Specifically, we dealt with factors in drug education that affect their effectiveness.  Factors such as fear.  Remember Rogers' Protection-Motivation theory regarding when and how fear messages can be effective.

In summarizing what makes an effective program, several things were listed:

Two overriding principles were:

1. Be research-based and theory-driven.
2. Integrate multiple areas of person's life (broad-based and integrative). Doomed for failure if restricted to classroom.

In dealing with the information provided, the following were noted:

1. Give developmentally appropriate information.
2. Include normative information.
3. Include adequate and sufficient follow-up.
4. Make non-use and non-users seen as attractive role-models (and that means attractive to the target audience, not some grown-up 'ideal').

Techniques for providing the information included:

1. Use interactive techniques.
2. Be aware of social and cultural factors in the issues raised and techniques used.
3. Appeal to both genders.
4. Focus attention on the participants, to make it personally relevant.
5. Actively involve parents and families.
6. Interact with community.

For the marijuana material (pp. 230-240 in R-C text), consider it as an example in the context of our discussions.  This means, look at marijuana's history from the general point of view discussed, but also look at the specifics related to the drug, how society has reacted to it, potential risks and benefits of use, and how controls have been attempted and why.

Practice exam questions:

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