Provides an account of some of the author’s observations while on a Winston Churchill Travelling Fellowship to the USA to study drugs education. Shows some of the ways drugs…
Abstract
Provides an account of some of the author’s observations while on a Winston Churchill Travelling Fellowship to the USA to study drugs education. Shows some of the ways drugs education is made memorable in US schools, and how positive alternatives to drink, tobacco and drugs are promoted in California. Concludes that schools and other agencies within an education authority could together organize a smaller scale version of the Friday Night Live clubs that run in California.
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Describes the author’s visit to The Netherlands while in receipt of a Winston Churchill Travelling Fellowship to study drug education. Reports on a visit of a group of 12‐year‐old…
Abstract
Describes the author’s visit to The Netherlands while in receipt of a Winston Churchill Travelling Fellowship to study drug education. Reports on a visit of a group of 12‐year‐old schoolchildren to a remand prison in Amsterdam, where they met a heroin addict. This scheme is run by the Amsterdam police authorities as part of their drug education programme. Concludes that, although the scheme is unusual, it could make a valuable contribution to a health education programme.
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Describes how as part of the 1995/6 GEST 19b innovative drugs education programme, Kirklees Education Advisory Service established a comparative project involving two drugs…
Abstract
Describes how as part of the 1995/6 GEST 19b innovative drugs education programme, Kirklees Education Advisory Service established a comparative project involving two drugs education programmes for Years 5 and 6 in 31 primary schools. The two programmes, D.A.R.E. and Parents as Educators (PAE), were evaluated against each other and against four control schools. The results strongly suggest that in the short term PAE is more effective in achieving key health education objectives than D.A.R.E. Suggests that in the search for appropriate and effective drugs education, more weight should be given to what is already known about the effects of various forms of smoking education and that health and education authorities should consider the role of “direct provision” in supporting the teacher in the classroom.