A Comprehensive Approach to Drug‐Free Schools and Communities

Abstract

A comprehensive approach to developing and maintaining drug-free schools and communities is discussed. Five sequential phases, needs assessment, planning, implementation, evaluation, and dissemination, are described. An effective implementation program meets the needs of students at various stages of drug use and abuse. Prevention strategies are effective with students who have only experimented or never used drugs, while early intervention strategies are most effective for students who have a more regular use pattern. Chemically dependent students need referral for treatment at a community social agency. After treatment and rehabilitation, returning to a supportive aftercare school program proves most effective. The approach described in this article advocates a team effort including well-trained school core teams collaborating with parents and community representatives from law enforcement, social agencies, business, religious groups, and the media.

Implementation and Effectiveness of Drug Education Program Of Saint Joseph Institute Of Technology

“…In using this broad based, schools should have comprehensive approach and integrate activities related to drug education across disciplines. This approach provides schools with a coherent framework for their drug education practice (Fox, C. L., Forbing, S. E., and Anderson, P. S., 1988).…”

“…The notion of "curriculum" may be broadened in a comprehensive drug and alcohol prevention program to include treatment referral for those who are substance-dependent and post-treatment aftercare for those returning to school. Some programs have found success with support groups, peer teachers, and peer counselors (Fox et al, 1988).…”

Substance Abuse Prevention and Intervention: An Expanded Perspective for Counselors

“…As Oetting and Beauvis (1988) noted, this developmental focus is different from that of the agency drug abuse counselor, whose primary concern is to alter the destructive behaviors that are associated with addiction. Fox, Forbing, and Anderson (1988) presented several essential components of comprehensive substance abuse prevention programs. These include awareness education for school personnel, parent education and support groups, a comprehensive health curriculum at all grade levels, and peer modeling, helping, and tutoring.…”

“…Counselors, inside and outside receiving institutions, must cooperate in designing after-care services if clients' reentry into educational and vocational processes is to be successful. According to Fox et al (1988), support groups are an essential ingredient of after care for students reentering school. They stressed that students who return to school must feel that they are wanted and have not been forgotten.…”

Role differences in gatekeeper perceptions of school-based drug and sexuality education programs: a cross-sectional survey

“…They range from a single, isolated 'special events day'; to a commercially-produced curriculum that may or may not include staff training; to a multi-level risk reduction program that is linked to community and parental resources. Recent studies have emphasized the importance of developing more comprehensive prevention programs which are coordinated between all levels of the school-community system (Kolbe and Iverson, 198 1;Dryfoos, 1984;Kirby, 1986;Black and Jones, 1988;Fox et al, 1988;Parcel et al, 1988;Fredisdorf, 1989;Pentz et al, 1989;Vincent and Dodd, 1989;Brandon, 1992; C. Perhats et al Holtzman, 1992;Perry and Kelder, 1992), but this is often difficult to achieve.…”