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An estimated 13 million youths aged 12 to 17 become involved with alcohol, tobacco and other drugs annually.
After informed parental consent, approximately 1000 Oklahoma and Hawai'i high school students completed a modified Center for Substance Abuse Prevention (CSAP) Participant Outcome Measures for Discretionary Programs survey at three testing points: baseline, one month later, and six month follow-up.
At six month follow-up, youths who received the Narconon drug education curriculum showed reduced drug use compared with controls across all drug categories tested. The eight-module Narconon curriculum has thorough grounding in substance abuse etiology and prevention theory.
BackgroundEffective education is needed to address today's burgeoning substance abuse problemAlthough the annual, benchmark study, Monitoring the Future (MTF) [1], has measured small declines in drug use during the past few survey years, the estimated 13 million youths aged 12a€“17 in the U.S. ResultsEvaluation of Narconon curriculum componentsTable 1 outlines the eight curriculum sessions against key constructs used by many drug prevention programs. Medications, both licit and illicit, have a range of dose-dependent actions from stimulation to depression to death [39]. Media influence and marketing strategies aimed at youths impact their value systems and create false norms [45].
Further explores drug promotion strategies, particularly the prevalence of alcohol and tobacco advertising aimed at youth a€“ often subtly placed [48]. The effects of drugs on the mind; a network of communications visual mental imagery and perceptions. Impart the effects of drugs on a person's emotions [49] in contrast with satisfaction achieved from setting and achieving personal goals. Recognize the influence of family and peers on drug use behaviors and establishment of norms.
Correction of false norms regarding popularity and positive attitudes toward substance use. Recognize the influence of culture, media, technology and other factors on drug use behaviors.
Take-home assignment: Find pro-drug advertising examples in in-store displays, magazines, movies, sporting or music events. Skills for increasing self-control and self-esteem realized through development of a clear set of personal goals and strategies for achieving those goals. In 1998, six percent of parents reported never talked to their children about drugs, this doubled to 12 percent in 2004 [50]. The drug use portion of this questionnaire determines general usage levels for the various drugs (except for cigarettes and smokeless tobacco). Controlling for baseline differences by using an analysis of covariance with a Type III sums of squares, The t-test df is corrected for unequal variances.
Comparison of the means on the drug use measures between the treatment and control groups prior to receiving any drug education, as seen in Table 3, show that the two groups do not differ significantly on any of the drug abuse measures, suggesting that any difference seen at follow-up was unlikely to be caused by pre-existing differences.Effects of the Narconon drug education curriculum on drug use compared with sites that have not yet received the curriculumAt follow-up, as shown in Table 4, students in the drug education program, but not the control group, had moved toward less drug use for virtually all of the drug use types.
No matter where you are located, you can now bring the award winning Narconon drug education program right to your classroom. The Narconon drug education program has been effectively reaching kids with the truth about drugs for decades. This complete educator’s kit includes a six-session series covering key information that teens need to make the right decision not to use drugs. Also included in the kit is a teacher DVD which provides information on our unique approach and it’s use with your students, along with eye-opening social insight about drugs, teenagers and family situations. With More than Half of All High School Students Abusing Drugs, Should Parents be Using More Drug Tests? Natural High is a 501(c)3 nonprofit organization that believes educators across the country can help change the culture of a generation, and spread a message that it’s cooler to say yes to a natural high and no to drugs.
The Natural High Drug Prevention Curriculum is rooted in the Resiliency Model of Prevention,  Developmental Assets Framework, Center for Disease Control (CDC) Health Standards and several of the Common Core English Language Arts Standards. You don’t have to be a prevention expert to teach the Natural High Drug Prevention Curriculum. NOTE: The topic of drug and alcohol abuse can be an upsetting one for some students, particularly those who may have friends or relatives who are, or have been, abusers. Natural High is a 501(c)3 nonprofit organization and relies on the generosity of individuals, corporations and foundations to help change culture and spread a message that it’s cooler to say yes to a natural high and no to drugs. The National Institute on Drug Abuse (NIDA) is part of the National Institutes of Health (NIH) , a component of the U.S.
All County web sites will be down beginning at 6 pm on Friday, December 18th and continuing through the night of Sunday, December 20th.
Environmental Prevention Strategies: We organize and assist in the development of events to encourage community-wide awareness and involvement in prevention, with events such as Operation Medicine Cabinet, a semi-annual drug collection and disposal event.

Located in the heart of Cuyahoga County, our organization offers services throughout northeast Ohio, and is interested in working with all Ohio counties. Rigorous scientific evaluations of the kiR middle school curriculum have demonstrated students receiving the curriculum evidenced lower alcohol, marijuana, and cigarette use than students who did not receive the program.
Students are introduced to age and developmentally appropriate lessons relative to personal safety concepts. The number of 12- to 17-year olds abusing controlled prescription drugs increased an alarming 212 percent between 1992 and 2003. Schools assigned to experimental conditions scheduled the Narconon curriculum between the baseline and one-month follow-up test; schools in control conditions received drug education after the six-month follow-up. The strongest effects were seen in all tobacco products and cigarette frequency followed by marijuana. Incorporating several historically successful prevention strategies this curriculum reduced drug use among youths. Schools were assigned to education or control groups based on similarity of school size, community size and general ethnicity. The interactive curriculum imparts science-based information from fields as diverse as toxicology, forensic science, nutrition, marketing, pharmacology, and many others. Drugs affect nutrient status [40]; deficiencies [41,42] can exacerbate withdrawal symptoms [43] and adversely affect mood [44]. Administered by an educator in the Natural High Education Network, our drug abuse prevention resources promote several of the assets and developmental skills that have been identified as necessary for positive youth development. Be prepared for the possibility that some students might have an emotional reaction to the videos. Between 1975 and 1980, nearly two-thirds (65%) of high school students were reported to have used an illicit drug and nearly two out of every five (39%) have used an illicit drug other than marijuana?. Substance Abuse and Mental Health Services Administration Center for Substance Abuse Prevention. Life skill strategies regarding decision-making, assertiveness, anger management and conflict resolution are woven into lessons wherein students learn to recognize and exhibit good choices and behaviors regarding potential dangers in the use of alcohol, tobacco and illicit drugs, misuse of medicine, involvement in violence, and other high risk situations. The benefit to the students is the strong foundation of decision-making skills that they apply to real life situations about the use of alcohol, tobacco, marijuana and inhalants. FAMILY TALK activities are designed to promote adult involvement in development of their child’s abilities and skills to resist becoming involved with illicit drug use and other high risk behaviors.
The kiR curriculum is cited on the SAMHSA National Registry of Evidence-based Programs and Practices. For many youths, substance abuse precedes academic and health problems including lower grades, higher truancy, drop out decisions, delayed or damaged physical, cognitive, and emotional development, or a variety of other costly consequences. Student responses were analyzed controlling for baseline differences using analysis of covariance. Controlled prescription drugs (including OxyContin, Valium and Ritalin) are now the fourth most abused substances in America behind only marijuana, alcohol and tobacco.When prevention efforts fail it is not at small cost. Schools also agreed to complete three testing points: Baseline, approximately one month later, and a six month follow-up.
The main sources of attrition were students not available on the day of survey and students no longer enrolled at the study school at the six month follow up.Although selection of sites for "no treatment" attempted to match the demographic composition at intervention sites with respect to residence state, age, and general economic group, this strategy does not guarantee that the two types of sites are free from selection bias.
NARCONON and the Narconon logo are trademarks and service marks owned by Association for Better Living and Education International and are used with its permission. Watch for signs of discomfort and be ready to meet privately with those students who are deeply affected. These important decision-making skills are acted on through a spiraling set of group and paired activities.
Equal emphasis is placed on helping students to recognize and cope with feelings of anger without causing harm to themselves or others and without resorting to violence or the use of alcohol and drugs. The lessons are based upon the design and scientific foundation of the source curricula, and seamlessly complement those curricula.
For thirty years the Narconon program has worked with schools and community groups providing single educational modules aimed at supplementing existing classroom-based prevention activities. In 2005, lifetime prevalence rates for any drug use were 21%, 38%, and 50% in grades 8, 10, and 12, respectively [1].
The full Narconon drug education curriculum was implemented either after completion of the baseline survey (education condition) or after completion of the final six month survey (control condition). This is a $28 return for every $1 invested in program delivery, yielding a net benefit to the concerned community of $3,600 per pupil.
The curriculum is designed to help students assess the risks associated with substance abuse, enhance decision-making and resistance strategies, improve antidrug normative beliefs and attitudes, and reduce substance use.

The students are actively engaged as they learn how to cope with the pressures associated with adolescence. The presentations are not school-based and may be presented in various settings, such as work place settings as a part of an employee assistance program, faith-based venues, etc. In 2004, Narconon International developed a multi-module, universal prevention curriculum for high school ages based on drug abuse etiology, program quality management data, prevention theory and best practices. Fidelity of curriculum delivery was verified by facilitator report.After obtaining parental consent, there were 236 control group and 244 experimental group students in Oklahoma, with 295 control group and 220 experimental group students in Hawai'i.
This is important because most evaluations of other similar curricula were conducted by the individuals that had authored those curricula. The benefit is the ratio between the expenditure to deliver the program and reductions in associated social cost over time as a result of the investment. The activity sheets are distributed at the end of the class, with instructions to students to enjoy sharing the lesson with their family.
In fact, the more a student uses cigarettes, alcohol, marijuana, cocaine and other drugs, the more likely they will perform poorly in school, drop out [6, 7] or not continue on to higher education [8].Consistent with the goals and public health agenda of the Office of National Drug Control Policy (ONDCP) and the Department of Education, the Narconon program's ultimate goal is to prevent and eliminate drug abuse in society. This provides a new opportunity to link education and law enforcement at the community level to help a larger percentage of our children to be drug free and healthy.
Common Core State Standards, National Governors Association Center for Best Practices, Council of Chief State School Officers.
Research has shown that preventing or delaying initiation of alcohol or other drug use during early adolescence can reduce or prevent substance abuse and other risk behaviors later in adolescence and into adulthood [9, 10]. After the baseline survey, one charter school of 26 participants withdrew from the study for scheduling reasons.
However, at that point in the drug abuse education research field there was a mistaken assumption that the average age at onset of drug use was during elementary school. The kiR curriculum was initially developed by PSU and Arizona State University, with funding provided by the National Institute on Drug Abuse?.
However, there is still much discussion regarding what policy and strategies to employ toward this goal.For the past 30-years, Narconon drug prevention specialists have delivered seminars aimed at supplementing existing prevention efforts by further illustrating materials covered in school curricula. No provision was made to adjust representation by gender or potentially interesting ethnic or risk groups.The study protocol and consent forms were reviewed and approved by Copernicus Group IRB (Protocol HI001).
The answer, many community leaders and school officials instinctively appreciated the value and benefit of the curricula. The kiR curriculum for students in grades sixth through ninth has been through rigorous scientific evaluations and has been established as an evidence-based curriculum. In 2004, Narconon International developed an eight-module drug education curriculum for high school ages based on the research and writings of L. Human participant protections certified survey staff assigned each student a unique identification number based on a classroom roster.
For confidentiality, students marked their answers on standard bubble answer forms labeled only with their unique identification number. The roster and identification code was used to give students the same identification number at each survey point, thus permitting comparison of answers given on each measurement occasion a€“ a sampling strategy that provided the necessary statistical power to identify differences in tested variables among a universal classroom population, where the majority of youths do not use drugs. The aim of this study was to assess the program's ability to change drug use behavior, attitudes and knowledge among youths and evaluate the components of the Narconon drug prevention curriculum against prevention theory. Completed answer forms were placed by each student into a security envelope, sealed, and returned to survey staff for mailing to the Principal Investigator for scanned data entry, data management, and statistical analysis.Drug education interventionThe study design called for each of the schools recruited to the experimental conditions to receive the complete drug education curriculum.
Professionally trained facilitators followed a codified delivery manual and completed a daily compliance report. In addition to calculating change in behavior and beliefs among individuals, these questions permit comparisons to state and national norms.Additionally, the program developers recommended 25 questions that were appended to the CSAP survey for the purpose of assessing whether drug education concepts covered by the Narconon program are correctly understood by each program recipient, to what extent they are retained at follow-up points, and whether or not students could apply key program concepts. The program developer questions were designed to examine proximal effects including the ability of the program to educate by examining recall of program material, as well as give an impression of student capacity to apply program skills such as self-reported ability to communicate their beliefs on substance use, recognize and resist pressures to use substances, and make decisions.Statistical analysisThe non-randomized design a€“ where it cannot be assumed that groups assigned to experimental and control conditions will be equal a€“ calls for a conservative analysis.
For this reason the study utilized Analysis of Covariance (ANCOVA) of the change scores from baseline, controlling for initial drug use as well as changes in the school populations as covariates.
The autocorrelation among the classroom clusters was statistically accommodated through use of a nested treatment effect, in which the treatment effect was nested within the classroom effect.
Type III sum of squares deviations between the baseline characteristics of both groups were used in all post-treatment statistical comparisons of the treatment and control group, thus statistically controlling for any differences existing at baseline and removing any effects caused by pre-existing differences between the two test conditions that might confound the results. In this way, the analysis is aimed at establishing the statistical strength and reliability of assigning any measured differences at the six-month post-treatment follow-up to the drug education received by the experimental group rather than any attempt to quantify those changes.

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