Drug Education: Approaches, effectiveness and delivery

Practicing Risk Control in a Socially Disapproved Area: Swedish Socially Integrated Drug Users and Their Perception of Risks

Based on socio-cultural theories of risk and through individual conversational interviews with socially integrated drug users in Stockholm, Sweden, this article examines the informants' perception of drug-related risk and risk management. The analysis further examines these perceptions in relation to core Swedish cultural ideals of conscientiousness. The research shows that the informants have a sophisticated system of controlling their drug use and that this is based on a modified form of core Swedish cultural ideals. The article proposes that this has bearing for prevention policies which often neglect the cultural and social context connected to drug related risks perception and management.

Researching drug information needs in Australia

National research about drug information needs and access strategies from a cross-section of professionals and community respondents was undertaken in conjunction with the development of the Australian Drug Information Network (ADIN). Many professionals who have an active concern about drug and alcohol issues experience frustration with their access to high quality and relevant drug information. Although the Internet is widely perceived to be the answer to disseminating information, it remains the least favoured source of drug information among professionals, especially in regional and remote locations. Limited access to technology and doubts about the quality of web-based information were expressed concerns. Community differences about where and how to access information were also apparent, with the Internet being a more feasible resource for metropolitan and younger respondents.

Principles that underpin effective school-based drug education

This study identifies the conceptual underpinnings of effective school-based drug education practice in light of contemporary research evidence and the practical experience of a broad range of drug education stakeholders. The research involved a review of the literature, a national survey of 210 Australian teachers and others involved in drug education, and structured interviews with 22 key Australian drug education policy stakeholders. The findings from this research have been distilled and presented as a list of 16 principles that underpin effective drug education. In broad terms, drug education should be evidence-based, developmentally appropriate, sequential, and contextual. Programs should be initiated before drug use commences. Strategies should be linked to goals and should incorporate harm minimization. Teaching should be interactive and use peer leaders. The role of the classroom teacher is central. Certain program content is important, as is social and resistance skills training. Community values, the social context of use, and the nature of drug harm have to be addressed. Coverage needs to be adequate and supported by follow-up. It is envisaged that these principles will provide all those involved in the drug education field with a set of up-to-date, research-based guidelines against which to reference decisions on program design, selection, implementation, and evaluation.

Evaluation of In Focus: a computer software resource for drug education in schools

This paper presents the main findings of an evaluation study that measured the impact of “In Focus”, a drug education resource for use by teachers working in lessons with 12‐13‐year old children. The resource, which comprised an interactive drug education computer program and associated lesson plans, was evaluated for outcomes using a controlled pre‐ and post‐test pupils’ questionnaire and processes by means of focus groups (pupils) and semi‐structured interviews (teachers). Questionnaires were completed both at pre‐ and post‐test by 762 pupils, in nine schools. After the lessons, small increases in knowledge were found in the intervention group. No significant changes in attitudes or intended behaviour patterns were discernible. The pupils felt they had learned a lot and had enjoyed using the In Focus program. The teachers involved in using the resource had not been provided with training to familiarise them with the use of the resource. Furthermore, many did not use the computer program within the context of the lessons contained in the resource. However, they considered the computer program to be useful in generating discussion in the classroom. This paper concludes that the In Focus resource had a limited impact on knowledge levels of pupils and no impact on attitudes, probably on account of the resource not being used in accordance with instructions. The resource was acceptable to teachers and pupils and is considered worthy of further development.