I think the best method of deliverance would be the use of live communication followed up by literature the students would take with them. The use of media, including interviews with other students and their experiences with drug and alcohol abuse would be relevant and useful in this context. Using the Yale attitude changing approach, I would establish credibility by approaching students as a peer and victim of abuse; the messages I provided would allow for two sides of the argument, meaning students could offer their own objections to what it is I had to say. The messages given would be of support rather than designed to persuade students directly, so I would take a peripheral route to persuasion. Using these methods and approaches will allow greater access to students who have likely had to endure many "lectures" on the dangers of substance abuse previously. It would also help to involve other willing students from the audience to share their experiences for other to reflect on.

The key here is to be a friend and not a foe while giving the impression I am working with and for the students and not against them. To help address...

To evaluate the efficacy of the program I would ask students to fill out a brief anonymous survey following the session and follow up again with students later to see if the session resulted in lasting effects. A survey of authoritative or teacher responses to the session may also be helpful in assessing the short- and long-term outcomes of the program.
References

Atwood, K.D. (2006,) Recognition of facial expressions of six emotions by children with specific language impairment. Brigham Young University. Retrieved November 2, 2007: http://contentdm.lib.byu.edu/ETD/image/etd1501.pdf

Block, L.B. & Keller, P.A. (1997), Effects of self-efficacy and vividness on the persuasiveness of health communications. Journal of Consumer Psychology, 6(1): 31.

Murphy, N.A. (2007). Appearing smart: The impression management of intelligence, person perception accuracy, and behavior in social interaction. Personality and Social Psychology Bulletin, 33(3): 325-39.

Sociology Psychology