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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.