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This paper discusses the implications of drug usage for higher education. Drug use is not new. However, today there are several problems associated with drug usage: (1) ignorance, (2) semantics, (3) communication, and (4) change as a constant in the world. The reasons for student drug use are discussed. Students use drugs because: (1) they are preconditioned to the legitimacy of drug usage; (2) they want to rebel; (3) they want to escape; (4) they are encouraged by peer group influence; and (5) they are searching for spiritual discovery. Some of the cultural contextual factors include: (1) the generation gap; (2) the educational level of students; (3) the effect of mass communication media; and (4) the awareness of poverty and injustice. Recognizing the various factors, institutions can respond by: (1) creating a climate of openness and trust; (2) making sure information is available; (3) providing source credibility; (4) assisting in the dessemination of alternatives; and (5) attacking the basic problem. (KJ)

Following Governor Milliken's address, Dr. Dana Farnsworth defines the problem in terms of who's involved, to what extent, and with which drugs. His presentation focuses primarily on the motives of affluent young people who experiment with or become dependent upon hallucinogens, marihuana and amphetamines. He deals extensively with the drastically changing psychological environment of adolescents, their resultant unhappiness with life and society, and the use of marihuana as a special symbol of this dissatisfaction. The relationship between the control of drug use, and the balance between the respective rights of society and the individual is explored. A case is made for more rational drug laws. Dr. Jerome Jaffe of the Illinois Department of Mental Health talks about solutions. Components of a strategy are listed, along with their underlying assumptions. He elaborates on the State of Illinois' response to compulsive drug users. The premises and principles of a multimodality pilot treatment program of the Illinois Narcotic Advisory Counsel are discussed. Reactions and discussions are included. (TL)

New York State's drug education Position Paper clearly demonstrates a commitment to the youth of the State and certainly one that other states might consider for its youth. Many aspects of the program are presented in this paper which have implications for teachers, school administrators, and community leaders. (Author)

The National Student Association (NSA) presents its position on student drug involvement in part 1 of this collection. A resolution calling for re-investigation of existing marijuana laws and guaranteed rights to the privacy of students was passed by NSA in August, 1966. This resolution is discussed. In part 2, papers presented at the National Association of Student Personnel Administrators Drug Education Conference are included. These cover various perspectives form which drug use may be viewed; (1) historical, (2) sociological, (3) medical, (4) psychological, and (5) legal. (NS)

The question of whether the preventative measures and cures for glue sniffing are more dangerous than the glue sniffing itself is examined. Research is reviewed which indicates that glue sniffing does not seem to occur in isolation but accompanies environmental stress. (Author)

In response to statistics indicating the extent of drug abuse in the United States, a variety of public and private agencies have attempted to inform the mass public regarding the dangers involved in illicit drug abuse. However, there has been little examination of the target audiences themselves so that their responses might be employed as a criterion for evaluating informational efforts. Discussed in this paper is a set of interrelated studies describing research efforts aimed at determining the structure of student reactions to drug abuse messages. Initial comparisons of alternative messages based on such audience perceptions are also presented. A veriety of physiological and paper-and-pencil measures of three basic component aspects of perceiver response arousal, information acquisition, and evaluation were used to examine the range of relevant target audience responses. (Author/LG)

This paper describes a psychological model for influencing social behavior that is based on a biological model. The model gave rise to an idea for a drug abuse program which applied and tested concomitantly in an "action research" drug abuse program with junior and senior high schools in San Bernardino, California. It was postulated that, given a school situation where an active group of drug users and pushers were present, a sizeable number of low-resistance students would imitate the drug behavior. It was further postulated that the medical inoculation model, by introducing into the schools deactivated toxic agents such as paroled ex-addicts, would act to discourage the low-resistance students from illicit useage. Some of the validating techniques used in this type of research are highlighted in describing the outcome of the application of the model. The data seem to support the viability of the model, and the paper concludes with a discussion of models and the risks involved in their use. (Author/SLD)

This paper discusses the role of the free clinic in helping youth. It examines the activities of the Health Emergency Aid Dispensary (HEAD) in New Orleans, a free clinic that: (1) performs pregnancy tests; syphillis and gonorrhea tests, urinalysis for kidney ailments, PAP smears; (2) prescribes birth control; and provides rapid consultation of a crisis-intervention nature through a 24-hour telephone-answering service. The log of a counseling graduate student from Louisiana State University who worked at HEAD to fulfill his practicum requirement provides an insight into the daily experiences encountered at HEAD. The log describes the orientation program, volunteer training, drug problems, venereal disease lectures, emergency telephone calls, and community requests for resource information. The paper concludes that working in such practical settings as HEAD broadens and deepens a counseling student's understanding of the real environment from which his prospective counselees will come. (Author/LAA)

Drug abuse is an increasingly common problem that must be faced by the school and community. Since counselors have a great deal of responsibility in working with students who abuse drugs, more effective ways of handling this problem need to be considered by them. The first part of this paper is concerned with a plan for working with the secondary school student who has been "busted." The six roles and functions of counselors organized by Dr. Harold Richardson have been redefined specifically for counselors with the above problem. Practical suggestions are included with each role discussion. The second part of this paper presents a new approach to dealing with drug abuse. A written contract, signed by student and parents would set up a "Plan for Therapy" for both student and parent. Specific methods for carrying out the contract are included, as well as alternatives if the contract is broken. This plan has the salutory effect of combining joint responsibility of parents, community, school, and student in a positive approach with more realistic therapeutic results than present plans. (SJ)

As a background paper for the National Association of Student Personnel Administrators Drug Education Conference held in November, 1966, this paper focuses first on narcotic control in general, and second, on the reasons for insisting on marijuana control. Brief descriptions are given of the currently existing narcotics acts at federal and state levels. The author discusses psychological habituation to marijuana, as opposed to physical addiction. Marijuana's chemical properties are analyzed, and its psychological and physiological effects described. In speaking against lax treatment of marijuana, the author points to the low grade of the drug currently available due to strict policing, and contrasts effects of the mild drug with that of the more concentrated forms available where the drug is legal. He also discusses the relationship of marijuana to insanity, crime, and hard-drug addiction. (BP)

This paper examines the behavioral aspects of marijuana use. The focus of the study was to investigate the attitudes and practices toward drugs by users and non-users and the relationship of these attitudes and practices to selected psychosocial factors. A survey instrument in the form of an anonymous questionnaire was developed and administered to a random sample of 164 college students in 1969. Results of the study indicated: (1) there are still numerous unanswerable questions concerning the multiple of variables related to marijuana use; (2) marijuana users cannot be automatically lumped with other drug users; (3) frequency of use may be a significant factor in attitudinal and behavioral variables; (4) the sample one studies may not be valid to generalize from; and (5) in the past few years marijuana has been reaching increasingly younger people who mostly agree that their use will continue. Lastly the author raises a number of legal, medical, psychological, and philosophical questions regarding marijuana use. (Author/WS)

This paper explores the gifted child in relation to drugs. The author proposes a curriculum for parents and educators who wish to take steps to guide the gifted child past the drug scene. Factors leading to drug abuse among the gifted were identified by teachers, counselors, and parents attending drug abuse workshops at the 1972 conference of the California Association for the Gifted (CAG). Suggestions are made in the paper for ways of providing challenging situations into which the same energies which lead to drug use can be channeled. The author stresses the importance of knowing the real needs of the gifted child, realizing that these do not include drugs. He also notes the importance of adults in dealing with drug abuse by serving as role models with a commitment and dedication to solving this problem. (WS/Author)

This paper explores certain findings of a DAIR (Drug Abuse Information Research) project undertaken at the University of Connecticut which is investigating the dissemination and impact of drug abuse information. Specifically, findings regarding audience response to persuasive antidrug abuse messages on television are discussed. On the basis of the obtained data the authors conclude that the media and message strategies currently employed in the United States in dealing with the drug abuse problem are simply not in accord with available research evidence. Media scheduling of drug abuse public service announcements appears to be done at random without evident concern for reaching intended audiences or generating maximum effect. Certain of the strategies commonly employed appear to produce reactions in seeming contradiction to stated message goals. The authors suggest that a rigorously planned set of information dissemination activities, in which both message and channel selection is geared to particular audience segments, is needed. (Author/LG)

These 4 papers were presented at the Canadian Guidance and Counselling Convention, 1971. (1) Hughes used a questionnaire to show that marihuana users were more likely to subscribe to the "hang-loose ethic," i.e., a personal and social ethic antagonistic to the ideas of the Protestant ethic, as manifested in their behaviors; self-concepts; educational, political and social attitudes; and in demographic characteristics. (2) Paterson, too, found habitual drug users frequently identifiable by their behaviors and personalities, most rebelling against and withdrawing from society, conventional morality and organized religion, although using the drug culture and mystical religions to meet similar needs. (3) The study by Riggs, however, found the personalities of habitual, occasional and non-users of psychedelic drugs essentially similar, except that habitual drug users showed less endurance. (4) The Brosseau report proposes increased coordination and cooperation between the various public and private drug-related services; development of preventive programs in the schools, emergency crisis treatment centers and a center to treat abusers with associated psychological problems; and emphasizes the need for research and evaluation. (KS)

This paper summarizes the responses of students to questions dealing with perceptions of their parents' attitudes toward the students' use of drugs, as well as the students' estimates of parental use of these substances. Over 12,000 students at 20 colleges in the New York area were questioned. Students using marijuana or other illegal drugs at the time of the survey perceived their parents (1) as using more drugs; and (2) as being more tolerant to their own experimentation than students who had used drugs in the past or had never used them. The data show the existence of a relationship between students' behavior and their perceptions of their parents' attitudes and practices. It is evident that parallel data from the parents is needed to establish whether the children's perceptions (1) are accurate; or (2) are distorted to provide a rationalization for their behavior. (Author/TA)

In the first of these papers, the author discusses how and why he and his colleagues established a set of professional standards for trainers or group leaders in the human relations program for undergraduates at Pennsylvania State, as well as a procedure for enforcing trainer qualifications and performance. The need for standards is viewed in terms of both public and professional concerns for the psychological safety of participating students. The following are elaborated: (1) minimal entry level criteria; (2) additional full trainer status criteria; (3) criteria for measuring a trainer's interpersonal skills; and (4) criteria for maintaining full trainer status. The second paper considers the haphazard and inconsistent way in which drug and sex education policies are formulated and implemented. Essential elements of effective policy development are summarized: (1) goals of the institution; (2) the channeling of resources; (3) the framework for decision making; (4) a guide to action; and (5) collection of data. Such a policy would, in the author's opinion, facilitate the institutional commitment to drug and sex education. (TL)

The overall thrust of these 2 papers is that, with widespread drug use, we must re-examine motivation for drug usage and clearly distinguish between drug use and abuse. Considerable data is included on: (1) patterns of use; (2) relationships of use with peer attitudes and use; (3) the educational level of beginning use; and (4) attitudes and values related to use. The widespread use of drugs demands that the common practice of analyzing causation on the basis of personality differences between users and non-users be re-examined. Such analysis must take into account not only the user, but also which drug is used and cultural-environmental factors. The author, while acknowledging a continued role for personality variables in such analyses, clearly sees a trend toward explanatory mechanisms drawn from the study of collective behavior. Disavowing the usual moral-based refusal to distinguish between illicit drug use and drug abuse, the author offers a value-free view of usage which is related to the problems of adolescence and of secondary education: the adolescent wants to feel better, believes that drugs will work, has no constraints against using them, and has the opportunity. (TL)

This paper discusses the U.S. Office of Education's attempt to stimulate drug education, and a few exemplary programs amongst those it supports. President Nixon's 1970 National Action Committee on Drug Education set up a program for training classroom teachers, and formulated guidelines for programs to educate people in schools, communities, and on college campuses in an effort to overcome the "national problem of drug abuse." A law was passed and funds were appropriated by Congress to support promising proposals which showed indications of scholarship, understanding and humility. Heavy involvement of youth in planning and conducting the programs was deemed essential. Described are the University of Idaho's crisis intervention telephone answering service, John Hopkins community center's use of information dissemination, counseling and creative therapy, the Ann Arbor University of Michigan's extraordinary array of services for drug users, and the activities of a Brotherhood of black students in New York City. Since the youth are asking the right questions and insisting on the "drug problem" being a "people problem," they may help produce constructive answers. (KS)

Under the laws of the United States, privileged communications are strictly limited to a few well-defined categories, such as communications between attorney and client, clergyman and penitent, and physician and patient. Certain official documents are recognized as privileged, and a privilege is accorded law enforcement officers to decline to reveal confidential sources of information. This paper discusses the status of legislation on privileged communication according to (1) Mississippi statutory law, (2) statutory law in five other States, (3) major cases that have been in Mississippi courts, (4) the status of the case law on the subject elsewhere, (5) model legislation that has been proposed or recommendations for legislative action proposed by various agencies, and provides (6) recommendations developed on the basis of the material presented in the paper. (Author/MLF)

This paper examines the theoretical position of the person who drops out of illegal drug use. A person was considered a drop-out if he admittedly no longer used any or all the drugs in the following categories: marijuana, hallucinogens, speed, downers, and inhalants. A purposive sample was drawn to capture as many people fitting this criterion as possible. Two hundred and fifty non-institutionalized subjects were contacted and interviewed. Some major quitting contingencies which appear to act across all drug categories are: the early or late occurrence of bad mental or physical experiences on drugs, geographic mobility away from the drug scene, the gradual development of meditation as a substitute for drug use, an abrupt conversion to Christianity at the height of one's career, negative social pressure from significant or more generalized others, and the widespread tendency to "burn out" or simply lose interest after long term use of street drugs. Patterns specific to each type of drug are also discussed. (Author/NMF)

This paper is divided into two parts: (1) the drug abuse education activities being carried out by the various agencies that take responsibility in this area, and (2) an analysis of various kinds of efforts made in drug abuse education today and the resulting product. The definition of drug abuse education used by the author contains the following elements: reasonably accurate information on abused or illegal drugs conveyed via a psychological principle (or force) and designed to change individuals' knowledge, attitudes, or behavior in a direction desired by the educator. The three goals of the federal government's educational activities are: (1) to prevent the use of illegal and potentially harmful drugs, (2) to present enough information so that students can decide for themselves, and (3) to increase understanding of all the factors that account for drug use and related social attitudes and policy. Various methods used in drug education are explained. These include: (1) scare tactics, (2) exhortatory methods and materials, (3) professional or experiential authority, (4) increased status in a current role or a desired new one, (5) the organization and elaboration of concepts in a logical structure, (6) encounters (group techniques), and (7) humor of entertainment techniques. (KJ)

This paper discusses the nature and extent of student drug use, its meaning and significance, society's response to it, and some of the problems resulting from efforts to control it. Drugs are any substance which by its chemical nature affects the structure or function of the living organism. Abuse refers to any use of a non-medically approved drug or of a medically approved drug for non-medically approved purposes. The greatest increase in drug usage is in the use of mood changing drugs, particularly marihuana. Many of the reasons young people use drugs are the same as the reasons for adults using drugs: for fun, to facilitate interaction (social), to feel better, and to relieve boredom. The effects of drugs are varied depending on sex, age, state of health, and individual differences. Whether the outcomes or reactions are good or bad is a value judgment. Much research is needed for more information on drugs and their use. Limiting the supply of a particular drug does not decrease drug use, but rather causes the user to look for another drug. Drug education is badly needed. Furthermore, instead of treating the problem, we are attempting to regulate the symptoms. Perhaps more care in dealing with basic problems or at least identifying these problems will help solve today's drug problems. (KJ)

A general look at the drug abuse problem comprises the first part of the paper. The author views drug abuse in terms of dependence rather than addiction, and as being either physiological or psychological. He briefly discusses which drugs are used, by whom, and for what purposes. Drug abuse is seen as an old problem with contemporary manifestations which are spelled out. Two approaches for dealing with the problem are considered: (1) treatment of those already drug-dependent, and (2) prevention of others from becoming drug-dependent. The primary focus is on prevention, which is considered a total community problem because it necessarily involves youth and adults. The thrust of prevention should be: (1) making nonusers aware of the potential dangers of drug abuse, and (2) enlisting them to help peer group members who are users. The author encourages classroom drug education, effective law enforcement, dissemination of information concerning the legal penalties for selling or possessing dangerous drugs, and community-wide coordinating committees for planning programs and avoiding duplication of services. (TL)

The author views middle class adolescent, drug cult drop-outs as lacking, for a variety of reasons, father figures with whom they could interact in a normal and healthy rebellion. On this basis, he devised exclusion therapy which establishes, for resistive clients, a kind of severity of initiation. The paper describes the process as follows: a strong, admirable therapist who seems to hold out the opportunity to help the youths grow up, demands of them seven full days free of addiction prior to being admitted to therapy. Individual therapy and subsequent group therapy are both kept continuously contingent on "cleanness." The paper describes the population with which exclusion therapy was developed: 282 adolescents, age 15-25, who self-described themselves as hippies, drop-outs, drug freaks, etc. The major emphasis of the technique is elaborated, with a constant focus on the consistency of the father-figure therapist. The discussion which concludes the paper stresses that exclusion therapy is not for everyone, but that it had been effective on a large percentage of its resistive client population. (TL)

This paper presents observations on the current drug scene. (1) There is a growing reluctance of high school students to examine the drug scene. (2) Students are ignorant regarding many factors of drugs. (3) There is a danger involving the use and abuse of alcohol among teenagers. (4) Younger children are now being added to those sampling drugs. (5) Will new materials available to teach about drug abuse lull the schools into thinking that this avenue will solve the drug problem? (6) Time should be devoted to study factors associated with group status and prestige in order to understand the appeal of drugs to the young. (7) The treatment of any drug problem of a serious nature is beyond the capacity of the public schools. (8) Many teachers admit to the sampling of drugs. The main danger in drug education lies in exciting the curiosity of the young and naive instead of dissuading them from dangerous experimentation. Only a cooperative school community effort over a sustained period of time will make even a dent in drug prevention. (Author)

The authors discuss their first efforts at providing a contact point where young people could come for information crisis intervention and talk. Major mistakes, such as too exclusive reliance on ex-users, are elaborated. Clients' demographic and psychiatric data receive brief mention, as does the initial screening procedure. The bulk of the paper deals with the Day Treatment Center, open five days a week from 9:30 a.m. to 2:30 p.m. The weekly "program" is described, along with some of its underlying rationale. Among other results, it has been found that the use of professional, straight, middle-class personnel has been therapeutic for the client population. The paper concludes with a discussion about the use and outcomes of parent groups. (TL)

California educators have been given broad discretionary powers to control students who misuse drugs or narcotics, and to develop drug education programs. This paper outlines and discusses legislation dealing with disciplinary actions against drug offenders, and delineates school responsibilities for developing and implementing effective drug education programs. (LLR)

This report contains a collection of papers selected from those presented at the conference. Topics covered include: human relations in the interactions of ethnic groups, crowd control at athletic events, trends in health education on drugs, sex education and family life, administrative structure, year-round schools, physical education programs, and physical education facilities. Besides papers and speeches, the document contains summaries of group discussions on the topics covered in formal presentations. Supportive materials are appended. (DE)

This paper considers the nature of the religious experience involved in hallucinogenic drug ingestion and the percentage of students using drugs for this purpose or using a vocabulary of mysticism as a subterfuge and rationalization for motivated activity. The operational characteristics of religious experience are described. Neo-mystics draw their language from the East, and consistent through it are the following: (1) loss of normal ego-functioning, (2) reduction of reality testing, (3) dropped learned patterns, and (4) lowered defense patterns. This mystical ego loss is similar to the psychotic condition and verbal reports of drug induced experiences. An experiment noting behavioral similarities between drug induced experineces and mystical consciousness is cited. Other studies suggest some people are predisposed to readiness for religious experience. Additional research is suggested to determine similarities and differences in the ego loss experience of mystics, psychotics and acidheads. Synthesization of mystical experience is raised as a moral question. (NG)

Since the social reality of the drug problem has largely emanated from the diffuse conceptions of the drug user, an analysis of the history of the "dope fiend" mythology is presented in this paper in an attempt to assess the manner in which certain publics are informed about the problem. A content analysis of drug-related imagery was made from three sources: the Reader's Guide to Periodical Literature, the International Index, and the Federal Narcotics Bureau's Annual Report. Articles indexed were listed under headings such as drug habit, opium habit, and narcotics addict; sources reflected popular, scientific, and vested interest perspectives. Results show that of the 29 myths presented concerning the violent addict, 21 are from the Bureau of Narcotics. The paper traces the"dope fiend" mythology from its earliest emergence and maintenance and points out that, while quantitative and qualitative variations are apparent for different sources and time periods, the imagery seems to have maintained a viability of its own. Tables and references are included. (SES)

Eight major papers from an institute on health education on drug abuse and the handicapped child are presented, some of which are followed by question-and-answer sessions. The keynote address on medical aspects of drug abuse discusses primarily the various legal drugs (and their side effects) that are used by handicapped children, usually at the instigation of the teacher. It is recommended that drug use be monitored by a physician. The second brief paper on methods and materials on drug abuse notes that the key in educational programs is in staff involvement with children. A humanistic approach to drug education is then advocated in the third paper. Two short papers focus on drug education and the handicapped child, explaining that the drug culture is open to the handicapped child as well as to the normal child and that it is natural for life to have problems. The lengthy sixth paper examines legal aspects of drugs, explains the legal process followed when an adolescent is involved in drug possession or a drug-related crime, and suggests how teachers can help students involved in the legal system. Educational aspects and ways of effectively disseminating information to teachers and children are covered in the seventh paper. Then explained in the eighth paper is a computer based resource unit in health education. (CB)