helps prepare students to identify pressures to use drugs and gives junior high school students the skills they need to resist peer pressure to use drugs while maintaining their friendships (Dusenbury et. al., 1995, p. 420). Social resistance skills training is imperative if drug education programs are to have a long-term effect. In addition to teaching adolescents that most people do not use drugs, such skills also aid students in decision-making, goal-setting, stress management, communication, general social skills and assertive skills (Dusbenbury et. al., 1995, p. 420). Clearly, social resistance skills cannot be taught in a short-term program. Such skills require reinforcement and testing over a period of time to meet with any success.
In addition, drug prevention programs are most successful when teachers receive training and support from program developers or prevention experts (DHHS, 1991, p. 434). General agreement exists in the literature and among the panelists that family, community, media, and components for special populations would enhan
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