, the demand for drugs must be eliminated
Drugs will never disappear, so people need to learn to live in a world that includes them
Our society has accepted the continued existence of tobacco and alcohol despite the harm they cause
Is it possible to teach people to coexist with legal and illegal substances that can impair their health?
Defining Goals and Evaluating Outcomes
Goal of presenting negative information about drugs in schools = prevention of use
Programs should be evaluated according to how many students in the program later tried drugs
Until the early 1970s, most drug prevention programs were not evaluated
TYPES OF PREVENTION
Public health model: primary, secondary, and tertiary prevention
Primary prevention
Aimed at young people who have not yet tried the substances in question
May encourage abstinence and help teach people how to view the potential influence of drugs on their lives, emotions, and social relationships
Must avoid giving information in ways that arouses children’s curiosity and encourages them to try the substances in question
Goals
Prevention of use of other, more dangerous substances
Prevention of more dangerous forms of use
Example = college programs encouraging responsible use of alcohol
Tertiary prevention
Aimed at people have been through substance abuse treatment or who stopped using a drug on their own
Goal is relapse prevention
Institute of Medicine’s “continuum of care”
Prevention
Treatment
Maintenance
Classification scheme for prevention efforts
Universal prevention
Selective prevention
Indicated prevention
Universal prevention = for an entire population
Example: community, school
Selective prevention = for high-risk groups within a population
Example: students doing poorly in school
Indicated prevention = for individuals who show signs of developing problems
Example: adult arrested for a first offense of driving under the influence of alcohol
Don’t be a Patsy Advertisement Campaign
The ads showed an over-protective mother “patting down” her daughter before she left the house.
The ad ended with “Don’t be a Patsy. Learn a better way at drugfree.org.”
The advertisements are a shift from the 1980s “This is your brain on drugs ads, which overstated the harmful effects of drugs on young people.
These types of embellishments decrease the credibility of drug educators and lead young people to reject all drug-related information from so-call informed sources.
Figure 16.1 Drug Prevention Continuum
Hereditary and Familial Factors:
Sons of men with alcohol problems are more likely to have alcohol problems
Rates of dependence are greater if siblings are dependent
Family history of antisocial behavior or criminality increases the risk of drug problems
Lack of supervision of children after school is related to drug use
Psychosocial Factors:
Peer pressure
Low self-esteem
Low self-efficacy
Sensation seeking
Lack of social skills
Rebelliousness against authority
Lack of commitment to school
Attraction to deviance
Unfavorable attitudes toward adult behavior
Biological Factors:
Different amounts of pleasure derived from drugs
Different amounts of self-control
Community Factors:
Communities where people move often
Extreme poverty and deprivation
Communities that lack social support and controls regulating behaviors, including drug use
Figure 16.2 Past Month Illicit Drug Use among Youths (12–17) by Participation in Fighting and Delinquent Behavior
Knowledge-Attitudes-Behavior Model
Programs typically involve presentations by police and former users
Often include traditional scare tactics and/or pharmacological information
Approach assumes that increasing student knowledge about drugs will change their attitudes and that these changed attitudes will be reflected in decreased drug-using behavior
Model questioned by research findings
Students with more knowledge about drugs tend to have more positive attitudes about drug use
All early prevention approaches
Effective in increasing knowledge about drugs
Ineffective in altering attitudes or behavior
Concerns raised that drug education programs were actually teaching students about drugs that they otherwise wouldn’t have been exposed to
Evaluation of effectiveness depends on program goals
Possible goals
No experimentation with drugs by students
Rational decisions about drugs by students
Research on early drug prevention education efforts
Students more likely to experiment with drugs
Students less likely to develop abuse problems
Does society view this as an appropriate goal?
Teaching students to make rational decision about their own drug use with the goal of reducing the overall harm produced by misuse and abuse
Affective Education
Affective domain focuses on emotions and attitudes, which may underlie some drug use
Students may use drugs for excitement or relaxation, for feelings of power or control, or in response to peer pressure
Drug use may be reduced by helping children
To know and express their feelings
To achieve altered emotional states without drugs
To feel valued and accepted
Values clarification: Teach students to recognize and express their own feelings and beliefs
Assumes students have factual information about drugs
What they lack is the ability to make appropriate decisions based on that information
Programs that teach generic decision-making skills may be appropriate in this approach
Students are taught to analyze and clarify their own values
Parents may not understand this approach as it may run contrary to the particular set of values that parents want their children to learn
Alternatives to drugs
Assumes that one reason young people take drugs is for the experience of altered states of consciousness
Teaches students other ways of obtaining a “high” such as relaxation exercises, meditation, vigorous exercise, or sports
Alternatives need to be realistic and tailored to particular audiences
Level of experience
Motives
Possible Alternatives
Physical
Relaxation
Relaxation exercises
Increased energy
Athletics, dancing
Sensory
Stimulation
Skydiving
Magnify senses
Sensory awareness training
Interpersonal
Gain acceptance
Learn about social norms, find a group that “fits”
Spiritual/mystical
Develop spiritual insight
Meditation
Personal and social skills
Assumes that personal and social problems are causes of drug use
Based on the known association of drug use with poor academic performance and lack of involvement in school activities
Teaches students communication skills and provides opportunities for successful interpersonal interaction
Examples
A group of students operates a school store
Older students tutor younger students
Anti-Drug Norms
1984 review of drug prevention programs
Most programs don’t contain an appropriate evaluation component
Few studies have demonstrated any success in terms of actual substance abuse prevention
Increased knowledge about drugs has virtually no impact on substance abuse
Affective education approaches appear too experiential and place too little emphasis on skills necessary to resist pressure to use drugs
Anti-drug norms programs were developed in part in response to these findings
Refusal skills and pressure resistance strategies
Focus on teaching students to recognize and respond to peer pressure to use drugs
Presented within the broader context of self-assertion and social skills training
Typical program
Film that demonstrates effective ways of responding
Follow-up student discussion
Practice with techniques presented in the film
Approach shown to be effective in reducing cigarette smoking among adolescents
Adapted for other drugs and behaviors
Drug-free schools
1986: Government began providing direct aid to local school districts for drug-prevention activities
DOE recommended school policies designed to demonstrate that the school and community do not condone drug use or underage alcohol use
Examples of school policies
Locker searches
Ban on tobacco use on school grounds
Part of trend of teaching generally accepted values rather than the more “value-free” approach taken in the 1970s
Social Influence Model
Advantages of education research on smoking prevention programs directed at adolescents
Large enough proportion of adolescents smoke so that measurable behavior change is more easily detectable
Health consequences of smoking are so clear that there is a good community consensus that preventing smoking is an appropriate goal
Easy to verify self-reported use of tobacco through saliva tests
Many approaches to drug-abuse prevention have been tried with smoking behavior
Key lessons can be learned from research findings about these approaches
It is possible to design effective smoking prevention programs
Presenting information about the delayed consequences of smoking (e.g., lung cancer) is relatively ineffective
Presenting information on immediate effects (e.g., shortness of breath) is more effective
Five key elements of the social influence model
Training in refusal skills through films, discussion, and practice
Students taught ways to refuse without being negative as well as ways to be assertive and insist on the right to refuse
Public commitment such as making a public pledge
Countering advertising by inoculating children against it
Students taught to analyze and discover the hidden messages in ads and how these messages differ from the actual effects of smoking
Example: advertisements associating cigarette use with healthy young athletes
Normative education to teach students that they may overestimate the number of their peers who smoke
Countering the “everybody is doing it” attitude
Use of teen leaders to talk to younger students about cigarettes
Older students can explain that neither they nor their friends smoke and how they have dealt with others’ attempts to get them to smoke
Possible improvements by applying the cognitive development approach to smoking behavior
Don’t automatically assume that all students need training in social skills or refusal skills
Students make active, conscious decisions in preparation for trying smoking and becoming an occasional or regular user
Prevention programs might be different at each stage of cognitive development
Risk and protective factors reviewed in Chapter 1 have more influence on drug behavior than any information or education program devised
Drug Abuse Resistance Education (DARE)
Developed in 1983 in Los Angeles; spread to all states by the early 1990s
Widely accepted initially despite lack of studies supporting its effectiveness
Contains many components of earlier prevention models
Delivered by trained, uniformed police officers
Includes elements of social influence model
Refusal skills, teen leaders, and public commitment
Includes elements of affective education
Self-esteem building, alternatives to drug use, decision making
Studies on effectiveness of DARE
1994: Program shown to affect self-esteem but no evidence for long-term reduction in drug use
1994: Program shown to increase knowledge about drugs and knowledge about social skills, but the effects on drug use were marginal
2004: Review of earlier studies showed program effect is small and not statistically significant
Despite failure to demonstrate a significant impact of the DARE program on drug use, it continues to be widely used
Head Start is a successful program of preschool education. Health screening and nutrition education are provided for at-risk children in this government-sponsored program.
Some programs have been demonstrated to have beneficial effects on actual drug use
ALERT: Based on social influence model
Cigarette experimenters were more likely to quit or to maintain low rates of smoking
Initiation of marijuana smoking among nonusers was reduced
Level of marijuana smoking among users was reduced
Life Skills Training: Based on social influence model
Teaches resistance skills, normative education, media influences, and general self-management and social skills
Peer influence approaches
Based on open discussion among a group of children or adolescents
Underlying assumption is that the opinions of an adolescent’s peers are significant influences on behavior
Peer participation programs
Emphasize becoming participating members of society
Often focus on youth in high-risk areas
May involve activities such as paid community service
Data on effectiveness are not yet available or are inconclusive
Informational programs for parents
Provide basic information about alcohol and drugs and their use and effects
Also may aim to make parents aware of their own alcohol and drug use
Rationale for these programs is that well-informed parents
Can teach appropriate attitudes
Can recognize potential problems
Parenting skills programs
Focus on communication, decision-making, setting goals and limits, and when and how to say no to a child
Parent support groups
Key adjuncts to skills training or in planning community efforts
Family interaction approaches
Families work as a unit to examine, discuss, and confront issues relating to drug use
Programs can improve family communication and strengthen knowledge and skills
Example: Strengthening Families program
Targets children of substance abusers
Goals are improving parenting skills and family relationships and increasing children’s skills
Evaluations indicate it reduces tobacco and alcohol use in children and reduces substance abuse and other problems in parents
Reasons for organizing prevention programs on the community level
Coordinated approach at different levels can have a greater impact
Drug education and prevention can be controversial, and programs that involve many groups can receive more widespread community support
Community-based programs can involve other resources, including local businesses and the public media
Communities Mobilizing for Change on Alcohol is one of SAMHSA’s model prevention programs
Works for community policy changes and encourages participation of many community organizations and businesses
Most consistent feature of workplace programs is random urine screening
All companies and organizations that obtain grants or contracts from the federal government have to adopt a “drug-free workplace” plan
Ultimate goal is to prevent drug use by making it clear through policies and actions that it is not condoned
What needs to be done in a particular situation depends on the motivations for doing it
Example 1: State requirement for drug education as part of health curriculum, in the absence of a particular drug problem
Most appropriate approach might be a balanced combination of factual information and social skills training
Important to avoid inadvertent demonstration of things you don’t want students to do
Example 2: Widespread concern and fervor about a local “epidemic” of drug and alcohol use
Goal would be to use energy to organize a community planning effort
Best approach would combine efforts on many levels
Need to avoid scary, preachy, negative approaches than have been shown to be ineffective
Information and training available from the SAMHSA Center for Substance Abuse Prevention
SAMHSA Center for Substance Abuse Prevention: Model Programs
Across Ages
Athletes Training and Learning to Avoid Steroids (ATLAS)
Child Development Project
Communities Mobilizing for Change on Alcohol
Creating Lasting Family Connections
Dare to Be You
Families and Schools Together
Keep a Clear Mind
Life Skills Training
Project ALERT
Project Northland
Project Towards No Tobacco Use
Reconnecting Youth
Residential Student Assistance Program
Safe Dates
SMART Team
Strengthening Families Program
Too Good for Drugs