Drug education: Pushing or preventing?

Swisher, John D.; Crawford, James L.; Goldstein, Ronald S.; Yura, Michael T.

doi:10.1080/01619567109537828

Cited by 52 publications

(13 citation statements)

References 1 publication

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“…Critics of such programmes frequently fail to take account of different evaluation strategies and, perhaps more importantly, different educational approaches (Milgram, 1987). Some evaluations have concluded that the educational intervention actually increased experimentation with the psychoactive substance under study (Swisher et al, 1971;Stuart, 1974;Kinder, Pape & Walfish, 1980;De Haes, 1987). It is important to note, however, that these findings all concerned programmes which focused on substance-based information and warnings of dangers.…”

Section: Introductionmentioning

confidence: 99%

Alcohol education for 13 year olds‐does it work? Results from a controlled evaluation

Bagnall

1990

British Journal of Addiction

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This paper presents the findings from a controlled prospective study of the effectiveness of a school-based alcohol education package for 13 year olds. The research had three phases: (1) baseline survey of alcohol-related knowledge, attitudes and behaviour; (2) development and teaching of a short alcohol education package and (3) follow-up survey. The results indicate that the students who received the alcohol education knew more about alcohol than the controls. In addition, the educational intervention was found to have influenced the self-reported last consumption of alcohol and maximum consumption, with the 'educated' youngsters generally exhibiting more restrained behaviour. There has been little scientific evidence that past alcohol education has been effective in changing young people's drinking behaviour. The outcome of this research reinforces some recent studies which suggest the way forward may lie in an educational approach which takes account of social influences on substance use and misuse.

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Section: Introductionmentioning

confidence: 99%

Alcohol education for 13 year olds‐does it work? Results from a controlled evaluation

Bagnall

1990

British Journal of Addiction

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“…Swisher, Crawford, Goldstein and Yura [4] found that in three different populations of high school and college students, the more knowledge the students had about drugs the more likely they were to hold attitudes favoring the use of drugs. They claimed that "factual programs desensitize youngsters' fears of drugs which in turn could lead to greater experimentation and use."…”

Section: The Factual Approachmentioning

confidence: 98%

A Critique of Traditional Drug Education Programs

Mathews

1975

J Drug Educ

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The traditional approaches to drug education are characterized and classified into seven styles and grouped into two modes: Converting and Supporting. Directing, Preaching, Convincing and Scaring constitute the Converting Mode, while the Progressive, Counseling and Peer Counseling styles make up the Supporting Mode.The author is critical of each style, t o different degrees, b u t presents his model t o allow administrators and drug educators to categorize their drug education programs into the modes and styles of the model, and to make a determination of where in the model they would like their efforts to be.The article reviews some studies which are critical to the factual approach t o drug education and ends with a few suggestions.The legislative divisions of our multi-leveled government have been successful in producing myriad laws aimed at preventing drug abuse--withou t success.Those in law enforcement have succeeded in intercepting record quantities of illegal drugs and also of greatly increasing the number of arrests for violations of drug laws-but illegal drug use has grown at a faster pace.penalizing countless thousands of drug-law breakers-but transgressors are everywhere.with most.The judicial branches of government have been successful in Treatment and rehabilitation have reclaimed some-but failed 57 0 1975, Baywood Publishing Co.

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“…Hoffman (1971) analyzed atti tude scale responses of s tudents and discovered the more knowledge the s tudent had the more favorable was hi s attitude toward drug use. Swisher, Crawford, Goldstein and Yura (1971) in a study of high school and college students indicated factual programs led to a desensitization of fears of drugs which could result in grea1er drug experimentation and use. Other writers {Goodstadt, 1975;Swisher and Harmon, 1970;Stuart, 1974;and Bard , 1975) have suggested lhal knowledge or information approaches may be counter· productive or may be reta1ed to increased drug use.…”

Section: Student Oriented Programsmentioning

confidence: 99%