Academic literature on the topic 'Peer drug education'
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Journal articles on the topic "Peer drug education"
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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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Mokadem, Naglaa M. EL, Eman A. Shokr, Alyaa H. Salama, Hanaa M. Abo Shereda, Hanaa A. Radwan, and Hemat Mostafa Amer. "Peer Education Intervention to Promote Drug Abuse Prevention among Secondary Schools Students." NeuroQuantology 19, no. 5 (June 10, 2021): 68–78. http://dx.doi.org/10.14704/nq.2021.19.5.nq21050.
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Drug abuse is a worldwide serious health problem. Peer education is an effective method in preventing risky behaviors and educating teens about drug abuse. Aim of the current study was to evaluate the effectiveness of peer education intervention to promote drug abuse prevention among secondary schools students. Methods: a quasi-experimental research design was used. A multi-stage random sample selection of six secondary schools affiliated to the Ministry of Education and Technical Education was utilized. A convenience sample of 1200 students was selected from the 1st, 2nd and 3rd grades of the selected schools at Shebin El kom, Menoufia Governorate, Egypt. Instruments: (1) Sociodemographic data questionnaire; (2) Basic knowledge of students about drug abuse questionnaire; (3) Attitudes of the students toward drug abuse prevention assessment questionnaire and; (4) Self-efficacy of students about drug abuse prevention questionnaire. Results: the mean age of the studied students in both study and control groups were (16.14 ± 1.08 &15.96 ± 1.01) respectively. There were statistically significant differences between study and control group in the total mean score of knowledge about drug abuse post intervention (12.39 ±1.72 & 6.88 ± 1.35; P value .000) compared to pre-intervention (6.95 ± 2.14 & 6.72 ± 2.19; P 0 .535). There was a statistically significant difference between study and control group regarding students' attitudes toward drug abuse post intervention (160.98 ± 11.72 & 75.55 ± 13.35; P 0.000) compared to pre-intervention (77.53 ± 12.14 & 75.89 ± 11.19; P 0.735). Finally, there was a statistically significant difference between study and control group regarding students' self efficacy about drug abuse prevention post intervention (11.84 ± 1.92 & 8.18 ± 1.55; P 0.000) compared to pre-intervention (8.89 ± 3.14 & 7.99 ± 1.92; P 0.598). Conclusions: the findings of the current study suggest that peer education intervention has a positive effect and significantly enhances knowledge, self-efficacy and attitudes of secondary school students toward drug abuse. Recommendation: Peer education intervention as a school-based prevention programs is an appropriate model to be implemented for drug abuse prevention among school students.
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Wahyuni, Sri Eka, Wardiyah Daulay, and Mahnum Lailan Nst. "Application of Dare Program for Increased Capabilities of Teenagersin Preventing Drug Abuse Through in Medan." Journal of Saintech Transfer 1, no. 2 (April 8, 2019): 108–15. http://dx.doi.org/10.32734/jst.v1i2.481.
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Teenagers are a group of humans who are vulnerable to the drug. It is all because of teenagers age have the process of seeking self of identity and focusing on the group's friends. This activity has done in Sari Rejo, Medan Polonia. Medan Polonia is the second area of higher drugs consumption in Medan. DARE Program (Drug Abuse Resistance Education) is one program that has proven effective as an intervention to prevent drug abuse for teenagers. This program is carried out by forming peer educators and then training cognitive, affective and psychomotor peer educator skills to prevent drug abuse. Teenagers can expressly reject the invitation of group friends or their peers to try to consume drugs.The results showed the affective and psychomotor capabilities of teenagers are different pre and post DARE Program (p=0,000, p-value 0,000). It is recommended that the overall DARE Program is carried out in order to improve the abilities of teenagers to prevent drug abuse.
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GONZALEZ, GERARDO M. "Effects of a Theory-Based, Peer-Focused Drug Education Course." Journal of Counseling & Development 68, no. 4 (March 4, 1990): 446–49. http://dx.doi.org/10.1002/j.1556-6676.1990.tb02527.x.
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Grossman, Susan J., and Joe Gieck. "A Model Alcohol and Other Drug Peer Education Program for Student Athletes." Journal of Sport Rehabilitation 1, no. 4 (November 1992): 337–49. http://dx.doi.org/10.1123/jsr.1.4.337.
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A new model for substance abuse prevention for athletic teams is described. This model employs the concept of peer education but has each team elect members they regard as leaders to become the peer educators. These student athletes are then trained to work as internal resources for their respective teams. Their roles include serving as resources for teammates who may already suffer from AOD problems. An equally important role is as a prevention specialist in helping to arrange presentations on issues that are pertinent to a particular team. In order for this model to run effectively, certain elements must be built in from the outset. These include ongoing support from the athletic director, an AOD prevention professional to administer the program who is not directly connected to the athletic department, and anonymity and confidentiality for the athletes recruited as peer educators.
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Goodwin, Kerri A. "Peer-Taught Drug Awareness in the Introductory Psychology Course." Teaching of Psychology 34, no. 1 (January 2007): 34–37. http://dx.doi.org/10.1080/00986280709336647.
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Goodwin, Kerri A. "Peer-Taught Drug Awareness in the Introductory Psychology Course." Teaching of Psychology 34, no. 1 (January 2007): 34–37. http://dx.doi.org/10.1207/s15328023top3401_8.
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Gurning, Fitriani Pramita, Fauziah Nasution, and Eliska Eliska. "Pendampingan Teman Sebaya dan Peran Orangtua dalam Mewujudkan Remaja Bebas Narkoba dan Sehat Reproduksi di Wilayah Pesisir." Jurnal Riset Hesti Medan Akper Kesdam I/BB Medan 4, no. 2 (February 6, 2020): 113. http://dx.doi.org/10.34008/jurhesti.v4i2.144.
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The frequent occurrence of drug abuse and premarital sex which is indicated from the frequent occurrence of raids on drug cases in Langkat District, the high number of early childhood marriages that still occur. This is compounded by the inactivity of religiously oriented adolescent activities, where previously youth groups tended to be active in empowering adolescents. School is one of the places for adolescent interaction and in one day many teenagers spend their time in school. The form of community facilitation activities with counseling activities, peer education training and mentoring through whatup media groups and also conducting counseling to parents aimed at increasing the knowledge and role of parents as agents of socialization to adolescents, peer education training aimed at increasing the role of adolescents as peer educators and assistance aimed at assisting adolescent peer educators in planning for, and dealing with problems related to the dangers of drugs, HIV/AIDS and reproductive health. An increase in students' knowledge after getting counseling and training about the dangers of drugs, HIV/AIDS and adolescent reproductive health. Suggestions for further activities are the need for traning of trainers for adolescent doctors and assistance in making adolescent health programs.
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Ward, Jennifer, Gillian Hunter, and Robert Power. "Peer education as a means of drug prevention and education among young people: an evaluation." Health Education Journal 56, no. 3 (September 1997): 251–63. http://dx.doi.org/10.1177/001789699705600305.
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Van Ryzin, Mark J., and Cary J. Roseth. "The power of peer influence to address student behavioral problems." Phi Delta Kappan 99, no. 8 (April 30, 2018): 62–66. http://dx.doi.org/10.1177/0031721718775682.
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As children reach adolescence, peer groups gain special power to influence their behavior, and young people tend to adapt their behavior to fit group norms. When students engage in bullying, alcohol and drug abuse, and other behavior, those in their peer group are more likely to engage in those behaviors as well. The authors sought to evaluate whether having students engage in peer learning through interdependent cooperative groups might disrupt this tendency. Middle school teachers were trained in using peer learning to teach their regular curriculum, and after one year, students showed more positive and less negative behavior than those in control schools that did not implement peer learning. The effect was also larger than has been reported for traditional prevention and social-emotional learning programs.
Dissertations / Theses on the topic "Peer drug education"
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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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Farmiloe, Bridget Joy Anne, and n/a. "An exploration of the personal experience of peer leadership." University of Canberra. Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060710.094543.
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Drug use and misuse among young people in Australia has caused concern throughout the
community and has prompted nationwide action to address the problem. One component of
intervention strategies with young people is drug education.
Drug education in Australia represents an international philosophy of prevention and takes
a harm minimisation approach to intervention. One strategy that has had international
success in the area of drug education with young people, and that has been used effectively
in health education in Australia since the 1970s, is peer education.
Peer drug education involves young people conducting drug education sessions with their
peers. An example of peer drug education in Australia is the Teenagers Teaching
Teenagers' (Triple T) program, conducted in the Australian Capital Territory (ACT).
Evaluations and descriptions of peer drug education programs tend to focus more on
outcomes pertaining to program recipients and fail to explore in detail the specific
experience of peer leaders. Existing research on the experience of peer leadership does not
explore in detail the personal experience of leaders, that being the effect of peer leadership
training and duties on leaders' personal perceptions of drugs, their behaviour with drugs and
their own feelings and skills.
This thesis explores the personal experience of a group of peer leaders who participated in
the Triple T program in 1994. It considers their perceptions of the program at the time of
training and then goes on to explore the impact of this experience on their formulation of
ideas about drugs to the present day.
The thesis is a qualitative project which utilises in-depth interviewing and focus groups to
gather data and then presents a thematic analysis of participant response. The thesis asks
two research questions,
1. What do young men and women involved in the Triple T program take from the
experience of peer leadership training and duties?
2. In what way does the Triple T' experience appear to contribute to the development
of drug related ideas of these young people in the two years following involvement in
the program?
The findings suggest that the participants gained information, skills and personal
development from the training and generally found it to be a positive experience. However,
participants distanced themselves personally from a substantial amount of the training
content and did not personally reflect on the training content to any great extent at the time
of training. Training processes and some aspects of leadership duties more personally
affected them, although again there was personal distancing from this part of the program.
In exploring the findings there was difficulty determining the influence of the training
experience due to participant reluctance to attribute influence to any one source on the
formulation of ideas. Instead, participants describe a complex interaction of influences on
the formulation of ideas about drugs and a process which involves maintaining control,
upholding the notion of informed choice and incorporating ideas about drugs into the
formation of an adult identity. Influences on these ideas include the training, actual
experiences with drugs and observations of others.
The thesis exploration suggests that being involved in peer drug education does impact on
peer leaders but this experience was not personalised to any great degree at the time of
training. However, in the following two years, participants called on the training
information as well as other influences as they formed their ideas about drugs.
The thesis raises some issues of how to maximise leaders' personal connection to the peer
drug education process, if this is in fact a desired outcome of peer education. It also
suggests the need for further research into the experience of peer leaders who seem to have
remained the least considered party in the peer education movement.
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Kaynak, Ovgu Ilke. "The Moderating Role of Emotional Intelligence in the Relation Between Peer Victimization and Alcohol, Tobacco, and Other Drug Use." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/104302.
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Public HealthPh.D.
This study describes the consequences as well as risk and protective factors associated with adolescent use of alcohol, tobacco, and other drugs (ATOD) and exposure to peer victimization. Peer victimization has been shown to be a risk factor for ATOD use and it may be important to identify factors that attenuate this relationship in order to pursue and develop preventive interventions. High emotional intelligence (EI) has been found to be associated with lower ATOD use, but the research evidence is mixed. High EI may neutralize the effects of exposure to peer victimization and act as a protective factor against increased ATOD use. Results from this cross-sectional study of 376 middle school students (45% male) found that youth who were victimized were more likely to report ATOD use. Youth who were better at identifying and sharing their emotions were less likely to report ATOD use. Conversely, youth who were better at influencing and socializing with others were more likely to report ATOD use. EI was not found to be protective in the presence of peer victimization. Results are discussed in the context of prevention related to increasing EI and reducing ATOD use.
Temple University--Theses
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Dhand, Amar. "Peer learning among a group of heroin addicts in India : an ethnographic study." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:0103cc06-7f34-432e-9499-5b06c8bf8757.
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This is an ethnographic account of peer learning among a group of heroin 'addicts' in Delhi, India. This study responds to the limited attention given to 'naturalistic' or 'informal' peer learning patterns in the educational literature, and the lack of explicit exploration of the phenomenon among drug user populations. The study involved seven and a half months of fieldwork with the predominant use of participant observation and semi-structured interviews to generate data. Analysis was inductive and interpretive with the use of situated learning theory to 'tease out' patterns in the data. The participants were using and non-using addicts affiliated to SHARAN, a non-governmental organization (NGO) in the religious marketplace of Yamuna Bazaar. The group included approximately 300-500 members, 20 of whom were main informants. Analysis of the group organization revealed community-based and masculinity-based characteristics that enabled the group to manage stigma, promote 'positive' ideals, and co-construct nonhegemonic masculinities. Peer-based outreach was identified as a form of 'institutional' peer learning in which peer educators performed the roles of 'doctor', 'role model', and 'counsellor' during interactions with 'clients' that had the effect of disempowering clients in many cases. The practice of poetry in which peers created couplets in alternating exchanges was identified as one form of naturalistic peer learning that entailed processes of legitimate peripheral participation, meaning negotiation, and reflective learning. Street 'doctory' in which peers provided medical care in the form of procedures, illness discussions, and health consultancy was identified as another naturalistic peer learning pattern involving processes of legitimate peripheral participation, meaning negotiation, and learning through teaching. These findings suggest that naturalistic peer learning involved co-participatory processes that manifested in a diversity of everyday practices. It is recommended that engaging these processes and practices would be useful for interventions, while further research should explore such patterns in other contexts.
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Moeser, Daniel J. "Marijuana Use by Juveniles: The Effects of Peers, Parents Race, & Drug Abuse Resistance Education." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etd/972.
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The purpose of this study was to analyze the factors that affect the use of marijuana by juveniles and how outside influences such as peer pressure, race, parental influence, and prevention programs such as the Drug Abuse Resistance Education (D.A.R.E.) contribute to the use of marijuana by juveniles. All of the variables used in this study came from the Gang Resistance Education and Training (G.R.E.A.T.) data collected by Esbensen and Osgood (1999). The analysis indicated that juveniles are most influenced by their peers such as friends, that African American juveniles would be less likely than Whites and Hispanics to become regular users of marijuana, that juveniles living with both parents would be less likely to use marijuana compared to those with alternative living conditions, and that the programs such as the D.A.R.E. program would have little long-term effect on marijuana usage by juveniles.
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Robert, i. Sabaté Laia. "Creació d’un instrument de verificació i guiatge per millorar la qualitat informativa en la comunicació farmacoterapèutica. Cas pràctic amb els inhibidors de la bomba de protons." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/671211.
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La comunicació en salut i la millora de l’alfabetització per a la salut són aspectes clau en les polítiques sanitàries. L’èxit d’un tractament farmacològic no només depèn de l’eficàcia del medicament sinó també del coneixement que el pacient té sobre aquest medicament i del seu grau d’alfabetització en salut.
Les fonts d’informació sobre medicaments que tenen els pacients avui en dia a mà són múltiples i variades però no totes elles són de qualitat i fiables. Actualment els actors implicats en la comunicació i disseminació d’informació sobre medicaments, ja siguin organitzacions sanitàries, professionals de la salut, periodistes, experts en comunicació o qualsevol persona a títol individual, són múltiples, però tots ells comparteixen la responsabilitat de garantir i proporcionar una bona informació sobre els medicaments.
L’objectiu d’aquest treball és crear una metodologia que permeti avaluar i millorar la qualitat informativa dels temes relacionats amb els medicaments i la farmacoteràpia que contribueixi a millorar el grau d’alfabetització en salut de la societat i que pugui ser utilitzada pels diferents agents implicats en la comunicació farmacoterapèutica
Per fer-ho, s’ha fet primerament un estudi sobre la llegibilitat i qualitat de la informació de medicaments dirigida a la ciutadania d’una web institucional. I posteriorment s’ha realitzat un segon estudi sobre la llegibilitat i la qualitat de la informació escrita sobre els medicaments i necessitats reals de la ciutadania, a partir d’un pràctic amb els inhibidors de la bomba de protons. En aquest segon estudi s’ha fet una aproximació de tota aquella informació escrita que pot rebre un pacient sobre els IBP, ja sigui el prospecte, les fonts oficials o de referència, les notícies de premsa o la informació provinent de la cerca a internet. També s’ha volgut conèixer les necessitats d’informació sobre els medicaments a través d’entrevistes personals a pacients que prenen algun dels principis actius dels IBP.
S’ha observat que, malgrat que els resultats en llegibilitat són positius, el marge de millora en termes de qualitat dels documents no considerats de referència
–com ara la informació d’internet o les notícies de premsa– és ampli. Per altra banda, la informació que més interessa als pacients que prenen tractaments crònics, com el cas dels que prenen IBP, són els aspectes de seguretat i eficàcia.
A mésa més, aquests pacients consideren que els prospectes contenen massa informació, són pesats de llegir i massa llargs.
A partir dels dos estudis sobre la llegibilitat i la qualitat de la informació escrita sobre medicaments on s’hi inclouen les entrevistes ad hoc i una sòlida revisió bibliogràfica, es proposa un nou instrument que permet verificar la qualitat de la informació escrita sobre medicaments i alhora ser una guia per l’elaboració d’aquesta informació. Aquest instrument inclou deu ítems clau: “beneficis”, “riscos”, “alternatives terapèutiques”, “efectes sobre la qualitat de vida”, “evidència científica”, “bibliografia i fonts complementàries”, “informació de suport”, “autoria”, “data de publicació” i “llenguatge planer”. D’aquesta manera, els agents implicats en la comunicació farmacoterapèutica tindran una nova eina per controlar i millorar la qualitat de la seva informació escrita.Health communication and improving health literacy are key issues in healthcare policies. Treatment benefits and success depend not only on the efficacy of the drug, but also on the patient's knowledge about medicines and his or her level of health literacy. Nowadays, sources of medicines information available to patients are many and varied, but not all of them are of high quality and reliable. Currently, many actors can communicate and disseminate information about medicines, for example healthcare professionals, journalists, healthcare organizations, communication experts or anyone on an individual basis. All of them share the responsibility to guarantee and provide accurate medicines information. The aim of this work is to create a methodology to evaluate and improve the informative quality of subjects related to medicines and pharmacotherapy. This methodology will help to improve the degree of health literacy from the society and it is intended to be used by different agents involved in pharmacotherapeutic communication. To accomplish this, quality and readability of written information about medicines published on an institutional website has been analyzed. A second study of the quality and readability of all the written information that a patient may receive about a group of drugs of widespread use such as PPI (leaflet, official or sources of reference, news and internet information) has been carried out. In this second study, patients taken PPI have also been interviewed in order to know their information’s needs about drugs. Although results in readability are positive, the margin for improvement in quality of the documents not classified as reference one’s (internet information, news .) is wide. What matters most to patients is drug safety and drug effectiveness and they think that medicine’s’ leaflets have too much information, are long and not easy to read. From data of the two performed studies and from a solid literature review, it is proposed a new instrument that will allow to verify the quality of written information about medicines, and at the same time, to guide through the elaboration process. This instrument consists of 10 items: benefits, risks, therapeutic alternatives, effects on quality of life, scientific evidence, bibliography and complementary sources, supporting information, authorship, publication date and plain language. With this instrument, agents involved in the pharmacotherapeutic communication will have a new tool to control and improve the quality of their written information.
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Baltasar, Bagué Alícia. "Coneixements dels professionals de la salut de l'atenció primària sobre prevenció del consum de drogues." Doctoral thesis, Universitat de Girona, 2012. http://hdl.handle.net/10803/80901.
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The aim of this research is to know the training of health professionals in health promotion and disease prevention, and to examine its manifestation among the actions and interventions for prevention of tobacco, alcohol or cannabis consumption. The sample includes 225 professionals. The study used a self-made design of quantitative methodology (survey study). The most important results are: the formative limitations in health education and prevention of substance use and the fact that professionals who have received specific training in substance use tap more health education as a prevention tool in their daily activities. It is also noted that 80% of professionals believe they should improve quality training, and 67% quantity, always in relation to the tobacco, alcohol and cannabis use. Generally, the overload care and the lack of time are cited as factors preventing the health education activities. Finally, the study also shows that secondary prevention activities are the most used, while community interventions are underutilized by professionals.L’objectiu d’aquesta recerca és conèixer la formació dels professionals sanitaris en matèria de promoció de la salut i prevenció de la malaltia, i com es concreten les seves intervencions en la prevenció del consum de tabac, alcohol i cànnabis. La base del treball és una mostra de 225 professionals de la salut. S’ha utilitzat un disseny propi de la metodologia quantitativa (estudi d’enquesta). Entre els resultats obtinguts destaquem: les limitacions formatives en educació per a la salut i en prevenció del consum de substàncies, i el fet que els professionals que han rebut formació específica en consum de substàncies utilitzen més l’educació per a la salut com a eina de prevenció en la seva activitat diària. També s’observa que el 80% dels professionals considera que hauria de millorar la seva formació en qualitat, i un 67% en quantitat, sempre sobre el consum de tabac, alcohol i cànnabis. En general, la sobrecàrrega assistencial i la manca de temps són esmentats com a factors que obstaculitzen les activitats d’educació per a la salut. Finalment, l’estudi posa de manifest que les activitats de prevenció secundària són les més realitzades, mentre que les intervencions comunitàries són poc utilitzades pels professionals.
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Silva, Mara Fernandes. "Entre nós – A Educação pelos Pares como resposta ao consumo de substâncias psicoativas." Doctoral thesis, 2018. http://hdl.handle.net/1822/56655.
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Tese de Doutoramento em SociologiaEstamos perante um movimento de (des)problematização e descriminalização do consumo “drogas”, que obriga à procura de alternativas de intervenção social para lidar com este fenómeno. O interesse pela abordagem da Educação pelos Pares parece ter vindo a crescer mas faltam investigações de cariz sociológico de caraterização e avaliação desta prática. Outras recomendações apontam para a necessidade de se aprofundar o conhecimento sobre o(s) processo(s) envolvidos no uso da Educação pelos Pares, sobre os resultados observados nos diferentes grupos abrangidos (Educadores de pares e Pares Alvo), e sobre o seu impacto a médio e longo prazo. Neste seguimento, constituíram-se como objetivos principais desta pesquisa: (i) Contribuir para a caracterização das práticas de Educação pelos Pares desenvolvidas em Portugal; ii) Contribuir para o conhecimento do impacto desta abordagem nas representações e práticas dos jovens (Educadores de pares e população-alvo) face ao consumo de substâncias psicoativas, a curto e a médio prazo; e (iii) Contribuir para o aprofundamento do quadro teórico-concetual utilizado na fundamentação da Educação pelos Pares. Para responder a estas lacunas privilegiou-se uma abordagem qualitativa e socio-crítica, tendo-se realizado dois sub-estudos independentes mas complementares. O primeiro consistiu num inédito processo de levantamento, mapeamento e caraterização das práticas de Educação pelos Pares nacionais, efetuado com o recurso a um guião de indicadores e com a colaboração de 67 responsáveis por projetos deste género. O segundo sub-estudo traduziu-se na reprodução e desenvolvimento de um projeto de Educação pelos Pares, com recurso à metodologia de investigação-ação, efetuado com a participação de um grupo inicial de 120 jovens, tendo-se posteriormente constituído uma subamostra com 50 destes participantes, com os quais se aprofundou a recolha de dados através da realização de entrevistas semiestrututuradas (questionários e observação foram usados de modo complementar). A caraterização das práticas de Educação pelos Pares nacionais permitiu perceber que se está perante uma prática com alguma expressão e heterogeneidade, que pode ser sintetizada em: 1) projetos desenvolvidos em contexto escolar com jovens estudantes voluntários; 2) projetos que treinam estudantes voluntários para intervir noutros contextos comunitários; 3) projetos desenvolvidos em contexto organizacional/comunitário, com pares jovens ou adultos voluntários; e 4) projetos em contexto organizacional/comunitário, geralmente dirigidos a adultos, com pares assalariados. A reprodução e avaliação de um projeto de Educação pelos Pares tradicional no âmbito da problemática do consumo juvenil de substâncias psicoativas permitiu: observar diferenças no impacto alcançado entre os diferentes subgrupos (com melhores resultados para os Educadores de pares); compreender que estas diferenças podem ser modificadas através de alterações introduzidas no desenvolvimento dos projetos; e verificar que o impacto a médio prazo foi positivo. Processos de interação, aprendizagem, identificação, modelação e difusão, que se relacionam com fatores socioculturais; desenho dos projetos; seus dinamizadores; e grupos-alvo, contribuem para o sucesso das intervenções. Esta investigação sugere o alargamento deste tipo de estudos à realidade internacional e vem reforçar que a Educação pelos Pares, quando implementada de modo adequado, pode ser uma abordagem útil e eficaz na resposta a diferentes problemáticas, como a do consumo de substâncias psicoativas.
Currently, one can observe a phenomenon of de-problematization and decriminalization of “drug” use. Consequentially, there is a demand for alternative social interventions that may be able to cope with its effects. It is in this context that we place the growing academic interest in the Peer Education approach. However, there is a lack of scientific research on the topic, especially regarding the sociological characterization and evaluation of such practices. It is often noted that there is a need to deepen the knowledge about the processes that Peer Education puts in motion, as well as the results it yields in different groups (i.e. Peer Educators and Target Peers) and its medium and long-term impacts. Thus, this research presents the following main goals: (I) To contribute to the characterization of Peer Education practices developed in Portugal; (ii) To contribute to the knowledge of the short and medium-term impact this approach has on young people’s practices and representations regarding psychoactive substance use; (iii) To add depth to the theoretical and conceptual framework of Peer Education. In order to do so, a qualitative and socio-critical methodology was employed. It yielded two independent, but complementary, sub-studies: The first one consisted of an unprecedented survey, mapping and characterization of Peer Education practices in Portugal; The second one, following an action-research methodology, stood as a Peer Education project in itself and was able to involve 120 youngsters. A subset of 50 of those youngsters was then subjected to further analysis by way of semi-structured interviews and, to a lesser extent, questionnaires and observational techniques. The first sub-study showed that Peer Education practices in Portugal are both expressive and heterogeneous, and can be grouped into: 1) Projects that are unfolded by voluntary young students within a school context; 2) Projects that train voluntary young students to intervene in their communities; 3) Organisational/communitarian projects that mobilize young peers or voluntary adults; 4) Organisational/communitarian projects that generally target adults and also feature paid peers. The second sub-study allowed us to observe different impacts between groups (with better results for Peer Educators); to understand that these differences can be modified through changes induced in the unfolding projects; and to assert that its medium-term impact was positive. Furthermore, the success of such interventions seems to depend, on the one hand, on interactional processes (such as identification, learning, modelling and social diffusion) that interrelate with sociocultural variables; and, on the other hand, on project-related factors such as its design, leadership, intervention team, and target group(s). This research reinforces the idea that Peer Education, if it is adequately implemented, can indeed be a useful and effective approach of dealing with a problematic such as psychoactive substance use. As a result of this point of view, it is argued that this type of research should also be conducted internationally.
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Martins, Ana Pedroso de Lima. "Do outro lado da intervenção: identidade e práticas profissionais dos pares no IN-Mouraria." Master's thesis, 2020. http://hdl.handle.net/10071/21049.
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Esta dissertação analisa o trabalho dos pares na intervenção em Redução de Riscos e Minimização de Danos (RRMD) junto de utilizadores de drogas (UD), a partir de um estudo de caso no IN-Mouraria, um serviço do GAT - Grupo de Ativistas em Tratamentos na cidade de Lisboa direcionado especificamente para UD.
No IN-Mouraria, os pares são membros da equipa de intervenção que pertencem à comunidade de UD. A proximidade/pertença à comunidade confere-lhes um ponto de partida diferente do de um técnico ou assistente social no diálogo com os UD, no qual não estão apenas como elementos de intervenção mas também como elementos do grupo junto do qual intervêm.
Este projeto permite olhar para as possibilidades do que pode ser a intervenção de pares em projetos comunitários e refletir sobre a divisão hierárquica entre técnicos e utentes, utilizando como ponto de partida os testemunhos de pessoas que pertencem a ambos os lados da intervenção.
No IN-Mouraria, os pares organizam, debatem, publicam e fazem acompanhamentos, não havendo uma distinção substancial entre a figura de "par" e a de "técnico". No entanto, a ambiguidade desta posição é também uma potencial vulnerabilidade: (i) o trabalho é emocionalmente desgastante e envolve uma permanência em meios de consumo que pode ameaçar a sua recuperação, (ii) o seu conhecimento técnico da área muitas vezes não se traduz no seu nível de escolaridade, o que dificulta a criação de vínculos profissionais estáveis e (iii) o seu percurso com consumos é em si mesmo uma desvantagem no mercado de trabalho.This dissertation focuses on peer work in a harm reduction service and its importance in the intervention with drug users. It analyses a case study at IN-Mouraria, a community service by GAT - Grupo de Ativistas em Tratamentos - specifically targeted for people who use drugs (PWUD) in Lisbon. The harm reduction team at IN-Mouraria is composed of technicians and peers - PWUD, usually in recovery, who draw from their knowledge on the reality of consumption and the problems faced by PWUD to guide their intervention. Their proximity to the community provides them with a different approach from that of a Social Service technician to establish a dialogue, in which they participate not only as elements of intervention but also as members of the community with whom they work. This project allows us to explore the possibilities of peer work in community intervention and to reflect on the hierarchical division between technicians and users, using as a starting point the testimonies of people who belong to both sides of the intervention. At IN-Mouraria, peers organize, debate, publish and do case work, with no substantial distinction between the figure of "peer" and that of "technician". However, the ambiguity of this position is also a potential vulnerability: work is emotionally exhausting and the close contact with drug use can threaten recovery, labor rights are usually very fragile, and their technical knowledge often is not reflected on their educational level, which coupled with their past of drug use poses a major disadvantage in the labor market.
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Moeser, Daniel J. "Marijuana use by juveniles the effects of peers, parents, race, & the Drug Abuse Resistance Education programs /." 2005. http://etd-submit.etsu.edu/etd/theses/available/etd-1115104-123319/unrestricted/MoeserD112904f.pdf.
Full textBooks on the topic "Peer drug education"
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Nova Scotia Commission on Drug Dependency. The effects of peer education. [Halifax, NS?]: Nova Scotia Commission on Drug Dependency, 1985.
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Shiner, Michael. Young people, drugs and peer education: An evaluation of the Youth Awareness Programme (YAP). London: Central Drugs Prevention Unit, 1996.
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Chilton, John. An evaluative study of peer education groups administered with young people with drug dependency problems within a community setting. Oxford: Oxford Brookes University, 2002.
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Milner, Susan. " Peer education": From thought to action : a focus on young people, drug misuse and sexual health promotion : a one day conference held on 18 April 1996 : conference report. Newcastle upon Tyne: University of Northumbria at Newcastle, 1996.
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Carr, Mike. Sharing our experiences and learning from others like us: Peer education for drugs prevention. London: Drugs Prevention Initiative, 1994.
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Downes, Graham. Peer education and drugs prevention: A simple guide to interactive work with children aged 8 to 12. London: Cultural Partnerships Ltd., 1996.
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Benedittis, Peter. Parent pilot kit: A guide for parents of pre-teens and teens : navigating your children through the teenage years / [authors/researchers: Peter Benedittis ... et al.]. Miami, Fla: Informed Families, the Florida Family Partnership, 2002.
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Clements, Ian, and Barbara Jack. Peer Led Drug Education. Heinemann Educational Secondary Division, 1994.
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Bachman, Jerald G., Patrick M. O'Malley, Lloyd D. Johnston, John E. Schulenberg, Lloyd D. Johnson, Peter Freedman-Doan, and Emily E. Messersmith. The Education-Drug Use Connection: How Successes and Failures in School Relate to Adolescent Smoking, Drinking, Drug Use, and Delinquency. Lawrence Erlbaum, 2007.
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Bachman, Jerald G., Patrick M. O'Malley, Lloyd D. Johnston, John E. Schulenberg, Lloyd D. Johnson, Peter Freedman-Doan, and Emily E. Messersmith. The Education-Drug Use Connection: How Successes and Failures in School Relate to Adolescent Smoking, Drinking, Drug Use, and Delinquency. Lawrence Erlbaum, 2007.
Find full textBook chapters on the topic "Peer drug education"
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Brody, David L. "Special Topics in Adolescents." In Concussion Care Manual, 125–26. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199383863.003.0032.
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Adolescents may be less able to make good judgments about their own abilities than adults. The collateral source becomes even more important than usual. Address questions about drug and alchohol use privately and give advice without the parents present. Peer influences may have a big impact on decision-making. Obtain collateral history from peers and educate peers as well as parents. Preexisting attention deficit, learning disabilities, and mood instability can get substantially worse after concussion and may require intensified treatment. For patients at the cusp of starting to drive, consider advising extra caution: go back to the beginning of driver’s education and get a professional driving evaluation. Consider preemptively addressing questions that the adolescent may be afraid to ask or cannot formulate accurately.
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Brody, David L. "Concussion in Adolescents." In Concussion Care Manual, edited by David L. Brody, 180–83. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190054793.003.0034.
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Adolescents should follow the no return to play for 24 hours rule strictly to improve outcomes and reduce risk of second impact syndrome. Because adolescents may be less able to make good judgments about their own abilities than adults, the collateral source becomes even more important than usual. Address questions about drug and alcohol use privately and give advice without the parents present. Peer influences may have a big impact on decision-making. Obtain collateral history from peers and educate peers as well as parents. Preexisting attention deficit, learning disabilities, and mood instability can get substantially worse after concussion and may require intensified treatment. For patients on the cusp of starting to drive, consider advising extra caution: go back to the beginning of driver’s education and get a professional driving evaluation. Consider preemptively addressing questions that the adolescent may be afraid to ask or cannot formulate accurately.
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"Prostitution and peer education." In AIDS, Drugs and Prevention, 119–33. Routledge, 2002. http://dx.doi.org/10.4324/9780203200230-13.
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McIntyre Jr., R. Neal. "Impact of Zero Tolerance Policies on K-12 Education." In Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions, 416–32. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5360-2.ch019.
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Since the mid-1990s, zero tolerance policies have been utilized in K-12 education as a means of addressing and deterring acts of violence on school grounds. While originally designed to address serious infractions, such as possession of weapons and drugs in schools, these policies have been expanded to include less serious offenses, such as fighting, absences, and other minor disturbances. Critics argue that this punitive approach has not only led to the inconsistent use and application of these policies but has also been used as a means of forcing lower performing students and minorities out of school by criminalizing minor acts thereby creating a school-to-prison pipeline. Research has identified that these policies are ineffective and has had a detrimental impact on kids both in school and beyond, yet they are still popular. This chapter examines these various issues and harmful consequences of zero tolerance while offering recommendations for schools to implement restorative justice practices, or a similar philosophy, in their response to wrongdoings by students.
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Kearney, Christopher A., and Anne Marie Albano. "Children Refusing School for Tangible Rewards Outside of School." In When Children Refuse School, 233–78. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604059.003.0007.
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Chapter 7 describes treatment procedures for children who refuse school to pursue tangible rewards outside of school. Common behaviors in this functional group include secrecy to hide school absences, verbal and physical aggression, running away, spending an excessive amount of time with friends, disruptive behavior to stay out of school, hostile attitude, refusal to talk, drug use, and excessive sleep. The major focus of treatment is relevant family members, most likely the parents and the child (more likely adolescent) refusing school. The major goal is to provide family members with a better way of solving problems, reducing conflict, increasing rewards for school attendance, and decreasing rewards for school absence. Ways of improving family communication, solving problems by establishing and sticking to contracts, and dealing with peers are discussed. Special topics covered are 504 plans and individualized education plans, alternative educational placements, the need to involve law enforcement, and problems getting out of bed.
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Cobb, Nicole A., and Deborah Osborne. "Environmental Trauma." In Advances in Early Childhood and K-12 Education, 189–210. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4906-3.ch009.
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The increase in prevalence of students impacted by environmental trauma is evident in classrooms all across the country. Nearly half of all U.S. children have been exposed to at least one traumatic event and more than 1 in 5 have been exposed to several. This environment often causes students to have extensive learning, social, and behavioral challenges. They fall behind academically, fail to develop healthy relationships with peers, or create problems with teachers and principals because they are unable to trust adults. In addition, these students often find solace in food, alcohol, drugs, sex, and other high-risk behaviors. Specifically, this chapter will help school professionals 1) define and explore the impact of trauma on the developing brain's ability to learn, 2) become aware of the prevalence of trauma exposure in today's classrooms, 3) describe how to implement trauma sensitive best practices in schools and classrooms, and 4) incorporate educator self-care and wellness practices within a trauma sensitive environment.
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Cobb, Nicole A., and Deborah Osborne. "Environmental Trauma." In Research Anthology on Navigating School Counseling in the 21st Century, 63–79. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch004.
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The increase in prevalence of students impacted by environmental trauma is evident in classrooms all across the country. Nearly half of all U.S. children have been exposed to at least one traumatic event and more than 1 in 5 have been exposed to several. This environment often causes students to have extensive learning, social, and behavioral challenges. They fall behind academically, fail to develop healthy relationships with peers, or create problems with teachers and principals because they are unable to trust adults. In addition, these students often find solace in food, alcohol, drugs, sex, and other high-risk behaviors. Specifically, this chapter will help school professionals 1) define and explore the impact of trauma on the developing brain's ability to learn, 2) become aware of the prevalence of trauma exposure in today's classrooms, 3) describe how to implement trauma sensitive best practices in schools and classrooms, and 4) incorporate educator self-care and wellness practices within a trauma sensitive environment.
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Hughes, Dyfrig. "Health and economic impact of non-adherence to preventative cardiovascular medicines." In ESC CardioMed, edited by Lorenzo Mantovani, 3131–33. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198784906.003.0760.
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Suboptimal adherence to prescribed cardiovascular medicines is highly prevalent, associated with increased morbidity and mortality, and costly to manage. Adherence is defined by the three phases of initiation, implementation, and discontinuation. Up to one in six patients prescribed a statin do not initiate treatment and less than 60% of patients persist with therapy at 2 years. Even among patients who engage with the dosing regimen, about 10% of scheduled doses are missed on any given day. There is no evidence of significant differences in persistence across different classes of cardiovascular medicines, but persistence is worse in the context of primary prevention, compared with secondary prevention. The relative risk of development of cardiovascular disease in patients with good versus poor adherence is 0.85 and 0.81 for statins and antihypertensive medications, respectively. The consequences of variable dose implementation may be tempered by the use of drugs which are forgiving to variable dosing, that is, drugs whose pharmacological activity persists despite the occasional late or missed dose. The use of specific interventions that involve electronic reminders, pharmacist-led interventions, and healthcare professional education of patients may be an effective strategy to improve adherence to statins, and to achieve corresponding decreases in low-density lipoprotein cholesterol. Improving adherence to preventative cardiovascular medicines could result in savings of over £109 million (€126 million) per year in the United Kingdom alone, and could lead to a 35% reduction in the risk of all-cause mortality.
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Brown, Ian, and Martin C. Prevett. "Epilepsy." In Fitness for Work, 155–73. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199643240.003.0008.
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Epilepsy is a common condition that affects large numbers of working people. In about one-third, epilepsy is the only condition, and in others there are additional neurological, intellectual, or psychological problems. Uncontrolled epileptic seizures can lead to injury and may impact on education and employment, but antiepileptic drug (AED) treatment is effective in approximately 70 per cent of people with epilepsy. Many people do not disclose a history of epileptic seizures when applying for a job or during a routine examination at the workplace. This may cause major problems for the individual and the employer and, on occasions, inadvertently contravene the HSW Act or invalidate insurance cover. However, the disability provisions of the Equality Act 2010 now confer some protection on those with epilepsy. The unenlightened attitudes of some employers have led to secrecy or denial by those affected. The possibility of dangerous situations arising at work, or dismissal without recourse to appeal, may be the consequence. A competent occupational health service, trusted by both shop-floor and management, can be invaluable in resolving conflicts and giving advice. Responsibility for the employment and placement of a person with epilepsy rests with the employer and they should take appropriate medical advice. Each case must be judged on its merits in light of the available information, which must include a sound and complete understanding of the requirements of the job. Employees with epilepsy must be regularly reviewed. The development of good rapport and mutual trust will encourage employees to report any changes in their condition or treatment that have arisen.
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Rothstein, William G. "Medical Care, 1860–1900." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0012.
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During the latter part of the nineteenth century, few changes occurred in drug therapy and the treatment of nonsurgical disorders, which comprised the bulk of medical practice. Major improvements occurred in the diagnosis and prevention of infectious diseases and in surgery, which was revolutionized by the discovery of anesthetics and antiseptic techniques. Dispensaries and hospitals continued to expand as providers of health care in urban areas, with dispensaries playing the larger role. Hospitals assumed a significant educational role. The number of physicians increased at a rate comparable to the growth in population in the latter part of the nineteenth century. The 55,055 physicians enumerated by the census in 1860 increased to 132,002 in 1900, about 175 physicians per 100,000 population at both dates. Medical schools graduated enough students to assure a reasonable supply of physicians in almost all towns and villages in the country, although urban areas continued to have more physicians per capita. The physician who began practice in a large city entered a highly competitive profession. He usually started by caring for the tenement population, perhaps augmenting his income by working as a dispensary or railroad physician or assisting another practitioner. His earnings were low and he had few regular patients. Eventually he found a neighborhood where he was able to attract enough patients to establish himself. Competition from other physicians and from pharmacists and dispensaries remained a problem throughout his career. A physician who chose a small town or rural area, where most of the population lived, had a different type of career. Rural families were poor and the physician’s services were low on their list of priorities. Professional relations reflected this fact. Established physicians often greeted the newcomer by sending him their nonpaying patients. Once the rural physician established a clientele, he had less difficulty keeping it than an urban physician. The stability of rural populations enabled him to retain the patronage of families from one generation to another. The rural physician worked longer hours than his urban counterpart and had to be more self-reliant because of the absence of specialists and hospitals.
Conference papers on the topic "Peer drug education"
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Montalvo, Gemma, Gloria Quintanilla, Fernando E. Ortega-Ojeda, Carmen García-Ruiz, Pablo Prego-Meleiro, Carmen Figueroa Navarro, Begoña Bravo-Serrano, et al. "Peer actions for a service learning project to prevent drug-facilitated sexual assaults." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11313.
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The service-learning methodology combines active learning processes and community service. This service-learning experience was performed using an interdisciplinary and cross plan. The teachers made a horizontal coordination in the courses, and a vertical coordination in subjects of the Degrees involved. This allowed working together in the students’ curricular training process. It also permitted covering various specific skills, as corresponds to the different subjects, whilst optimizing the students’ workload. The service addressed the problem of drug-facilitated sexual assaults (DFSA) in the youth leisure nightlife. DFSA is the temporary disability of a person caused by a decrease in her/his volitional and cognitive abilities due to the voluntary or involuntary consumption of a psychoactive substance. An active learning about the problem was encouraged in the classroom, focused on recognizing myths, attitudes, and risk situations. The service-learning actions to the community was based on an anonymous survey conducted among the students, which dealt with the problem. The Service Learning was stimulated through the design, planning and development of activities aimed at gaining social awareness of the existing problem while favouring peer learning processes. The students undertook awareness actions at different levels, spreading their message by means of social networks, high school workshops, and information stands on the street.
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Richmond, Deborah. "Empowered Mobility: Supply Chain Thinking for Youth in Foster Care." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.29.
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The application of global container logistics to high mobility children, such as those in foster care, asks designers to consider an empathic, human-centered approach to an institutionalized system of involuntary mobility, which can result in as many as 3-4 family “placements” per year for some children. In spite of grim statistics for youth in foster care related to graduation, teen pregnancy, drug use and imprisonment, these children develop many positive resiliencies around adaptability, emotional intelligence, empathy and efficiency. Working with a non-profit serving youth in foster care in Watts, Los Angeles, called Peace4Kids, whose motto is “community as family,” the concept of a “mobile village” was born. Following their lead, paired with a deep understanding of consumer culture’s collective intelligence around moving goods through cities, an innovative strategy was used to create a literal delivery platform for educational programming, in partnership with other non-profits, around food equity, social justice and eventually other vocational skills such as apparel arts, machine arts, fine arts and early education.
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Hubaybah, Hubaybah, and Adelina Fitri. "Evaluation of Hiv-Aids Prevention Program in Homosexual Men in Jambi." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.34.
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Background: Human Immunodeficiency Virus (HIV) infection remains a global public health concern. According to data in 2018, 37.9 million people in the world are infected with HIV. In Indonesia, the three most risky populations of HIV infection were injecting drug users (56%), homosexual men (18%), heterosexual (17%), and the others (9%), from April to June 2019. The reported data from the Integrated Biological and Behavioral Survey (IBBS) in 2015 showed that the significantly increased number of 2.5 times in the prevalence of HIV infection among homosexual men compared to the data from 2013. This study aimed to investigate the evaluation of HIV-AIDS prevention program in homosexual men in Jambi. Subjects and Method: This was a qualitative study conducted at Kanti Sehati Sejati Foundation, Jelutung, Jambi, from April to July 2020. The study informants were head of the foundation, head of population outreach program, field accessor of the population outreach program, and assisted homosexual client. The data were collected by in-depth interviews and document reviews. The data were analyzed by reduction, displaying, and drawing conclusions/ verification. Results: The input of the HIV-AIDS prevention was systematically programmed, including education on the used of lubricants and protection/ condoms, budget monitoring and evaluation, and counseling to homosexual men. The process of program had been implemented in accordance with the existing program implementation guidelines. The inhibiting factor of the program was the stigma of homosexual men families not supporting to seek health services. The output of the HIV-AIDS prevention program showed that homosexual men had improved the awareness of not changing partners, using condoms while having sex, and finding new cases of HIV. Conclusion: HIV-AIDS prevention programs have been well implemented based on input, process, and output system approach. Peer group support is needed to persuade understanding of families from homosexual men to overcome the inhibiting factor of the program implementation. Keywords: HIV-AIDS, prevention program, homosexual men Correspondence: Hubaybah. Faculty of Medicine and Health Sciences, Universitas Jambi. Jl. Letjend Soeprapto No 33 Telanai Pura Jambi. Email: hubaybah@unja.ac.id. Mobile: +628117453224. DOI: https://doi.org/10.26911/the7thicph.02.34