 | 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 |
Affective education model
This model was developed in the seventies and presents a rather different model of drug education where drug information plays only a minor role. The affective education model is based on the assumption that drug abuse has its main cause in the shortcomings of young personalities low self-esteem, inability to make rational decisions and express feelings and inadequate problem-solving skills. Therefore, the main goal of prevention should be enhancing self-esteem, improvement of decision-making and problem solving skills. This model IS largely rooted in the principles of humanistic psychology, the expectation being that once a young person has solved his or her basic interpersonal problems, the risk of involvement in drug abuse will be much lower. The Californian School and Community Prevention Programme '20) is a very recent example of a drug prevention programme developed according to these principles.
20) Towards a State of Esteem. Final Report of the Californian Task Force to Promote Self Esteem. Cal. State Department of Education, Sacramento, USA. 1990
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