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Drug Education Programs and Activities in
Six Urban School Districts

Nonfederal Funds
Also Used for Drug
Education

Besides the Drug-Free School programs, the six school districts conducted various other drug education programs with funds from nonfederal sources. Typically, classroom instruction programs were provided at various grade levels and varied from school district to school district. They included commercially developed, district-developed, and state-developed programs. The programs included, for example, Drug Abuse Resistance Education (DARE), Self Management and Resistance Training (SMART), and Beginning Alcohol and Addiction Basic Education Studies (B.A.B.E.S.). Some programs were included in the health curriculum; others were taught in science, home economics, and family life education classes. Generally, the curricula covered a wide range of topics, including self-awareness, communication, positive alternatives, decision-making, and drug information.

Some districts also conducted such drug education activities as school assemblies and visits by guest speakers. Other activities included “Just Say No” clubs, special programs for athletes, and joint schoolcommunity sponsored projects.

Brief Descriptions of
Drug Education
Programs

The following brief descriptions of drug education programs in the six school districts we visited include both programs funded under the Drug Free Schools and Communities Act and those funded through nonfederal sources. For a compilation of the programs by grade level and district, see table II.2.

Student Assistance
Programs

After School and Summer Program for High Risk Youth—A counseling program where students are provided with special learning activities and taught communication skills, self-esteem, drug education, values, and conflict resolution. Students are groomed to set positive examples for the student body.

Children Are People Support Groups—Support groups for elementary students who live in drug abuse environments.

Drug Free Schools Counselor Program-A counseling support system addressing drug prevention and intervention. In addition to counseling students, counselors refer students to drug treatment centers, conduct workshops for parents and school faculties, make presentations to community groups, provide support for students returning from drug treatment, and distribute drug education materials.

Drug Education Programs and Activities in
Six Urban School Districts

IMPACT II—Mandatory and voluntary support groups for students experiencing negative consequences of chemical use, whether their own or that of a close friend or family member.

On Site Prevention Program (pilot program)-A program using social workers/counselors, staff, and interns to work with high-risk elementary school children and their parents. It emphasizes substance abuse prevention, gang deterrence, self-esteem/social skills enhancement, and individual and family crisis intervention and follow-up.

TRUST—A junior high and high school program that focuses on intervention with students at risk for drug abuse. TRUST specialists counsel individual students and their families and run intervention and prevention counseling groups.

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Children Are People (CAP)—Fifteen self-contained lessons per grade level (kindergarten-fifth) introduced within the classroom. The program introduces concepts and/or learning experiences designed to assist students in gaining an understanding of the physiological, psychological, and social implications of chemical abuse.

Drug Education Programs and Activities in
Six Urban School Districts

Choices—A ninth-grade, classroom-based program taught weekly for 9 weeks. It provides factual information about drugs and helps students analyze life alternatives.

Drug Abuse Resistance Education (DARE)—A 17-week curriculum taught by uniformed police officers. It aims to equip youth with the skills to resist peer pressure to experiment with and use harmful drugs.

Drug-Free Tomorrows—A Houston-developed curriculum consisting of 23 lessons to be used by teachers and/or counselors and 6 lessons by police officers to use in schools. The program objectives include equipping students with social competencies for coping with interpersonal and intrapersonal pressures to begin using drugs, enhancing students' self-awareness and self-esteem, and increasing students' knowledge of the harmful consequences of chemical use.

Drugs, Decisions, and Dilemmas—A curriculum that includes the following prevention strategies: developing a positive classroom climate, teaching communication skills, teaching peer refusal skills, providing accurate drug information, investigating alternatives, and teaching about chemical dependence and its effects on young people.

Here's Looking at You 2000—A curriculum that aims to reduce risk factors leading to substance abuse by providing information, fostering development of social skills, and encouraging the bonding of school and family, while promoting a clear “no use” message. The information component focuses on “gateway drugs” (nicotine, alcohol, and marijuana) and the social skills component on making friends and staying out of trouble.

McGruff-A program presented to students once a week for 32 weeks. The lessons cover drug prevention and a child protection program that teaches children to say “no” to abusers, “no” to crime, and “no” to drugs, and how to protect themselves.

Me-ology-Seventeen hours of classroom instruction provided to sixthgrade students with the goal of preventing health problems. Students are taught to reject peer pressure and practice choosing actions that conform to personal beliefs after considering alternative choices.

Ombudsman-A 30-hour, semester-long course containing phases in self-awareness, life skills, and class activities and projects. The program

Drug Education Programs and Activities in
Six Urban School Districts

enhances self-esteem and teaches social skills such as communication, problem-solving, decision-making, and refusal skills.

Peer Approach to Counseling for Teens (PACT)—Classroom-based program that focuses on giving students strong doses of self-esteem and techniques for asserting themselves so they will “say no" to destructive behaviors. Sessions are designed to impact the alcohol/drug problem.

Project Charlie-A program presented to students once a week for the full academic year. It is based on concepts of building self-esteem, teaching social competencies, and discouraging use of drugs, and aims to establish a partnership between school and family to teach children vital living skills.

QUEST—Two programs: Skills for Growing, for children in kindergartenfifth grade, and Skills for Adolescence, for grades six-eight. Both programs teach resistance to negative peer pressure, self-confidence, goalsetting, decision-making, strengthening family relationships, and communication skills.

Second Step-Elementary school program designed to teach social skills, build self-esteem, and reduce impulsive behavior. The three basic units are empathy, impulse control, and anger management.

Self Management and Resistance Training (SMART)—A 12-week program taught by a police officer and a classroom teacher. Similar to DARE, SMART equips children with the skills to resist peer pressure.

Social Taught Awareness and Resistance (STAR)-A 13-lesson sequence that encourages students to think about the consequences of drug use and teaches methods to resist peer pressure to begin using drugs.

Substance Abuse Prevention Activities—A collection of classroom activities to use in making children aware of the dangers of substance abuse early enough in life that growth and development are not hindered.

Teenage Health Teaching Modules—A 10th-grade health curriculum consisting of 10 modules, including one on smoking, drinking, and drugs. Other modules address topics such as violence prevention, handling stress, and preventing AIDS.

Drug Education Programs and Activities in
Six Urban School Districts

TRUST—An elementary school program that addresses topics such as the effects of drugs, children of chemical dependent adults, self-awareness, decision-making, and positive alternatives.

The Michigan Model-A comprehensive school health program that is broken into the following 10 basic topics: disease prevention, personal health practices, nutrition education, growth and development, family health, emotional and mental health, substance use and abuse, consumer health, safety and first aid education, and community health.

You-nique-A health education program designed for children in kindergarten through the fifth grade. The program consists of lessons promoting a good self-concept, developing decision-making skills, and fostering awareness of substance abuse.

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