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Set against a backdrop of diminished interest in drug education outside of school settings in Ireland, this paper draws from 10 years of professional practice in the field of drug education and prevention, to reflect on illicit drug use in Ireland and on the lay understandings of illicit drug use encountered by this practitioner. This paper sets out to achieve four things; paint a picture of the Irish illicit drug landscape and of lay understandings of drugs and drug issues; highlight the emergent issue of people obtaining fake drug information on the Internet; explore drug education as a field of scholarship in Ireland; and reflect on 10 years of practitioner experience within the field. Given the complexity of the drug landscape and the proliferation of questionable drug information available online, this paper argues that drug education is an appropriate and worthwhile response to precarious understandings of illicit drugs and drug issues. The paper suggests drug education warrants revival within the Irish context, particularly given the pace of change in both the drugs and online landscapes. To conclude, this practitioner urges other practitioners and scholars with an interest in drug education within the Irish context to revive and advance the field. [ABSTRACT FROM AUTHOR]

The article discusses how humanities centers across the U.S. have risen to the challenge resulted due to opioid crisis. It discusses the increasing number of deaths related to heroin in the U.S. roughly one in nine took place in the state, even though it has less than five percent of the U.S. population.

The article highlights the Singapore's drug abuse industry and the Central Narcotics Bureau (CNB's) drug prevention approach. Topics include its aim to target drug demand and supply; use of strategies including preventive drug education efforts; tough laws with effective enforcement; and effective rehabilitation of drug abusers.

Background:Cannabis use is common among young adults. Web-based interventions are an increasingly popular way to reach this population. The aim of this study was to evaluate the efficacy of a Web-based tailored intervention, developed on theoretical and empirical grounds, to reduce cannabis use among young people by promoting a more positive intention to abstain. Methods:An experimental design was employed to evaluate the efficacy of the intervention in reducing cannabis use (primary outcome) by bolstering intention (secondary outcome) to abstain from use. Participants were randomly assigned either to an experimental group that received the Web-based tailored intervention or to a control group that did not. Results:Of 588 young adults (18–24 years of age) recruited, 295 were randomly assigned to the experimental group and 293 to the control group. At baseline, 343 reported using cannabis at least once in the past year. An intention-to-treat analysis showed that, at postintervention, a higher proportion of participants in the experimental group had reduced their cannabis use compared with the control group [10.8% vs. 5.1%, χ2(2) = 9.89, p = 0.007]. A mixed model for repeated measures revealed a statistically significant difference in terms of change in intention to abstain from cannabis use in the coming month [Group × Time interaction, F(1,474) = 8.03, p = 0.005]: intention increased for the experimental group (5.07 ± 2.07 to 5.45 ± 1.88; p < 0.001), but stayed stable for the control group (5.32 ± 2.03 to 5.36 ± 1.99; p = 0.779). Conclusion:This study shows that the intervention can be efficacious in reducing cannabis use among young people attending adult education centers. [ABSTRACT FROM AUTHOR]

Introduction and Aims: Learning is most effective when it is active, enjoyable and incorporates feedback. Past research demonstrates that serious games are prime candidates to utilise these principles, however the potential benefits of this approach for delivering drug education are yet to be examined in Australia, a country where drug education in schools is mandatory.Design and Methods: The serious game 'Pure Rush' was developed across three stages. First, formative consultation was conducted with 115 students (67% male, aged 15-17 years), followed by feasibility and acceptability testing of a prototype of the game (n = 25, 68% male). In the final stage, 281 students (62% female, aged 13-16 years) were randomly allocated to receive a lesson involving Pure Rush or an active control lesson. The lessons were compared in terms of learning outcomes, lesson engagement and future intentions to use illicit drugs.Results: Students enjoyed playing Pure Rush, found the game age-appropriate and the information useful to them. Both the Pure Rush and the active control were associated with significant knowledge increase from pre to post-test. Among females, multi-level mixed-effects regression showed knowledge gain was greater in the Pure Rush condition compared to control (β = 2.36, 95% confidence interval 0.36-4.38). There was no evidence of between condition differences in lesson engagement or future intentions to use illicit drugs.Discussion and Conclusions: Pure Rush is an innovative online drug education game that is well received by students and feasible to implement in schools. [Stapinski LA, Reda B, Newton NC, Lawler S, Rodriguez D, Chapman C, Teesson M. Development and evaluation of 'Pure Rush': An online serious game for drug education. Drug Alcohol Rev 2017]. [ABSTRACT FROM AUTHOR]

People who use illicit drugs often experience stigma that manifests in systemic discrimination, marginalisation and social exclusion. Drug education, which is underpinned by the information model, and often includes fear-based tactics. Eleven focus groups were conducted with sixty-six young people (14-16 years old) in ten schools in Northern Ireland. These focus groups elicited an in-depth insight into young people's knowledge, attitudes and beliefs about drugs, drug users, and the drug education they receive in school. Interviews with fourteen teachers were undertaken to determine the content of the schools' drug education, limitations they faced in providing drug education and their attitudes towards people who use drugs. Findings included: teachers often used an information-based approach to drug education; often employing a 'shock-horror' approach in an attempt to deter young people from using drugs and becoming drug users, whom the teachers perceived as threatening, dangerous or sick. This type of drug education is ineffective, even counterproductive. Instead of enhancing young people's well-being, the current programme of school-based drug education contributes to the stigma of those who use drugs. This paper suggests ways this situation can be rectified. Recommendations include the application of a harm reduction as a more effective and pedagogically sound way of educating young people about drugs. [ABSTRACT FROM AUTHOR]

The aim of this work is fitted in line with research that intended to raise levels of quality of preventive strategies developed, analyzing the differential effectiveness of the school-based programs depending on the application agent. This study analyses the effects of three schoolbased prevention programs on cannabis use and attitudes towards drugs use as a function of provider type. Two hundred eighty students from the first year of Secondary Education were distributed among seven experimental conditions: six treatment conditions (experimental groups) and waiting list condition (control group). Experimental groups were determined by two factors: Type of program (Construyendo Salud program, Saluda program, Barbacana program and Control Group) and Type of provider (regular teacher or external psychologist). The teachers applying the Barbacana and Saluda programs and psychologists applying the Construyendo Salud program obtain better outcomes in both cannabis use and attitudes. The results point out an interaction effect between type of program and type of applicators. [ABSTRACT FROM AUTHOR]

Abstract: Background: This study investigated circumstances of initiating new-type drug use among adult new-type drug users and differences among those who first used methamphetamine, ecstasy and ketamine. Methods: A total of 276 participants were recruited, using respondent-driven sampling (RDS) from nine seeds recruited through NGOs, social workers and outreach workers in Shanghai, China. Results: Methamphetamine was the most frequently reported first new-type drug used (37.1%), followed by ecstasy (35.6%) and ketamine (20.0%). 38.7% of participants initiated new-type drug use before the age of 21 years. 47.8% knew at initiation that club drugs can be harmful. Most were introduced to new-type drug use by friends, spouses or boy/girlfriends. The three most common reasons for initiation were curiosity, peer influence, and wishing to dull one's emotions. Those first using methamphetamine were more likely to be female, have a monthly individual income less than 3000 Yuan (approx. $476), initiate use at 21 years or older and at private setting than those first using ecstasy and ketamine. Conclusions: There is an urgent need for drug education efforts in China to raise awareness of the harms of new-type drugs, as well as to increase knowledge about the paradox of new-type drug effects. Drug prevention and intervention programs should be tailore to target populations and their social context. [Copyright &y& Elsevier]

Background: Synthetic cannabinoids have recently gained popularity as recreational drugs because they provide a marijuana-like high and cannot be detected in typical urine drug screens. However, the use of synthetic cannabinoids may result in a variety of adverse effects. Objectives: The intent of this investigation was to determine whether synthetic cannabinoid exposures in Texas demonstrated any geographic variation. Methods: A total of 1037 synthetic cannabinoid exposures reported to Texas poison centers during 2010-2011 were identified and the county and Texas Public Health Region (PHR) where the call originated from ascertained. The distribution of exposures by county and PHR was determined. Results: Synthetic cannabinoid exposures were reported in 124 of the 254 Texas counties (mean exposures per county 4.1, range 0-179). The exposure rate among the 11 PHRs varied from 2.79 to 7.14 per 100,000 population. The rate was 4.02 in urban counties and 4.90 in rural counties. Conclusion: Synthetic cannabinoid exposures reported to Texas poison centers varied by geographic region. The rate tended to be higher in rural counties. Scientific Significance: Such information may be useful when attempting to target education and prevention activities. [ABSTRACT FROM AUTHOR]

The Climate Schools: Alcohol and Cannabis Module is a universal harm-minimization school-based prevention program for adolescents aged 13-15 years. The core content of the program is delivered over the Internet using cartoon storylines to engage students, and teacher-driven activities reinforce the core information. The program is embedded within the school health curriculum and is easy to implement with minimal teacher training required. The program was developed in 2007 through extensive collaboration with teachers, students, and health professionals ( N == 24) in Sydney, Australia and has since been evaluated ( N == 764). This article describes the formative research and process of planning that formed the development of the program and the evidence base underpinning the approach. The study's limitations are noted. [ABSTRACT FROM AUTHOR]

Drugs and the Brain: A Serious Game, a prototype museum exhibit, was designed to employ virtual models of the brain into a video game format. It was done to create a fun and engaging way of conveying knowledge and concepts about neuroscience, as well as the impact of methamphetamine abuse on the brain. The purpose of this study is to evaluate this prototype exhibit that promises to educate participants from various age, ethnicity, and gender backgrounds, and to establish a stronger concept of drug abuse prevention among children. A quantitative methodology using the pre- and post-experimental designs was conducted on 175 museum visitors. A series of two-sample paired t-tests and subsequent ANOVAs were performed to examine the difference between pre- and post-tests and to determine if there was a difference in the results in age, gender, ethnicity, and race. Results showed that both the understanding and attitudes of the participants toward the impact of methamphetamine abuse on the brain improved significantly (p < 0.01). [ABSTRACT FROM AUTHOR]

Throughout the scientific literature shows that studies evaluating the effectiveness of school-based substance abuse prevention programs have used a wide range of intervention agents. Nevertheless, in Spain, the school-based programs in daily practice, the vast majority, are applied only by regular classroom teachers of schools. In this regard, some research suggests that the variable type of applicator affects the effectiveness of school-based programs for drug prevention. This article presents a review of studies comparing the results obtained in the school-based programs when applied by regular classroom teachers to other external contributors. Taken together, the results of the reviewed studies are contradictory and, therefore, the evidence is not conclusive. However, it highlights the moderating role of the variable type of monitor on the effects of programs. Finally, it is recommended to lead studies to evaluate the specific characteristics or skills that must have an effective monitor as the training can contribute to its acquisition or improvement. [ABSTRACT FROM AUTHOR]

Abstract: Background: Despite concerns regarding youth drug use and ‘standards’ of drugs education in British schools, little is known about young people''s routine experiences of drugs education at school, or schools’ other priorities, policies and practices relating to drugs. Methods: Qualitative data were collected through semi-structured interviews with students aged 14–15 (N =50) and teachers (N =10) at four schools in England. We used thematic content analysis to explore: young people''s accounts of drugs education at secondary school and what they have learnt from this; and students’ and teachers’ accounts of schools’ wider policies and practices relating to drugs. Results: A recurring theme was that students reported having received little or no drugs education; the majority could not remember having had any at their secondary school. These students were not the ‘drugwise’ youth described in the normalisation thesis and young people wanted their school to provide them with more information. Teachers recognised that schools’ drugs policies were rarely implemented in practice and that drugs education was not a priority. Schools also appear to be adopting new strategies based on surveillance and targeting to control students’ drug use. In some cases referrals to a drugs counsellor were coercive and appeared to merely replace classroom-based drugs education. Conclusion: This study provides further evidence of the gap between drug policies and practice. It may be possible to increase the priority given to comprehensive drugs education and supportive drugs policies by modifying the incentive structures that schools work within. New targeted responses are unlikely to be effective at reducing drug-related harm at a population level because of the small number of students reached, and can be stigmatising. Further research is needed to explore schools’ focus on surveillance and targeted control rather than universal education, and to examine interventions that might ensure schools implement adequate drugs education. [Copyright &y& Elsevier]

Aim Substance use by young people has long been a concern of western society, but opinion is mixed as to which prevention approach offers the greatest benefit, and whether indeed there is any benefit at all. This paper reviews the nature of prevention programmes, the research evidence that underpins these programmes and the prevention objectives against which effectiveness is measured. The aim of this is to create better understanding of the elements that maximize programme effectiveness, what can be achieved by prevention programmes and how programmes can be improved. Findings There is a range of prevention approaches for which there is evidence of effectiveness. Some are classroom-based; some focus upon parenting; some have substantial whole-of-school and community elements; and some target risk and protective factors in early childhood. All, however, are based substantially on the social influence model. In an attempt to improve practice lists of effective programmes have been developed, but there are concerns about the science behind selection. On balance, there is consistent evidence that social influence prevention programmes do have a small, positive effect on drug use, but this then raises the question as to whether harm, rather than use, would be the more worthwhile target for prevention. Prevention that seeks to reduce harm has been demonstrably effective, but has found little support in some jurisdictions. Conclusion Research has created a progressively better understanding of how to optimize programme effectiveness and what can be achieved realistically by even the most effective programmes. However, further research is required to identify which, if any, particular approach offers greater promise. The effectiveness of harm reduction should be compared with more traditional abstinence and the additional effects of whole of school, parent and community elements need to be measured more accurately. Contemporary social influence prevention programmes are flawed, but the approach is still the best way of influencing drug use behaviour in young people as a whole. Evidence-based refinement is the best option for greater benefit. [ABSTRACT FROM AUTHOR]

The author comments on the article "New perspectives on drug education/prevention" by Marsha Rosenbaum in which the author suggests that researchers must remove their subjective perception of reality and turn their attention to objective data. Topics discussed include people required to take an evidence-based approach to drug policy; applying realty based drug prevention and accompanying prevention program; and failure of Rosenbaum to back up his claim with empirical evidence.

This paper reports on a process in which program designers, classroom teachers, and students worked together to adapt the 7th grade "keepin' it REAL" prevention curriculum to a developmentally, socially, and academically appropriate curriculum for 5th graders. A Community-Based Participatory Research methodology (CBPR), combined with a 9-step adaptation model, emphasized a collaborative approach, both transformative and empowering. Essential adaptation elements were the Risk-to-Resiliency Continuum; the teaching of a wide range of skills including risk assessment, decision making, and resistance strategies; and, maintaining the theoretical grounding of Narrative Theory, Communication Competence, and Focus Theory of Norms. This paper describes how CBPR methodology can be conducted successfully while focusing on sustained theoretical grounding and effective research practices in a school-based setting. [ABSTRACT FROM AUTHOR]

The author comments on the article by Hilde Pape which is said to question evidence about school-based alcohol and drug education. He argues that the failure of the school to implement a program correctly does not mean that the program is useless or cannot be recommended. Pape is said to suggest that interventions that are of poor quality should be replaced with information campaigns. He believes that Norway is just starting to develop science-based prevention programs.

A "train-the-trainer" workshop was developed to evaluate and enhance presentational skills and offered to 14 youth in grades 6-12 and 9 administrators from youth-focused community, agencies in Indiana. Upon work,shop completion. 7 youth and 6 adults functioned as presenters of a 1 1/2-hour module on refusal and resistance skills to 95 youth enrolled in after-school programs. Attendees completed a 5-item pre-/post-test of knowledge acquisition, a 5-item survey of perceived training effectiveness, and a 12-item measure of perceived trainer effectiveness. Findings indicated: (1) Both youth and adult train-the-trainer workshop participants demonstrated significant presentational competence gains and (2) trained presenters (both peer and adult) using standardized materials and delivery received consistently favorable evaluations. [ABSTRACT FROM AUTHOR]

Psychoactive substance use by students is common in many countries, obliging schools to deliver drug education. However, some jurisdictions do not prepare teachers for engaging their students in honest, knowledge-based education. This article looks at the history and queries the purposes of contemporary drug education. It compares current approaches to drug education with those of other “vice” issues addressed in the history of public schools, such as sex education and temperance education. It critically challenges the question of knowledge definition and production related to psychoactive substances. Finally, some of the theoretical groundings on which to base teacher education for drug education are considered. [Copyright &y& Elsevier]

There is profound value in involving youth in the cultural adaptation of evidence-based drug prevention curricula. Presently, despite the existence of evidence-based programs, few community settings are aware of, utilizing, and following evidence-based curricula in practice. Therefore, transfer such programs to practice, systematic adaptation procedures should be further developed, utilized, and evaluated. It is recommended that community settings adapt curricula to meet their youths' unique needs to be effective, particularly with diverse cultures. [ABSTRACT FROM AUTHOR]

There has been remarkably little demonstration of the deleterious impact of publication bias within addiction science or indeed in wider healthcare policy and practice. An account is provided here of how publication bias was identified in relation to a series of drug education reviews which have been very influential on subsequent research, policy and practice. Later data analyses unpublished by the same review team demonstrated earlier findings to be unreliable. These later findings were not published. The policy context in which evidence on drug education in schools is produced is considered and the need for unbiased evidence is emphasised. A broadened conception of publication bias is proposed which takes account of the environment in which publication decision-making occurs. It is suggested that this is particularly necessary for subjects with such direct policy relevance as the effectiveness of drug education in schools. [McCambridge J. A case study of publication bias in an influential series of reviews of drug education. Drug Alcohol Rev 2007;26:463 - 468] [ABSTRACT FROM AUTHOR]

School drug education is seen by governments as an ideal prevention strategy because it offers the potential to stop use by the next generation. Australian schools expanded drug education substantially during the 1960s in response to rising use by young people, and in 1970 the first national drug education programme was launched. In the mid-1990s the level and quality of drug education increased noticeably. Unfortunately, subsequent national initiatives have failed to capitalise on the gains made during this period. Some good quality, independent research, such as the Gatehouse Project and the School Health and Alcohol Harm Reduction Project (SHAHRP), has been conducted in Australia. However, national-level momentum is being lost, because there is little commitment to the development of evidence-based mass programmes. In this climate drug education has become vulnerable to short-term decision-making that emphasises palatable, policy-driven outcomes and focuses on strategies designed to bolster the legitimacy of these goals. So is Australia 'fair dinkum' about drug education in schools? There is a history of innovation, and past programmes have left behind pockets of expertise, but the challenge is to invest continuously in methods with evidence of success, rather than settle for cyclical programmes driven by the political and moral palliatives of the day. To do less is to fail the young people of Australia. [Midford R. Is Australia 'fair dinkum' about drug education in schools? Drug Alcohol Rev 2007;26:421 - 427] [ABSTRACT FROM AUTHOR]

Abstract: Acupuncture stimulation elicited a composite of sensations termed deqi that is related to clinical efficacy. Neurobiological studies have identified the hypothalamus as an important component in mediating the deqi. Functional changes in hypothalamus persist after abstinence in addicts. We investigated the activation in the hypothalamus associated with acupuncture stimulation in healthy volunteers and heroin addicts by fMRI. Cortisol level and psychophysical responses, including the deqi sensation (an acupuncture effect of needle-manipulation), anxiety, and sharp pain, were also assessed. The activation of the hypothalamus was more robust in the addicts than that in the healthy subjects during acupuncture stimulation. The deqi scores of the heroin addicts were significantly higher than those of the healthy subjects during acupuncture treatment. An acupuncture sensation scale predicted the activation of the hypothalamus associated with the deqi sensation. [Copyright &y& Elsevier]

Parent drug education is considered a key aspect of drug prevention. Effective communication acts as protective factor for drug misuse in young people. This study is a Participatory Action Research study of Drugsbridge, a drug education programme that has an emphasis on facilitating intergenerational communication about drugs between parents and unrelated young people. The programme was designed on principles of best practice in parent drug education: the provision of balanced information; the development of communication skills and the merging of parents' and young people's drug education. Qualitative multi-methods were used to ascertain parents' (n = 6) and young people's (n = 11) perspectives and experiences of the programme. The research found that it was valuable to have parents and unrelated young people attend the programme together. Being unrelated removed some of the obstacles within family communication and enabled more open and honest, two-way communication between the generations. Parents developed a more balanced perspective of drugs and young people; and young people were empowered to discuss their own experiences and perspectives. The research, and its limitations, as well as suggestions for further research are discussed. [ABSTRACT FROM AUTHOR]

This article describes the implementation of an innovative curriculum called Drugs-At-Work (DAW), which was evaluated in three phases. In phase-one, data collected after the third year of the study suggested that the curriculum had a significant impact on the fifth-grade participants, who in turn influenced their sixth-grade classmates the following year. In comparison to their sixthgrade baseline counterparts, the DAW participants and their classmates were significantly less likely to have used tobacco, alcohol or other illicit drugs (ATOD) and less likely to know other elementary students who did so. In phase-two, data were examined on a year-by-year basis using a modified A-B-A design. These data revealed a drop from baseline in ATOD use during the intervention years and a return-to-baseline after the program ended. In phase-three, comparisons were made among participants in the Combined Baseline Group, the Combined DAW Group and the Transition Group (those exposed to DAW but not surveyed until a year after the grant closed). These analyses revealed that the DAWsignificantly reduced ATOD use for the total sample and for the Mexican-American, the Anglo, and the African-American students examined separately. [ABSTRACT FROM AUTHOR]

"The Doubles," funded by the National Institute on Drug Abuse, is a seven-episode series of media tools designed to teach third- and fourth-grade students about the science of drug addiction. The program's curriculum was delivered through a set of DVDs, interactive CD-ROMs, workbooks, or an Internet Site. Results indicate that although the interventions were successful in teaching students about the biological bases of substance abuse, they had little effect on student attitudes. Implications for future studies are discussed. [ABSTRACT FROM AUTHOR]

This article analyzes school-based substance use prevention programs, comparing programs in the United States and Nordic countries, explores how cultural factors influence the ways in which prevention programs are designed and implemented, and how evaluation is affected by design and implementation. [ABSTRACT FROM AUTHOR]

Research has shown significant declines in gateway drug use among participants in a school/community substance abuse prevention intervention in a midwestern, suburban school district (Lohrmann, Alter, Greene, & Younoszai, 2005). Though still at or below national levels, student marijuana use was not impacted as positively. The current study investigated the possibility that efforts to prevent alcohol use resulted in an unintentional substitution effect thereby increasing marijuana use. Factors including perceived access to alcohol and marijuana, along with perceived harm associated with alcohol and marijuana use, were examined to determine their role in marijuana use. Findings revealed a relationship between perceived access to and perceptions of harm associated with marijuana and its use that depended on the level of perceived access to and harm associated with alcohol. [ABSTRACT FROM AUTHOR]

This investigation was designed to examine prescription drug-related content and learning objectives in Drug Abuse Resistance Education (D.A.R.E.) for upper elementary and middle schools. Specific prescription-drug topics and context associated with content and objectives were coded. The coding system for topics included 126 topics organized within 14 categories. A two-dimensional coding system for context identified Use versus Abuse and Explicit versus Implicit references to prescription drugs. Results indicated that content and objectives found in D.A.R.E. represent a very narrow breadth of prescription drug topics. Moreover, all prescription-drug related content and objectives were presented in an Abuse-Implicit context. Although some educational material in D.A.R.E. modules potentially is related to prescription drugs, none of the content or objectives explicitly identify drugs discussed as prescription drugs. If elementary and middle schools rely on D.A.R.E. modules to teach students about drug abuse, students are likely to be under-informed about prescription drug risks. [ABSTRACT FROM AUTHOR]

We live in a drug-using society and therefore children need access to good drug education so that they can learn to live safely in our society. There is a wealth of advice, information and guidance available to help us deliver good drug education. Drug education is best taught through the PSHE curriculum but the science curriculum also has an important part to play. [ABSTRACT FROM AUTHOR]

In 2002 the Bergen Clinics Foundation established Føre Var, a citywide 'earlier warning' system geared towards the identification, monitoring and reporting of drug and alcohol trends in the city of Bergen, Norway, on a six-monthly basis. The primary goal for the system was the dissemination of earlier, more reliable information on new and emerging trends to enable timely and more effective interventions by policy makers and practitioners in the drug and alcohol field. The Føre Var system triangulates and cross-references a wide range of statistical and quantitative data including seizures data, treatment figures, alcohol sales and a school survey, with information from a number of 'leading edge' or sensitive data sources, including Internet sites, youth and local media, cultural mapping and key informants. Data is collected from sources every six months, analysed for identifiable patterns and trends and disseminated widely. This paper details the system's developmental stages and methodologies, in addition to summarizing results from the first three Føre Var reports. In conclusion, the strengths and weaknesses of the model, its replicability as well as the potential advantages of a city-level network are discussed. [ABSTRACT FROM AUTHOR]

Talks about community initiatives in response to drug abuse in Sweden and its comparison with Great Britain. Voluntary youth patrols and projects for crime prevention; Existence of incentive schemes for reporting drug dealers to the police; Diversity of community action and local safety projects.

A bstract A survey of drug use in the past year was completed by 124 clubbers (50% male, 50% female, age range 14-44, mean 24 years). Participants were self selecting and recruited in clubs and pre-club bars. Prevalence rates for alcohol, cannabis, and ecstasy were over 80%; 63% reported cocaine and 53% amphetamine use, 15%-43% used ketamine, psilocybin, LSD and nitrites. A pattern of polydrug and co-drug use was identified. Most participants (70%) bought their drugs through friendship/family networks. Main reasons given for drug use were relaxing, socializing and dancing. Risk behaviours identified were drug driving (19%), unprotected sex (39%); and 'taking too many drugs' (44%). At least 40% reported anxiety, nausea and paranoia. Three focus groups aided the interpretation of data, for example describing the strategic use of drugs and alcohol throughout a night and explaining how negative experiences may change, but not necessarily stop, drug use. The study provides further evidence that there is a characteristic pattern of dance-drug use, while identifying an increase in cocaine and alcohol use. Older participants' greater experience with cocaine and fewer negative drug-related experiences are discussed in relation to health promotion. [ABSTRACT FROM AUTHOR]

The present study examined the effectiveness of Project PRIDE, a school-based, counselor-administered, drug and alcohol prevention program. The study is presented in the context of Project PRIDE'S efforts to keep itself current and effective via continual evaluation-based development. In this outcome evaluation, Project PRIDE participants demonstrated greater pretest to posttest gains on five of six outcome measures compared to control students, although many of the changes were small or moderate and only two were statistically significant. Further, as predicted, gains in more factual or objective areas of the program were greater than in more subjective areas dealing with student perceptions and feelings. The limitations and implications of the findings are discussed. Also discussed are the advantages of the Binomial Effect Size Display as a data presentation mode that promotes both client and general audience understanding of results. [ABSTRACT FROM AUTHOR]

The problems associated with the use of alcohol, tobacco, and other drugs (ATOD) extract a significant health, social, and economic toll on American society. While the field of substance abuse prevention has made great strides during the past decade, two major challenges remain. First, the field has been disorganized and fragmented with respect to its research and prevention practices; that is, there are often separate ATOD prevention "specialists." Second, both the prevention researchers who test the efficacy of specific prevention strategies and the practitioners who implement prevention efforts often lack an overall perspective to guide strategy selection. To address these limitations, we present an ATOD causal model that seeks to identify those variables (Domains) that are theoretically salient and empirically connected across alcohol, tobacco, and illicit drugs. For the researcher, the model demonstrates important commonalities, as well as gaps, in the literature. For the practitioner, the model is a means to recognize both the complexity of the community system that produces ATOD problems and the multiple intervention points that are possible within this system. Researchers and practitioners are thus challenged to work synergistically to find effective and cost-effective approaches to change or reduce ATOD use and associated problems. [ABSTRACT FROM AUTHOR]

Despite mentoring's rapidly increasing popularity as an intervention for the prevention of teen alcohol and drug abuse and associated problems, there is little research consensus on its overall effectiveness or on the core principles and components that define effective mentoring. To advance knowledge concerning this important prevention intervention, the Center for Substance Abuse Prevention has designed and funded a multi-site cooperative agreement involving seven mentoring programs. The programs are designed to provide a rigorous outcome evaluation that allows comparisons of differing approaches to organizing and delivering mentoring services to adolescents at high risk for substance abuse. The cooperative agreement guidelines set service parameters and options that focus on issues that are grounded in past research on mentoring prevention interventions. The cooperative agreement includes a quasi-experimental, longitudinal multi-site evaluation that provides evidence-based recommendations to advance the effective use of mentoring as a prevention strategy. [ABSTRACT FROM AUTHOR]

This study investigates the relative roles of school district and school-level decision-makers in the implementation of effective substance use prevention curricula. Drawing on a "Site-Based Management" approach to effective decision-making, we hypothesized that schools whose personnel played active decision-making roles would be more likely to implement effective curricula than those in which decision-making was the prerogative of school district personnel. Study data comprised 1369 questionnaires completed by a representative national sample of both district-level prevention coordinators and middle school-based lead prevention teachers. From the perspective of the lead prevention teachers, the school district-level prevention coordinator was more influential than school staff in selecting effective prevention curricula. However, we did find some support for our hypothesis from our district-level informants, who indicated that community groups and advisory committees also play a modest role in the selection of such curricula. [ABSTRACT FROM AUTHOR]

To explore the extent of awareness among practitioners of the importance of fidelity of implementation and the factors that inhibit or encourage it, interviews were conducted with nine individuals in each of the following groups: 1) researchers who have developed and evaluated prevention curricula; 2) publishers of drug abuse prevention curricula; 3) school administrators; 4) teachers, and 5) State Safe Drug Free Schools Coordinators. Interviews with leading researchers found there is inconsistency in definition as well as a lack of standard measures and methodology to investigate fidelity. All of the groups agreed that training was critically important to fidelity of implementation. Strategies for promoting fidelity of implementation are discussed. [ABSTRACT FROM AUTHOR]

Interactivity has been shown to be a critical element of effective drug abuse prevention programs. This study examined the contents of Project Towards No Drug Abuse, a program that has revealed strong effects only when delivered in a highly interactive version. Types of teacher and student interactive messages were identified. It is speculated that explicit action on the part of the teacher to have students make statements and ask questions of one another may be the essence of effective drug education program delivery. Suggestions for future research on interactivity were made. [ABSTRACT FROM AUTHOR]

Discusses the career of MD Nora Volkow. Early discouragement and failure in research; Recent discoveries and achievements; Early influences; Reason why Volkow is so passionate about finding out about drug abuse and addiction.

Zero tolerance and public shaming are increasingly advocated for both crimes of the powerless and crimes of the powerful. In this essay we argue against zero tolerance with respect to both kinds of crime. However, we defend naming and shaming with respect to crimes of the powerful. Part I of the paper begins from the assumption that both zero tolerance and naming and shaming are policies that do not merit serious consideration with crimes of the powerless. It then goes on to consider harder questions: first whether zero tolerance and then naming and shaming have a place with crimes of the powerful. Drug abuse is used in Part II as a case study to explore these distinctions. It will be contended that zero tolerance is a prescription for increasing drug abuse, but that naming and shaming is essential to the prevention of drug abuse. This conclusion is reached by viewing the drug problem differently from conventional criminological analyses in a radically reconfigured context as a corporate crime and organisational regulation problem. [ABSTRACT FROM AUTHOR]

The North Wales (United Kingdom) Shared-Care Program for methadone treatment of drug abuse was evaluated. The program Involves shared care, in as much as general practitioners, pharmacists, and community drug workers are jointly involved in the methadone treatment of persons with drug abuse. Evaluation aimed to determine the program's (a) extent of use, (b) impact on patients, (c) positive and negative consequences for methadone reduction or discontinuation, and (d) advantages and disadvantages. Results suggested that the program is successful but identified targets for future improvement. [ABSTRACT FROM AUTHOR]

Primary drug prevention in Germany has been in a constant state of transition since the early 1970s. Five consecutive phases can be identified: (1) drug deterrence and repression; (2) drug education and drug information; (3) primary drug prevention through alternatives to risk-taking, and the strengthening of personal resources; (4) primary drug prevention through strengthening of personal and social resources, promotion of resistance and life skills; (5) primary drug prevention through strengthening of personal and social resources, promotion of resistance and life skills, the promotion of harm reduction and competence in risk-taking with young people who may already consume legal or illegal drugs. During the last decade, the concept of health promotion, with its integration of individual, contextual and structural prevention has served as a guide. Beginning in the mid-1990s, secondary and tertiary prevention efforts have attracted growing interest. The integrative concept of “risk-taking competence,” which introduces harm reduction approaches into primary prevention strategies, is favored in contemporary discussion and practice. [ABSTRACT FROM AUTHOR]

The process of critical thinking enables students to explore, analyze, and evaluate problems, theories, and interventions from divergent views and varying frames of reference. It requires a certain amount of skepticism and curiosity that will reflect upon accepted doctrines and protocols, in order to ascertain their credibility and utility in working with clients. This article presents the obstacles to acquiring critical thinking skills, as well as different strategies that can be utilized by educators to enhance its development and active usage. A theoretical construct and cognitive schema of learning describe the mechanisms of constructing meanings from experiences and advancing to critically assessing broader concepts. In this context, the importance of being introduced to new, empirically-based knowledge and critical thinking in substance abuse courses and practice is discussed, followed by an evaluation of students' advancing critical thinking skills. [ABSTRACT FROM PUBLISHER]