Countering Drug Abuse among Youths

Applying Theories and Models to Educational Interventions for Target Populations:

Countering Drug Abuse among Youths

The youths are vulnerable to drug abuse mainly when peer groups influence their behavior to engage in drug abuse. One of the primary methods to counter the trend is education interventions that instill a new culture of embracing a positive culture free from drugs. The chosen behavior can be analyzed and predicted by employing the theory of reasoned action(TRA) or the theory of planned behavior(TPB). The understanding helps in structuring an education plan that can be applied in their lives to counter perceived beliefs and instead develop new ones. TPB and TRA focus on the motivational factors that contribute to specific behavior. TRA argues the power of intention in determining the behavior, which determines the subjective and normative norms. When youths want to quit drugs, the intention is the desire to quit with the belief that drugs will affect their future lives. In attaining these, the theories note that evaluation is essential to determine the subjective norms and normative beliefs linked to quitting drugs where positive effects become the motivation tools. The theories held in understanding the implication on health hence promote the development of education intervention (Barry, 2016).TPB helps reduce the time between developing the intention and adopting the behavior of drug abuse among youths. Here, the education interventions do not consider unconscious reactions, for they are hard to predict.

In modeling education interventions for youths involved in drug abuse, it is essential to understand the primary determinants. A deeper understanding of the intentions, motivations, and influencers through TRA and TPB also contributes to further research on prevention programs. While pessimistic arguments exist that it is impossible to develop educational interventions where different people have similar responses for varying reasons, TRA and TPB theories have proven to be satisfactory in tailoring education interventions. In doing this, action, context, target and time must be considered. Thus, varying behavior prompts the development of different interventions. First, the education interventions may focus on preventing the youths from engaging in drugs. Other education interventions might target a reduction in the usage of drugs or total withdrawal from drugs. Education programs may also evaluate the determinants of drug use besides recommending potential treatment programs (Fishbein & Middlestadt, 1987). The authors add that according to TRA, actions to counter drug use will differ with the context. The same holds for the required time frame.

When developing education interventions, it is essential to weigh the youths\\\\\\\' attitudes, which are defined by social influences and personal attributes. Social effects are guided by perception hence their subjective nature. Thus, reducing drug use among youths requires understanding their attitudes, from the desire to engage in drugs to committing to not using them. The subjective values linked to quitting drugs also depict differences, and educational programs must integrate the relative weights of the norms (Fishbein & Middlestadt, 1987).

Educational interventions should integrate normative attributes. The intentions to choose specific drug use vary among youths depending on the attitudes. Youth\\\\\\\'s decision that experiences normative control, a change in attitude is linked to minimal gains in changing behavior. Thus attitudes and normative controls may introduce restraints when devising measures to counter drug usage hence a need for a deep understanding of the behavior source (Fishbein & Middlestadt, 1987). This is a crucial factor in educational interventions.

One of the primary pillars of educational interventions when dealing with youths and drug abuse is to enhance the understanding of the health-related effects of drugs. According to Morrison et al. (2002), adolescent mothers face significant challenges when dealing with drug use, and TRA and TPB can conveniently guide educational interventions for this target group. The effects of drug use on this population are more felt, making educational interventions more effective.

However, the authors note that there is a need to enlighten the youths to distinguish between the held beliefs and the scientifically verified facts for successful interventions. Equally, the educational interventions for addicted youths take a different model. According to Khani Jeihooni et al. (2021), TPB can be used to predict the behavior of addicted youths, such as suicidal ideations. As a result, educational interventions can be tailored to counter these behaviors and identify determinants and associated factors. In keeping with these risks, developing a positive future for the youths to counter drug use is essential. According to Stoddard and Pierce (2016), there is scanty research on contextual factors and their influence on the lives of adolescents.