DARE Case Study

Jim Avila from NBC News wrote an article “D.A.R.E doesn’t work” and in his article he said that “DARE is a waste of money” spending over 220million in tax money all that money and it had no beneficial effect on drug use. Annually it cost about 1-1.3 billion dollars, which is like about 173 to 268 per student per year, so say Economist Dr.Edward Shepard, funded by both private and Federal government sources no wonder why US is in debt. Owning other countries tons of money and putting money into programs that are just a waste of time and money. Anyway the program was taught over 50 states, 52 countries reaching 200 million kids, which is about 114 million kids in the US alone. All this program did was take billions and billions of money almost putting us in debt all that money put into a program that really never ever helped kids stop using

The Drug Abuse Resistance Education program known as D.A.R.E has become a very widespread and popular program throughout the United States. The program appeals to all ethnic, racial, and socioeconomic lines, which is a large part of the reason why the DARE program has grown exponentially. The program’s basic premise was meant to introduce kids to the danger of drugs, before the drugs got to them. The implementation of the DARE program appeared to be what America needed to begin to put a dent in the war on drugs.

Executive Summary America’s most popular anti-drug program D.A.R.E. has created an uproar. The D.A.R.E. program had many issues the main one being its ineffectiveness. How could the most widely used drug prevention program in the United States be deemed ineffective? What went wrong? “The prevention of drug abuse is an especially salient topic for school psychologists and other educational professionals. Schools are the primary setting for providing education and information aimed at the prevention of drug abuse. Previous meta-analyses” (Ennett, et al., 1994; West & O 'Neal, 2004) indicate that one of the nation 's most popular drug prevention programs, the Drug Abuse Resistance Education program (D.A.R.E.), was not effective in reducing illicit drug use among youths. Current evaluations have produced an array of evidence showing the effectiveness of the new D.A.R.E. curriculum. Future studies must be conducted to determine if this new curriculum is effective. This analysis will show how this once prosperous program has proven to be so ineffective the D.A.R.E. program ranges from $1 billion to more than $2 billion annually. Despite questions about whether DARE works, it appears the cost will go up by millions even as the program is retooled. the following analysis would include a meta-analysis on why the program was so ineffective what could have been done.

The DARE program was first conceived twenty years ago by the Los Angeles Police Department and has since been adopted by almost eighty percent of schools nationwide. It places uniformed offices in the schools to teach of the dangers of drugs and alcohol,however throughout the course of numerous studies it’s effectiveness has been called into question. For example in numerous studies it has been shown that the graduates of the program are not less likely to use drugs and alcohol then the student that had no experience with the program.However despite of its ineffectiveness it can’t be replaced due to the fact that any suggestion to replace

DARE stands for Drug Abuse Resistance Education. There was a model of this program that was created in 1983 by the Los Angeles Police Department and the Los Angeles Unified School District (DARE Association of Ohio, 1998). This program is to teach children from Kindergarten through High School skills necessary to recognize and resist pressures to experiment with drugs and to avoid gangs and violence. The lessons emphasize self-esteem, decision making, interpersonal communication skills, and the consequences of drug abuse, conflict resolution and positive alternatives to substance abuse (DARE Association of Ohio, 1998).

Drug abuse is worldwide problem and one that has plagued the United States for decades. Drug abuse negatively impacts not only the individual user, but also our society as a whole. The fight to prevent the manufacturing and trafficking of illegal drugs into the country has made very little impact on its accessibility to those that wish to partake. According to the National Drug Control Budget Report for 2015, the President of the United States request $25.4 Billion in Fiscal Year 2015 in order to reduce drug use and its consequences in the U.S. (National Drug Control Budget, 2014). In addition to enormous amount of money the federal government has pledged to fight this social problem, there are numerous organizations and institutions committed to keeping people off drugs and rehabilitating those fortunate enough to have survived their use. Two organizations working to do solve the problem of drug abuse and the associated destructive behaviors are the Drug Abuse Resistance Education also known as D.A.R.E. program and Narcotics Anonymous.

Programs for middle or junior high and high school students should increase academic and social competence with the following skills (Botvin et al.1995; Scheier et al. 1999): • study habits and academic support; • communication; • peer relationships; • self-efficacy and assertiveness; • drug resistance skills; • reinforcement of antidrug attitudes; and • strengthening of personal commitments against drug abuse. (p.

The D.A.R.E. program has become the national symbol for the Drug Abuse Resistance Education programs, which are partnered by experience police officers, parents and schools throughout the United States. All D.A.R.E. officers are those who are members of agencies that share the responsibility protecting the trademark mission that is D.A.R.E. This program has been taught in all 50 states and at least 49 countries. During the late 1970’s and early 1980’s there was an unparalleled rise with drug among our youth in Los Angeles. As a result, in 1983, the Los Angeles police department decided to form this program.

The D.A.R.E program attempts to alleviate a youth’s propensity to use drugs or engage in other detrimental behavior. The program is a stringent advocate of the gateway drug theory, which states that the use of less deleterious drugs precedes and eventually leads to the use of more illicit drugs (Ennett et al., 1995). Moreover, the theory states that the use of less harmful drugs increases the likelihood of one engaging in crime and other negative behaviors that are not characteristic of a productive member of society.

School –based drug use- prevention programs such as DARE, Project Alert, and Life Skills Training program have been designed to keep kids from illiciting drugs. Drug Abuse Resistance Education (DARE) is an educational program usually delivered by a police officer. The 17 week program components are learning refusal skills, teen leaders, making a public commitment not to use illicit drugs. Also, affective education components include: self-esteem building, alternatives to drug use and decision making. Research on the effectiveness of

To justify the need of grant money to understands and treat the current use of illegal in substance abuse among adolescents living in rural area.

D.A.R.E. Program called Anti-drug and Alcohol education program created in 1983 to help educate young people about the ills in which stands for Drug Abuse Resistance Education Which calls for the early education of adolescents, which originally started by educating young kids but in recent years it changed to include k-12 but focusing on 5th and 6th graders. The program was designed to keep underage youth away from drugs and alcohol because it was believed then that drug and alcohol usage was on the rise in the United States which lead to the major funding to the program by our government. The D.A.R.E education program has been one that garnered much attention in the 1990’s and early 2000’s because of much positive feed back from both education officials and parents. It was believed that substance abuse was a national issue and should be taken care of at a national level. It was believed that in the United States drug abuse was a major issue among young individuals because it affects their minds and would cause it was believed a major mind effect among young children and may mess up their school performance or mess up their life in general. Once it became a focus of D.A.R.E 80% of schools nationwide in the United States and over 40 Nations worldwide it’s focus was to implement this program and shoot for Long term successes by educating the youth it would need at least a decade to figure if this specific program was effective. This program was offered to every youth in

Students who have chronic substance abuse will be targeted from tier 3 interventions (tertiary prevention). Interventions at this level will be individualized assessments and likely involve outside agencies to provide modified services to this pool of students. (Kratochwill 2007). In addition to impacting the adolescent on an individual level, the various

Efforts aimed at juveniles; drug used among juveniles, this efforts must focus in prevention's well enforcement. Like DARE.

Although the MTF only included samples of high school seniors in the report released in 1986, the Monitoring the Future project conducted by the Institute of Survey Research at the University of Michigan periodically surveys the same young adults—who completed high school in the past year or earlier—and eighth, tenth, and twelfth grade students at 400 secondary schools around the country regarding their drug use and attitudes regarding legal and illegal drugs. The high school students complete the self-administered survey in classrooms during school hours each year while a selected representative sample of graduates from each senior class completes a mail-questionnaire every two years. The Institute of Survey Research uses a multi-stage random sampling procedure in order to choose which students participate in the survey by separating the sample by geographic areas, and then choosing classes within one or more secondary schools in each geographic area relative to size.