Evaluates SPECDA (School Program to Educate and Control Drug Abuse) a comprehensive substance abuse prevention program which links drug counselors and police officers in teams to provide drug education. Results indicated significant positive changes in children's knowledge about drugs, attitudes toward drugs, and attitudes toward polic officers…

Surveyed 205 Nigerian parents to examine knowledge and acceptance of drug education programs. Results showed only 41 percent of the parents want drug education in the schools, and 83 percent thought parents should take primary responsibility. (JAC)

Describes the theoretical framework, measurement properties, predictive power, and reliability and validity of the Drug Education School Evaluation Instrument (DESEI), used to determine the effectiveness of the North Carolina Drug Education Schools. The DESEI is included. (BH)

Examines results of health education surveys over four testing periods (1977, 1979, 1981, 1983) for approximately 10,000 Canadian students in grades seven, nine, 11, and 13. Results showed students' knowledge scores on drugs were lower than any other health issue, although they were receiving some drug education each year in school. (BH)

Public health nurses (N=5) were administered questionnaires to examine their perception of their assessment skill and referral behavior. Results showed continuing education courses, years since graduation, and work experience affected perceptions. Concluded that chemical dependency classes and experiential training are needed. (BH)

Examines cognitive change in student participants (N=103) of alcohol education programs which persuade subjects to use alcohol responsibly. Results showed that knowledge retention was greater under conditions of a credible communicator and low fear appeal; no significant attitude changes were found. (BH)

Evaluated an intervention to reduce impaired driving among students (N=21) by administering a questionnaire before and after the intervention. Results showed significant positive changes along a number of dimensions among students who received the intervention compared to those who did not. (BH)

Contains a listing and brief discussion of numerous interrelated psychosocial issues which appear to be necessary for a thorough drug education program. While admittedly biased, these topics appear to be among the main ones currently identified in the field. The issues addressed may provide fresh insights or stimulate fruitful discussion. (BH)

Evaluated a drug education course for 237 junior high school students which included decision-making skills, assertiveness training, and drug information and alternatives. Comparison of experimental and control groups showed the course had no significant effect on girls and only a few effects at follow-up for boys. (JAC)

Tested an alcohol/drug education curriculum in 25 Nebraska junior high schools involving 1,800 students. Using teacher training and student age as independent variables, gains in knowledge and decision-making ability were assessed. Results showed teacher training was a critical variable in curriculum innovation, especially for older students. (JAC)

Surveyed 138 parents and compared their attitudes toward children's use of drugs, alcohol, and tobacco with previous findings on attitudes of students. Results suggested each generation demands a stricter standard of behavior from the other generation than from their own. (JAC)

Reviews the usage patterns of educational materials distributed to health agencies by the Nebraska Alcohol and Drug Information Clearinghouse. Results of a telephone survey indicated only 30 percent of requestors distributed all material. About a third of the material was wasted. Suggests a rationale for improved usage of material. (JAC)

Used a cloze procedure to measure 75 female patients' level of reading of a patient package insert for an oral contraceptive. Results showed three of four patients would need assistance in comprehending the information. Age and schooling had a significant effect on the cloze test scores. (JAC)

A model for the development, validation and evaluation of drug abuse training packages in the area of psychological helping skills is presented and discussed. The model is viewed in terms of stages beginning with the preliminary stage of needs analysis and progressing on to course development, delivery and evaluation. (Author)

The Training Center conducted three nine hour drug education workshops for selected staff of a large industrial concern of the Northwest. The workshop experience and the data generated during the workshop suggest the usefulness of such non-school drug education programs. (Author)