DARE Program - Research Paper Example

In this essay, the proponent tries to discuss a brief overview of the program, a review of the effectiveness and or ineffectiveness of the program, changes that have been implemented to increase its effectiveness, and based on the findings of the research the proponent elaborately discusses grounds whether or not it is appropriate to continue to fund this program. Overview of DARE Founded in 1983 in Los Angeles, DARE aims to help children or young people from kindergarten through 12th grade not to be involved with peer pressures, drugs and violence, but ensure them to live productive lives (DARE America, 2012).

This program guarantees children to improve their skills, and divert them to be more productive for them not to be associated with drugs, gangs and violence. Under this program, children are customarily given with classroom lessons in line with resisting peer pressures, and instead live a productive life free from drugs and matters concerning violence. Review of DARE’s effectiveness or ineffectiveness DARE program is claimed to be in line with hopelessly outmoded theories of human learning and behavior, it is a failure when it comes to distinguishing what a legal substance or illegal drug is, it generally considers all use as abuse, and it presents inconsistent view of substance with reference to what students actually observe in their environment (Hanson, 2011).

All of these are important considerations that are deemed to be elemental reasons that could point out to the ineffectiveness of DARE program. Furthermore, Hanson also points out that DARE is a disaster for students but a specific accomplishment for those implementing and making profit from it. Hanson simply implies that the reason why DARE continuously exists is due to the fact that there is a remarkable advantage and benefits out of it especially on the part of those who implement it, and not so much of the children who actually should benefit from it.

In line with the claim of Hanson, a study conducted by Clayton, Cattarello and Johnstone (1996) showed that there was no significant difference when drug or alcohol intervention was conducted on the 7th grade approximately after one year with DARE program and after a 5-year measurement interval. The result was able to show the information about the students in their 7th grade regarding their attitudes towards drugs, resisting peer pressure and level of drug use by peers. To support this further, evaluation regarding DARE’s effectiveness showed that student’s knowledge, attitudes and behavior on drug prevention could be loss over time, which was substantially observed to come right after the program (Birkeland, Graham & Weiss, 2005).

In fact, student’s behaviors and perceptions are crucial to programs that at some point could associate DARE and its goals (Doulas & Lurigio, 2010; Champion, 2010). In other words, due to the fact that students who have undergone the DARE program will undergo adolescent stage and potential influence from the environment, it could not be perfectly relied on that they could have significant immunity against actual exposure to alcohol and drug abuse as their attitudes, behaviors or knowledge will change over time. These