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 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.”

Locus of Control of Participants in a Drug Education Program: An Evaluation

1978 ◽  
Vol 8 (3) ◽  
pp. 181-187
Author(s):  
Vance Stansell ◽  
Stephen D. Carella ◽  
George A. Letchworth
Keyword(s):  
Drug Abuse ◽  
Locus Of Control ◽  
Training Program ◽  
Education Program ◽  
Evaluation Study ◽  
Dependent Measure ◽  
Drug Education ◽  
Perceived Locus Of Control

An evaluation study was done to assess changes in perceived locus of control of adults who work in the drug abuse field and participated in a drug abuse training program. Two separate programs were examined with differing results. These outcomes are discussed with regard to composition of the groups and scores on the dependent measure.

A Practical Approach to Drug Education

1976 ◽  
Vol 6 (4) ◽  
pp. 343-360 ◽  
Author(s):  
John A. Chunko
Keyword(s):  
Drug Abuse ◽  
Educational System ◽  
Education Program ◽  
Practical Approach ◽  
Drug Education ◽  
Cultural Variables

It is the province of all educators to effectively deal with the tribulations of drug abuse on the highest level possible. This level may simply be termed the “preventive resolution.” A cogent drug education program, factorally suited to age-education, developmental and cultural variables and longitudinally implemented throughout a community educational system, is the preventive resolution.

Education about Narcotics and Dangerous Drugs—A Challenge to Our Schools

1971 ◽  
Vol 1 (2) ◽  
pp. 177-185 ◽  
Author(s):  
Seymour Eiseman
Keyword(s):  
Decision Making ◽  
Drug Abuse ◽  
Health Education ◽  
Education Program ◽  
Instructional Program ◽  
The Other ◽  
Drug Education ◽  
Curriculum Framework ◽  
Dynamic Programs

The author describes the most serious problem of drug abuse in the nation's schools. He attempts to describe the role of the school and its responsibility as a preventive agent or deterrent to youthful drug abuse. The epidemic proportions of drug abuse in our schools could be effectively diminished with the necessary ingredients for successful results. These ingredients should include such items as thought, inquiry, analysis, evaluation and decision-making. The writer further describes how health education classes with realistic and dynamic programs of instruction can also serve as effective deterrents to youthful drug abuse. He further describes a method in which the other disciplines that make up the instructional program of a school can reinforce the health and drug education program, thus building up a total educational thrust within the existing curriculum framework.

Will Classroom Instruction Change Attitudes toward Drug Abuse?

1977 ◽  
Vol 41 (3) ◽  
pp. 973-974 ◽  
Author(s):  
A. T. Vogt
Keyword(s):  
Drug Abuse ◽  
Middle Class ◽  
Education Program ◽  
Classroom Instruction ◽  
Drug Education

A classroom drug-education program was evaluated in the field to determine if it changed attitudes toward the abuse of marijuana, stimulants, depressants, LSD, and heroin. The subjects were 80 7th graders from middle-class homes. The results indicated that the program did not significantly change drug-abuse attitudes.

The use of Medical Manpower in a Seventh Grade Drug Education Program

1973 ◽  
Vol 3 (1) ◽  
pp. 39-56 ◽  
Author(s):  
Donald L. Rosenblitt ◽  
David A. Nagey
Keyword(s):  
Nursing Students ◽  
Drug Use ◽  
Information Transmission ◽  
Education Program ◽  
Drug Education ◽  
Seventh Grade ◽  
Rational Drug Use ◽  
Rational Drug ◽  
Medical Manpower

The use of medical and nursing students in an ongoing drug education program for the seventh grade is described. The results of a questionnaire given to the pupils are shown to demonstrate the effectiveness of this program with respect to both information transmission and the influencing of predicted future use. With the methods used, the program is shown to be objective and effective in stimulating rational drug “use-nonuse” decisions.

Instrumentation for the Measurement of Inmates' Drug Use, Knowledge, and Attitudes

1983 ◽  
Vol 13 (1) ◽  
pp. 63-72
Author(s):  
Richard E. Miller ◽  
Lawrence A. Cappiello ◽  
Thomas J. Golaszewski
Keyword(s):  
Drug Use ◽  
Item Analysis ◽  
Attitude Scale ◽  
Measurement Tool ◽  
Drug Education ◽  
Willingness To Participate ◽  
Correctional Institutions ◽  
Knowledge Test ◽  
Knowledge And Attitudes ◽  
Drug Knowledge

A methodology was devised for the construction of instruments to measure inmates' drug use, knowledge, and attitudes. A drug use inventory and a drug attitude scale were examined for construct validity, whereas a drug knowledge test was examined for content validity. In regard to reliability, each measurement tool was subjected to item analysis for internal consistency. Investigators obtained necessary data from 150 inmates at two county correctional institutions. Factors considered during instrumentation were subjects' reading and comprehension levels, drug experiences, and willingness to participate in data collection. Implications and suggestions are discussed concerning the use of such instruments in inmate drug education.

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.

The “No Win”: Drug Education Evaluation Problems

1978 ◽  
Vol 8 (2) ◽  
pp. 125-129 ◽  
Author(s):  
Jon Colby Swanson
Keyword(s):  
Drug Abuse ◽  
Education Program ◽  
Abuse Prevention ◽  
Education Evaluation ◽  
Drug Education ◽  
Drug Abuse Prevention ◽  
Advertising Agency ◽  
New Approach ◽  
Prevention And Treatment ◽  
New Models

Confusion on the goals of prevention and treatment has led some schools to define the nature of their drug abuse education program in such fashion that they cannot reasonably expect success. Drug abuse prevention goals are the domain of education. New models for evaluating such goals need to be developed. In some areas drug education evaluation has imposed “no win” rules upon itself. An advertising agency would be delighted if its new approach netted an increase of from 10 per cent of the available market to 11 per cent of the available market. But educational efforts are expected to completely change the nature of nearly all peoples behavior.

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.

Sign in / Sign up

Export Citation Format

Share Document