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close this bookDrug Education: Programmes and Methodology - An Overview of Opportunities for Drug Prevention (EC - UNESCO, 1995, 41 p.)
View the document(introduction...)
View the documentIntroduction
close this folderI. Drug Abuse Prevention Strategies
View the documentSupply reduction or demand reduction?
View the documentDilemmas of drug prevention
close this folderII. The planning process of drug education
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View the documentDrug abuse assessment
View the documentDeveloping prevention goals and objectives
View the documentIdentification of resources
View the documentDetermining the content and selecting methods of the prevention programme
View the documentImplementation
View the documentEvaluation
View the documentProgrammes, target groups and intermediaries
close this folderIII. Methods and techniques of drug education
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View the documentDrug Education and Mass Media
View the documentPrinciples of Mass Media
close this folderDrug Education utilizing group methods and techniques
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View the documentKnowledge and drug information model
View the documentAffective education model
View the documentSocial influence model
View the documentLife skills model of drug education
close this folderIV. Drug Prevention in some European Countries: A Review of Policies and Programmes
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View the documentUnited Kingdom
View the documentThe Netherlands
View the documentSweden
View the documentGermany
close this folderV. Effectiveness of Drug Education
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View the documentEvaluation of Mass Media Drug Education
View the documentEvaluation of Drug Education through Group Methods
View the documentVI. Conclusion and suggestions for Model Programmes of Drug Education

Knowledge and drug information model

For a long time, health and drug information education was a popular first choice strategy in prevention and it is still a commonly used method. The underlying assumption is that the presentation of factual information about drugs and the biological, social and psychological effects, the risks and dangers of drug use and its consequences, would have a sufficient preventive impact. Knowing the facts would lead directly to staying off drugs. In this model, besides techniques of fear arousal, often applied to increase the salience and impact of the message: "Drugs are a dead end" and "Using is losing" rather moderate techniques are often also used. The British "High Profile Curriculum" (19) is an example of such a low profile cognitive oriented drug education programme.

19) High Profile Youth Work Curriculum and Consultation Materials about Drugs. ISDD London. 1988