Download Common Approaches to Substance Education

Common approaches for alcohol and
drug related prevention initiatives
• Fear – Arousal (Shock Horror/
Resistance Training)
• Information (The Scientific Approach)
• Life-skills
• Peer-Education
• Normative Approach
• Harm Minimisation
Fear-Arousal (Shock-horror/
Resistance training)
Content
• Aims to deter people from using or experimenting with
substances by using frightening case studies, statistics
and images to highlight the dangers of drug use. This
approach seeks to influence young people through fear
and revulsion.
• This approach rests on the assumption that there is an
almost linear relationship between fear and deterrence:
.
• the greater the fear the greater the deterrent
Fear-Arousal (Shock-horror/
Resistance training)
Effectiveness
• The use of fear-based propaganda has been extensively
evaluated by behavioural scientists and the conclusions
reached can be summarised by saying that in most
cases high fear appeals do not work and can, in fact,
have the opposite effect to that intended.
• Message may be entirely rejected if it contradicts reality.
• May focus concerns on dangers to others rather than to
ourselves.
Fear – Arousal (Shock Horror/Resistance
Training)
Examples
• Examples of fear arousal drug campaigns
include nearly all government sponsored public
health campaigns since the 1950’s eg: Drinking
& Driving Campaigns.
• AIDS campaigns of the 1980’s.
• The 1980’s ‘Just Say No!’ campaign (USA)
• Heroin Screws you up campaign.
Information (The Scientific Approach)
Content
• The information-giving approach is based on the
belief that increased knowledge about
substances and the risks associated with them
will deter young people from using drugs.
• Seen as essential components of all approaches
but not as effective stand-alone approach.
Information (The Scientific Approach)
Effectiveness
• Evaluation of this approach has shown that,
when well organised and taught, accurate,
cogent, factual and truthful programmes are
effective at increasing knowledge but have very
little impact on drug use.
• Examples
Fact-based questionnaires, Leaflets.
Information-giving sessions (lessons)
Life-skills
Content
• The Life-skills approach views drug misuse as
something that is learned and therefore focuses
on the need to develop skills to deal with
pressures on them to use drugs by increasing
self esteem, personal control and decisionmaking capabilities.
Life-skills
Effectiveness
• Extremely popular as a basis for most teaching
packs.
• Evaluation is unclear in terms of its effectiveness
to change behaviour but show no detrimental
changes.
Examples
• Self-assertion exercises.
Peer-Education
Content
• Uses peers – i.e. those of a similar age and background as the
learners, to get across drug issues. Peer-led learning has most
commonly been used in informal educational settings such as youth
clubs but is equally successful in schools.
• Peers are more likely to have more credibility with young people
than an ‘authoritarian’ figure (such as a teacher). Peer-education
can also take advantage of informal friendship groups and networks,
which already exist within a larger group or community.
• Peer-educators themselves gain a lot from the experience by
enhancing their own personal development, self esteem,
presentation, communication and listening skills.
Peer-Education
Effectiveness
• Very positive and has a dual advantage for the
people delivering the message and the target
audience. May delay age of onset of
experimentation.
Examples
• Peer-led initiatives in schools and youth clubs.
Normative approach
Content
This is a broad based approach which looks at
the social, economic and political context rather
than the drug use itself. It also takes into
account the global issues relating to drug use
such as international drug trafficking, legislation
and social trends. Encourages the recognition
that some type of behaviour is not the norm on a
social level.
Normative Approach
Effectiveness
• Studies show that this approach works but is a gradual
process involving Government support in terms of
legislation and funding. Is an extremely slow process
and can be seen happening on a generational basis –
however tends to be extremely effective.
Examples
• Anti-smoking campaigns and legislation.
• Drinking and driving campaigns.
• Using condoms
Harm Minimisation
Content
• This approach is not a completely different type of
teaching method but tends to use elements of the
approaches to use specific goals. Assumes that illicit
drug use is the norm for a significant group of young
people. Aims to reduce the dangers associated with
using drugs – accepting the use but cutting down on the
risks involved.
Harm Minimisation
Effectiveness
• Various studies have shown that this approach can
be very effective in targeting small changes in
behaviour, which can have significant health benefits
for the user.
Examples
• Needle-exchange scheme.
• Sensible drinking advice.