Drug Abuse Resistance Education

Last updated
D.A.R.E. logo Logo of Drug Abuse Resistance Education (DARE).png
D.A.R.E. logo

Drug Abuse Resistance Education, or D.A.R.E., is an American education program that tries to prevent use of controlled drugs, membership in gangs, and violent behavior. It was founded in Los Angeles in 1983 as a joint initiative of then-LAPD chief Daryl Gates and the Los Angeles Unified School District [1] [2] as a demand-side drug control strategy of the American War on Drugs.

Contents

The program was most prominent in the 1980s and 1990s. At the height of its popularity, D.A.R.E. was found in 75% of American school districts and was funded by the US government. The program consists of police officers who make visits to elementary school classrooms, warning children that drugs are harmful and should be refused. D.A.R.E. sought to educate children on how to resist peer pressure to take drugs. It also denounced alcohol, tobacco, graffiti, and tattoos as the results of peer pressure.

A series of scientific studies in the 1990s and 2000s cast doubt on the effectiveness of D.A.R.E., with some studies concluding the program was harmful or counterproductive. Years after its effectiveness was cast into doubt, the program remained popular among politicians and many members of the public, in part because of a common intuition that the program ought to work. Eventually, in the early 2000s, funding for the program was greatly reduced.

The program distributed t-shirts and other items branded with the D.A.R.E. logo and with anti-drug messages. These items were repurposed by drug culture as ironic statements starting in the 1990s.

Its American headquarters is in Inglewood, California. D.A.R.E. expanded to the United Kingdom in 1995. The program's mascot is Daren the Lion.

History and purpose

D.A.R.E. program materials from 1991 describe it as "a drug abuse prevention education program designed to equip elementary school children with skills for resisting peer pressure to experiment with tobacco, drugs, and alcohol." [3] It was created as a part of the war on drugs in the United States, with the intention of reducing the demand for drugs through education that would make drug use unappealing. The program was conducted by uniformed police officers who visited classrooms.

The program was developed in 1983 on the initiative of Daryl Gates, chief of the Los Angeles Police Department, in collaboration with Harry Handler, superintendent of the Los Angeles Unified School District. [3] A local program at first, D.A.R.E. spread rapidly in the 1980s. In 1988, Ronald Reagan proclaimed the first National D.A.R.E. Day. At the program's height, it was in 75% of American school districts. It was funded by the federal government in the Drug-Free Schools and Communities Act of 1986, which mentions D.A.R.E. by name. [4] In 2002, D.A.R.E. had an annual budget of over $10 million. [5]

A Pontiac Firebird in D.A.R.E. livery in Evesham Township, New Jersey. EveshamDARE.jpg
A Pontiac Firebird in D.A.R.E. livery in Evesham Township, New Jersey.

The curriculum consisted of lectures on the harmful consequences of drug and alcohol use, how to refuse drugs, building self-esteem and support networks, and alternatives to drugs. [3] Curriculum also condemned graffiti and tattoos because they were considered to be the result of peer pressure. [6] These lessons were derived from SMART, an anti-drug program under development at the University of Southern California, but they were adapted to be delivered by police officers instead of educators. [4] Officers were also encouraged to spend time with students informally, such as playing basketball or chatting with students over lunch. [3] Officers would sometimes arrive in sports cars that police had seized from drug dealers, which was intended to demonstrate that drugs lead to losing coveted possessions.

Scientific studies cast doubt on the effectiveness of D.A.R.E. starting in the early 1990s, with many concluding that D.A.R.E. did nothing to reduce illicit drug use. One study found that D.A.R.E. students were actually more likely to use drugs. [5] Yet the program remained popular among politicians and many members of the public for decades, in part because of a common intuitive judgment that the program should work. [4] Funding for D.A.R.E. was greatly reduced in the 2000s because of its poor performance at reducing drug use, particularly following a General Accounting Office report in 2003 which found "no significant differences in illicit drug use" caused by D.A.R.E. [5]

After decades of antagonism toward D.A.R.E. because of its ineffectiveness, the curriculum was changed starting in 2009. The new program is called "Keepin' it REAL" and focuses less on lectures and more on interactive activities, such as practicing refusal and saying no to pressure. [7] It is now less explicitly focused on opposition to drugs, with the broader aim of teaching good decision-making. [5]

Use of children as informants

Circa 2004, "[c]hildren [were] asked to submit to D.A.R.E. police officers sensitive written questionnaires that can easily refer to the kids' homes" and that "a D.A.R.E. lesson [was] called 'The Three R's: Recognize, Resist, Report'", encouraging children to "tell friends, teachers or police if they find drugs at home." [8]

In addition, "D.A.R.E. officers are encouraged to put a 'D.A.R.E. Box' in every classroom, into which students may drop 'drug information' or questions under the pretense of anonymity. Officers are instructed that if a student 'makes a disclosure related to drug use,' the officer should report the information to further authorities, both school and police. This apparently applies whether the 'drug use' was legal or illegal, harmless or harmful. In a number of communities around the country, students have been enlisted by the D.A.R.E. officer as informants against their parents." [9]

Circa 1995, parents compared D.A.R.E. to the late Weimar Republic, in its installation of "uniformed, sometimes armed, agents of the state in classrooms to tell children what their attitudes ought to be, and to obtain information about family home life which may be of interest to the state". [9]

In 1997, The Future of Freedom Foundation asserted that, "In the official D.A.R.E. Implementation Guide, police officers are advised to be alert for signs of children who have relatives who use drugs. D.A.R.E. officers are first and foremost police officers and thus are duty-bound to follow up leads that might come to their attention through inadvertent or indiscreet comments by young children." [10] As a result, children sometimes confide the names of people they suspect are illegally using drugs.

Studies on effectiveness

1992 – Indiana University

Researchers at Indiana University, commissioned by Indiana school officials in 1992, found that those who completed the D.A.R.E. program subsequently had significantly higher rates of hallucinogenic drug use than those not exposed to the program. [11] [ why? ][ dubious – discuss ]

1994 – RTI International

In 1994, three RTI International scientists evaluated eight previous quantitative analyses on D.A.R.E.'s efficacy that were found to meet their requirements for rigor. [12] [13] The researchers found that D.A.R.E.'s long-term effect could not be determined, because the corresponding studies were "compromised by severe control group attrition or contamination". [13] However, the study concluded that in the short-term "DARE imparts a large amount of information, but has little or no impact on students' drug use", and that much smaller, interactive programs were more effective. [12] [14]

After the 1994 Research Triangle Institute study, [15] [16] an article in the Los Angeles Times stated that the "organization spent $41,000 to try to prevent widespread distribution of the RTI report and started legal action aimed at squelching the study". [17] The director of publication of the American Journal of Public Health told USA Today that "DARE has tried to interfere with the publication of this. They tried to intimidate us." [18]

1995 – California Department of Education

In 1995, a report to the California Department of Education by Joel Brown, stated that none of California's drug education programs worked, including D.A.R.E.: "California's drug education programs, D.A.R.E. being the largest of them, simply don't work. More than 40 percent of the students told researchers they were 'not at all' influenced by drug educators or programs. Nearly 70 percent reported neutral to negative feelings about those delivering the anti-drug message. While only 10 percent of elementary students responded to drug education negatively or indifferently, this figure grew to 33 percent of middle school students and topped 90 percent at the high school level." In some circles, educators and administrators have admitted that D.A.R.E., in fact, potentially increased students' exposure and knowledge of unknown drugs and controlled substances, resulting in experimentation and consumption of narcotics at a much younger age. Criticism focused on failure and misuse of taxpayer dollars, with either ineffective or negative results state-wide. [17]

1998 – National Institute of Justice

In 1998, a grant from the National Institute of Justice to the University of Maryland resulted in a report to the NIJ, which among other statements, concluded that "D.A.R.E. does not work to reduce substance use." [19] D.A.R.E. expanded and modified the social competency development area of its curriculum in response to the report. Research by Dr. Dennis Rosenbaum in 1998 [20] found that D.A.R.E. graduates were more likely than others to drink alcohol, smoke tobacco and use illegal drugs. Psychologist Dr. William Colson asserted in 1998 that D.A.R.E. increased drug awareness so that "as they get a little older, they (students) become very curious about these drugs they've learned about from police officers." [21] The scientific research evidence in 1998 indicated that the officers were unsuccessful in preventing the increased awareness and curiosity from being translated into illegal use. The evidence suggested that, by exposing young impressionable children to drugs, the program was, in fact, encouraging and nurturing drug use. [22] Studies funded by the National Institute of Justice in 1998, [19] [23] and the California Legislative Analyst's Office in 2000 [24] also concluded that the program was ineffective.

1999 – Lynam et al.

A ten-year study was completed by Donald R. Lynam and colleagues in 2006 involving one thousand D.A.R.E. graduates in an attempt to measure the effects of the program. After the ten-year period, no measurable effects were noted. The researchers compared levels of alcohol, cigarette, marijuana and the use of illegal substances before the D.A.R.E. program (when the students were in sixth grade) with the post-D.A.R.E. levels (when they were 20 years old). Although there were some measured effects shortly after the program on the attitudes of the students towards drug use, these effects did not seem to carry on long-term. [25]

2001 – Office of the Surgeon General

In 2001, the Surgeon General of the United States, David Satcher, placed the D.A.R.E. program in the category of "Ineffective Primary Prevention Programs". [26] The U.S. General Accounting Office concluded in 2003 that the program was sometimes counterproductive in some populations, with those who graduated from D.A.R.E. later having higher than average rates of drug use (a boomerang effect).

2007 – Perspectives on Psychological Science

In March 2007, the D.A.R.E. program was placed on a list of treatments that have the potential to cause harm in clients in the APS journal, Perspectives on Psychological Science. [27]

2009 – Texas A&M

"The Social Construction of 'Evidence-Based' Drug Prevention Programs: A Reanalysis of Data from the Drug Abuse Resistance Education (DARE) Program," Evaluation Review, Vol. 33, No.4, 394–414 (2009). Studies by Dave Gorman and Carol Weiss argue that the D.A.R.E. program has been held to a higher standard than other youth drug prevention programs. Gorman writes, "what differentiates DARE from many of the programs on evidence-based lists might not be the actual intervention but rather the manner in which data analysis is conducted, reported, and interpreted." Dennis M. Gorman and J. Charles Huber Jr.

The U.S. Department of Education prohibits any of its funding to be used to support drug prevention programs that have not been able to demonstrate their effectiveness. [28] Accordingly, D.A.R.E. America, in 2004, instituted a major revision of its curriculum. [29]

The U.S. Substance Abuse and Mental Health Services Administration (SAMHSA) identified alternative start-up regional programs, none of which have longevity nor have they been subjected to intense scrutiny. [30]

Reception

Police cruiser painted in D.A.R.E. colors West Vancouver Police Cruiser.jpg
Police cruiser painted in D.A.R.E. colors

The D.A.R.E. program is consistent with the "zero-tolerance orthodoxy of current U.S. drug control policy." According to researcher D. M. Gorman of the Rutgers University Center of Alcohol Studies, it supports the ideology and the "prevailing wisdom that exists among policy makers and politicians." [31]

It also claims to meet the needs of stake holders such as school districts, [32] parents, and law enforcement agencies. "DARE America also has been very successful in marketing its program to the news media through a carefully orchestrated public relations campaign that highlights its popularity while downplaying criticism." [33]

Psychologists at the University of Kentucky concluded that "continued enthusiasm [for DARE] shows Americans' stubborn resistance to apply science to drug policy." [34]

Marsha Rosenbaum, who headed the West Coast office of the Lindesmith Center, a drug policy reform organization, provided an opinion for a 1999 Village Voice article, "In D.A.R.E.'s worldview, Marlboro Light cigarettes, Bacardi rum, and a drag from a joint are all equally dangerous. For that matter, so is snorting a few lines of cocaine." D.A.R.E. "isn't really education. It's indoctrination." [35] The article also stated, "Part of what makes DARE so popular is that participants get lots of freebies. There are fluorescent yellow pens with the DARE logo, tiny DARE dolls, bumper stickers, graduation certificates, DARE banners for school auditoriums, DARE rulers, pennants, DARE coloring books, and T-shirts for all DARE graduates." [35]

D.A.R.E. has failed to fact check some articles on their website, promoting one news piece that was satire, titled "Edible Marijuana Candies Kill 9 in Colorado, 12 at Coachella." [36] [37]

Responses to criticism

Motivation of the critics

D.A.R.E. America has generally dismissed many criticisms and independent studies of its program, labeling them false, misleading, or biased. "DARE has long dismissed criticism of its approach as flawed or the work of groups that favor decriminalization of drug use," according to the New York Times in 2001. [38] In a press release titled "Pro-drug Groups Behind Attack on Prevention Programs; DARE Seen as Target as Mayors' Conference Called to Combat Legalization Threat," D.A.R.E. asserted that pro-drug legalization individuals and groups were behind criticisms of the program, which were portrayed as based on "vested interests" and "to support various individual personal agendas at the expense of our children." [18]

D.A.R.E. has attacked critics for allegedly being motivated by their financial self-interest in programs that compete with D.A.R.E. It has charged that "they are setting out to find ways to attack our programs and are misusing science to do it. The bottom line is that they don't want police officers to do the work because they want it for themselves." [39] Critics have also been dismissed as being jealous of D.A.R.E.'s success. [40]

Rebuttal of statistics

Ronald J. Brogan, New York City's D.A.R.E. fundraiser and spokesman, said in 1999 "If you take German for 17 weeks, you're not going to speak German. The critics say the effect dissipates over the years. No shit, Sherlock." [35] The article in which he was quoted observed that "DARE officials say the solution to this problem is not less DARE but more of it, and they urge cities to teach DARE in middle and high school." [40]

One leader explained that "I don't have any statistics for you. Our strongest numbers are the numbers that don't show up." [41] The 1998 University of Maryland report presented to the U.S. National Institute of Justice stated, "Officials of DARE America are often quoted as saying that the strong public support for the program is a better indicator of its utility than scientific studies." [19]

New curriculum

In 2009, D.A.R.E. adopted the "keepin' it REAL" curriculum. [42] [43] Rather than solely focusing on the perils of alcohol and other drugs, keepin' it REAL developed a 10-lesson curriculum that included aspects of European American, Mexican American, and African American culture integrated with culturally based narration and performance. [44] The program was developed by Penn State researchers, who evaluated its effectiveness, though critics contend the program does not implement a long-term evaluation system. [42]

In 2013, the Substance Abuse and Mental Health Services Administration ranked its "readiness for dissemination" at 1.5 out of 4. [42] Two field randomized controlled trials showed the effectiveness of the multicultural keepin' it REAL for reducing substance use across grade levels and ethnic/racial groups, which highlights the importance of grounding substance use prevention programs in their audiences' cultural attitudes, values, norms, and beliefs. [45] [46] The second study "evaluated onset of drug use across and within ethnic groups and the ideal times to intervene" finding "a double dose of intervention in elementary and middle school was no more effective than middle school intervention alone." [46]

Following the passing of Washington Initiative 502 that legalized cannabis consumption in Washington state, the D.A.R.E. program was changed in the state to remove cannabis messages from their year 5 curriculum, arguing "research has found that teaching children about drugs with which they have never heard of or have no real life understanding may stimulate their interest or curiosity about the substance." [47]

Ironic response

T-shirts and other merchandise reading "D.A.R.E. To Keep Kids Off Drugs" became popular as an ironic item in drug culture and other countercultures starting in the 1990s. According to a report from Vice , the program's appealing logo and acronym may unintentionally suggest one should dare to experiment with drugs. [48] Reddit co-founder Alexis Ohanian in a 2022 tweet [49] referred to his sporting of the T-Shirt in 2019 with "What are you all wearing for Halloween this year?"

Related Research Articles

<span class="mw-page-title-main">Substance abuse</span> Harmful use of drugs

Substance abuse, also known as drug abuse, is the use of a drug in amounts or by methods that are harmful to the individual or others. It is a form of substance-related disorder. Differing definitions of drug abuse are used in public health, medical, and criminal justice contexts. In some cases, criminal or anti-social behavior occurs when the person is under the influence of a drug, and long-term personality changes in individuals may also occur. In addition to possible physical, social, and psychological harm, the use of some drugs may also lead to criminal penalties, although these vary widely depending on the local jurisdiction.

<span class="mw-page-title-main">Harm reduction</span> Public health policies which lessen negative aspects of problematic activities

Harm reduction, or harm minimization, refers to a range of intentional practices and public health policies designed to lessen the negative social and/or physical consequences associated with various human behaviors, both legal and illegal. Harm reduction is used to decrease negative consequences of recreational drug use and sexual activity without requiring abstinence, recognizing that those unable or unwilling to stop can still make positive change to protect themselves and others.

The Substance Abuse and Mental Health Services Administration is a branch of the U.S. Department of Health and Human Services. SAMHSA is charged with improving the quality and availability of treatment and rehabilitative services in order to reduce illness, death, disability, and the cost to society resulting from substance abuse and mental illnesses. The Administrator of SAMHSA reports directly to the Secretary of the U.S. Department of Health and Human Services. SAMHSA's headquarters building is located outside of Rockville, Maryland.

Gang Resistance Education And Training, abbreviated G.R.E.A.T., provides a school-based, police officer-instructed program in America that includes classroom instruction and a variety of learning activities.

The social norms approach, or social norms marketing, is an environmental strategy gaining ground in health campaigns. While conducting research in the mid-1980s, two researchers, H.W. Perkins and A.D. Berkowitz, reported that students at a small U.S. college held exaggerated beliefs about the normal frequency and consumption habits of other students with regard to alcohol. These inflated perceptions have been found in many educational institutions, with varying populations and locations. Despite the fact that college drinking is at elevated levels, the perceived amount almost always exceeds actual behavior. The social norms approach has shown signs of countering misperceptions, however research on changes in behavior resulting from changed perceptions varies between mixed to conclusively nonexistent.

Alcohol education is the practice of disseminating information about the effects of alcohol on health, as well as society and the family unit. It was introduced into the public schools by temperance organizations such as the Woman's Christian Temperance Union in the late 19th century. Initially, alcohol education focused on how the consumption of alcoholic beverages affected society, as well as the family unit. In the 1930s, this came to also incorporate education pertaining to alcohol's effects on health. For example, even light and moderate alcohol consumption increases cancer risk in individuals. Organizations such as the National Institute on Alcohol Abuse and Alcoholism in the United States were founded to promulgate alcohol education alongside those of the temperance movement, such as the American Council on Alcohol Problems.

Drug education is the planned provision of information, guidelines, resources, and skills relevant to living in a world where psychoactive substances are widely available and commonly used for a variety of both medical and non-medical purposes, some of which may lead to harms such as overdose, injury, infectious disease, or addiction. The two primary approaches to drug education are harm-reduction education and abstinence-based education.

H. Wesley Perkins is a professor of sociology at Hobart and William Smith Colleges in Geneva, New York. He is known as the "father of social norms marketing", which is based on his theoretical formulations and development. H. Wesley Perkins received a B.A. in sociology from Purdue University, an M.Div. degree from Yale University Divinity School, and an M.A. and a Ph.D. in sociology from Yale University.

Reclaiming Futures is a non-profit organization aimed at assisting teenagers out of trouble with drugs, alcohol and crime. It began in 2001 with $21 million from The Robert Wood Johnson Foundation. As of 2010 it operates with funding from the Robert Wood Johnson Foundation, the U.S. Office of Juvenile Justice and Delinquency Prevention (OJJDP), the Center for Substance Abuse Treatment and the Kate B. Reynolds Charitable Trust.

The Drug Resistance Strategies Project (DRS), a program funded by the National Institute on Drug Abuse (NIDA), teaches adolescents and pre-adolescents how to make decisions and resist alcohol, tobacco, and other drugs (ATOD).

<span class="mw-page-title-main">Substance abuse prevention</span> Measures to prevent the consumption of licit and illicit drugs

Substance abuse prevention, also known as drug abuse prevention, is a process that attempts to prevent the onset of substance use or limit the development of problems associated with using psychoactive substances. Prevention efforts may focus on the individual or their surroundings. A concept that is known as "environmental prevention" focuses on changing community conditions or policies so that the availability of substances is reduced as well as the demand. Individual Substance Abuse Prevention, also known as drug abuse prevention involves numerous different sessions depending on the individual to help cease or reduce the use of substances. The time period to help a specific individual can vary based upon many aspects of an individual. The type of Prevention efforts should be based upon the individual's necessities which can also vary. Substance use prevention efforts typically focus on minors and young adults – especially between 12–35 years of age. Substances typically targeted by preventive efforts include alcohol, tobacco, marijuana, inhalants, coke, methamphetamine, steroids, club drugs, and opioids. Community advocacy against substance use is imperative due to the significant increase in opioid overdoses in the United States alone. It has been estimated that about one hundred and thirty individuals continue to lose their lives daily due to opioid overdoses alone.

<span class="mw-page-title-main">Communities That Care</span>

Communities That Care (CTC) is a program of the Center for Substance Abuse Prevention (CSAP) in the office of the United States Government's Substance Abuse and Mental Health Services Administration (SAMHSA). CTC is a coalition-based prevention operating system that uses a public health approach to prevent youth problem behaviors such as violence, delinquency, school drop out and substance abuse. Using strategic consultation, training, and research-based tools, CTC is designed to help community stakeholders and decision makers understand and apply information about risk and protective factors, and programs that are proven to make a difference in promoting healthy youth development, in order to most effectively address the specific issues facing their community's youth.

<span class="mw-page-title-main">Substance use disorder</span> Continual use of drugs (including alcohol) despite detrimental consequences

Substance use disorder (SUD) is the persistent use of drugs despite the substantial harm and adverse consequences to one's own self and others, as a result of their use. In perspective, the effects of the wrong use of substances that are capable of causing harm to the user or others, have been extensively described in different studies using a variety of terms such as substance use problems, problematic drugs or alcohol use, and substance use disorder.The National Institute of Mental Health (NIMH) states that "Substance use disorder (SUD) is a treatable mental disorder that affects a person's brain and behavior, leading to their inability to control their use of substances like legal or illegal drugs, alcohol, or medications. Symptoms can be moderate to severe, with addiction being the most severe form of SUD".Substance use disorders (SUD) are considered to be a serious mental illness that fluctuates with the age that symptoms first start appearing in an individual, the time during which it exists and the type of substance that is used. It is not uncommon for those who have SUD to also have other mental health disorders. Substance use disorders are characterized by an array of mental/emotional, physical, and behavioral problems such as chronic guilt; an inability to reduce or stop consuming the substance(s) despite repeated attempts; operating vehicles while intoxicated; and physiological withdrawal symptoms. Drug classes that are commonly involved in SUD include: alcohol (alcoholism); cannabis; opioids; stimulants such as nicotine (including tobacco), cocaine and amphetamines; benzodiazepines; barbiturates; and other substances.

Safe Schools/Healthy Students (SS/HS) is a grant program funded by the United States Department of Education, United States Department of Justice, and United States Department of Health and Human Services that helps school districts, in partnership with mental health providers, law enforcement and juvenile justice agencies, implement projects that create safe and healthy schools and communities.

Contemporary Native American issues in the United States are topics arising in the late 20th century and early 21st century which affect Native Americans in the United States. Many issues stem from the subjugation of Native Americans in society, including societal discrimination, racism, cultural appropriation through sports mascots, and depictions in art. Native Americans have also been subject to substantial historical and intergenerational trauma that have resulted in significant public health issues like alcohol use disorder and risk of suicide.

Youth intervention is a practice within the field of youth services. This practice is designed to intervene when young people are at risk of or beginning to make poor decisions that can have lifelong negative impacts. Youth intervention is intended to support academic achievement and prevent juvenile delinquency.

Education sector responses to substance abuse refers to the way in which the education sector strategizes, developments and implements policies and practices that address the use of tobacco, alcohol, and other drugs in educational settings.

Faye Z. Belgrave is a psychologist known for her research conducted for the benefit of the African American youth, specifically in the areas of substance abuse and HIV. She is currently a professor of Psychology and the founding director of the Center for Cultural Experiences in Prevention (CCEP) at Virginia Commonwealth University (VCU).

J. David Hawkins is an American sociologist, academic, and author. He is Emeritus Endowed Professor of Prevention and founding director of the Social Development Research Group in the School of Social Work at the University of Washington. His research focuses on the prevention of behavior problems in children and adolescents. He developed the Communities That Care prevention system with Richard F. Catalano.

<span class="mw-page-title-main">Bill Hansen (scientist)</span>

William Bunker Hansen is a researcher in the field of prevention science. He was a charter member and a vice president of the Society for Prevention Research. In 1993 he founded Tanglewood Research. He has authored over 40 versions of alcohol, tobacco, and other substance abuse prevention programs, most notably the All Stars (Prevention) series of prevention programs.

References

  1. ↑ http://www.dare.com/home/about_dare.asp Archived 2010-07-24 at the Wayback Machine , the official website of the D.A.R.E. program.
  2. ↑ Newton, Jim (1993-09-09). "DARE Marks a Decade of Growth and Controversy : Youth: Despite critics, anti-drug program expands nationally. But some see declining support in LAPD" . Retrieved 2021-04-15.
  3. 1 2 3 4 An Introduction to DARE: Drug Abuse Resistance Education (Report). U.S. Department of Justice. 1991. pp. i–2, 8–12.
  4. 1 2 3 Cima, Rosie (December 19, 2016). "DARE: The Anti-Drug Program That Never Actually Worked". Priceonomics.
  5. 1 2 3 4 Ingraham, Christopher (July 12, 2017). "A brief history of DARE, the anti-drug program Jeff Sessions wants to revive". The Washington Post.
  6. ↑ Gonnerman, Jennifer (April 7, 1999). "Truth or D.A.R.E.: The Dubious Drug-Education Program Takes New York". The Village Voice .
  7. ↑ Nordrum, Amy. "The New D.A.R.E. Program—This One Works". Scientific American. Retrieved 2020-10-07.
  8. ↑ Miller, Joel. Bad Trip: How the War Against Drugs is Destroying America. NY: Nelson Thomas, 2004
  9. 1 2 "section six: a different look at d.a.r.e. (DRCNet)". www.drcnet.org.
  10. ↑ "The Future of Freedom Foundation: Freedom Daily". 8 February 2002. Archived from the original on 8 February 2002.
  11. ↑ Evans, Alice and Kris Bosworth – = Building effective drug education programs. Phi Delta Kappa International Research Bulletin No 19, December, 1997.
  12. 1 2 Marlow, Kristina; Rhodes, Steve (November 6, 1994). "Study: DARE teaches kids about drugs but doesn't prevent use". Chicago Tribune. Retrieved March 6, 2014.
  13. 1 2 Ennett, Susan; Tobler, Nancy; Ringwalt, Christopher; Flewelling, Robert (September 1994). "How effective is drug abuse resistance education? A meta-analysis of Project DARE outcome evaluations". American Journal of Public Health. 84 (9): 1394–401. doi:10.2105/ajph.84.9.1394. PMC   1615171 . PMID   8092361.
  14. ↑ Brunner, Jim (October 3, 1996). "How DARE they?". Associated Press. Retrieved March 6, 2014.
  15. ↑ Jeremy Travis, director of the National Institute of Justice – The D.A.R.E. Program: A Review of Prevalence, User Satisfaction, and Effectiveness. October 1994 (PDF document) Quote:"While not conclusive, the findings suggest that D.A.R.E. may benefit from using more interactive strategies and emphasizing social and general competencies. A revised D.A.R.E. curriculum that includes more participatory learning was piloted in 1993 and is being launched nationwide this fall."
  16. ↑ Christopher L. Ringwalt, Jody M. Greene, Susan T. Ennett, Ronaldo Iachan, Richard R. Clayton, Carl G. Leukefeld. Past and Future Directions of the D.A.R.E. Program: An Evaluation Review. Research Triangle Institute. September 1994. Supported under Award # 91-DD-CX-K053 from the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice.
  17. 1 2 Denise Hamilton – Hamilton, Denise. The Truth About D.A.R.E.; The big-bucks antidrug program for kids doesn't work Archived December 8, 2007, at the Wayback Machine – Los Angeles New Times, March 20, 1997
  18. 1 2 Drug prevention placebo: How D.A.R.E. wastes time, money and police. Elliott, Jeff. Reason Magazine , March, 1995.
  19. 1 2 3 Lawrence W. Sherman, Denise Gottfredson, Doris MacKenzie, John Eck, Peter Reuter, and Shawn Bushway – Preventing Crime: What Works, What Doesn’t, What’s Promising. Report for the National Institute of Justice. Chapter 5. School-based Crime Prevention 1998. Quote: In summary, using the criteria adopted for this report, D.A.R.E. does not work to reduce substance use. The programs (sic) content, teaching methods and use of uniformed police officers rather than teachers might each explain its weak evaluations. No scientific evidence suggests that the D.A.R.E. core curriculum, as originally designed or revised in 1993, will reduce substance use in the absence of continued instruction more focused on social competency development. Any consideration of the D.A.R.E.'s potential as a drug prevention strategy should place D.A.R.E. in the context of instructional strategies in general. No instructional program is likely to have a dramatic effect on substance use. Estimates of the effect sizes of even the strongest of these programs are typically in the mid-to high-teens. D.A.R.E.'s meager effects place it at the bottom of the distribution of effect sizes, but none of the effects are large enough to justify their use as the centerpiece of a drug prevention strategy. Rather, such programs should be embedded within more comprehensive programs using the additional strategies identified elsewhere in this chapter.
  20. ↑ Rosenbaum, Dennis P; Hanson, Gordon S (1998). "Assessing the effects of school-based drug education: A six-year multilevel analysis of project D.A.R.E." Journal of Research in Crime and Delinquency. 35 (4): 381–412. doi:10.1177/0022427898035004002. S2CID   145583986.
  21. ↑ Laugesen, W. The dire consequences of D.A.R.E. Boulder Weekly, December 4, 1998,
  22. ↑ Dennis P. Rosenbaum, Ph.D. Professor and Head and Gordon S. Hanson, Ph.D. Research Associate Department of Criminal Justice and Center for Research in Law and Justice University of Illinois at Chicago – Assessing the effects of School-based Drug Education: A Six-year Multi-Level Analysis of Project D.A.R.E. by April 6, 1998. Media Awareness Project (MAP) Inc. d/b/a DrugSense
  23. ↑ National Institute of Justice. Research in Brief, July 1998. Summary of its Report to Congress, Preventing Crime: What Works, What Doesn't, What's Promising. (PDF document)
  24. ↑ California Legislative Analyst's Office Analysis of the 2000–2001 Budget Bill. no date
  25. ↑ Donald R. Lynam, Richard Milich, Rick Zimmerman, Scott P. Novak, T. K. Logan, Catherine Martin, Carl Leukefeld, and Richard Clayton. "Project DARE: No Effects at 10-Year Follow-Up", Journal of Consulting and Clinical Psychology, vol. 67, no. 4.
  26. ↑ "Youth Violence Epidemic Not Over, Surgeon General Warns". The New York Times. Reuters. 18 January 2001. ISSN   0362-4331 . Retrieved 2019-07-29– via NYTimes.com.
  27. ↑ Lilienfeld, S. O. (2007). Psychological treatments that cause harm. Perspectives on Psychological Science, 2, 53–70.
  28. ↑ Edition, Renee Moilanen from the January 2004 issue-view article in the Digital (1 January 2004). "Just Say No Again". Reason.com.{{cite web}}: CS1 maint: numeric names: authors list (link)
  29. ↑ New D.A.R.E. Program Archived October 11, 2007, at the Wayback Machine
  30. ↑ SAMSHA Model Programs Archived September 17, 2007, at the Wayback Machine – Effective Substance Abuse and Mental Health Programs for Every community. December 2007
  31. ↑ Gorman, D. M. Irrelevance of evidence in the development of school-based drug prevention policy. Evaluation Review, 1998, 22(1), 118–146.
  32. ↑ Retsinas, J. Decision to cut off U.S. aid to D.A.R.E. Hailed. Providence Business News, 2001, 15(47), 5B.
  33. ↑ Hamilton, Denise. The Truth About D.A.R.E.; The big-bucks antidrug program for kids doesn't work. Los Angeles New Times, March 20, 1997 Archived December 8, 2007, at the Wayback Machine
  34. ↑ Barry, Ellen. The study adds to doubts on D.A.R.E. program. Boston Globe, 8/2/99, p. A01
  35. 1 2 3 Gonnerman, Jennifer – Truth or D.A.R.E.: The Dubious Drug-Education Program Takes New York. Village Voice, April 7, 1999.
  36. ↑ "Edible Marijuana Candies Kill 9 in Colorado, 12 at Coachella - D.A.R.E. America". 2015-05-04. Archived from the original on 2015-05-04.
  37. ↑ Christopher Ingraham (4 May 2015). "D.A.R.E. gets duped by anti-pot satire". Washington Post.
  38. ↑ Zernike, Kate. The anti-drug program says it will adopt a new strategy. The New York Times, February 15, 2001
  39. ↑ Miller, David. D.A.R.E. Chronicle of Higher Education, 10/19/01
  40. 1 2 Cauchon, Dennis. D.A.R.E. doesn't work: Studies find drug program not effective. USA Today, October 11, 1993.
  41. ↑ Edition, Jacob Sullum from the January 2001 issue-view article in the Digital (1 January 2001). "DARE Aware". Reason.com.{{cite web}}: CS1 maint: numeric names: authors list (link)
  42. 1 2 3 Theodore Caputi, W'17 (1 Dec 2013). "'KEEPIN' IT REAL': THE COSTS OF A DRUG PREVENTION PROGRAM". INSIDE PENN WHARTON PPI. Wharton School of the University of Pennsylvania. Archived from the original on 26 June 2015. Retrieved 18 May 2015.{{cite web}}: CS1 maint: numeric names: authors list (link)
  43. ↑ Hecht, Michael; Colby, Margaret; Miller-Day, Michelle (2010). "The dissemination of keepin' it REAL through D.A.R.E. America: A lesson in disseminating health messages". Health Communication. 25 (6–7): 6–7. doi:10.1080/10410236.2010.496826. PMID   20845153. S2CID   27088163.
  44. ↑ Kulis, Stephen; Nieri, Tanya; Yabiku, Scott; Stromwall, Layne K.; Marsiglia, Flavio Francisco (2007-02-28). "Promoting Reduced and Discontinued Substance Use among Adolescent Substance Users: Effectiveness of a Universal Prevention Program". Prevention Science. 8 (1): 35–49. doi:10.1007/s11121-006-0052-3. ISSN   1389-4986. PMC   3055561 . PMID   17096196.
  45. ↑ Hecht, Michael; Graham, John; Elek, Elvira (2006). "The drug resistance strategies intervention: Program effects on substance use". Health Communication. 20 (3): 267–276. doi:10.1207/s15327027hc2003_6. PMID   17137418. S2CID   283050.
  46. 1 2 Marsiglia, Flavio; Kulis, Stephen; Yabiku, Scott; Nieri, Tanya; Coleman, Elizabeth (March 2011). "When to intervene: Elementary school, middle school or both? Effects of keepin' it REAL on substance use trajectories of Mexican heritage youth". Prevention Science. 12 (1): 48–62. doi:10.1007/s11121-010-0189-y. PMC   3042028 . PMID   21128119.
  47. ↑ Mike, Riggs (3 Dec 2012). "D.A.R.E., America's Most Famous Anti-Drug Program, Will No Longer Talk to 10- and 11-Year-Old Children About Marijuana". Reason.com Hit and Run blog.
  48. ↑ Wright, Briony (April 20, 2017). "the unlikely story behind 'd.a.r.e to keep kids off drugs' t-shirts". Vice.
  49. ↑ Ohanian, Alexis (22 Oct 2022). "Alexis Ohanian Twitter Feed". Twitter. Retrieved 2022-10-22.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.