Drug education

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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 (such as HIV or hepatitis C), or addiction. The two primary approaches to drug education are harm-reduction education and abstinence-based education. [1] [2] [3]

Contents

Abstinence-based drug education

Abstinence-based drug education began with the anti-alcohol "temperance education" programmes of the Woman's Christian Temperance Union in the United States and Canada in the late 19th century. [4] In many respects, the WCTU's progressive education agenda set the template for much of what has been done since in the name of drug education. [5]

Abstinence-based education programs aim to inform adolescents of illicit drug use in an effort to prevent illegal drug use while highlighting the dangers of problematic substance use and strongly emphasizing abstinence. [1]

Many studies have found that school-based abstinence education programs such as D.A.R.E. did not lead to a reduction in substance use, and one study discovered that suburban students who went through the D.A.R.E. program were actually significantly more likely to engage in drug use. [6] [7] [8]

The Australian Government has implemented a range of drug education programs through the National Drug Education Strategy (NDES) by providing schools with effective drug education programs. The program aims to manage drug related issues and incidents within schools. [2] The Australian Government Department of Health's Positive Choices portal, released in response to a National Ice Taskforce report, facilitates access to interactive evidence-based drug education resources and prevention programs for school communities. It builds on existing drug education resources developed by researchers at the National Drug and Alcohol Research Centre such as the Climate Schools (now called OurFutures ) programs that have been proven to reduce alcohol and drug related harms and increase student well-being. [9] [10] [11] [12] [13]

In addition to government-funded programs, a number of not-for-profit organisations such as Life Education Australia provide drug education programs to adolescents. These preventative programs aim to deliver a progressive approach that will motivate and encourage young people to make positive decisions in life. Emphasis within these programs is also placed in focusing on deterring peer pressure as a means of empowering adolescents and promoting autonomy. This approach reaches 750,000 primary and secondary students in Australia each year. [14]

The prevalence of abstinence-based programs declined throughout the early 21st-century following an uptick in substance use and the rise of the opioid epidemic. [15] School-based drug education programs have declined alongside it. In a 2021 survey, only 60% of American 12-17 year-olds reported seeing drug and alcohol preventing messaging in school. [15]

D.A.R.E.

D.A.R.E. (Drug Abuse Resistance Education) is a program in the United States implemented in 5th grade school classrooms to educate students on the effects of drugs and temptations they may encounter, particularly in later education. The police officers who administer the program can also serve as community models for students. [16] There is no scientific evidence that preventive drug education such as D.A.R.E. is effective, and some evidence that it may actually increase substance use rates in suburban teenagers. [6] [17] [18] [19] [20]

Harm reduction-based education

Harm reduction education emerged as an alternative to abstinence-based education in the late 20th-century and early 21st-century. Rather than encouraging complete abstinence and aiming to completely eradicate drug use in society, harm reduction education accepts that drug use is inevitable in modern society. It aims to reduce the harms associated with drug use by providing individuals with comprehensive information about the nature of substance use. Harm reduction education aims to improve health, social, and economic measurements rather than aiming primarily to reduce the rate of drug consumption. [21]

In the late 1990s and early 2000s, websites dedicated to harm reduction education such as the educational database Erowid and the harm reduction forum Bluelight emerged. Erowid hosts information about hundreds of psychoactive plants and substances, while Bluelight is an online forum on which users discuss harm reduction and drug use. Both sites collectively host about 100,000 experience reports. [22] [23]

By the early 2020s, many organizations such as the US government's SAMHSA had shifted from abstinence-based education to harm reduction-based education. [24]

Effectiveness

A systematic review of abstinence-based school drug education published in 2003 found mixed results on its effectiveness. [25]

Many studies conducted in the early 2000s found that school-based abstinence education programs such as D.A.R.E. did not lead to a reduction in substance use, and one study concluded that suburban students who went through the D.A.R.E. program were actually significantly more likely to engage in drug use. [6] [7] [8]

A 2012 study published in the journal of Drugs: Education, Prevention & Policy came to the conclusion that students aged 13 to 15 who completed a drug and alcohol prevention program were less likely to develop a drug or alcohol problem. [26]

Drug education campaigns and programs

Drug education can also occur through public campaigns rather than education programs. Examples include advertising campaigns focused on raising awareness such as the UK Government's FRANK campaign or the US "media campaign". [27] In efforts to prevent substance abuse, drug education may counter-productively perpetuate myths and stereotypes about psychoactive substances and people who use them. [28]

Indirect drug education programs such as the UK government's Positive Futures Program may utilize activities such as sports and the arts to indirectly steer young people away from drug use. These programs aim to engage young people by relating to them and putting them in contact with positive role models (coaches/trained youth workers). After building a trusting relationship with a young person, these role models can gradually change attitudes towards drug use and steer the young person back into education, training and employment. This approach reaches young people who have dropped out of mainstream education. It also benefits local communities by reducing crime and anti-social behaviour. [29]

Future improvements

Past research into drug education has indicated that effective drug education must involve engaging, interactive learning strategies that stimulate higher-order thinking, promote learning and be transferable to real life circumstances. [30]

Studies on school-based programs indicated that professional training and support may be required to increase the effectiveness of teaching staff and the uniform implementation of drug curriculum. [30]

A study in 2017 on youth-targeted harm reduction education found that effective harm reduction programming must utilize relatable and meaningful approaches and be connected to youth's lived experience. [31]

See also

Related Research Articles

<span class="mw-page-title-main">Recreational drug use</span> Use of drugs with the primary intention to alter the state of consciousness

Recreational drug use is the use of one or more psychoactive drugs to induce an altered state of consciousness, either for pleasure or for some other casual purpose or pastime. When a psychoactive drug enters the user's body, it induces an intoxicating effect. Recreational drugs are commonly divided into three categories: depressants, stimulants, and hallucinogens.

<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.

<span class="mw-page-title-main">Drug Abuse Resistance Education</span> US anti-drug educational program

Drug Abuse Resistance Education, or D.A.R.E., is an 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 as a demand-side drug control strategy of the American War on Drugs.

Alcohol education is the practice of disseminating disinformation 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.

<span class="mw-page-title-main">Abstinence-only sex education</span> Form of sex education

Abstinence-only sex education is a form of sex education that teaches not having sex outside of marriage. It often excludes other types of sexual and reproductive health education, such as birth control and safe sex. In contrast, comprehensive sex education covers the use of birth control and sexual abstinence.

Comprehensive Sexuality Education (CSE) is a sex education instruction method based on a curriculum that aims to give students the holistic knowledge, attitudes, skills, and values to make healthy and informed choices in their sexual lives. The intention is that this understanding will help students understand their body and reproductive processes, engage in safer sex by reduce incidents of contracting sexually transmitted infections (STIs) such as HIV and HPV, reduce unplanned and unwanted pregnancies, as well as lowering rates of domestic and sexual violence.

The Australian National Council on Drugs (ANCD) describes itself as "the principal advisory body to Government on drug policy and plays a critical role in ensuring the voice of the community is heard in relation to drug related policies and strategies." The Council occupies a unique position by virtue of its role in enhancing the partnership between the government and the community. It has pivotal advisory, advocacy and representative functions, with a significant role to provide government Ministers with independent, expert advice on matters related to licit and illicit drugs.

<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.

In the United States, sex education is taught in two main forms: comprehensive sex education and abstinence-only as part of the Adolescent Family Life Act, or AFLA. Comprehensive sex education is also called abstinence-based, abstinence-plus, abstinence-plus-risk-reduction, and sexual risk reduction sex education. This approach covers abstinence as a choice option, but also informs adolescents about age of consent and the availability of contraception and techniques to avoid contraction of sexually transmitted infections. Every state within the U.S. has a mandated AIDS Education Program.

<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, cocaine and amphetamines; benzodiazepines; barbiturates; and other substances.

<span class="mw-page-title-main">Cannabis use disorder</span> Continued use of cannabis despite clinically significant impairment

Cannabis use disorder (CUD), also known as cannabis addiction or marijuana addiction, is a psychiatric disorder defined in the fifth revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and ICD-10 as the continued use of cannabis despite clinically significant impairment.

Low-threshold treatment programs are harm reduction-based health care centers targeted towards people who use substances. "Low-threshold" programs are programs that make minimal demands on the patient, offering services without attempting to control their intake of drugs, and providing counselling only if requested. Low-threshold programs may be contrasted with "high-threshold" programs, which require the user to accept a certain level of control and which demand that the patient accept counselling and cease all drug use as a precondition of support.

Guided self-change (GSC) treatment has been accepted by American Psychological Association Division 12, Society of Clinical Psychology, as an empirically supported treatment.

Risky sexual behavior is the description of the activity that will increase the probability that a person engaging in sexual activity with another person infected with a sexually transmitted infection will be infected or become pregnant, or make a partner pregnant. It can mean two similar things: the behavior itself, and the description of the partner's behavior. The behavior could be unprotected vaginal, oral, anal, or manual intercourse. The partner could be a nonexclusive partner, HIV-positive, or an intravenous drug user. Drug use is associated with risky sexual behaviors.

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.

Maree Rose Teesson, FAAHMS, FASSA, is an Australian expert on mental health. She is the Director of The Matilda Centre for Research in Mental Health and Substance Use and NHMRC Principal Research Fellow at the University of Sydney. She is also professorial fellow at the Black Dog Institute, UNSW.

Screening, Brief Intervention and Referral to Treatment (SBIRT) is a model that encourages mental health and substance use screenings as a routine preventive service in healthcare.

Katie Witkiewitz is an American psychologist, Distinguished Professor of Psychology at the University of New Mexico in Albuquerque, New Mexico, and Director of the Center on Alcoholism, Substance Abuse, & Addictions, and the Addictive Behaviors and Quantitative (ABQ) Research Lab.

References

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  3. ↑ Henwood, Benjamin F.; Padgett, Deborah K.; Tiderington, Emmy (January 2014). "Provider views of harm reduction versus abstinence policies within homeless services for dually diagnosed adults". The Journal of Behavioral Health Services & Research. 41 (1): 10.1007/s11414–013–9318-2. doi:10.1007/s11414-013-9318-2. ISSN   1094-3412. PMC   3675178 . PMID   23404076.
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  12. ↑ Grass roots a key to tackling ice https://www.health.gov.au/internet/ministers/publishing.nsf/Content/health-mediarel-yr2015-nash053.htm
  13. ↑ Prime Minister of Australia, JOINT DOORSTOP INTERVIEW, SYDNEY https://www.pm.gov.au/media/2015-12-06/joint-doorstop-interview-sydney
  14. ↑ Joyce, R; O’Connor, L. (2008). "Life Education: Research and Evaluation". Life Education.[ verification needed ]
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  17. ↑ Benze, James G. (2005), p. 63
  18. ↑ "NIDA InfoFacts: High School and Youth Trends". National Institute on Drug Abuse, NIH. Retrieved 2007-04-04.
  19. ↑ "Interview: Dr. Herbert Kleber". PBS. Retrieved 2007-06-12. The politics of the Reagan years and the Bush years probably made it somewhat harder to get treatment expanded, but at the same time, it may have decreased initiation and use. For example, marijuana went from thirty-three percent of high-school seniors in 1980 to twelve percent in 1991.
  20. ↑ Lilienfeld, Scott O.; Arkowitz, Hal (1 January 2014). "Why 'Just Say No' Doesn't Work". Scientific American.
  21. ↑ "Harm reduction: An approach to reducing risky health behaviours in adolescents". Paediatrics & Child Health. 13 (1): 53–56. January 2008. doi:10.1093/pch/13.1.53. ISSN   1205-7088. PMC   2528824 . PMID   19119355.
  22. ↑ Murguia-1; Tackett-Gibson-2; Lessem-3, Edward-1; Melissa-2; Ann-3 (2007). Real Drugs in a Virtual World: Drug Discourse and Community Online. [[LexingtonBooks]. ISBN   9780739114551. Archived from the original on July 12, 2023. Retrieved June 24, 2022.{{cite book}}: CS1 maint: multiple names: authors list (link) CS1 maint: numeric names: authors list (link)
  23. ↑ Chiauzzi, Emil; Dasmahapatra, Pronabesh; Lobo, Kimberly; Barratt, Monica J. (June 2013). "Participatory research with an online drug forum: a survey of user characteristics, information sharing, and harm reduction views". Substance Use & Misuse. 48 (8): 661–670. doi:10.3109/10826084.2013.800117. ISSN   1532-2491. PMID   23750771.
  24. ↑ "Harm Reduction". SAMHSA. April 24, 2023. Retrieved March 18, 2024.
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  29. ↑ Positive Futures Programme
  30. 1 2 Cahill, Helen W. (November 2007). "Challenges in adopting evidence-based school drug education programmes". Drug and Alcohol Review. 26 (6): 673–679. doi:10.1080/09595230701613593. PMID   17943528.
  31. ↑ "Helping academic staff to integrate professional skills", Integrating Key Skills in Higher Education, Routledge, pp. 183–192, 2013-10-11, doi:10.4324/9781315042350-24, ISBN   978-1-315-04235-0 , retrieved 2024-03-18
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