Cover Image
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
View the document(introduction...)
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
View the document(introduction...)
View the documentDrug Education and Mass Media
View the documentPrinciples of Mass Media
close this folderDrug Education utilizing group methods and techniques
View the document(introduction...)
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
View the document(introduction...)
View the documentUnited Kingdom
View the documentThe Netherlands
View the documentSweden
View the documentGermany
close this folderV. Effectiveness of Drug Education
View the document(introduction...)
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

Life skills model of drug education

A most promising new approach is the life skills development model of prevention. Whilst, there is a conceptual similarity between the life skills model and the affective model, the former emphasizes balanced development of personal and social coping skills, which can be divided into five dimensions critically important for adolescent learning, thinking, feeling, decision making, communication and action. The model encompasses the improvement of positive peer influence, peer role models and peer teaching and includes teaching specific values, such as respect, compassion, responsibility, honesty and self-discipline. This programme attempts to link community groups and school groups (teachers, tutors, counselors, parents, board members), because of the belief that prevention and health education is the collective responsibility of the whole school and local community. The life skills approach is a challenging model, appropriate for both drug prevention and health promotion. The well-known "Skills for Adolescents" programme, originally developed in the USA '24), has now been culturally adapted and introduced in many countries, including inter alia, the United Kingdom, Switzerland, France, The Netherlands, Belgium and Sweden.

24) See Note. 11