drug education essay pdf

Drug Education and Prevention Essay

The issue of drug abuse has been a threat to many economies of the world. This has propelled governments and other community organizations worldwide to formulate ways of curbing this menace from all corners. Among the methods that are used are frank, positive futures and the national drug strategy.

While each of these has its own salient features, they all serve the common goal of educating the public about the risks involved in drug abuse and also the ways of avoiding becoming victims of drug abuse. Some governments and organizations have gone a step ahead and created rehabilitation centers that help those persons recovering from the abuse of drugs.

The extent to which each of the methods used is efficient varies. This is due to the limitation of the policy in rearing some areas of life. In this paper, the modalities that are followed by frank and those that are followed by the positive futures are measured against one another with an aim of comparing their effectiveness and coming up with appropriate recommendations for each.

For the purpose of the study, the information that is contained in the course material chilling out: the cultural politics of substance consumption, youth and drug policy by Blackman S. is heavily relied upon (Spring1 2010, 30).

The biggest questions that the book-chilling out poses are; the connection between politics of drug war and the prevention of drug abuse, popular culture and also the consumption of drugs. The book is critical of many methods that are used in curbing the crime of drug abuse.

The various policies that are in place concerning drug abuse are critically looked into and the loopholes that are present are brought out in clear. The book brings out the relevance of the main economy to the policies that are made concerning the issue of drug abuse. The book also criticizes the assumptions that the policy makers have made as some of them are unrealistic (Blackman 2003, 45).

The author furthermore tackles the moral obligation of the various stakeholders in the policy making and implementation of the education and prevention of drug abuse. The books main target of the book is the prevention of drug abuse.

Its main take is that if enough prevention measures are put in place, then the cases of drug abuse will be relatively lowered and thus the costs that are incurred in the rehabilitation of the drug addicts are effectively lowered (Spring1 2010, 23).

The effect of art in the course of tackling drug prevention and education is also brought out in the light. The author applauds the efforts that are being put in place by the musicians, media, and the cultural studies in helping the society to learn the dangers of drug abuse.

The policies that are being made in enhancing the artists in their endeavors are also tackled in this book. The book is recommendable to any study into the cases of drug abuse education and prevention (MacLean 2005, 10).

The frank method works in a friendly manner. Then name Frank in itself sounds like a name of some individual. On the contrary it is not. The name was coined out of the method that the campaign is carried out and so frank is a friend mainly of the youth he understands what they are going through and talks to the youth with a tone of understanding.

He talks of the issues that affect the livelihood of the youth and relates that to the drug abuse and comes up with a way of solving these problems. The drugs that are mainly targeted are Tobacco, Cannabis, Opiates, alcohol, Ecstasy, Cocaine and derivates, Amphetamines, Methamphetamines and Inhalants/ solvents.

The main target of the program is the youth between the age of 11 and 18 years. The program considers that the persons at this age will be better advised in making their decisions when they attain the age of majority -18 years. Te target facilitators of the program are the parents and professionals whose routine work involves dealing directly with the youth who fall in this age group.

The major theme in the program which is a government initiative is to create awareness among the youth about how much drug abuse can deteriorate the life of the drug user. The program has also been used as a platform through which the government and other persons who would wish to communicate with the young generation have been using. It has been used successfully in learning institutions at the community level and also at the national level at passing down the various government policies that affect the youth.

The method that is used in positive futures is quite different. While Frank shows the youth and other drug users the effects of drug abuse, positive futures focuses on the benefits of living a drug free life. Though both may sound to be similar they are not the same.

The main focus in positive future is to make the youth know how much it shall be profitable to their lives if they shall be able to detach themselves from rugs. This makes it hard for any persons who would wish to glorify drugs as he or she does not get a premise on which to table the motions.

The method that is a national activity involving the youth at the age of between 10 and 19 years has recorded a high reception both on the local and the national levels. It is worthy noting here that it is at this age that most persons are initiated to drug abuse. While those youth who live in less advantaged environments are recorded to get involved in drugs at the ages of 10 to 14 while the others in the society usually get involved when they are between 15 and 19 (Spring2 2010, 33).

In comparison, both methods are seen to targets the youth. This is the first assumption that has been evidenced in both the methods that it is the youth who are adversely affected by the abuse of drugs. On the contrary it has been proved that even persons at advanced ages have fell victim of drug abuse.

The craving for more caffeine, alcohol, nicotine and other abused drugs increases with the increased usage as opposed to the thinking that it reduces. Thus even though both the projects help in reducing the occurrence of drug abuse and addiction at the young age and thus on the future old age, the current drug abusers who are beyond the age bracket are left out of the programs.

The usage of modern technology is so evident in both the Frank method and positive future method. While old persons may be content with the old technology, the young persons are always innovative and usually ready to try out new developments in the market.

The fact the two programs run websites which are regularly updated and are in line with current technology; it is a major booster to the programs. This makes it even easier for the policy makers to receive information and feedback from the youth.

The networking of the program has also been made better by use of the new technology. The youth would rather identify themselves with the technology based sources and channel of communication that print media (Spring1 2010, 15).

In contrast, the programs tackle the same topic on different dimensions. The main aims of Frank program is to educate the youth on the dangers of getting involved in drug abuse while the main target of the positive future is to educate the youth on the advantages of living a drug free life.

Thus the activities that are undertaken in positive future are based more on the life skills that are vital in alienating the mind of a young person form having the mentality of drug abuse. The activities involve sports, investments, discussions and also interactions among others.

On the other hand the activities that are included in the Frank method bring out the issue of drug abuse as a vice. This has posed as a threat to the system at last where the victims are turned into heroes and heroines by the spectators.

The other major contrast of the two programs is the persons who are involved in the facilitation of the projects. Frank as stated earlier acts as a friend who is out to help his fellow friend. It is more of a passive voice that knows much about drugs. Thus the program mostly relies on their websites and youth to youth facilitation.

This is in line with the aim of maintaining the confidentiality of the person that is seeking the services of the system. On the other hand, positive future depends on the assistance of parents and other stakeholders in the running of its projects. Unlike Frank whose facilitators are the fellow youth, the facilitators in positive futures are parents and other professionals who are involved in the daily life of the youth (Spring2 2010, 25).

The attainment of a drug free future is the other common goal of the two programs. The target of the youth at their early stages is a clear evidence of this goal. The generation that crops out of these persons are thus prepared to take life positively as well as being educated on the dangers of living in drug abuse. Thus both the Frank projects and positive future projects give birth to a drug free society.

The response that has been received from the Frank method has accusations of false presentation of truth. Due the fact that the method is usually purposed to be friendly to the youth works on the negative as the policy makers are usually too lenient on the youth so that they may not loose the prey.

This leads them to presenting half truths and the result is that the youth end up having only half baked information. Thus the judgment that the person relying on this information makes is not fully informed. The ability of the system to be uplifted to a pint where truth can be told in black and white is rare since the system has to remain youth friendly.

From among the youth the feedback has been on the affirmative. In its first year only, the program recorded a very high number of visits at its official website and many calls. This number has been rising steadily as the days go by. The fact that the youth can be able to comment or even ask questions at a platform that they feel is secure for them has encouraged persons who have issues of drug abuse to come open and share their experiences.

The confidentiality is further enhanced in that the persons running the websites need not know the real person is the one who is been attended to. Some of the youth fearing to be disclosed use fictitious contacts like the email. Their main aim is to benefit from the program (Spring 2 2010, 14).

The magnitude of the youth who participate in the program has made even more trust it even though they were earlier conservative about the program. The youth have been passing the information about the program to one another. Also the use of parents, guidance and teachers as the facilitators of the program has been received in good faith and has made the number of beneficiates of the program to rise. Then parents have been sending the information about the programs through their own social networks that is different form the official websites that the program uses (Spring1 2010, 33).

The response that is received from the positive futures has been good with a record 59000 youth at the age of 10 to 16 attending positive future projects in 2009. This was a 65% rise from the number that attended the projects in the previous year from the same age bracket. While this was not evident at the early stages of the program the trend is changing and many more youth are expected to take part in future projects.

Apart from taking part in the projects, the participants have received both awards and experience in the activities that they have been engaged in the positive future projects. Some have even made up their minds to take up some of these activities as their career choice. This has been so common in the sporting activities where the participants have been reported to take professional sportsmanship after getting involved in positive future projects.

Blackman has been critical of the areas that are covered by the Frank initiative. According to Blackman, the measures to counter the issue of drug abuse should be a continuous process that involves education at early stages of life. Thus there should be introductory classes for persons below the age of 11 that the program covers. This is to create preparedness on the youth even before they are involved with other more involving projects at the age of 11.

This is also the case for the positive futures. The introductory lessons are missing in the project at early stages. This at some point affects some learners considering that the ability to absorb information varies. The persons with slow learning capability may thus feel disadvantaged as opposed to when introductions are done at early stages. More over there are activities that can involve the persons at lower age groups.

The contribution that chilling out makes in the fight against drug abuse is however priceless. The book tackles the issue of art as a way of dealing with the cases of drug abuse. As we have seen, the above two and many other programs are targeted towards the youth since they are the most affected.

Similarly, the youth have a better taste for art than any other group. This qualifies the use of music, and other literal means in reaching out to the persons whom the information about drug abuse education and prevention is intended. This is part of the activities that positive future uses in its education projects. Like sports, the field of art has recorded a good number of persons who after passing through the projects decide to take as a career (Smart, 2005, 32).

For any of the programs to be sufficiently effective, it should have legality. This is an issue that Blackman does not leave out. He calls upon the government to make legislation that encourages the education and prevention programs. Both Frank and positive future programs have had legislation that help them in achieving both their short term and also long term goals. The availability of these laws assist and also guide the policy makers in coming up with projects that are legal and keeps them in the safe side of the law (Blackman 2003, 70).

In conclusion, the two programs can be termed effective each on its own way. The concurrent implementation of both projects has been praised by many persons as being counter productive in that the persons who fail the target of Frank method are easily captured in the positive future programs.

Recommendations are however made for the projects to cover even the victims of drug abuse who fall above the age groups that are represented by the two programs. Even though the government has other programs that cater for the persons in those age groups, the productivity of Frank and positive future programs has been rated so high in consideration.

This recommendation is made considering that the cut-off of the target group is at the age when most youth start to be engaged in income generating activities. This makes them vulnerable to many pleasures with drug abuse being one of them.

Blackman, S. 2003. Chilling Out: The Cultural Politics of Substance Consumption, Youth and Drug Policy . London. Amazon.

MacLean, S. 2006. Book review: Chilling Out: The Cultural Politics of Substance Consumption, Youth and Drug Policy . London. Amazon.

Smart, R. 2005. Book Review. Chilling Out: The Cultural Politics of Substance Consumption, Youth and Drug Policy . London: Amazon.

Spring. 2010. Models and Methods of Drug Education 1: Drug Prevention through Social Marketing . Manchester.

Spring. 2010. Models and Methods of Drug Education 2: Youth Development and ‘Diversionary Activities’ . Manchester.

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Drug education

Effective drug education is important because young people are faced with many influences to use both licit and illicit drugs. Education can play a counterbalancing role in shaping a normative culture of safety, moderation, and informed decision making.

Background to drug education

The Department assists Victorian schools to develop ongoing, sustainable drug education policies and programs based on a harm minimisation approach

A harm minimisation approach aims to reduce the adverse health, social and economic consequences of drugs by minimising or limiting the harms and hazards of drug use for both the community and the individual without necessarily eliminating use. It is recognised that teachers are best placed to provide young people with the skills and knowledge to make sound choices and decisions and thus teachers must be adequately trained.

Why do we need school drug education

Engaging students in drug education activities assists them to make healthy and safe choices, identifying risky situations, and developing strategies to prepare them for challenging situations. A range of resources to assist teachers in this role is available on this website.   

What effective school drug education looks like

The available evidence-based suggests that effective drug education programs should:  

• increase student’s knowledge, social and life skills, and refusal skills towards licit and illicit drug use
• include content relevant to young people’s experiences and interests
• contain highly interactive pedagogies that engage students in problem-solving and critical thinking
• commence activities before initial experimentation and continue as young people mature
• provide significant coverage of relevant issues complemented by follow up booster sessions
• position drug education within the broader health and personal learning curriculum that focuses, amongst other things, on mental health issues such as stress and coping
• respond to cultural and social needs of the school community
• engage parents where possible.

How schools should incorporate drug education into their curriculum

The model for drug education in Victoria is based on a whole-school approach that utilises research and evidence-based practice, effective pedagogy and encourages a positive school climate and strong partnerships.  

Schools that are approaching drug education in a broadly defined curriculum appear to be making a greater impact on students. In these schools, there is recognition that drug education is more than teaching essential information in a discrete subject such as Health. Drug education includes an emphasis on:  

• developing students’ life skills and protective behaviours
• promoting the range of relationships in which students can engage
• ensuring that students are connected to their schooling
• external influences such as media, family and peers.

Considering the following key documents provide the framework for planning, developing and assessing drug education curriculum:  

• Victorian Curriculum F-10

Support for your school drug education program

Each region provides professional learning activities to teachers about learning and teaching, policy development, utilising resources and supporting student wellbeing in schools. Contact your Regional Senior Program Officer to assist you in developing your drug education plan.  

Role of Central Office

The drug education team is situated within the Student Wellbeing and Health Support Division. The role of the central officers is to develop policy and resources and administer funding to schools.  

Contact your Regional Senior Program Officer or the drug education team. 

Family support services

Parenting Research Centre - a research and training organisation committed to developing and disseminating effective support to families facing the challenging task of raising children. Phone: (03) 8660 3500.  

Parents Victoria - provides parents with a voice, presenting an organised parent perspective to State and Federal governments, educational bureaucracies and institutions, community organisations and the media. Phone: (03) 9380 2158.  

DirectLine, Department of Health Victoria - provides 24-hour, seven-day counselling, information and referral services to alcohol and drug treatment support services in Victoria. Phone: 1800 888 236. 

Youth Support and Advocacy Service (YSAS) - provides a range of youth-specific outreach, treatment, withdrawal, rehabilitation and support programs across Melbourne and regional Victoria. Phone: (03) 9415 8881.   

Drug research

The following resources provide further evidence about effective drug education:  

• Parents, Parties and Adolescent Alcohol Use (PDF - 354Kb) (pdf - 354.42kb) - There has been little research on parents' attitudes and behaviours specifically about hosting a party or allowing their adolescent to attend a party. This research contributes to the strong evidence-based for effective drug education and indicates the need for ongoing approaches in schools that promote partnerships with families and the community
• Taking an Evidence-based Approach to Classroom Drug Education (Word - 98Kb) (doc - 117.5kb) - addresses the question ‘What constitutes effective school drug education?’. It draws on research that has identified the characteristics of those classroom drug education programs that have demonstrated reductions in the harmful use of drugs.
• The Principles for School Drug Education - produced by the Commonwealth, provides a framework of core concepts and values for effective drug education practice in schools. The principles draw on drug-prevention research that focuses on effective drug education programs and the critical components for effectiveness.
• Australian Drug Foundation - Drug Facts  - functions as a drug prevention network providing easy access to information about alcohol and other drugs.

Drug education videos

Richard midford - is drug use an issue for young people.

Richard Midford explains why the one-off or single approach to drug education does not work and why it’s best to implement interactive programs that are proven to work best. Richard also explains how important it is for students to develop skills that prepare them for making informed decisions when faced with confronting situations in their lives. 

Steve Allsop - An Effective Undertaking for Schools

Professor Allsop explains why it’s important for schools to have a whole school community approach to drug education. He also articulates why teachers are best placed to educate our young people, the skills and strategies for managing challenging situations they may face throughout their school years and beyond. 

More information

The following links to websites provide information you may find useful. Current information about drugs, evidence-based research and activities that highlight the health impact of drugs are offered.  

Druginfo Clearinghouse - provides information about alcohol, other drugs and drug prevention. 

QUIT - was established to provide information, support and resources to reduce tobacco use in society.  

Tobacco Reforms - provided by the Department of Human Services, Victoria. The website provides information to parents and organisations about tobacco legislation. ​   

Our website uses a free tool to translate into other languages. This tool is a guide and may not be accurate. For more, see: Information in your language

Why is Drug Education Important?

Why is drug education important? Understanding the impact of alcohol and other drugs is undoubtedly an invaluable strength. Knowing how drugs impact the body, the long and short-term effects of substance abuse, and the possible risk factors involved are all key in the prevention strategy. Research continues to provide substance abuse experts with more material to help educate community members on the dangers of illicit substances and drug misuse. Life-saving skills can develop from newer, evidence-based research and educational materials.

Drug education is not just for teachers or drug-free advocates and counselors. Everyone can benefit from the knowledge obtained from addiction researchers and specialists. It can help create safe and effective treatments as well as reduce the potential for increased substance abuse rates throughout a community.

Resources Provide Needed Education

No one questions the severity of the nationwide drug epidemic and its devastating impact on millions of lives. Alcohol and drugs undermine health and destroy futures, especially among the nation’s youth. To combat rising trends in addiction and addiction overdoses, experts are creating educational programs that use evidence-based training to help inform community members of peer pressure , mental health concerns , prescription drug abuse, prevention strategy, and much more.

The best solution is to reach young people with effective, fact-based drug education—before they start experimenting with drugs. Tweens, teens and young adults who know the facts about drugs are much less likely to start using them. -Drug Free World

The majority of local outreach programs seek to address community violence and drug use by properly educating residents, physicians, law enforcement, educators, and all pillars in the community about the lasting impact of addiction.

Prescription Medications: Changes in Policy

A great example of educational resources that evolved due to growing trends in substance abuse rates are those that surround the issue of prescription narcotic abuse.

Prior to 1990, physicians rarely prescribed opioids to patients other than those combating pain due to certain cancer types. By 1999, 86% of patients using opioids were using them for non-cancer pain. Communities, where opioids were readily available and prescribed liberally, were the first places to experience increased opioid abuse and resulting overdoses. In 2015, the National Survey on Drug Use and (NSDUH) found that 6.5 million Americans over the age of 12 used controlled prescription medicines non-medically, second only to marijuana and more than past-month users of cocaine, heroin, and hallucinogens combined.

The sharpest rise in drug-related deaths occurred in 2016, with over 20,000 deaths from fentanyl and related drugs. Shortly after, the Centers for Disease Control and Prevention issued comprehensive guidelines for prescribing opioids for chronic pain outside of cancer treatment and end-of-life care.

By 2018, newer educational material revealed the truly devastating effects and widespread consequences of overprescribing opioids for general pain relief. As a result, more physicians took new approaches tor pain management. This is another reason why drug education is important.

Local Outreach Programs

Local outreach programs tend to focus on the local community needs, however there are larger scale programs aimed at informing the country about current drug related concerns. The United States Department of Health and Human Services is currently using a five step model to help address the opioid epidemic in the United States. The first step is to properly inform all Americans of the impact of the opioid crisis.

Drug education is not to be taken lightly and is a crucial factor in addressing deep seeded concerns that may perpetuate substance use disorders. Learn more about the Centers for Disease Control and the Department of Health and Human Services is utilizing drug education to help address nationwide addiction.

What is Drug Education?

Drug education is a general term, but it incorporates several areas of alcohol and other drug recovery. It may refer to:

• Research & development
• Preventive treatment
• Early childhood or in-school education

The term drug education refers to the attempt to inform those living in a community where psychoactive drugs may be widely available and  or could have a significant effect on families, politics, and finances. It is used to help teach the effects drugs may have on physical health.

Drug education can be presented in many different formats including:

• Advertising
• Open Community Board Meetings
• Employee Assistance Programs
• Hospital and clinical training
• Wellness Coaching
• Research papers
• Infographics

Beyond providing help in substance abuse prevention, drug education is a large proponent of providing safe and healthy resources that promote healthy living. For example, it may raise awareness of community needs, such as a lack of available gyms, lack of proper community health facilities or addiction treatment options, and a lack of safe and healthy recreational activities. Drug education shows what resources may be missing in an affected community and can increase awareness and safety in the community.

For further examples of current drug education resources, visit Drug Policy Alliance here . They discuss the potential for harm reduction, parenting, advocacy, and stigma regarding community drug use.

Accessing Community Drug Education

Drug education is progressing in significant ways as newer research seeks to address disparities among various communities. Previously, an abstinence-only policy was widely believed to be the best method in addressing addiction. Unfortunately, programs like D.A.R.E didn’t produce the intended results . Experts think this is because abstinence education doesn’t give students the tools needed to make safe decisions or find help when substance abuse is already an issue.

More funding is helping to develop evidence-based systems for educating youth and community members in rural and urban environments. Some resources that provide  access to community drug education include:

• U.S. Department of Education
• National Highway Transportation Safety Administration (NHTSA) – Impaired Driving Division
• National Institute on Alcohol Abuse and Alcoholism (NIAAA)
• National Institute on Drug Abuse
• Office of National Drug Control
• Substance Abuse and Mental Health Services Administration (SAMHSA)
• Office of Safe and Healthy Students

Is there a Need for Drug Education While Struggling with Addiction?

Yes. Participating in drug education while struggling with addiction is highly important. Several rehabilitation programs and relapse prevention programs use drug education to help inform clients about the severe impact drugs and alcohol have have on their personal and professional lives.

Drug education in rehab facilities develops awareness of possible triggers that may risk current progress toward sobriety. Furthermore, drug education can reduce the potential for relapse as patients can become aware of risky people, places, and situations. It is helpful to avoid such triggers or develop skills to overcome certain relapse triggers . Common triggers may include:

• Fear of Relapse

Becoming aware of these triggers and how they may personally impact a person suffering from alcohol or other drugs is critical. Triggers will always be present in all communities. Being able to identify triggers decreases the potential to accidentally place one’s self in a risky position that can jeopardize current progress.

AspenRidge: Educating Clients in Recovery

AspenRidge is a premier substance abuse and mental health treatment center. Our highly trained staff incorporates drug education in the form of skill building to safely and effectively aid in long-term recovery. AspenRidge offers various programs, all of which seek to address various levels of substance abuse and underlying mental health concerns that may prevent long-term recovery.

Please contact AspenRidge at 855-678-3144 . Our compassionate staff will help to verify insurance options and to clarify treatment options available at AspenRidge Recovery Centers.

TALK TO SOMEONE

Our addiction specialists are here to help 24/7. Give us a call and we can help find the right treatment program for you or your loved one – even if it’s not ours! We are here to help.

AspenRidge Locations

• Fort Collins
• Colorado Springs
• Online Recovery
• (855) 281-5588

Rehab Programs

• Day Program
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• AspenRidge Store
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• Employer Resources
• Military Resources

Local Resources

• View All City Resources

In Network Providers

• Blue Cross Blue Shield
• Bright Health
• Beacon Health
• Cofinity / First Health
• Kaiser Permanente

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ACTION PLAN ON NATIONAL DRUG EDUCATION PROGRAM (NDEP

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