THEORITICAL FRAMEWORK

Drug Awareness Program

Findings suggests that an inoculation phase when initial knowledge and skills about drug
use and drug use issues are initiated has the potential to play an important part in modifying
behavioral patterns and young people’s responses in drug‐use situations. Research suggests
that programs should be provided during the period when most students are experiencing initial
exposure (Maggs and Schulenberg, 1998; Dijkstra et al., 1999; Williams et al., 1999; McBride et
al., 2003; Shope et al., 2001) These education programs aim to educate adolescents about illicit
drug use to prevent illegal drug use while highlighting the dangers of problematic substance
use. The program aims to manage drug related issues and incidents within schools. However,
according to the U.S. Departments of Health and Human Services and Education, the main
elements of a drug-free education program should focus on valuing and maintaining sound
personal health; respecting laws and rules prohibiting drugs; resisting pressures toward drug
use; and promoting student activities that are drug-free and offer healthy avenues for student
interest. This kind of program is crucial to be implemented in the entire province in different
schools and the graduate school curriculum.

A common reason for the failure of many drug education programs can be directly linked
to the failure of those programs to engage student interest, because they are not
developmentally appropriate or because activities are too abstract to be meaningful to the
student group (Tobler et al., 1999) Empowering adolescents to have a larger role in preventive
programs strengthens their ability to overcome barriers to participation and gives them
opportunity to make decisions that affect their lives and well-being. Botvin (1990) notes, a
variety of strategies can be characterized as part of this “psychosocial” approach to drug
prevention, but three general categories of programs can be identified: psychological
inoculation, resistance skills training, and personal and social skills training. In support to this,
(White and Pitts, 1997) suggests that to obtain students’ interest and enthusiastic participation
in a program, the students need to feel that the program is meaningful and interesting to them.
Unfortunately, very few programs are directly based on young people’s experiences.

According to the theory, a drug awareness program is critical and should be

implemented for young people and adults to develop the knowledge, skills, and attitudes to
appreciate the benefits of living healthily, promote responsibility towards the use of drugs, and
relate these to their own actions and those of others, both now and in their future lives. It is
critical for the program's effectiveness that it is engaging for the children and that they relate to
the lessons. In this manner, individuals would gladly listen to and comprehend the principles
presented, as well as the significance of the program to their lives and the lives of others.