Drug Education Term Paper

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Drug Education

The DARE program, whose short form is derived from "Drug Abuse Resistance Education," has developed so quickly, from the time since its commencement 18 years ago, that it is at the present being educated in 75% of school districts all over the country, as well as in 54 other countries. Particularly, in the lives of elementary school students, skilled and qualified police officers who educate and lecture the program have turned out to be vital figures; in addition to that, in thousands of communities, the program's red symbol has taken on symbolic status on T-shirts and bumper stickers (1).

Is D.A.R.E. Effective?

If the evaluation and measurement for the accomplishment of D.A.R.E. is fame and recognition amongst the masses, then yes: D.A.R.E. has been extremely successful in magnetizing extensive admiration, as well as monetary support. Furthermore, D.A.R.E. has accomplished a point of observation unmatched and unequalled by any other solitary drug education program. In addition to that, D.A.R.E. is even increasing a compelling existence on the Internet, as more and more individuals and D.A.R.E. executives and officials are putting up web pages, encouraging and advancing their local agendas (2).

On the other hand, if the evaluation and measurement for the accomplishment of D.A.R.E. is whether it is effectual in plummeting drug usage and exploitation amongst juvenile citizens, then no, D.A.R.E. is not effective. A number of assessments unvaryingly articulate that the D.A.R.E. is not at all effectual when compared with any other drug education program, nor more successful than any of the program at all. Even though a lot of assessments have been done, no methodical study has exposed any statistically noteworthy differentiation and dissimilarity in drug-usage rates amid students and juvenile citizens who had taken D.A.R.E. And those who had not (2).

The Ineffectiveness of the D.A.R.E. Program

The DARE program has been speedily extended from the Los Angeles region to schools across the country, from the time since its commencement in 1983. Approximately 20 million school kids a year are visited no less than once by a DARE teacher, in actual fact; in excess of half of all schools in the United States at present exercise the program. On the other hand, in spite of such accomplishment, in recent years, reviewers and researchers have been more and more verbal, articulating and attacking the program as an expensive, as well as unproductive method of instructing juveniles and students on the subject of the dangers and hazards of drug abuse. They maintain that DARE is just another program that is absorbing private aids and assistances, as well as local, state, and federal tax dollars and in addition to all that, D.A.R.E. is just another untried educational publicity stunt that has been performing with no reason (1).

The recently released study asserts that, increasing D.A.R.E.'s attempt at acquiring additional community finances and deeper dispersion into schools would concurrently calm the pessimists. This is no penny-stake business, moreover, for the reason that DARE is contending with additional drug-ed programs for a large piece of the $500 million the federal government puts aside for such teachings and in addition, it has been specially held up as an excellent program, in two sections of previous fall's crime bill. Furthermore, managing DARE takes a lot of money. A number of voices in dissimilar quarters maintain the probable assessment range as high as $700 million, once all costs are measured and calculated; On the other hand, a DARE representative maintains the program costs rather less than $200 million yearly (2).

The declarations in the government departments have been precise, but to a certain extent. The three-year study, commissioned by the National Institute of Justice, the research office for the U.S.

Department of Justice, have comprised these clarifications. Researchers have established that DARE increases children's self-worth, shines their community ability, and develops their feelings and mind-sets toward police. On the other hand, regrettably for DARE boosters, the study also established another thing as well that D.A.R.E. does not have a calculable result on drug violence (2).

Discouraging the responsibility, as well as the reliability of police

The responsibility of police is to defend the community security and protect them from the evils of the outside world, and furthermore, to act in response to crisis. It is neither justified nor rational to be expecting them to acquire on the job of training and educating mental health and outlooks. Nor it is accommodating for civic schooling to educate children to have fabricated and made-up "rights." When a child matures and finds out that he/she had been lied to, in relation to her "right to be happy," how will she sense about the officer who educated her otherwise, or the school in which she was been so educated about the program (1)?

Furthermore, DARE, in which police officers approach into classrooms for an hour per week for seventeen weeks to lecture kids on the subject of drugs, self-worth and opposing peer pressure, has been condemned from the time since its inception on quite a few grounds.

Amongst the condemnation is DARE's zero-tolerance loom, which fails to make differences amid dissimilar matters. Researchers have quarreled that treating marijuana the same as heroin, for example, decreases the reliability of DARE's message. Others condemn DARE's law enforcement spotlight, which leans, they say, to devalue rather than to educate (2).

Injustice for qualified educators

By requesting the teachers to step aside for a high school graduate with two weeks teaching to come in and educate mental health and psychology, D.A.R.E. has simulated the years of study of the teachers. What is the point of needing years of study, as well as education certificates, If police officers have the qualifications, as well as guidance essential to be high-quality educators?

If a student cannot read or write, teachers accept responsibility. If a student does not stay off drugs, will the police take accountability for the malfunction of drug teachings in schools, and defend teachers from any acknowledgment of responsibility (3)?

Forfeiting too much of the educational time

D.A.R.E. utilizes just about seventeen hours of academic time that would otherwise be accessible for math, arts reading or any other educational subject. In the absence of any evidence that D.A.R.E. is actually effectual, this is a considerable forfeit of important school time (3).

Perpetuates the war

To a lot of people, D.A.R.E. stands for the strongest pledge that America, as a nation can make to restrain and control drug abuse by juveniles and students, as well as, that it justifies to be practiced, even when one recognizes and identifies that it is not working. By consequently misleading America into thinking that the American government is doing something grave and significant on the subject of maintaining kids off drugs, D.A.R.E. is obstructing the nation's pains to discover more effective ways to realize the broader goals of national drug policy, viz., to defend the public health and security, to put off abuse, as well as to get rid of the offenses and aggression connected with unlawful drug trafficking.

The disastrous reality that the nation is giving away $700 million a year on a plan that might not work has not dejected the local or the nationalized levels. A huge D.A.R.E. bureaucracy has developed by itself within the system that feeds on itself. The public mentions no anger and distress for the reason that it requires the reassurance of its illusion that a little bit is being done to defend and guard children from drugs (4).

Undermining community education

Undermining community education, by changing schools into tools for the circulation of prohibitionist policy and the continuation of the war waged against drugs for its security. Even though a countrywide argument is mounting over whether exclusion, imposed by war, can sensibly be predictable to accomplish the goals, D.A.R.E. protects prevention enthusiastically, arguing that the difference amid legal and illegal drugs is footed exclusively on historical difference. If one looks at the past, particularly pre-war Germany, a number of parents contrast D.A.R.E. To preceding examples of establishing uniformed, now and again armed, agents of the state in classrooms to tell children what their way of thinking ought to be, as well as to get hold of information in relation to family home life which might be of interest to the state (4).

The Theme of D.A.R.E.

The central topic of D.A.R.E. is to some extent, astonishingly less naive than the "Just say no" message of the early eighties. It is, in its place, a more complicated, even though more dated message of "Just say maybe," footed on an instructive philosophy described as "values clarification." In a 1975 educational psychology textbook, "values clarification" is explained as follows:

Values clarification" is not an effort to educate students 'right' and 'wrong' values. To a certain extent, it is a loom intended to assist students reward and proceed upon their own liberally chosen values. Therefore, "Values clarification" is concerned with the procedure by which students arrive at their values, rather than the substance of those…[continue]

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