Drug Education the Dare Program Term Paper

Pages: 8 (3833 words)  ·  Bibliography Sources: 0  ·  Level: College Senior  ·  Topic: Sports - Drugs

SAMPLE EXCERPT:

[. . .] There is no rationale to suppose that students will robotically make sound options when they employ in values clarification gatherings. It is fairly likely that when students are supported to increase plain and reliable values, they will choose those that center on material possessions, power, authority and self-indulgence (3).

Misgivings By the Parents

In spite of its reputation, in latest years local communities have commenced to look intimately at the D.A.R.E. program, inquiring its substance, price, as well as efficiency. A number of communities, including Oakland, California, Fayetteville and North Carolina, have accomplished that it was not giving the results as assured, and therefore, the program ended.

Parents around the country have begun to convey grave doubts and misgivings concerning the substance of the program. In addition to that, the parents are chiefly apprehensive on the subject of its behavior of parents, as well as other civilian adults (3).

DARE is like sex Education

D.A.R.E.'s report of drug education has shaped consequences that are comparable to contemporary sex education. There has been a prominent augment of the troubles; both of these plans were shaped to deal with. As sex education was endorsed by Planned Parenthood, as well as the socialist elite, teen pregnancy and illegitimacy exploded. As DARE augments its authority in the school system, as well as society, so did the exercise of alcohol, tobacco and illegal drugs amongst minors. The results are drastically higher hallucinogen exercise amongst the DARE group and also the increase in the likelihood that drug education programs might augment student curiosity in relation to drugs and show the way to earlier and greater drug testing (4).

The consequences of the D.A.R.E. program

As an effect of putting off all drug testing and/or use, D.A.R.E.'s objectives were not only impractical but also potential counter-productive for the reason that they are clearly unachievable.

For case in point, some studies have revealed that youngsters who were tested with illicit drugs are better accustomed than either abstainers or regular users and were more communally capable with higher levels of self-worth than abstainers (4).

The verdicts of considerably high hallucinogen utilization amongst the D.A.R.E. group increased the possibility that drug education programs might add to the student inquisitiveness on the subject of drugs and show the way to earlier and better drug experimentation.

On comparison of D.A.R.E. Vs. Non-D.A.R.E. students: There was a steep decline in optimistic way of thinking toward police, and a rising reluctance to denounce peer's utilization of alcohol.

D.A.R.E. was judged by all group members as possessing no permanent authority or power on student's drug-related way of thinking or behaviors (3).

Compelling D.A.R.E. upon separated student addressees creates results that are expected to weaken the program's success, in particular amongst unwilling students. Additional studies substantiate this view, as well as express that when communally nonstandard youths are essential to involve themselves in the school setting in peer-led criticism of behaviors they value, they are more expected to turn out to be separated than rehabilitated (5).

D.A.R.E. traffics in vagueness. In spite of the expression drug abuse in its description, for case in point, D.A.R.E. does not tell children what drug abuse is, or how it can be acknowledged. The nearest it comes is to classify abuse as the "wrong use of something; such as, misuse of drugs." No custom - lawful, ethical, physical or otherwise is accessible to institute what is "wrong" and whose purpose that is. Nor does D.A.R.E. declare what "misuse" is (3).

Furthermore, D.A.R.E. is not reverential nor courteous toward the influence and power of parents. It is not made clear against who such skills are to be employed, even though "resistance skills" are highlighted. In the D.A.R.E. video, called "The Land of Choices and Decisions," the solitary responsible adults portrayed are the D.A.R.E. officer and the teacher. The other adults are drug dealers and a drunken father (5).

Inspecting D.A.R.E. intimately would be a realization for the society at large. It's a strange blend of education, therapy and law enforcement, and it deserves the analysis of parents.

Conclusion

The substance of the D.A.R.E. program has been causing a range of anxieties and apprehensions on the realities about what D.A.R.E. is in point of fact educating the children? These realities include:

D.A.R.E.'s message to children is jumbled, as well as perplexing. It does not tell kids that they should never, at all times use drugs. In its place, D.A.R.E. tells them that they have the "right to say no," entailing that they have the "right to say yes." In spite of the expression in its name, D.A.R.E. doesn't teach kids what "drug abuse" in point of fact is, or how it can be recognized (5).

Lastly, D.A.R.E. is footed on unverified, as well as, probably fake, learning theory, the most infamous one of which is that using drugs is an indication of low self-worth, or of elevated strain. Therefore informal, dependable utilization of any drug (alcohol, caffeine, tobacco) by parents or anybody else is to be seen as pathological, i.e., "abuse." From this uncertain principle, it is suspected that self-worth can be "built" by declaiming state-sponsored catechisms. These catechisms comprise of declarations of "rights" which are said to have been bestowed on fifth grade D.A.R.E. students. They comprise the "right to be respected," as well as the "right to be happy (5)."

It is a well recognized reality that children's utmost drug jeopardy is with alcohol and tobacco, however, D.A.R.E. is elastic on those drugs, beating approximately completely on illicit drugs. As a state of "participation" in D.A.R.E., children are predictable to desist from all drugs. Furthermore, it is not necessary for the D.A.R.E. officers themselves to meet that custom.

The "War on Drugs" is at present using the children as its eyes and ears, having been unsuccessful with drug screenings and mistaken misinformation. It's not adequate that they insist to examine sections of the hair and urine (5).

The illegal drug problem extends from elementary school campuses into important corporate composition. Ridding the whole country of, this sluggish but assured death is not an uncomplicated task. The whole country has got to have short-term and long-term answers, from battering rams on 'rock houses' to vaccination of the children during education (5).

Bibliography

1). D.M. Gorman. 1998. The Effectiveness of DARE and other drug use prevention programs. Journal of Public Health. (June). Vol 85, no 6. Pgs. 73-85.

2) D.S. Kochis. 1995. The Effectiveness of Project DARE: Does it Work. Journal of Alcohol and Drug Education. (Winter). Vol 40, no. 2. Pgs. 26-35.

3). S.I. Donaldson, J.W. Graham, and W.B. Hansen. 1994. Testing the Generalizability of Intervening Mechanism Theories: Understanding the Effects of Drug Use Prevention Interventions. Journal of Behavioral Medicine. Vol 17. No 2. Pgs. 200-205.

4). Susan T. Ennett, Nancy Tobler, Christopher Ringwalt and Rober Flewelling. 1994. How Effective is Drug Abuse Resistance Education? A Mata-Analysis of Project DARE Outcome Evaluations. American Journal of Public Health. (Sept). Vol 84, no. 9. Pgs. 366-375.

5). Stewart I. Donaldson. 1996. Drug Abuse Prevention Programming, Do we know what content works? Journal of American Behavioral Scientist. (June). Vol 39, no. 7. Pgs. 245-261.

1). D.M. Gorman. 1998. The Effectiveness of DARE and other drug use prevention programs. Journal of Public Health. (June). Vol 85, no 6. Pgs. 73-85.

The writer highlights that neither D.A.R.E. Nor any other program is the easy answer to Drug Abuse. It is a compound dilemma rooted in many other societal troubles. It interacts that for a decade, most of the community's pains to steer children "down the straight and narrow" have been in the course of the federally funded D.A.R.E. program.

2) D.S. Kochis. 1995. The Effectiveness of Project DARE: Does it Work. Journal of Alcohol and Drug Education. (Winter). Vol 40, no. 2. Pgs. 26-35.

The writer highlights that when it comes to children there can be no sacred cows. If D.A.R.E. isn't doing the job it's supposed to, they owe it to those fifth- and sixth- graders to find out why.

1). D.M. Gorman. 1998. The Effectiveness of DARE and other drug use prevention programs. Journal of Public Health. (June). Vol 85, no 6. Pgs. 73-85.

The writer highlights that D.A.R.E. is footed upon on the old "values clarification" loom (trendy in the '70s, but at this time, by and large, disgraced) in which children are not informed what is correct or incorrect, or allowable or impermissible, but rather they are "helped to prize and act upon their own freely chosen values.

2) D.S. Kochis. 1995. The Effectiveness of Project DARE: Does it Work. Journal of Alcohol and Drug Education. (Winter). Vol 40, no. 2. Pgs. 26-35.

The writer highlights that D.A.R.E. is well-liked with teachers, parents, as well as police and praises its goal of helping children oppose peer stress to make use of drugs, but points out that specialists, including analysts at the Research Triangle Institute, have not found that it in point of fact reduces or prevents drug use.

1). D.M. Gorman.… [END OF PREVIEW]

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