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.”

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.

scholarly journals Impact of Self-efficacy and Social Support on Intention to Quit Drug Use among People with Drug Abuse Cases

2020 ◽  
pp. 67-74
Author(s):  
Mokuolu, Bolade Olubunmi ◽  
Ajiboye Samuel Adedotun
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Drug Abuse ◽  
Drug Use ◽  
Self Efficacy ◽  
Three Dimensions ◽  
Intention To Quit ◽  
Drug Abusers ◽  
Mental Health Settings ◽  
University Setting

Self-efficacy and social support according to various researches have shown to be important factors in the initiation, recognition and enactment of behavioural changes. This study examines the influence of self-efficacy and social support on the intention to quit drug use among clients in some mental health settings and students in a university setting. The sampled participants in this study include 25 students of Ekiti State University, Nigeria and 60 patients drawn from different mental health settings. General self-efficacy scale was used to measure self-efficacy while multi-dimensional social support scale was used to measure social support. Intention to quit drug use was measured using the Stages of Change Readiness and Treatment Eagerness Scale (SOCRATES). The result shows that there is a significant difference between drug abusers in a mental health setting and drug abusers in a university setting on all the three dimensions of intention to quit drug use; the patients having a higher score on the three. The three dimensions of social support do not have a significant influence on intention to quit drugs while Self-efficacy has a major influence on the intention to quit drug use (Beta = .244, P<.05). From the research findings, individual characteristics like self-efficacy play a major role in therapy and on patients’ intention to quit drugs than social support but this does not negate the importance of social support in therapy. So, therapists should endeavour to assess and develop an individual's attitude to prevent relapse after treatment. More so, psycho-education is pivotal in drug use cessation when compared with the population that was not exposed to psycho-education. So, awareness about the dangers of drug abuse should not only be done in mental health settings; but also in schools and our society at large.

Attitudes toward Drugs and Drug Education

1972 ◽  
Vol 2 (1) ◽  
pp. 63-80 ◽  
Author(s):  
Donald J. Haggerty ◽  
Stanley Zimering
Keyword(s):  
Mental Health ◽  
Drug Abuse ◽  
Prospective Teachers ◽  
Drug Education ◽  
State University ◽  
Education Programs ◽  
Urgent Task ◽  
Drug Knowledge ◽  
Knowledge And Practice ◽  
Relevant Factors

Citing the need to provide drug education for prospective teachers the authors refer to a study conducted to determine the number of colleges that have implemented such a program. Some attention is given to the characteristics related to attitude formation in childhood and the need to begin drug education early, with emphasis being placed on mental health. Supportive data are presented from a survey of students' drug knowledge and practice at State University College, Stony Brook, N.Y., regarding how drug education programs should be taught. Several relevant factors are listed which should be considered in a drug education program from the viewpoint of the students surveyed. The authors conclude that there is probably no more urgent task facing our colleges than planned programs for training teachers in drug abuse education.

Socioeconomic Status and Drug Abuse Prevention in a Metropolitan Region

1979 ◽  
Vol 9 (4) ◽  
pp. 359-369
Author(s):  
Leslie Horst ◽  
Don C. Des Jarlais
Keyword(s):  
Socioeconomic Status ◽  
Drug Abuse ◽  
School Districts ◽  
School Administrators ◽  
Metropolitan Region ◽  
Drug Education ◽  
Drug Abuse Prevention ◽  
Education Programs ◽  
Community Attitudes ◽  
Team Productivity

Teams of students, teachers, administrators, and others from twenty-eight school districts received training to carry out drug education programs in their home school districts. There was a moderate relationship between the socioeconomic status of a school district and the implementation of drug education programs by its team. Other factors related to the socioeconomic status of a community are discussed in terms of their effect on team productivity: community attitudes toward drug abuse; the capacity of teams to involve parents; and the availability of leisure time. Support from school administrators is seen to be particularly important for teams. Clearly, team success or failure was multiply-determined.

The Relationship Between Drug Education Programs in the Greater New Haven Schools and Changes in Drug Use and Drug-Related Beliefs and Perceptions

1976 ◽  
Vol 4 (4) ◽  
pp. 327-376 ◽  
Author(s):  
Rosalie M. Berberian ◽  
W. Douglas Thompson ◽  
Stanislav V. Kasl ◽  
Leroy C. Gould ◽  
Herbert D. Kleber
Keyword(s):  
Drug Use ◽  
Drug Education ◽  
New Haven ◽  
Education Programs ◽  
The Relationship

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.

A Look at Some Current Programs

1973 ◽  
Vol 3 (2) ◽  
pp. 127-140
Author(s):  
Carol L. Seabright
Keyword(s):  
Drug Abuse ◽  
Prevention Programs ◽  
Abuse Prevention ◽  
Drug Education ◽  
Drug Abuse Prevention ◽  
Education Programs ◽  
Exchange Of Information ◽  
Basic Orientation ◽  
Different Types

Drug abuse prevention programs have been proliferating across the country without much exchange of information. The author has reviewed a number of drug abuse prevention programs outlining such aspects as the basic orientation and comprehensiveness of the programs and the audiences to whom the programs are directed. The review also covers the different individuals involved in the direction and presention of the program and their use of persuasive and educational techniques. The different types of training for those involved in the presentation are also reviewed. Some conclusions are presented about drug education programs based on opinions of drug education experts, and some suggestions are included for a model that could be formulated from the review.

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.

Industry as a Setting for Drug Abuse Education: A Preliminary Study

1976 ◽  
Vol 6 (3) ◽  
pp. 201-208
Author(s):  
William D. Payne ◽  
Janice M. Monti ◽  
Michael B. Winer
Keyword(s):  
Drug Abuse ◽  
School System ◽  
Drug Education ◽  
Training Center ◽  
Education Programs ◽  
The Past ◽  
Preliminary Study

In the past much research on drug abuse education has focused on the school system (parents, teachers, students). This paper suggests that adult populations are also in need of drug education. Drug programs in industry are in a developing stage. The Training Center conducted three nine hour drug education workshops for selected staff of a large industrial concern of the Northwest. The workshop experience and the data generated during the workshop suggest the usefulness of such non-school drug education programs.

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.

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