Prescription for Drug Abuse Education Managing the Mood Changers

1971 ◽  
Vol 1 (2) ◽  
pp. 101-113 ◽  
Author(s):  
Stanley F. Yolles
Keyword(s):  
Drug Abuse ◽  
Drug Use ◽  
Drug Information ◽  
Learning Experiences ◽  
Educational Programs ◽  
Background Information ◽  
Drug Education ◽  
The Way

This article emphasizes the need to prepare youth to make decisions about drug use. To do this it is essential to eliminate hypocrisy about the use of marijuana, to “infuse” the curriculum with drug information and to provide students with realistic learning experiences. It focuses on such things as the way teachers have been charged with the responsibility to teach about drugs without adequate preparation. The author provides the reader with some practical suggestions and solutions to the dilemma. He presents factual background information about the nature of marijuana, the scope of the problem, and the need for immediate action regarding relevant educational programs. The key areas discussed are: 1) understanding the problem, 2) scope of the problem, 3) the need for drug education, 4) education of professional personnel, and 5) alternatives to drug abuse.

Drug Education: What it is and Isn't

1972 ◽  
Vol 2 (1) ◽  
pp. 89-97 ◽  
Author(s):  
Richard H. Grant
Keyword(s):  
Drug Abuse ◽  
Drug Use ◽  
Change Agent ◽  
Drug Abusers ◽  
Drug Education ◽  
Education Programs ◽  
Political Implications

Drug education is a term that has many meanings. It is important that the drug educator assess his own values regarding drug use in our society, then share them freely. His values, however, should not dictate or completely overshadow rationality and honesty. Youth particularly need to know where the educator stands. To think that one can develop drug education programs that are value-free is naive. The drug educator's values, coupled with some operational assumptions, will provide the basis and direction of drug education. Drug education content must include the physiological, pharmacological, psychological, legal, moral, spiritual, and political implications of drug use in our society. This content must be presented in a way that utilizes peer values and settings. The use of ex-drug abusers should be approached rationally and humanly. Drug educators aren't going to make any difference at all, in terms of preventing drug abuse, until they view their role as being that of a “change agent.”

Which Way Drug Education?

1979 ◽  
Vol 9 (2) ◽  
pp. 93-103 ◽  
Author(s):  
Stephen F. Wepner
Keyword(s):  
Drug Abuse ◽  
Primary Prevention ◽  
Prevention Programs ◽  
Educational Programs ◽  
Educational Resources ◽  
Drug Education ◽  
School Based ◽  
History Of ◽  
Soft Drugs

Given the increasingly permissive nationwide attitude toward abuse of marijuana and other soft drugs, in what direction should school-based education/prevention programs move? After reviewing the history of such programs, the author offers a plan to decrease the incidence of adolescent drug abuse by utilizing an array of non-educational resources including youth oriented media. Achieving this goal will permit educational programs to shift their energies and resources back to primary prevention and away from intervention and treatment.

Parental Awareness: Knowledge and Attitudes toward Drug Use

1972 ◽  
Vol 2 (4) ◽  
pp. 311-317 ◽  
Author(s):  
David R. Ritter
Keyword(s):  
Drug Abuse ◽  
Drug Use ◽  
Educational Attainment ◽  
Education Program ◽  
Factual Knowledge ◽  
Drug Education ◽  
Parental Awareness ◽  
Knowledge And Attitudes

The purpose of the article was to investigate parents' knowledge and attitudes concerning drug abuse. The results of the study suggest that factual knowledge and “liberal-conservative” attitudes toward drugs is significantly related to age. Sex of parent was also found to be a factor as was level of educational attainment. It was concluded that a comprehensive drug education program should include “education” of parents as well as children.

Drug Abuse and the Schools

1971 ◽  
Vol 1 (2) ◽  
pp. 171-175 ◽  
Author(s):  
Jerrold S. Greenberg
Keyword(s):  
Decision Making ◽  
Drug Abuse ◽  
Background Information ◽  
Drug Education ◽  
Programming Students

In reviewing some of the background information regarding the extent of drug abuse and the types of measures presently being used, this article describes in more detail the role of the school in drug abuse. It is the contention of this writer that the school cannot be effective in this area unless its role is clearly defined. Such factors as the teacher, the school, decision-making, law-enforcing and motivation are, among others, briefly discussed. Emphasis is placed on drug education from the viewpoint of youth, whereby the objectives should relate to students' use or abuse of drugs and not in programming students to behave in a predetermined manner (determined by those, other than students). In addition, the school's relationship and the responsibilities of other institutions within the society are identified and reviewed.

Impact and Roles of Drug Information in Drug Education

1975 ◽  
Vol 5 (3) ◽  
pp. 223-233 ◽  
Author(s):  
Michael S. Goodstadt
Keyword(s):  
Drug Use ◽  
Drug Information ◽  
Drug Education ◽  
Education Programs ◽  
The Impact

Evidence is presented elucidating the role of knowledge about drugs in facilitating or impeding drug use. The issues considered include (1) the role of drug information in previous “education” programs, (2) the source and uses of drug information, (3) the impact of this information, and (4) the alternative roles for drug information.

Drug Education: Some Impressions from Experiences in Illinois

1971 ◽  
Vol 1 (2) ◽  
pp. 147-155 ◽  
Author(s):  
Jon Colby Swanson
Keyword(s):  
Drug Abuse ◽  
Drug Use ◽  
Community Action ◽  
Applied Science ◽  
The State ◽  
Effective Drug ◽  
Drug Education ◽  
Training Workshop ◽  
Drug Problem ◽  
Factual Content

The concept of training workshop dominates the approach of the State of Illinois to drug education, although programs of many modalities are currently operating within that state. The factual content of drug education and its associated vocabularies can tempt an educator to label himself an “expert” on drugs. Facts, while indispensable to effective drug education, are 1) scarce, and 2) only part of the education associated with drugs. Drug abuse is often symptomatic of other problems. Young and old may tend to make more of the “issue” of drugs than a pseudoscientific controversy. Simplistic models of drug use and abuse cannot explain all drug taking behavior, nor can they fully contain implications for changing adverse drug taking behavior. Insofar as education is a science, it is an applied science. We should move rapidly beyond creating “awareness” of the drug problem and begin to equip people with community action skills.

Drug Education and the College Athlete: Evaluation of a Decision-Making Model

1996 ◽  
Vol 26 (2) ◽  
pp. 159-181 ◽  
Author(s):  
Raymond Tricker ◽  
Declan Connolly
Keyword(s):  
Decision Making ◽  
Drug Abuse ◽  
College Student ◽  
Drug Use ◽  
Student Athletes ◽  
Prevention Programs ◽  
Drug Education ◽  
State University ◽  
Oregon State University ◽  
College Student Athletes

In general there is a lack of information describing the components and structure of drug education and prevention programs (DEPP) for college student athletes. While concern about the prevalence of drug abuse among college student athletes has increased, a relative lack of clarity remains regarding what elements of drug education prevention programs have been successful or unsuccessful in this setting. In an effort to address this issue at Oregon State University a two-credit ten-week DEPP was implemented as a requirement for all collegiate athletes. This article describes the evaluation of this program. Altogether 635 student athletes from three National Collegiate Athletic Association (NCAA) Division One universities provided data in this two-year evaluation project. Participants were student athletes from Oregon State University (OSU), a Mid-Western University (MWU), and another Pacific North-Western University (PNWU). Pre- and post-test data were collected regarding knowledge about drugs, attitudes toward drug use, drug use, and decision-making factors. Students at OSU and MWU were enrolled in a structured DEPP, and the third group from PNWU was used as a control and did not receive regular instruction. The baseline data taken before the drug education course indicated that athletes at OSU, MWU, and PNWU were no different in their knowledge of drugs, attitudes toward drugs, or perception of the value of drug education in preventing drug abuse among student athletes. However, the data at the end of the ten-week course revealed many significant improvements among OSU and MWU students athletes, in knowledge, attitude related to performance enhancing drugs and recreational drugs, and perceptions of drug education. At the end of the course 88 percent of the participating OSU athletes agreed that drug education can be effective in preventing drug abuse among student athletes.

Drug Education at its Best—The Shaping of Values and Anti-Drug Attitudes

1973 ◽  
Vol 3 (1) ◽  
pp. 31-37 ◽  
Author(s):  
Geraldine K. Piorkowski
Keyword(s):  
Drug Abuse ◽  
Intimate Relationships ◽  
Drug Information ◽  
Emotional Problems ◽  
Drug Education ◽  
Running Away ◽  
Change Behavior ◽  
School Programs ◽  
Per Se ◽  
Creative Self

Parents and educators have become increasingly intent upon “doing something” to reduce the incidence of drug abuse. Frequently, these attempts, in the form of poorly-conceived drug education films and school programs, focus solely upon drug information. While information is useful, drug information per se does not automatically change behavior or attitudes. Of more importance are the values and attitudes which govern our relationships with others and our goals in living. Both children and adults need to learn the value of warm, intimate relationships with others, of facing emotional problems squarely without running away, and the value of creative self-expression in the exercise of one's unique talents.

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