D.A.R.E. – The Effectiveness of a School Based Drug Program Literary Review Anthony D. Richardson Middle Tennessee State University Dr. Pam Scott Introduction Drug abuse among our nations’ youth has been a problem that has plagued America for years. America has waged a war on drugs on many different fronts, and perhaps one of the most controversial battlegrounds has been the schools within America…
The most prevalent drug education program in existence is the Drug Abuse Resistance Education program, commonly referred to as D.A.R.E. This is a program currently taught in all 50 states as well as in foreign countries and is in the vast majority of all school systems. Despite its immense popularity, there has been great debate in whether or not the program is successfully maintaining its own goals of preventing the nations’ youth from engaging in substance use/abuse. In this paper, I will present arguments and studies both for and against the program and its effectiveness. This paper will also demonstrate that with all the research that has been examined in the debate over the effectiveness of the D.A.R.E. program, there may be crucial questions that have not yet been addressed that might further reveal D.A.R.E.’s influence on youth. Literature Review The following literature review attempts to demonstrate and support the hypothesis that the D.A.R.E. program is effective in combating drug use among the nations’ youth. Ennet et al., (1994) carried out a research to analyze the effectiveness of D.A.R.E program in meta-analysis. ...
In two of their studies, there was reliable information on the long-term effects of the program. However, there was no indication D.A.R.E’s effectiveness deters individuals from using drugs even at their adult stage. In illuminating some light on Ennet et al., (1994), (Hansen, et al. 1988) conducted, a study to that aimed at preventing multiple substances among seventh grade students. In their research, two drug abuse prevention curricula tested aimed at determining their efficacy in preventing the onset of tobacco, alcohol, and marijuana use among adolescents. The first program focused on prevention through social pressure resistance training, while the second featured affective education approaches to prevention. A test on curricula was on seventh grade students. Subjects were pretested just prior to the program and post-tested at 12 and 24 months. Post-test analyses indicated that the social program delivered to seventh grade subjects was effective in delaying the onset of tobacco, alcohol, and marijuana use. There was no preventive effect of the affective education program was observed. By the final post-test, classrooms that had received the affective program had significantly more drug use than controls. A study conducted in 1991 suggested that two strategies for preventing the onset of alcohol abuse and marijuana and cigarette use were tested in junior high schools in Los Angeles and Orange Counties, California. The first strategy taught skills to refuse substance use offers. The second strategy corrected erroneous normative perceptions about prevalence and acceptability of use among peers and established conservative groups norms regarding use. Four experimental ...
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They are usually harmful to our heart, brain, central nervous system, the body as a whole and other vital organs. Most individuals abuse drugs to aid them in dealing with problems or be taken away from the actual situation that they are encountering. However, the victims rarely think of the short term and longer effects of abuse of drugs to their own bodies. This paper will argue out on abuse of substance while agree to why abuse of substance is dangerous.
The most common products are vitamins and energy drinks which are generally available over-the-counter (OTC) without the need for any doctor's prescription. These supplements can be effective only for the shorter term, such as the need for a quick weight-loss program, increased energy, longer stamina or endurance, a faster workout recovery time and attainment of a muscled body (Hayashi 1) but has side effects.
Substance use in adolescence has been noted to have negative consequences, including health and emotional problems, lower social competence, and problems with school or work. Substance use generally starts during adolescence, and a number of risk factors have been noted, including peer pressure, popularity, and depression.
Responsibility for a crime committed does not reside with the offender, but instead is a result of a social problem. For example, if a teenage male participates in a holdup of a convenience store, proponents of the social problem approach will point to poor parenting, poor education, lack of adult role models, or other similar disadvantages facing the young man to explain his actions in committing the robbery.
The author of the text emphasizes the idea that drug education is such type of education that should be provided to children of younger ages so that they gain awareness and stay away from the curse of drugs. Hence, they must be instructed about all kinds of drugs so that they can identify accordingly between different kinds of drugs and their disadvantageousness.
buse as well as addiction, and at the same time looks at the aspects of epidemiology, social problems, pathophysiology, as well as ethical issues that might arise with medical emergency responders.
Drug abuse and drug addiction; exactly what does that imply and who is affected
ng used to prevent the use of drugs, to treat the drug addicts and fight crimes that arise from drugs especially among the neighborhoods that consist of low income groups. Drugs threaten the normal functionality of the poor societies but this issue can be remedied through
According to the report the WHO asserts that drug abuse is a pandemic in the contemporary society. Drug abuse relates to an intense desire to obtain increasing amounts of a particular prohibited substance in the body system. Drug abuse destroys the individual lives of the victims as well as those who surround them.
As the paper, How Effective Is Drug Abuse Resistance Education?, declares the authors tried to find all quantitative evaluations of DARE’s core curriculum through a survey of DARE’S five Regional Training Centers, telephone interviews with those involved with DARE and computerized searches of published and unpublished literature.
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