 | Drug Education: Programmes and Methodology - An Overview of Opportunities for Drug Prevention (EC - UNESCO, 1995, 41 p.) |
 |  | (introduction...) |
| | Introduction |
|  | I. Drug Abuse Prevention Strategies |
| | Supply reduction or demand reduction? |
| | Dilemmas of drug prevention |
| | II. The planning process of drug education |
| | (introduction...) |
| | Drug abuse assessment |
| | Developing prevention goals and objectives |
| | Identification of resources |
| | Determining the content and selecting methods of the prevention programme |
| | Implementation |
| | Evaluation |
| | Programmes, target groups and intermediaries |
| | III. Methods and techniques of drug education |
| | (introduction...) |
| | Drug Education and Mass Media |
| | Principles of Mass Media |
| | Drug Education utilizing group methods and techniques |
| | (introduction...) |
| | Knowledge and drug information model |
| | Affective education model |
| | Social influence model |
| | Life skills model of drug education |
| | IV. Drug Prevention in some European Countries: A Review of Policies and Programmes |
| | (introduction...) |
| | United Kingdom |
| | The Netherlands |
| | Sweden |
| | Germany |
| | V. Effectiveness of Drug Education |
| | (introduction...) |
| | Evaluation of Mass Media Drug Education |
| | Evaluation of Drug Education through Group Methods |
| | VI. 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
|
|