The Importance of Drug Abuse Resistance Education

Their strategies in any case usually look at "peer leaders" as t separatelyers, in role-playing, or to despatch discussion (RTI 2-4). The take for granted chopine is such a loving influence strategy.

The boldness Program began as a projection amid the Los Angeles Police Department and the Los Angeles Unified School soil in 1983 (Lyman & potter 438). It was intended to educate fifth, sixth, and seventh-grade children in shipway of resisting peer pressure to design drugs, alcohol, and tobacco. Most DARE activities were initially directed toward pupils in the last grade of elementary shoal (grade 5 or 6), which is thought to be the age at which youth are most receptive to an anti-drug message, and before they find experimenting with drugs (RTI 2-4). However, from its inception, DARE was designed to be a continuing instruction program for kindergarten through high school (RTI 2-4). To that end, junior and major(postnominal) high curricula were developed in 1986 and 1988, respectively.

Additionally, DARE designers created a put forward curriculum to teach parents how to recognize and prevent drug use among youth and to provide them with information about the program (RTI 2-4). Lyman & Potter state a particularly innovative aspect of DARE was its use of full- clock time, uniformed police officers selected by DARE's supervisory cater as instructors (438). It also used a variety of educational techniques, including lectures, vid

Ringwalt, Christopher, Ennet, Susan, Iachan, Ronaldo, Clayton, Richard, & Leukefeld, Carl. Past and Future Directions of the D.A.R.E. Program: An Evaluation Review. Research Triangle Institute, 1994.

There are several(prenominal) elements considered to be essential for the creation of a successful DARE program. The program essential involve a collaboration of impartiality of nature enforcement and education agencies. Law enforcement and education agencies must mutually turn over to a contract that spells out police and school roles and fusion responsibility. The program must outline the procedure for the selection and preparedness of officers, including intensive seminars jointly conducted by specially trained law enforcement and education personnel.

The program must teach the tested and formalise DARE curriculum and classroom instruction must go on the format described by DARE. Also, trained law enforcement officers must teach the curriculum with assistance from certified teachers (Lyman & Potter).

Lyman, Michael, & Potter, Gary. Drugs in nightclub: Causes, Concepts, and Control 2nd Edition. Cincinnati: Anderson Publishing, 1996.

DARE is distinctive among school-based drug streak programs because it uses trained, uniformed police officers in the classroom to teach a highly structured curriculum (RTI 2-4). DARE officers enter the classroom not only because of a cooperative agreement between the local school district and law enforcement agency, but also because the community is willing to forgo or replace the time that DARE officers lose to other police duties (RTI 2-4). Thus, further world-shattering elements of DARE address officer issues. For example, the program provides for the monitoring and judgment of an officer's classroom performance. It allows time for the officer to interact informally with students on the playground, in the cafeteria, and at student assemblies. At the beginning of each school year, DARE officers conduct an orientation to familiarize teachers with the
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