Model Drug Intervention Programs Introdu

Among the many types of programs that have been developed to combat the drug problem are those directed at schools and families. These constitute two distinct types of intervention programs identifiable not only by setting, but by the way the group setting is used in each case. The family is seen as a vital unit in providing a supportive environment for every member of that family. Education within the family group is also intended to bring the members of the family unit closer together so that they solve their problems as a unit for the benefit of individual members. School-based programs are geared toward drug education in a way that complements family and community programs, offering information which will serve the individual in each setting.

The school-based programs can be identified by the different emphases they place on how to influence behavior. Such programs are based on the belief that the key to controlling drug trafficking and drug abuse is to reduce the demand for drugs, and thus prevention and education are the main focal points. Such approaches are also thought to be more cost-effective when they work, since law enforcement is costly and has been unable to stem the tide of illicit drugs entering this country in any case. The best way to accomplish the goal is to see that programs for students and families fill the "voids" that drugs are asked to fill by drug takers. There

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significant were less so than for other, more interactive programs (Ennett, Tobler, Ringwalt, and Flewelling, 1994). Pruitt (1993) finds that there are three program types prevalent in the schools but which have little or no effect on drug use: programs that provide only knowledge about drugs, those focused exclusively on student attitudes, and knowledge-plus-affective programs. Two other types of program have been found to offer more hope for controlling drug use. The first of these is programs that focus on peer relationships; these programs assume that because adolescents are susceptible to peer pressure, teaching them to resist negative peer pressure (pressure to use drugs) should yield positive behavior changes. Such programs focus on both interpersonal factors such as peer interaction, social skills, and social competence. They also focus on intrapersonal factors such as enhancement of self-esteem, coping skills, and decision-making skills. These programs present the best opportunity for effective drug use prevention in the schools, and resistance skills appear to delay effectively or to deter drug use. A second type of program is that which focuses on alternatives to drug use and which may or may not involve direct r
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Some common words found in the essay are:
Substance Abuse, Ringwalt Flewelling, Peterson Lawson, Family System, Neurolinguistic Programming, School Programs, Davis Fanning, Resistance Education, Families Introduction, Outward Bound, chemically dependent, drug abuse, family system, lawson 1983, peterson lawson, family unit, peterson lawson 1983, assertiveness training, lawson peterson lawson, support system, pruitt 1993, abuse resistance education, alcoholism addictions, chemically dependent family, nuclear extended family,
Approximate Word count = 2410
Approximate Pages = 10 (250 words per page)