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.

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.

An Advertiser's View of Drug Advertising

1974 ◽  
Vol 4 (3) ◽  
pp. 283-286 ◽  
Author(s):  
John Kallir
Keyword(s):  
Drug Abuse ◽  
Drug Information ◽  
Government Control ◽  
Drug Advertising ◽  
Prescribing Habits ◽  
Service Oriented ◽  
Per Se ◽  
Viable Method

Several principles, stages and techniques involved in the agency preparation and presentation of an advertisement are outlined. The advertising of drugs as a necessary and viable method in presenting accurate drug information to physicians and consumers is defended. It is contended that advertising, per se, does not affect the prescribing habits of physicians in an adverse manner. Government control or banning of drug advertising will not solve the problem of drug abuse and misuse. The author feels that advertising is adequately serving society's needs and he sees an increased role for advertising in educational and service-oriented information programs.

The Pharmacology of Drug Abuse: Drug Education at San Quentin

1981 ◽  
pp. 269-274
Author(s):  
William K. Schmidt ◽  
Alvin J. Greenberg
Keyword(s):  
Drug Abuse ◽  
Drug Education

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.

Drug Education—Better Late Than Never

1971 ◽  
Vol 1 (1) ◽  
pp. 9-14 ◽  
Author(s):  
John S. Sinacore
Keyword(s):  
Public Health ◽  
New York ◽  
Drug Abuse ◽  
Health Education ◽  
New York State ◽  
Drug Education ◽  
Education Department ◽  
York State ◽  
State Education ◽  
State Education Department

Recognizing that problems arising from human ecology do not represent medical failure so much as educational failure, and that prevention is cheaper in the long run than rehabilitation, the New York State Education Department is implementing a course of study in the Health Sciences incorporating knowledge from the disciplines of medical science and public health, aimed at prevention through education. Curriculum materials for 4th grade through high school, developed by the State Education Department, deal initially with the nature and proper use of drugs as a basis for understanding drug abuse. Drug education, to be effective as a drug abuse deterrent, should be taught by a well prepared health education teacher within the context of health education which touches on areas of mental health, physical health, consumer health, public health, safety and pharmacology. Intensive teacher training programs are underway in six institutions of higher education in New York State to prepare teachers licensed in other educational areas to fulfill state certification requirements in health education. Additional teachers are being trained to teach inservice courses in their own districts; their $600 salary per 30 hour course taught is paid by the State Education Department. The goal is to reach 7500 teachers during this school year. The program participants are brought into contact with consultants from many related fields. A learn-by-doing method is utilized involving group processes and activities designed to encourage individuals to become responsible for their own learning and the learning of others.

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.

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.

The Silent Pusher

1976 ◽  
Vol 6 (3) ◽  
pp. 255-258 ◽  
Author(s):  
Charles L. Frederick ◽  
Frank Guldbrandsen
Keyword(s):  
Drug Abuse ◽  
Human Potential ◽  
Drug Education ◽  
Medical Doctors ◽  
Over The Counter ◽  
Made In

Most concern for drug abuse among drug educators focuses on illicit, youth oriented chemicals such as marijuana and hallucinogens. Even though this is so, we know that a major source of drug abuse stems directly from the prescription pads of medical doctors. Even perfectly justifiable prescriptions for physical and psychical maladies are filled and then used for purposes that damage and destroy human potential. An effort needs to be made in drug education aimed at physicians, working toward dealing with the problem of abuse of over the counter, licit drugs.

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.

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