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Journal articles on the topic 'Drug education'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Goodstadt, Michael S. "Drug Education: The Prevention Issues." Journal of Drug Education 19, no. 3 (September 1989): 197–208. http://dx.doi.org/10.2190/tavb-xykq-qb2u-mk7y.

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This article considers the major issues facing drug education by identifying and discussing eight dichotomies. These dichotomies capture the decisions faced by policy-makers, drug education planners, and practitioners. The dichotomies permit a cohesive, simplified, examination of the complex dilemmas currently faced by the field; they include: identification of the problems to be addressed, etiological underpinnings, program objectives, target audiences, and effective strategies.

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12

Milgram, Gail G. "Alcohol and Drug Education Programs." Journal of Drug Education 17, no. 1 (March 1987): 43–57. http://dx.doi.org/10.2190/lg8n-0j4y-txup-9eqc.

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The design and implementation of alcohol and drug education efforts and programs are discussed by presenting necessary concepts for effective programming. Philosophy and policy statements, which form the support basis for educational efforts, are outlined. Specific prevention goals and the interpretation of these goals into program content and methodology are presented. Significant aspects of program evaluation and the need for improved approaches and further research in this area conclude the focus on alcohol and drug education programs.

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13

&NA;. "Education reduces drug related admissions." Reactions Weekly &NA;, no. 485 (January 1994): 4. http://dx.doi.org/10.2165/00128415-199404850-00012.

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14

&NA;. "Education reduces drug-related admissions." Inpharma Weekly &NA;, no. 920 (January 1994): 21. http://dx.doi.org/10.2165/00128413-199409200-00056.

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15

HAWTHORNE, GRAEME. "Drug education: myth and reality." Drug and Alcohol Review 20, no. 1 (March 2001): 111–19. http://dx.doi.org/10.1080/09595230125182.

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16

&NA;. "Call for independent drug education." Inpharma Weekly &NA;, no. 822 (February 1992): 5. http://dx.doi.org/10.2165/00128413-199208220-00007.

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17

Poole, R. G. "Review of drug education campaign." Psychiatric Bulletin 20, no. 12 (December 1996): 782. http://dx.doi.org/10.1192/pb.20.12.782.

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18

Roberts, Glynne. "Developing drug education in Gwynedd." Health Education Journal 51, no. 4 (December 1992): 198–201. http://dx.doi.org/10.1177/001789699205100411.

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19

Hawthorne, Graeme. "Drug education: myth and reality." Drug and Alcohol Review 20, no. 1 (March 1, 2000): 111–19. http://dx.doi.org/10.1080/09595230020029446.

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20

Minix, Nancy A. "Drug and Alcohol Prevention Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 61, no. 4 (December 1987): 162–65. http://dx.doi.org/10.1080/00098655.1987.10113930.

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21

Hodgson, Barbara B. "Patient Education on Drug Therapy." Nursing Management (Springhouse) 17, no. 5 (May 1986): 10. http://dx.doi.org/10.1097/00006247-198605000-00002.

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22

Eisenman, Russell. "Who Receives Drug Education in Our Schools?: A Paradox." Journal of Drug Education 23, no. 2 (June 1993): 133–36. http://dx.doi.org/10.2190/p3uc-h78u-gd48-8xjp.

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Data from a national survey by the United States Department of Justice of 47,000 households reveals a paradox regarding who receives drug education in primary and secondary schools. Those who would seem to need it the most are least likely to receive it. Thus, blacks receive drug education classes less often than whites, students in central city classes less often than those in other regions, and students who report that drugs are available are also less likely to receive drug education classes than students who report that drugs are not available. The results are paradoxical, but consistent with a study by Denson, Voight, and Eisenman which found that predominantly black schools in Louisiana provided less AIDS education than predominantly white schools [1].

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23

Kapoor, Varun, Vikrant Tomar, Priti Bakhshi, Manisha Shukla, and Vijay Kumar. "Perception, Attitude and Support of Society Towards Drug Abuse: Do Gender, Age and Education Matter?" Journal of Health Management 23, no. 2 (June 2021): 264–74. http://dx.doi.org/10.1177/09720634211011566.

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This article highlights the support, attitude and perception of the general public towards drug abuse so that appropriate policies can be framed for the prevention of drug abuse among youth. The study aims to understand the relationship among variables influencing behaviour change with respect to drug abuse. Questionnaire from 1,159 respondents was administered comprising of 39 items exploring Perception, Attitude, Support pertaining to illicit drugs. Positive or negative attitude towards drug abuse is evolved out of the perception of problems associated with drug abuse and the support provided to dissuade drug-abusing behaviour, and relationship among these variables was tested using SEM-Path analysis. The perception of problems related to drug addiction significantly influences the attitude towards drug addiction. The perceived nature of the support structure augments the influence further (partial mediation). The augmenting effect of the support structure can be seen among gender, age and education. Moderator effects of age, gender and education were studied by estimating multi-group path coefficients. This article is useful to local government as they may take some of the findings of this article for framing policy related to educating youth related to drugs, creating a campaign regarding the harm of drug abuse and involving those volunteers in drug assistance programmes that are more supportive of drug addicts. This article is helpful for society to make them understand that their positive attitude and support towards drug abuse will give a second chance to drug addicts to leave drugs and live a normal life again.

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24

Tricker, Raymond, and Declan Connolly. "Drug Education and the College Athlete: Evaluation of a Decision-Making Model." Journal of Drug Education 26, no. 2 (June 1996): 159–81. http://dx.doi.org/10.2190/11q1-r721-qtwj-r6a5.

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In general there is a lack of information describing the components and structure of drug education and prevention programs (DEPP) for college student athletes. While concern about the prevalence of drug abuse among college student athletes has increased, a relative lack of clarity remains regarding what elements of drug education prevention programs have been successful or unsuccessful in this setting. In an effort to address this issue at Oregon State University a two-credit ten-week DEPP was implemented as a requirement for all collegiate athletes. This article describes the evaluation of this program. Altogether 635 student athletes from three National Collegiate Athletic Association (NCAA) Division One universities provided data in this two-year evaluation project. Participants were student athletes from Oregon State University (OSU), a Mid-Western University (MWU), and another Pacific North-Western University (PNWU). Pre- and post-test data were collected regarding knowledge about drugs, attitudes toward drug use, drug use, and decision-making factors. Students at OSU and MWU were enrolled in a structured DEPP, and the third group from PNWU was used as a control and did not receive regular instruction. The baseline data taken before the drug education course indicated that athletes at OSU, MWU, and PNWU were no different in their knowledge of drugs, attitudes toward drugs, or perception of the value of drug education in preventing drug abuse among student athletes. However, the data at the end of the ten-week course revealed many significant improvements among OSU and MWU students athletes, in knowledge, attitude related to performance enhancing drugs and recreational drugs, and perceptions of drug education. At the end of the course 88 percent of the participating OSU athletes agreed that drug education can be effective in preventing drug abuse among student athletes.

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25

Cintron, Myrna, and Mitchel P. Roth. "Drugs in the classroom: A historical approach to drug education." Journal of Criminal Justice Education 12, no. 1 (March 1, 2001): 117–26. http://dx.doi.org/10.1080/10511250100085081.

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26

Widjaja, Gunawan. "The Importance Of Early Child Drug Education; Indonesian Regulatory Perspective." Advances in Social Sciences Research Journal 7, no. 8 (August 31, 2020): 561–67. http://dx.doi.org/10.14738/assrj.78.8907.

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Drug abuse can be happened to anybody. Drug abuse can cause systematic destruction to the sustainability of a state. It is especially important that children and teenager should be avoided from using drugs. There are many kinds of approaches that can be done. One among them was an early education against drug abuse. This research aimed to elaborate the importance of early child drug education and try to provide solutions on how the education must be conducted, based on Indonesian laws and regulations. Data used in this research were of secondary data, which mainly consisted of primary legal sources and secondary legal sources. Data were obtained through literature review using “google” search machine. Data were analysed using deductive “legal reasoning” method, with qualitative approach. Research found that in many jurisdictions, children have been introduced, exposed, and misuse several kinds of drugs. To avoid it, state shall initiate and provide support through education. It may involve formal or informal education institutions. Research also found that early drugs education for children would be good to provide early knowledge to the children so that they can avoid misusing drugs. However, it must be taught by competent person to avoid mis-reception. Indonesia shall has enough sources to implement it. Under current prevailing legislations, Indonesia shall have enough support to start the education. Though Indonesia has sufficient laws and regulations, however Indonesia still needs good system, competent human resources, technologies, facilities, infrastructure, and enough financing to implement the laws and regulations. Inter-departmental cooperation must be set up to support the implementation.

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27

Taxak, Nikhil, and Prasad V. Bharatam. "Drug metabolism." Resonance 19, no. 3 (March 2014): 259–82. http://dx.doi.org/10.1007/s12045-014-0031-0.

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28

Duncan, David F., Thomas Nicholson, Patrick Clifford, Wesley Hawkins, and Rick Petosa. "Harm Reduction: An Emerging New Paradigm for Drug Education." Journal of Drug Education 24, no. 4 (December 1994): 281–90. http://dx.doi.org/10.2190/087g-b4et-08jy-t08y.

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Harm reduction is a new paradigm now emerging in the field of drug education. This strategy recognizes that people always have and always will use drugs and, therefore, attempts to minimize the potential hazards associated with drug use rather than the use itself. The rationale for a harm reduction strategy is presented, followed by an example of the kind of needs assessment which may be needed for planning a harm reduction strategy.

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29

Shirazi, Aida, and Raymond Tricker. "Current Drug Education Policies in NCAA Institutions: Perceptions of Head Athletic Trainers." Journal of Drug Education 35, no. 1 (March 2005): 29–46. http://dx.doi.org/10.2190/90rx-xc7y-9550-08jq.

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This study compared the perceptions of head athletic trainers (HATS) from NCAA member Divisions I, II, and III regarding current athletic department drug education policies in their institutions. A Web-based questionnaire collected responses from 353 HATS. Drug education programs focused more on providing information about the negative consequences of drugs than changing the attitudes and behaviors of students in relation to drug use. More Division I and II schools offered comprehensive ATOD education programs to their athletes compared to Division III schools; however, the majority of these programs were not scheduled on a regular basis. HATS in all divisions reported that the abuse of alcohol and other drugs by student athletes during and after athletic and social events was a significant concern and indicated the importance of scheduling drug education programs closer to such events. Majority of HATS did not view participating in the drug education programs as part of their professional duties; however, they expressed an interest to increase their involvement in these activities.

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30

Tupper, Kenneth W. "Drugs, discourses and education: a critical discourse analysis of a high school drug education text." Discourse: Studies in the Cultural Politics of Education 29, no. 2 (June 2008): 223–38. http://dx.doi.org/10.1080/01596300801966864.

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31

Young, Michael, Carolyn Kersten, and Chudley Werch. "Evaluation of a Parent Child Drug Education Program." Journal of Drug Education 26, no. 1 (March 1996): 57–68. http://dx.doi.org/10.2190/21bq-tcyf-fvap-p947.

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The purpose of the study was to evaluate the effectiveness of a parent-child drug education program. One thousand four hundred and forty-seven fourth, fifth, and sixth grade students and 2,036 of their parents participated in the study. Results indicated that the program produced changes in the responses of children and their parents to questions concerning attitudes, use, perceptions of use, and intended use of drugs.

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32

Kutter, Catherine J., and Diane S. McDermott. "The Role of the Church in Adolescent Drug Education." Journal of Drug Education 27, no. 3 (September 1997): 293–305. http://dx.doi.org/10.2190/gcxm-ce79-2ju3-abje.

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Despite drug education and prevention efforts, adolescent substance use is on the rise in the United States. In an exploration of correlates of substance use and components of effective drug education, three dimensions of religiosity—religious proscriptiveness, involvement in church activities, and the importance an individual places on church activities—emerge. Each has previously demonstrated an inverse relationship with adolescent substance use. In the present study, interactions among these three dimensions were evaluated in 238 adolescents. Religious proscriptiveness interacted with church involvement and with church importance in relation to adolescent use of alcohol, cigarettes, marijuana, and other drugs. Additionally, among adolescents who had ever used alcohol, a positive relationship was observed between religious proscriptiveness and binge drinking such that the highest incidence of binge drinking was reported by those affiliated with prescriptive religious groups. The church may be an important vehicle for drug education. Implications for drug education are discussed, and further research is suggested.

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33

Baklien, Bergljot. "Two-Step Drug Education in Norway." Journal of Drug Education 23, no. 2 (June 1993): 171–82. http://dx.doi.org/10.2190/7pcv-47ef-g1yf-j1tm.

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A survey of drug education in Norwegian lower secondary schools showed that almost one-fourth of the programs were based on a two-step model, which is described in this article. The intensive courses were socially successful, and created motivation, enthusiasm, and changes of attitudes. More than 90 percent of the participants carried out the second step of the teaching. There were important differences from one school to another in regard to how the pilot pupils, and their teaching program, were received. They found it difficult to find sufficient time for their programs, and sometimes hard to keep their classmates in order. Most of the classmates found the teaching in the second step interesting, but they had little belief in the preventive effect.

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34

Bernknopf, Allison C., Julie P. Karpinski, Andrea L. McKeever, Amy S. Peak, Kelly M. Smith, Wendy D. Smith, Erin M. Timpe, and Kristina E. Ward. "Drug Information: From Education to Practice." Pharmacotherapy 29, no. 3 (March 2009): 331–46. http://dx.doi.org/10.1592/phco.29.3.331.

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35

Cotter, Valerie T., and Mary Ellen Smith Glasgow. "Student Drug Testing in Nursing Education." Journal of Professional Nursing 28, no. 3 (May 2012): 186–89. http://dx.doi.org/10.1016/j.profnurs.2011.11.017.

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36

Aronson, J. K. "Drug development: more science, more education." British Journal of Clinical Pharmacology 59, no. 4 (April 2005): 377–78. http://dx.doi.org/10.1111/j.0306-5251.2005.02420.x.

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37

Finnigan, Sue, Roger Paxton, and Mel Haddow. "Parents in partnership on drug education." Health Education 97, no. 4 (August 1997): 136–38. http://dx.doi.org/10.1108/09654289710167492.

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38

Orme, Judy, and Fenella Starkey. "Peer drug education: the way forward?" Health Education 99, no. 1 (February 1999): 8–16. http://dx.doi.org/10.1108/09654289910248472.

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39

Dean, M., L. Darbo-Pietszak, T. Klose, M. D. Lucy, and S. D. Butler. "Inpatient Education for Diet-Drug Interactions." Journal of the American Dietetic Association 99, no. 9 (September 1999): A111. http://dx.doi.org/10.1016/s0002-8223(99)00793-2.

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40

ZOLER, MITCHEL L. "Blister Packs, Education Boost Drug Adherence." Internal Medicine News 39, no. 24 (December 2006): 14. http://dx.doi.org/10.1016/s1097-8690(06)74632-7.

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41

Bailey, William J. "Message Source Credibility in Drug Education." Journal of School Health 55, no. 9 (November 1985): 385–88. http://dx.doi.org/10.1111/j.1746-1561.1985.tb04154.x.

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42

Sigler, Robert T., and Gregory B. Talley. "Drug abuse resistance education program effectiveness." American Journal of Police 14, no. 3/4 (December 1995): 111–21. http://dx.doi.org/10.1108/07358549510111974.

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43

Derbyshire, Robert C. "Education for Drug Prescribers: Whose Responsibility?" Hospital Practice 20, no. 7 (July 15, 1985): 151–58. http://dx.doi.org/10.1080/21548331.1985.11703102.

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44

Ives, Richard, and Ian Clements. "Drug education in schools: a review." Children & Society 10, no. 1 (March 1996): 14–27. http://dx.doi.org/10.1002/(sici)1099-0860(199603)10:1<14::aid-chi2>3.0.co;2-i.

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45

Kohtz, Cindy, and Connie Gowda. "Teaching Drug Calculation in Nursing Education." Nurse Educator 35, no. 2 (March 2010): 83–86. http://dx.doi.org/10.1097/nne.0b013e3181ced8a8.

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46

Evans, Vivienne, and Jeff Lee. "An integrated approach to drug education." Health Education Journal 45, no. 1 (March 1986): 43–44. http://dx.doi.org/10.1177/001789698604500116.

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47

Bayley, Ros, and Jim O'Neill. "Should pre-schoolers receive drug education?" Early Years Educator 5, no. 12 (April 2004): 6–7. http://dx.doi.org/10.12968/eyed.2004.5.12.14268.

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48

Rosenbaum, Marsha. "New Perspectives on Drug Education/Prevention." Journal of Psychoactive Drugs 48, no. 1 (January 2016): 28–30. http://dx.doi.org/10.1080/02791072.2015.1117690.

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49

Coggans, Niall, and Jonathan Watson. "Drug Education: Approaches, effectiveness and delivery." Drugs: Education, Prevention and Policy 2, no. 3 (January 1995): 211–24. http://dx.doi.org/10.3109/09687639509035746.

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50

REISKIN, HELEN. "Alcohol and Other Drug Education Videos." MCN, The American Journal of Maternal/Child Nursing 17, no. 4 (July 1992): 210–13. http://dx.doi.org/10.1097/00005721-199207000-00016.

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