Drug Education Policies - Essay Example

of lecturer: presentation: Introduction Drug abuse is a sensitive practice that poses a threat to the future of the society, particularly the youth. Governments have embarked on policy formulation regarding the use of drugs in the society, especially for the young people. In a study conducted by the Drug scope, it was established that there is a rising concern in regard to the rising levels of use of drugs by the youth. This necessitated the government to formulate the drug policy. It was understood that there is an extensive drug use in the society, with a notable drop in the age of beginners of drug use. The authorities are dealing with a higher number of arrests related to drugs. More over, records indicate that drug use is one of the major causes of death recently, being associated with directly causing death as well as deaths that are related to drugs. It was also established that the rising crime levels are associated with drugs (Cleaver et al 1999 p. 87). Data from the Home Office and the police supported this study (Blackman 2004 pp. 148-149). It is understood that even young women who initially were not in the drug consuming bracket as well as cultural minorities and young people in the rural areas are increasingly getting recruited in drug use (Shipp et al 2005 p. 261). . This essay is a critical evaluation of the drug use policies that are significant in preventing drug use. Several models and methods of drug use have been discussed as well as their role in promoting drug use prevention. Purposes of Drug Education Policies Due to the widespread presence of drug use in the society, governments embarked on formulation of policies aimed at facilitating drug education that can help in changing this social condition. The policies are aimed at preventing non-drug users from beginning, especially in schools. This is because it was established that the potential age for beginners is school age (Melrose et al 2007 p. 67). Primary prevention is therefore focused on prevention through drug education in schools. The approaches to drug education have mainly been sociological and cultural perspectives. One of the approaches is to establish other activities that can satisfy the user in place of drugs. These are mainly useful for the drug users who do it for recreation or relaxation purposes. This is a diversionary-alternatives means of enhancing a reduction in drug use (Blackman 2004 p. 153). Education focused on a particular situation in regard to drug use is also significant in helping the drug users to stop consuming them. Peer education has also played a significant role in ensuring that age groups acquire education that equips them with the assertiveness in avoidance of drug use that may be facilitated by peer pressure. Cultural education involves encouraging the youth to stay free from drugs through promoting ethical behavior and good morals. The surrounding communities play a significant role in promoting a drug free life amongst the youth. They together with independent organizations in the area interact with the youth after school and offer guidance and meaningful experiences in their lives. Youth seminars and forums organized by these agencies are significant in promoting drug free lives amongst the youth. They have the capacity of explaining alternative approaches to coping with problems of the youth other than drugs (Goodman, 2007 p. 91). The approaches are aimed at building self esteem and confidence that lacks in the youth to help them in perspicuity that can be significant in problem solving. Promotion of life skills is important in reducing drug use. It helps the youth to set achievable goals, and strive to achieve them. They get training on logical thought and boldness which is significant in discovering and appreciating their personal principles. They gain the capacity for evaluating the relationship between these principles and drugs, as well as identifying the disparity that exists, which eventually serves as the basis for relinquishing the use of drugs (Shipp et al 2005 p. 259). This culminates in the youth opting for the alternatives that can enhance realization of their goals. Mentorship in this case plays a significant role in generating confidence amongst the youth, who eventually are capable of setting targets assisted by the mentor (Goodman, 2007 pp. 91-96). In Britain, the drug policy on life skills is mainly meant to “delay the onset of drug consumption” (Blackman 2004 p. 153). This assists in ensuring that the youth take a longer period to make considerations in regard to their social life. At a more advanced age, they may be capable of making sound decision. The policy is aimed at helping them to escape the vulnerability of youth in drug use. More over, the earlier a person begins using drugs the more vulnerable he is in terms of the consequences of drug use to health. In the USA, drug education programs in schools aimed at promotion of life skills are largely used. Most of the projects are aimed at building the capacity for the youth to resist temptations to drug use. These policies have also been applied in Australia, under the leadership of the prime minister. This was enhanced through establishment of mobile centers of drug education. Other countries with drug education policies include; Scotland, and Canada. Models and Methods of Drug Education The sociocultural model aims at creating a change in the knowledge of the drug users with the supposition that it can facilitate the development of changes in the customs. These customs that are attached to the society in regard to drug use are targeted by this model. It creates a positive change that is significant in reduction of drug use. The drug users adopt new social norms which enhance the ability of such people to stop the undesirable trends in consumption of drugs. This model has been effective in education on drug use. In the sociocultural model, the people gain information in regard to the consequences of using drugs and therefore their ability to make informed decisions is improved. The results are usually reduced drug use, and a reduced onset age (Goodman, 2007 p. 47). It is similar to the model of affective education that aims at enhancing self esteem in the population as well as teaching in skills for problem solving. This is effective in ensuring that people do not resort to drug abuse due to inability to make decisions regarding problem solving. Teaching on information regarding the negative effects of drugs is usually not the major subject of education. Rather, it is about how to approach problems that is the main theme in education. Another school of thought came up with the “distribution-of- consumption model which in other words is referred to as single distribution”. (Bourgois, 1996 p.254). The assumption here is that the level of drug use in a population is relative to the problems that it faces. This means that a community without economic problems may not find it difficult to purchase drugs. The model seeks to raise the price of the drugs and accessibility of the population to it for example through regulating the time in which it can be purchased, as well as setting a floor for the minimum age to which the drug should be sold. This model is usually applicable for the legal drugs such as alcohol (Brown and Riley 2005 p. 213). The availability of drugs is seen as the major drawback to drug prevention. On the other hand, the social influence model seeks to keep at bay the social interactions that can pressurize the youth to take drugs. It is to an extent similar to the ‘distribution-of-consumption’ model in that control of external factors such as availability of drugs and peer influence promotes prevention of the use of drugs. The health belief model is significant in reducing drug use through sensitizing individuals on the negative consequences of drug use on health. “It can also be referred to as knowledge and drug information model”. (UNESCO 1995 p. 18). It is assumed that a drug user may avoid using drugs on the consideration that they might have negative consequences on his health. It is also assumed that that not many people could put their lives in jeopardy by experimenting with their own bodies applies in this case. The youth may not think of taking the drug any more after acquiring information on the health problems that are associated with drug use. Instead, individuals make alternative choices that keep them healthy. It promotes the setting up of personal health goals that an individual considers before engaging in consumption of drugs. The ability to predict the negative consequences of drug use prevents a person from the practice. This model is significant in creating a health conscious population that is able to make informed decisions aimed at avoidance of health problems. There are several methods that are used in drug education. They are significant in conveying vital information in regard to the consequences of drug use to the population. They provide education through narrating experiences as well as illustrating the negative consequences of drug use. Students acquire knowledge through biology classes that are informative in regard to the body functions, and the threats that are posed by drugs. They enhance observance of healthy behaviors amongst the youth. Educators use group discussions that aid in brainstorming on issues concerning the use of drugs. Public lectures also provide avenues for drug education. They may either be targeted for the youth, or parents who acquire skills for assisting their children to avoid using drugs (Paterson 2008). Other methods such as offering courses for practitioners in order to equip them with the desirable knowledge for detection of early symptoms of drug abuse are essential. Mentorship is also an important method of drug education whereby the mentor offers guidance to the youth. He serves as a role model for the students. Holding educational seminars and forums for drug education, while involving experienced persons is an efficient way of educating people on drugs. In such circumstances, the youth acquire first hand information regarding drug use. They can compare their state at that moment with that of the narrator and compare it with what they would like to be. That way, they are able to make informed decisions. In such seminars, many methods of education are used. These include the use of illustrations and demonstrations. Exhibitions are also significant in emphasizing on the need to abstain from drugs (Shipp et al 2005 p. 257). The policy on drugs has historically focused on the drugs that are considered as illegal. These include cocaine, heroin and other drugs whose acquisition and consumption are both illegal. Legislation in regard to their use is meant to prevent and punish the dealers as well as their users. The law prohibits anyone from using, dealing or being in possession of the drugs that are regarded as illegal by the law. On the other hand it provides for a right for the students in educational institutions to be educated on the negative effects of drugs. Criminalization of drugs is done on the basis of the politics of the dangers that they pose to the society in general (Goodman, 2007 p. 94). Conclusion Drug education is significant in prevention of drug use in the society. It helps individuals in regard to making informed decisions on the use of drugs. Policies regarding the use of drugs enhance the education of people, especially the youth. These policies are meant to help the government in preventing drug use. There are several models and methods that are used in drug education. These are significant in ensuring that the society is informed concerning the consequences of drug use. Legislation also exists in order to prevent people from dealing or using drugs. These laws are important in determining which drugs are illegal and the ones that are legitimate. Policies on drug use have played a significant role in prevention of drug use. Bibliography 1. Blackman, S. 2004. Chilling Out: The Cultural Politics of Substance Consumption and Drug Policy, Berkshire: Open University Press. 2. Bourgois, P. 1996. Confronting Anthropology, Education and Inner-City Apartheid, in American Anthropologist. 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