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Health Education Research, Vol. 14, No. 1, 85-97, February 1999
© 1999 Oxford University Press

Drug education practice: results of an observational study

William B. Hansen and Ralph B. McNeal, Jr

Tanglewood Research, PO Box 1772, Clemmons, NC 27012 and Department of Sociology, University of Connecticut, Storrs, CT 06269, USA

Understanding normative practice in drug education is a key to identifying means of improving preventive intervention outcomes. In this paper, we report findings of an observational study in which drug education in multiple periods of 146 middle school classes was categorized minute-by-minute according to the type of instruction provided to students. Results indicate that nearly half of all drug education focused on providing students with knowledge. Alternative methods, particularly those that have shown programmatic effectiveness, and those that address risk and protective factors known to be highly predictive of drug use onset, were relatively ignored. Further, teachers showed relatively low consistency in understanding concepts other than knowledge based on comparisons of their ratings of intended instructions with those of trained observers. Nonetheless, there is evidence that some teachers systematically attempted to address drug prevention from either a social influence or an affective education perspective. These findings suggest that if improvements in the effectiveness of drug education are to be seen in the future, a relatively radical transformation of approaches to teaching will be needed.


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