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The Community Problem Solving Challenge Program is an innovative extracurricular learning program that engages university students with high school students from inner city, economically distressed neighborhoods to develop entrepreneurial solutions for complex socio-economic problems identified by community leaders. Examples of problems addressed by students in the past include drug use among students and members of the community, the transition of incarcerated population to civil society, food deserts, and mobility. This program overcomes the limitations of the outsider-driven top-down model of community development. In this instance, community "insiders"—the high school students—collaborate with "outsiders"—the university students—to develop entrepreneurial solutions to live problems in their communities. The program illustrates how activities designed using entrepreneurship pedagogy theories can provide engaging, enriching, and effective outcomes. The program benefits all stakeholders participating in it. For example, high school students develop an entrepreneurial mindset, learn entrepreneurship principles by application of frameworks to real-world problems, achieve self-efficacy as they discover that they have agency to transform their communities, and by bringing together community leaders, faculty, college, and high school students the program fosters networks, that according to student feedback, increases the likelihood of the high school participants pursuing a college degree. This paper elaborates on the impact for all stakeholders. [ABSTRACT FROM AUTHOR]

Anyone who went to school in the United States from the late ’80s to early 2000s is likely familiar with the DARE program. For decades American schoolchildren across the nation sat through police-led lectures on how to “just say no” to drugs and alcohol. DARE capitalized on waves of federal funding to ensure DARE-trained police officers were in nearly every U.S. classroom. The problem was, though, DARE, and programs like it, didn’t work. DARE was as ineffective as it was widespread. Those who underwent hours of DARE lectures likely remember the program as a massive failure. And to this day, the failures of the DARE program persist: misinformation on drugs and drug users abounds, children are lied to or kept in the dark on valuable, life-saving information, and police officers run rampant through schools arresting kids. These failures persist because American schools have refused to leave behind the original, unsuccessful DARE program. After DARE was exposed as an educational failure, the program underwent a rebranding as “DARE: keepin’ it REAL,” which is now spreading across the country. But all that has changed is the name. This new DARE still relies on police-officer instruction, stereotyping students, and at-best-untested curricula. This Note highlights the many similarities between the DARE of thirty years ago and the DARE of today and suggests that DARE’s refusal to change from its roots has and will keep the program ineffective. Further, this Note discusses more promising pedagogical approaches to school-based drug education and how those programs can be advocated for, incentivized, and implemented. [ABSTRACT FROM AUTHOR]

The study specifically assessed the level of implementation of the Drug Rehabilitation Program, treatment and intervention for Persons Who Use Drugs (PWUD) in Basud, Camarines Norte. It employed descriptive research where 300 respondents participated as respondents. As to the findings, in terms of community preparation PNP Basud initiates advocacy programs on drug education in the community. The least implemented practice was initiating activities in organizing screening for person who use drugs. Meanwhile, in terms of screening, it was found that MHO Basud initiates accomplishing intake form during the screening process. The least practice was initiating schedule check-up by MHO Basud. In terms of assessment, the results showed that MHO Basud ensures other assessment of other mental health conditions using mhGAP IG. The least practice, however, was ensuring request for laboratory/diagnostic test by the MHO Basud. In terms of implementation of intervention, it was revealed that MHO Basud implements community-based treatment for person who uses drugs. The least practice was implements inpatient treatment for person who uses drugs by MHO Basud. Finally, in terms of aftercare program, it was revealed that DILG Basud undertakes community reintegration for person who formerly uses drugs. The least practice, however, was ensuring follow-up for person who formerly uses drugs by the DILG Basud. Comprehensive community-based training programs and educational orientation on drug-related treatment, rehabilitation and interventions may be continuously provided to the implementers of interventions to raise public awareness on the essence, objectives and processes involved in community-based drug rehabilitation. [ABSTRACT FROM AUTHOR]