4.4. SR 06-04-2001 - Laserfiche WebLink

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Assumption 2: Drug prevention programs must help students develop the motiva- tion to resist using drugs. Teaching resistance skills alone is not enough. Implementation: The curriculum motivates nonuse through appeals that (1) relate directly to adolescents (stress immediate and social consequences of use), (2) make use of teenagers' vulnerability to social norms (most teens don't do it), and (3) are presented by credible communicators (older teenagers and helpful teachers). Research on adolescents indicates that teenagers tend to discount long-term risks and overestimate drug use among their peers. To provide greater motivation, there- fore, Project ALERT stresses how drugs can affect students no,v, in their daily lives and social relationships. It also counters the belief that "everyone uses" with actual statistics showing that users are in the minority. Further, the structure of each lesson and the teaching process are designed to increase learning and motivation. Studies have shown that the following four factors help increase motivation and build resistance skills: · providing discrete or proximal goals that can be achieved in a single class lesson; · actively involving students in the learning process; · developing skills through demonstration and practice; and, · encouraging self-efficacy through positive and task-specific feedback. These four factors are an integral part of the curriculum. Assumption 3: Drug prevention programs should target substances that are used first and most widely by young people. Implementation: Because adolescents typically start using alcohol, cigarettes, marijuana, and inhalants before they try other drugs, Project ALERT focuses on these four substances. It also provides material on cocaine, PCP, and other dangerous substances that middle grade students should be warned about. Assumption 4: Much adolescent behavior stems from modeling the behavior of admired others - in particular, older teenagers who are dose in age and, therefore, understand their concerns but have the authority of greater experience. Implementation: Videos portray older teenagers discussing why they say "no" and displaying resistance skills. Teachers are encouraged to describe how they resist pres- sures to use. Assumption 5: Adolescents are much more likely to absorb new information and learn new skills when they are actively involved in the learning process. Implementation: The curriculum promotes student involvement by (1) eliciting students' responses rather than didactically explaining facts and values to them, and (2) using such techniques as role-playing, games, and small group discussion to fos- ter student participation and reinforce skills. Core Curriculum · Project ALERT