Relevant bibliographies by topics / Drug education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Drug education'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Drug education"

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Sheppard, Margaret A., Michael S. Goodstadt, and Margaret M. Willett. "The Drug Education-Drug Use Dilemma." Journal of Drug Education 17, no. 3 (September 1987): 197–200. http://dx.doi.org/10.2190/05nq-xubv-1jy4-n6wd.

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Does drug education turn young people onto drugs? Does the use of drugs influence how a young person attends to drug education material? Some thoughts on these questions are followed with some recommendations about what we might do.
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Rankin, D. W. "Drug Education." Australian Drug and Alcohol Review 5, no. 3 (July 1986): 239–42. http://dx.doi.org/10.1080/09595238680000521.

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Manning, Paul. "YouTube, ‘drug videos’ and drugs education." Drugs: Education, Prevention and Policy 20, no. 2 (July 20, 2012): 120–30. http://dx.doi.org/10.3109/09687637.2012.704435.

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Janowiak, John J. "Drug Education in Tune." Journal of Drug Education 25, no. 3 (September 1995): 289–96. http://dx.doi.org/10.2190/qk79-n5xm-rvj8-lywe.

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America's impassioned involvement with music has found its way into the schools. A great song is complete in itself and needs nothing more to enhance it. The nose-thumbing spirit of Vietnam protesters in the seventies was reflected in the music of American songwriters of that period which included John Prine. Written in the traditional folk music style, John Prine's “Sam Stone” follows the storyline of a Vietnam veteran addicted to heroin and his tragic death. This article examines the heroin-related lyricism and music of “Sam Stone” as a teaching method in drug education.
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MDFORD, RICHARD. "Does drug education work?" Drug and Alcohol Review 19, no. 4 (December 2000): 441–46. http://dx.doi.org/10.1080/713659427.

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Wyvill, Barbara. "Drug Education in England." Drugs: Education, Prevention and Policy 6, no. 3 (January 1999): 353–60. http://dx.doi.org/10.1080/09687639997025.

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Horton, Lowell. "Drug and Alcohol Education." Educational Forum 57, no. 1 (March 31, 1993): 84–89. http://dx.doi.org/10.1080/00131729209335392.

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Winston, Joe. "Drug Education through Creating Theatre in Education." Research in Drama Education: The Journal of Applied Theatre and Performance 6, no. 1 (March 2001): 39–54. http://dx.doi.org/10.1080/13569780020031780.

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Jensen, Margaret, Diane Wakat, Bruce Gansneder, and Peggy Brown Paviour. "Student Desires for a University Drug Education Program." Journal of Drug Education 19, no. 3 (September 1989): 231–44. http://dx.doi.org/10.2190/1gxv-uc19-nt47-jq8m.

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A questionnaire was designed to determine the type of drug education program most desired by undergraduate students attending a major university. The survey was to provide the basis for a comprehensive drug education program. The 101 item questionnaire elicited responses from 656 undergraduates in categories ranging from knowledge base to credible information sources. The analysis of student desires as they relate to program design is included in this article. The students strongly believed the university should provide a drug eduction program. In particular they desired a credit course dealing with both drugs and alcohol. They also wanted regularly published articles on drugs in school publications. The most credible knowledge sources were PhDs and MDs. Students also wanted contact with former drug users. More than half the students believed that values clarification and “coping skills” training would decrease their drug use. In general more women than men were likely to utilize such resources.
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Bennett, Cary. "School-based drug education: the shaping of subjectivities." History of Education Review 43, no. 1 (May 27, 2014): 95–115. http://dx.doi.org/10.1108/her-11-2012-0039.

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Purpose – The purpose of this paper is to explore how school-based drug education programmes in Australia have sought to reduce adolescent drug use. Design/methodology/approach – Drawing on insights from Foucault's later works and writers on governmentality, the paper considers how, through the use of various technologies, techniques and strategies, students have been encouraged to problematise their understanding of self by way of a series of choices they are required to make in relation to recreational drug use. Findings – Drugs are positioned as a key factor in the psychic and social well-being of youths insofar as their health and personal happiness is said to depend on the decisions they make concerning their use of drugs. In the process, moral and political objectives are met as students internalise norms, values and objectives consonant with a self-disciplined, self-governing society. Practical implications – By bringing into question school-based drug education, a space is created for further discussions around this historically controversial strategy. Social implications – What is common to all school-based drug education programmes is that the problem is conceptualised in terms of individual and interpersonal deficiencies or inadequacies. Conceptualised thus, both the problem and the solution lay with the individual; it is the individual who must change. Originality/value – The focus of this paper has not been on why school-based drug education is needed or how to improve it (the focus of most research on the subject), but rather on the methods employed to influence student use of recreational drugs. By identifying how school-based drug education has sought to shape student subjectivities, this paper has exposed specific moral and political dimensions of the project.
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Dissertations / Theses on the topic "Drug education"

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Onderwyzer, Susan. "Vermont Incarcerated Womens’ Initiative Drug Education." ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/173.

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The Vermont Agency of Human Services Incarcerated Women’s Initiative (IWI), constituted in April of 2005, was instrumental in supporting the development and implementation of a pilot project, which encompassed three communities in Vermont. The Pilot programs aimed to reduce and prevent incarceration of women whose criminogenic problems were related to their substance use and abuse. These innovative projects are the subject of this mixed methods evaluative study – to determine the extent to which involvement in this project changed the behaviors leading to incarceration and in effect, succeeded in reducing incarceration and further involvement with the criminal justice system. Qualitative data was gathered through semi-structured interviews with former program participants and staff of the projects. Descriptive data was collected through quarterly reports from the project managers to the Vermont Department of Health, Division of Alcohol and Drug Abuse Programs, the funding agency, and the Vermont Department of Corrections. Each of the sites were compared and contrasted to tell the stories of the women who participated, and to gather the wisdom of the people who worked with them. The outcomes of the study supported the continued utilization of the key strategies of the Drug Education, Treatment, Enforcement and Rehabilitation (DETER) projects in facilitating greater engagement and retention in treatment, and reducing further incarceration in the study subjects. Recommendations for policy change include greater access statewide to Dedicated Case Management, Collaborative Inter-disciplinary Team Planning, and Wrap-Around Services for women offenders.
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Rassool, Goolam Hussein. "Predictors of educational outcomesof undergraduate nursing students in alcohol and drug education." Thesis, St George's, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511956.

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Walter, Sandra M. "Examining the effects of drug testing on drug use at the secondary education level." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1048380.

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The primary purpose of this study was to determine if a drug testing program could impact or change student drug use at the secondary education level. Secondary purposes were to 1) assess the perceptions of secondary education students toward licit and illicit drugs, drug use, and the newly implemented drug testing program, and 2) to examine why drug use may continue even after a drug testing program has been implemented. Data was collected through the use of questionnaires, discussion groups, and one-on-one interviews. Examination of the questionnaire data indicated that student drug use was not substantially deterred by the newly implemented drug testing program over a three to four month time period. Also, students' perceptions of the newly implemented drug testing program were mainly that of disagreement. Students commented that they felt the drug testing policy was implemented to "catch them" using drugs rather than "help them" with a possible drug addiction. One of the main reasons that the drug testing program did not have a great deterrent effect on student drug use, as suggested by the students, was that the odds were not high enough that they would be selected to be drug tested. In some instances, drug testing was not proving to be a deterrent to drug use, but rather a deterrent to participation in school activities. However, for some students, drug testing was proving to be a deterrent to drug use. As quoted from one of the discussion group members: "It's a step in the right direction."
School of Physical Education
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Ng, Ka-ling Sarah, and 吳嘉玲. "Rehabilitation and education village for young drug addicts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985385.

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Ng, Ka-ling Sarah. "Rehabilitation and education village for young drug addicts." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25945993.

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Thesis (M. Arch.)--University of Hong Kong, 2000.
Includes special report study entitled: Rehabilitation in natural surrounding : towards a therapeutic environment. Includes bibliographical references.
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Carr, Christopher M. "Substance abuse education with elite athletes." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/833473.

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This study addressed the efficacy of a multimodal substance abuse prevention program with elite-level athletes. By utilizing components of substance abuse information and education, coping skills training, and self-esteem strategies, the study examined the effect of these variables on the subsequent alcohol and drug use behaviors and attitudes of the participants.In addition, measures of self-esteem and stress were examined to determine the effect of prevention on these variables. Gender differences were examined regarding substance use behaviors and attitudes, and change score measures were utilized to observe for behavioral changes from pretest to follow-up testing.Results indicated no differences on any of the dependent measures. Utilizing a repeated measures multivariate analysis of variance (MANOVA), no significant differences in substance use behaviors and attitudes between athletes in the treatment and control conditions were found. There were also no gender differences reported on the dependent measures. In addition, chisquare (X2) analyses demonstrated no behavioral or attitudinal differences. A significant finding indicated that control group subjects had more substance abuse changes (both positive and negative) than the treatment condition. The hypotheses of the study were unconfirmed as a result of the statistical analyses.Limitations of the present study include the small sample size (although representative of the population), the small amount of actual reported use behaviors, and the length of the program (not sufficient time). It is recommended that future research in this area maintain the multimodal approach, while lengthening the time of implementation. Future dependent measures must be able to accurately detect small fluctuations in reported substance abuse behavioral changes.The survey data suggest that athletes at the elite level do demonstrate alcohol and drug use behaviors that may be detrimental to their personal and professional potential. Substance abuse education programs are necessary components of holistic prevention for athletes at all levels of training and competition. Future programs must consider the present study in the development of more successful and practical substance abuse education for athletes.
Department of Counseling Psychology and Guidance Services
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Broad, Barbara Patricia, and n/a. "An analysis of peer drug education : a case study." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060613.132241.

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Drug use and misuse by young people is a problem and concern in the Australian and Australian Capital Territory (ACT) communities. There are concerns regarding illicit and licit drugs but licit drug use has been identified as the major area of concern. Young people in the ACT reflect the drug use/misuse patterns and trends of other states. Commonly used drugs by young people are alcohol, tobacco, cannabis and analgesics. Strategies to address the problem of drug use/misuse by young people include intervention and community drug education programs. Peer drug education (as an example of community drug education), trains young people as peer educators to implement drug education programs with younger age groups. A case study analysis based on qualitative, naturalistic and new paradigm research is the research method used in this thesis. An eclectic model of drug education including key components from a variety of drug education models provides a comprehensive overview of peer drug education. The literature review showed the complexity of influences on drug use/misuse. These influences relate to individual, peer, parental and family, community and societal factors. Peer drug education is generally recognised as an effective drug education strategy. Peer drug education programs (Triple T: Teenagers Teaching Teenagers) were conducted in the ACT from 1988-1990. Reports documenting these programs (including evaluation data) and a literative review are the main data analysed for the case study. The case study analysis of five ACT peer drug education programs and one interstate program showed the key planning issues for effective peer drug education were: collaborative decision making as a central concept; detailed planning and liaison with target groups; established structures within schools and communities to support the trained peer educators; team work and small group work as intrinsic and extrinsic factors within the program; clarification of responsibilities and roles of all personnel involved in the program; and facilitators/leaders with attributes and qualities that encourage peer drug educators as social change agents. Analysis of data from the case study reports showed young people can be effective peer drug educators. Residential programs are preferred over non-residential programs. Peer drug education programs are effective in both school and community agencies. The literature review and analysis of reports also indicated that peer drug education needs to focus on establishing positive norms in groups of young people. Collaborative decision making and positive role modelling assist in the establishment of these norms. Peer drug education links to the wider changes occurring in education and health settings. Peer drug education is about collaborative decision making, social justice, development of key competencies and social change. This thesis confirmed the complexity and dynamic nature of peer drug education and there were many questions raised for further research from the literature review and analysis of program reports.
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Sexton, Lisa. "The Knowledge of Drugs and How that Knowledge Improves after Current Drug Education Curriculum in an 8- to 11-year old Population." The University of Arizona, 2010. http://hdl.handle.net/10150/623741.

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Class of 2010 Abstract
OBJECTIVES: To examine the effect of a current elementary school drug education program, Too Good for Drugs, on children’s views about drugs. METHODS: This was a descriptive, prospective study using pre- and post-test methodology. Participants were given a survey prior to the initiation of a drug education program, Too Good for Drugs. One month after the completion of the drug education program the same survey was given to the participants to see if their views and overall knowledge had changed. RESULTS: The overall knowledge of the groups increased from baseline (p=0.004). Participants in the fourth-grade group had a greater difference in drug knowledge from baseline than fifth-graders (p=0.008 vs. 0.01, respectively). The fourth-grade cohort had increased healthy attitudes about alcohol (p=0.007). Both groups had healthier views on marijuana (4th p=0.007 5th p=0.03) post- intervention. CONCLUSIONS: The Too Good for Drugs curriculum is effective at improving the views about drugs among the participants. Views on alcohol and marijuana improved. Participants in the program may be better served if there were an over-the-counter and prescription drug component.
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Gleeson, Amy T. "Drug Abuse Resistance Education (DARE) a review of select evaluations /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998gleesona.pdf.

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Callon, Cody Terry. "Evaluation of a drug user-led safer injecting education campaign." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37601.

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Background: Unsafe injection practices remain a significant source of morbidity and mortality among people who inject drugs (IDU), this thesis sought to: review the literature outlining the ways in which people inject unsafely, the health consequences associated with unsafe practices, the factors that influence injection practices, and the interventions that have been designed to address these problems; describe a drug user-led safer injecting education campaign; and finally, examine the facilitators’ and participants’ perceptions of a unique user-led intervention. Methods: Qualitative data was derived from semi-structured qualitative interviews conducted with eight members of the Injection Support (IS) Team who developed and facilitated a series of safer injecting education workshops and 20 individuals who participated in these workshops. Interviews were transcribed verbatim and a thematic analysis was conducted. Results: A literature review identified numerous specific unsafe injection practices, which are associated with negative health outcomes, including HIV, hepatitis C, bacterial infections, and venous damage. Research demonstrates that various individual, physical, social, and structural factors influence injection practices, and has identified a number of interventions (e.g. syringe distribution, education) that reduce negative health consequences. Results indicate that IDU typically learn about injecting by watching or sharing experiences with other IDU and that significant gaps in knowledge regarding safer injecting practices persist. Accounts of IDU suggest that the unique process and structure of IS Team workshops enabled effective communication of information about safer injecting practices, while targeting the unsafe practices of workshop participants. Facilitators’ identity as IDU enhanced their ability to relate to workshop participants, most of whom expressed that they prefer user-led interventions to other approaches. Facilitators reported gaining knowledge, skills, and positive feelings about themselves from their involvement in the campaign, while many participants reported that they acquired new knowledge that would alter their future injecting practices. Discussion: The IS Team education campaign focuses on health issues relevant to IDU that are not being adequately addressed by existing public health programs. This study demonstrates the feasibility and benefits of involving IDU in educational initiatives targeting unsafe injecting. Increased involvement of IDU in interventions designed to address unsafe injecting is urgently required.
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Books on the topic "Drug education"

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Goodstadt, Michael S. Drug education. Washington, D.C: U.S. Dept. of Justice, National Institute of Justice, 1988.

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Steep, Barbara J. Drug education resources directory. Toronto: Addiction Research Foundation, 1989.

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Education, Ontario Ministry of. Drug education policy framework. Toronto: The Ministry, 1990.

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Eiser, Christine, and J. Richard Eiser. Drug Education in Schools. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4613-8799-2.

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Dorothy, Dusek, ed. Drug education: Content and methods. 4th ed. New York: Random House, 1988.

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Horton, Lowell. Developing effective drug education programs. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1992.

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Police, Illinois State. D.A.R.E.: Drug Abuse Resistance Education. Springfield, Ill.]: Illinois State Police, 2003.

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Walsh, Alan. RIDE: Resistance-in drug education. 2nd ed. [London]: Metropolitan Police, 1995.

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Police, Illinois State. D.A.R.E.: Drug Abuse Resistance Education. Springfield, Ill.]: ISP, 1999.

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1949-, Patterson Vicky, ed. A handbook of drug training: Learning about drugs and working with drug users. London: Tavistock/Routledge, 1991.

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Book chapters on the topic "Drug education"

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Wooley, Susan F. "Drug Education." In Encyclopedia of Cross-Cultural School Psychology, 393–94. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_142.

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Keene, Jan. "Drug prevention and education." In Drug Misuse, 93–123. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-3300-3_6.

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Walker, Rob. "Evaluating drug education programmes." In Health Research in Practice, 138–51. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-4497-9_10.

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Jian, Li. "Anti-Drug Education in Local Minority Culture." In Multidisciplinary Research Perspectives in Education, 177–85. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-615-6_21.

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Bernardo, Julia, Gelsimar Machado, and Liana Romera. "Prevention and School: Possible Paths in Drug Education." In Drugs and Human Behavior, 399–409. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62855-0_29.

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Midford, Richard, and Helen Cahill. "Taking a Skills Focused, Harm Reduction Approach to School Drug Education." In Health and Education Interdependence, 269–88. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3959-6_14.

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Jones, Mathew, Fenella Starkey, and Judy Orme. "Framing Youth: Reviewing Locally Commissioned Research on Young People, Drug Use and Drug Education." In Researching Youth, 55–65. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230522466_4.

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Wyatt, Stephen A., and Bonnie B. Wilford. "Medical Student and Physician Education in Substance Use Disorders." In Drug Abuse and Addiction in Medical Illness, 531–44. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3375-0_45.

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Falk-Whynes, Jane. "Drug Issues in Health Education: Demand Reduction or Public Panacea?" In Policing and Prescribing, 217–44. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-11451-1_12.

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Wu, Kuo-Ching, Yeong-Ching Lin, and Chun-Yi Lu. "Big Data Analysis in Drug Offense Crime to Advice Education Training Course in Police Academy." In Lecture Notes in Computer Science, 178–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99737-7_18.

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Conference papers on the topic "Drug education"

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Lu, Jiale. "Quality Control of Brand Name Aspirin drug and Generic Aspirin drug." In 2020 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2020. http://dx.doi.org/10.1109/isec49744.2020.9397816.

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Gizyatova, Landysh A. "Drug Education As A Challenge For Teachers." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.51.

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Rokyta, O. "DRUG-INDUCED MYOCARDITIS." In EDUCATION AND SCIENCE OF TODAY: INTERSECTORAL ISSUES AND DEVELOPMENT OF SCIENCES, chair O. Nishkumay, A. Kovalenko, O. Aleksieienko, and K. Cherniaieva. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-19.03.2021.v3.52.

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Afraimovna, Gizyatova Landysh. "Forms And Methods Of Drug Education Of Students." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.30.

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Zurkurnan and Abd Halim. "Students’ Empowerment Through the Drug Prevention Education Program." In 2nd  International Seminar on Guidance and Counseling 2019 (ISGC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.044.

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Richterová, Bohdana. "Programs Of Adventure Therapy And Drug Addiction Treatment In The Czech Republic." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.42.

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Mahmud, Mohd Izwan, Raja Noor Shuhaida Raja Ahmad, Zainah Ahmad Zamani, Salleh Amat, and Abu Yazid Abu Bakar. "COMMUNITY PERCEPTION AND ACCEPTANCE OF FORMER DRUG ADDICTS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2201.

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Ren, Zhaoxu. "Measurement of Drug-taking Compliance Based on RFID Technology." In International Conference on Education, Management, Commerce and Society. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emcs-15.2015.161.

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"The Investigation of Drug Prevention Education in College Students of Sichuan." In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29001.

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Gizyatova, Landysh. "School – Based Extremism and Drug Abuse Prevention in the UK." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0915.

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Reports on the topic "Drug education"

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Lovenheim, Michael, and Emily Owens. Does Federal Financial Aid Affect College Enrollment? Evidence from Drug Offenders and the Higher Education Act of 1998. Cambridge, MA: National Bureau of Economic Research, February 2013. http://dx.doi.org/10.3386/w18749.

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Chatterji, Pinka. Illicit Drug Use and Educational Attainment. Cambridge, MA: National Bureau of Economic Research, October 2003. http://dx.doi.org/10.3386/w10045.

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Lleras-Muney, Adriana, and Frank Lichtenberg. The Effect of Education on Medical Technology Adoption: Are the More Educated More Likely to Use New Drugs. Cambridge, MA: National Bureau of Economic Research, September 2002. http://dx.doi.org/10.3386/w9185.

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National report 2009-2019 - Rural NEET in Hungary. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrhu.2020.12.

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In Hungary, NEET Youth are faced with many problems: social exclusion; lack of opportunities (e.g., education, health, infrastructure, public transport, labour market conditions); low so-cio-economic status; and, a lack of relationships outside the enclosed settlements. In Hungary, the most frequent risk factors are: a socio-economically disadvantageous envi-ronment; low levels of education and schooling problems; lack of proper housing; financial problems; learning difficulties; dissatisfaction with the school; socio-emotional disorders; delinquency; health problems; homelessness; and, drug or alcohol abuse. NEET Youth are fa-cing with this multi-dimensional difficulties, regional disparities and a lack of proper services.The general employment statistics have been improving in Hungary since 2010. The emplo-yment rate of the 15-39-year-old population has increased from 53.0% to 62.5% between 2009 - 2019. The employment rate improved in every type of settlement/area. The improve-ment can be attributed to the community work in the marginalised regions micro-regions and settlements. The NEET rate shows a considerable improvement of nearly 40% between 2009 and 2019 in the urban environment for all age groups. A slight improvement can be detected in the towns and urban environment, which amounts to 25% for all age groups between 2009 and 2019. However special services and targeted programmes are required to make a diffe-rence for NEET Youth.
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