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The purpose of this study was to measure the nature and extent of the drug abuse involvement, knowledge, and atitudes of eighth and eleventh grade students in the Coronado Unified School District, Coronado, California. Included is a detailed comparison and evaluation of drug utilization rates; the determination of certain value orientations; and determination of the amount of cognitive data known, and attitudes about drugs and drug-related information by the students; and an analysis of the relationships to one another of certain of these measured factors. Design of the study allowed for 116 eighth grade and 124 eleventh grade students to voluntarily answer a 109 item questionnaire. Analysis of results indicated that student users in both eighth and eleventh grades know less than non-users about drugs or drug-related information. Second, the cognitive knowledge of junior high and high school students did not differ significantly. For value orientation, there was a significant difference between student users and non-users in both eighth and eleventh grade. Appendix I enumerates questions, instructions, and frequency of responses for all students, users, and non-users. Appendix II presents the entire questionnaire with a percentage response to each question by each of the three groups at the two grade levels. (BL)

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)