Drug Abuse by Children and Adolescents Perspectives on Incidence, Etiology, Assessment, and Prevention Programming

1981 ◽  
pp. 283-330 ◽  
Author(s):  
John J. Horan ◽  
Raymond P. Harrison
Keyword(s):  
Drug Abuse ◽  
Children And Adolescents ◽  
Prevention Programming

scholarly journals Identity of care in a Psychosocial Care Center for Children and Adolescents who uses drugs

2014 ◽  
Vol 48 (spe2) ◽  
pp. 116-122 ◽  
Author(s):  
Isabella Teixeira Bastos ◽  
Vicente Sarubbi Jr. ◽  
Tatiane Guimaraes Pedroso de Oliveira ◽  
Patricia Santos de Souza Delfini ◽  
Camila Junqueira Muylaert ◽  
...  
Keyword(s):  
Drug Abuse ◽  
Focus Groups ◽  
Children And Adolescents ◽  
Care Center ◽  
Psychosocial Care ◽  
Process Tracing ◽  
Institutional Identity ◽  
The Everyday

Objective To associate the territory of identity with the production of care within a PCC focusing on children and adolescents with drug abuse and their institutional identity. Method We used the “ process tracing methodology” in four research categories: focus groups, characterization of professionals, observing the everyday and interviewing two members of emblematic cases of the service. Results territory of identity of the institution, which operates the production of care is crossed by the difficulty of dealing with the complexity brought by the users and the performance of the PCC network. This paper is also permeated by different conceptions of care and small problematization of these issues in collective spaces of service. Conclusion The discussion in focus groups and other devices can be powerful resources to reframe the meaning of care and identity of collective service.

Is Current Drug Abuse Prevention Programming Generalizable Across Ethnic Groups?

1996 ◽  
Vol 39 (7) ◽  
pp. 911-918 ◽  
Author(s):  
CLYDE W. DENT ◽  
STEVE SUSSMAN ◽  
PHYLLIS ELLICKSON ◽  
PERRY BROWN ◽  
JEAN RICHARDSON
Keyword(s):  
Drug Abuse ◽  
Ethnic Groups ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
Prevention Programming ◽  
Current Drug

scholarly journals PENDIDIKAN KARAKTER DALAM MEMBENTUK PERILAKU SUSILA ANAK SEKOLAH DASAR

2019 ◽  
Vol 2 (2) ◽  
pp. 82
Author(s):  
I PUTU GEDE PARMAJAYA
Keyword(s):  
Sexual Abuse ◽  
Drug Abuse ◽  
Character Education ◽  
Children And Adolescents ◽  
Human Trafficking ◽  
Extracurricular Activities ◽  
Early Age ◽  
Full Potential ◽  
Security Forces ◽  
Environmental Destruction

<p><em>Indonesian life corresponding 1945 aspired not yet achieved its full potential . Various cases ranging from sexual abuse , crime , corruption, human trafficking , peraktik prostitution , looting , promiscuity , rampant levels of violence children and adolescents , crimes against friend , theft teens , the habit of cheating , drug abuse , pornography , and environmental destruction , until the murder has not been solved by the security forces and the Indonesian government . Efforts could be done to overcome this phenomenon is the way to improve the character of each individual through character education should start at an early age formed . In elementary school character education can be transformed through learning in the classroom and through extracurricular activities and cooperation between education centers tri component ( family , school and community ) are expected cultivation of character education can be implemented optimally.</em></p>

Constructive Peer Relationships, Social Development, and Cooperative Learning Experiences: Implications for the Prevention of Drug Abuse

1980 ◽  
Vol 10 (1) ◽  
pp. 7-24 ◽  
Author(s):  
David W. Johnson
Keyword(s):  
Drug Abuse ◽  
Children And Adolescents ◽  
Peer Relationships ◽  
Adult Child ◽  
Self Control ◽  
Inner Experiences ◽  
Social Competencies ◽  
To Come ◽  
Peer Accountability ◽  
Interdependent Relationships

One approach to the prevention of drug abuse is to provide socializing experiences aimed at helping children and adolescents acquire the basic social competencies needed to cope with life situations involving other people and one's own inner experiences. Social competencies are developed within meaningfully interdependent relationships. While adult-child relationships have long been emphasized, there is increasing evidence that constructive peer relationships are a necessity for successful socialization. And since the children and adolescents most in need of constructive socializing experiences tend to come from stressful, abusive, or indifferent families, the most promising approach for intervention is within the school. Instructional experiences may be structured cooperatively, placing students in meaningful, interdependent relationships with their peers, and allowing teachers to emphasize within a task situation the development of social skills, roles, and sensitivity; the peer accountability essential for the development of values and self-control; and the autonomy necessary to resist social pressures to use drugs abusively.

scholarly journals A Lifespan Developmental-Stage Approach to Tobacco and Other Drug Abuse Prevention

2013 ◽  
Vol 2013 ◽  
pp. 1-19 ◽  
Author(s):  
Steve Sussman
Keyword(s):  
Drug Abuse ◽  
Developmental Stage ◽  
Developmental Stages ◽  
Developmentally Appropriate ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
Older Children ◽  
Prevention Programming ◽  
Informal Design ◽  
Future Program

At least by informal design, tobacco and other drug abuse prevention programs are tailored to human developmental stage. However, few papers have been written to examine how programming has been formulated as a function of developmental stage throughout the lifespan. In this paper, I briefly define lifespan development, how it pertains to etiology of tobacco and other drug use, and how prevention programming might be constructed by five developmental stages: (a) young child, (b) older child, (c) young teen, (d) older teen, and (e) adult (emerging, young-to-middle and older adult substages). A search of the literature on tobacco and other drug abuse prevention by developmental stage was conducted, and multiple examples of programs are provided for each stage. A total of 34 programs are described as examples of each stage (five-young children, 12-older children, eight-young teens, four-older teens, and five-adults). Implications for future program development research are stated. In particular, I suggest that programming continue to be developed for all stages in the lifespan, as opposed to focusing on a single stage and that developmentally appropriate features continues to be pursued to maximize program impact.

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