Preventing drug and substance Use among Children and Adolescents

Abstract
Drug and substance abuse is one of the top problems confronting the nation today especially
among the youth. Incidences of drug and alcohol abuse and related anti-social behaviour have
tremendously increased in recent years. This has become a matter of concern to the
government, parents, teachers, Non-governmental organisations and all other relevant
agencies. The Malaysian government has recognised the seriousness of the drug problem and
initiated the United Nations Office on Drugs and Crime (UNODC) revealed in its 2006 World
Drug Report. In Malaysia, the Government has recorded 300,241 drug users in the country
between 1988 and 2006 with 18.49% already having tested HIV-positive. The National Drug
Agency (Agensi Dadah Kebangsaan) registered as many as 22,811 drug users in 2006, 12,430
of whom were repeat offenders.. This organisation is charged with the responsibility of
coordinating activities of individuals and organisations in the campaign against drug abuse. Its
mandate is to initiate public education campaign and develop an action plan aimed at curbing
drug abuse by the youth. The study found that drug use and abuse among youth is increasing
despite the control mechanisms that have been put in place. The paper recommended that as a
first step to preventand control drug abuse, parents should be sensitised on the dangers of drug
abuse, the attendant problems and their functions as role models; schools should have a drug
prevention curriculum from Kindergarten onwards teaching that drug use is wrong and harmful
and that there is need for initiation of rehabilitation programmes for drug dependent persons.
Abstrak
Penyalahgunaan dadah merupakan salah satu masalah utama yang dihadapi negara pada hari
ini terutamanya di kalangan belia. Insiden penyalahgunaan dadah dan alkohol dan tingkah laku
anti-sosial yang berkaitan telah banyak meningkat dalam tahun-tahun kebelakangan ini. Ini
telah menjadi satu perkara yang menjadi perhatian kepada kerajaan, ibu bapa, guru-guru,
pertubuhan-pertubuhan bukan kerajaan dan agensi-agensi lain yang berkaitan. Kerajaan
Malaysia telah mengiktiraf betapa seriusnya masalah dadah apabila Pejabat PBB mengenai
Dadah dan Jenayah (UNODC) mendedahkan dalam Laporan Dadah Sedunia 2006 yang. Di
Malaysia, Kerajaan telah dicatatkan 300.241 pengguna dadah di negara ini di antara tahun
1988 dan 2006 dengan 18,49% sudah setelah diuji positif-HIV. Agensi Dadah Kebangsaan
(Agensi Dadah Kebangsaan) berdaftar seramai 22811 pengguna dadah pada tahun 2006,

12430 daripada mereka merupakan penagih berulang . Organisasi ini dipertanggungkan

dengan tanggungjawab bagi aktiviti-aktiviti individu dan organisasi menyelaras dalam kempen
menentang penyalahgunaan dadah. Mandatnya adalah untuk memulakan kempen pendidikan
awam dan membangunkan pelan tindakan bertujuan menyekat penyalahgunaan dadah oleh
golongan belia. Kajian ini mendapati bahawa penggunaan dadah dan penyalahgunaan di
kalangan remaja semakin meningkat walaupun mekanisme kawalan yang telah dilaksanakan.
Kertas ini mencadangkan bahawa sebagai langkah pertama untuk mencegah kawalan
penyalahgunaan dadah, ibu bapa perlu peka mengenai bahaya penyalahgunaan dadah,
masalah fungsi mereka sebagai model peranan; sekolah harus mempunyai kurikulum
pencegahan dadah dari tadika dan seterusnya mengajar bahawa penggunaan dadah adalah
salah dan berbahaya dan bahawa terdapat keperluan untuk memulakan program pemulihan
bagi orang yang terjebak dalam najis dadah.
Introduction
Drug and substance abuse is one of the top problems confronting the nation today especially
among the youth. Incidences of drug and alcohol abuse and related anti-social behaviour have
tremendously increased in recent years. This has become a matter of concern to the
government, parents, teachers, Non-governmental organisations and all other relevant
agencies.It is more prevalent than parents suspect. Parents do not recognise the extent of drug
use and as a result, some young people think they can use drugs with impunity. Most parents
believe that it is the responsibility of teachers to check drug abuse among school going children
and still most of them delude themselves that their children are safe and secure.Drug abuse is
not confined to young people in certain geographical areas or from particular social-economic
backgrounds. It affects the nation as a whole-both urban and rural areas. The problem cuts
across class. It is notonly in slums or low income areas where people are poor and unhappy but
also with families living under better conditions (rich and calmer) where children are better
controlled.
The involvement of youth in licit and illicit substances, globally, is on the rise (The World Drug
Report, 2007). The advent of recreational drugs, combined with rave lifestyle coupled with
purposeful or incidental exposure and the availability of psychoactive substances and drugs has
invited young people to be more exposed and involved with substance misuse and abuse.

This trend is also being observed in Malaysia and there is an increasing number of youth
experimenting with licit substances and illicit drugs. The National Anti-Drugs Agency (AADK)
has recorded youth as young as 13 years old involved with psychoactive drugs. In a span of just
5 years (1998-2002), AADK has identified a small percentage of this age group involvement with
drugs (0.01-0.06%) as compared to the population of drug addict in the country. However, this
number increases as the age bracket increases, for example, 0.35% 0.59% among
adolescents between 13-15 years; 1.84% to 2.29% for the 16 to 17 years age group; and 4.35%
to 5.63% for the 18 to 19 years age group. This accounts for approximately 6.6% to 8.6% out of
the population of drug users and addictsfor this recent 5 years period in the country.
These statistics represent youth that was legally mandated to government treatment and
rehabilitation, and it can be considered to be only the tip of the iceberg of the drug use
scenario in the country. This numbers do not include youth that tried licit or illicit substances or
those categorized as recreational users. This number of users of licit and illicit substances has
not yet been estimated by the authorities and it represent an important number to beidentified in
order to strategize effective prevention and intervention programs.
In 2002, Mahmood et al.calculated the multiplier for drug users in Malaysia at 2.87, which
means, taking the recorded number of drug users (DU) for 2002 and multiplying it with the
multiplier will signify the estimated number of drug users in the country. Based on these
multipliers, it can be estimated that there are 59,243 to 77,196 youth in Malaysia that can be
categorized as substances users (Mahmood et al., 2004).
Past studies has also revealed that about 4.4% of youth in the state of Kedah are involved with
various social ill activities that include the use and misuse of licit and illicit substances
(Mahmood et al., 1997). If this figure as an indication of youth involved withsocial ills activities in
the country, we are facing with a significant number that need effective intervention programs to
prevent it from escalating to a more serious situation.
In other investigations (e.g. Mahmood et al.,2003), it was also observed that among youth that
are involved with illicit substances and drugs, there are significant number that can be
successfully rehabilitated to be drug free with proper individual and community-based programs.
This suggests that youth can readily change their behaviors and attitudes if exposed to the
proper intervention orrehabilitation programs (Mahmood & Yahya, 2004; Lloyd, Joyce, Hurry &
Ashton, 2000). Similarly, the drug prevention education programs in Malaysia have provided

some positive impact on the knowledge and awareness of youth on drug issues (Mahmood,
Hassan & Yahya, 2003; Mahmood & Hassan, 2003; Mahmood & Yahya, 2004, 2004a).
However, the limitations of these studies is that all of them identified the possible incidence of
youth involvement with licit and illicit drugs, but do not investigate the actual risk factors that our
youth are exposed to. Thus, this limitation lends strong justification to investigate the incidence
of youths involvement with substances use, misuse and abuse including its etiological and
causal factors, so that the output can provide the relevant policy makers with pertinent
information for the formulation of intervention and preventive strategies.
Other

equally important

investigations

suggested

the

need

to

establish

indicators,

understandings and awareness about childrens and young peoples ideas, abilities,
awareness and perceptions towards substance and drug misuse (Mahmood et al., 1997; Wyvill,
1999; Wibberley & Price, 2000; Wyvill & Ives, 2000; Mahmood, 2002). This is to enable policy
makers especially the Ministry of Education Department and the National Anti-Drugs Agency to
formulate effective prevention education and intervention strategies to reduce if not to eradicate
drug problems amongst youth in the country. This is also in line with the aspiration of AADK and
the Malaysian government, which is to declare total war against drugs and to have a nation free
from drugs by the year 2015.
Objective
The objective of this study is to identify of drug abuse prevention strategies that intended to
help parents, educators, and community come together on prevention programs in their
community. It is important to realize that it takes a combination of effort from parents, schools,
and the community to effectively keep children and adolescents drug-free. When followed, these
principles are proven to drastically reduce the chances of children and adolescents getting
involved with substance abuse
Prevention Principles
The principles listed below are the result of long-term research studies on the origins of drug
abuse behaviors and the common elements of effective prevention programs. These principles
were developed to help prevention practitioners use the results of prevention research to
address drug use among children, adolescents, and young adults in communities across the
country. Parents, educators, and community leaders can use these principles to help guide their

thinking, planning, selection, and delivery of drug abuse prevention programs at the community
level.
Prevention programs are generally designed for use in a particular setting, such as at home, at
school, or within the community, but can be adapted for use in several settings. In addition,
programs are also designed with the intended audience in mind: for everyone in the population,
for those at greater risk, and for those already involved with drugs or other problem behaviors.
Some programs can be geared for more than one audience.
These principles are intended to help parents, educators, and community leaders think about,
plan for, and deliver research-based drug abuse prevention programs at the community level.
The references following each principle are representative of current research.

Risk factor and protective factor

Principle 1 Prevention programs should enhance protective factors and reverse or reduce risk
factors (Hawkins et al. 2002).

The risk of becoming a drug abuser involves the relationship among the number and
type of risk factors (such as deviant attitudes and behaviors, exposure to drug use, and
dysfunctional families) and protective factors (such as parental support, academic
success, and anti-drug education) (Wills et al. 1996)

The potential impact of specific risk and protective factors changes with age. For
example, risk factors within the family have greater impact on a younger child, while
association with drug-abusing peers may be a more significant risk factor for an

adolescent (Gerstein and Green 1993; Dishion et al. 1999).

Early intervention with risk factors (such as aggressive behavior and poor self-control)
often has a greater impact than later intervention by changing a child's life path
(trajectory) away from problems and toward positive behaviors (Ialongo et al. 2001;

Hawkins et al. 2008).

While risk and protective factors can affect people of all groups, these factors can have a
different effect depending on a person's age, gender, ethnicity, culture, and environment
(Beauvais et al. 1996; Moon et al. 1999).

Principle 2 - You need to talk to kids about all forms of drug abuse, including the under age use
of legal drugs (such as tobacco or alcohol); the use of illegal drugs (such as marijuana or
heroin); and the inappropriate use of legally obtained

substances (such as inhalants),

prescription medications, or over-the-counter drugs. (Johnston et al. 2002).

Principle 3 - You need to talk to kids about the types of drug abuse problems in the local
community, try to reduce risk factors (such as helping to get drug dealers off the streets), and
try to strengthen protective factors (such as community programs). (Hawkins et al. 2002).
Principle 4 - Try to help your community focus prevention programs on risks specific to your
communitys population, such as age, gender, and ethnicity it doesnt help to focus efforts on
middle aged users if most of the drug problem in your community is among teenagers. (Oetting
et al. 1997; Olds et al. 1998; Fisher et al. 2007; Brody et al. 2008).

Prevention planning
Family Programs
Principle 5 - Family-based prevention programs should enhance family bonding and
relationships and include parenting skills; practice in developing, discussing, and enforcing
family policies on substance abuse; and training in drug education and information (Ashery et al.
1998).

Family bonding is the bedrock of the relationship between parents and children. Bonding
can be strengthened through skills training on parent supportiveness of children, parentchild communication, and parental involvement (Kosterman et al. 1997; Spoth et al.

2004).
Parental monitoring and supervision are critical for drug abuse prevention. These skills
can be enhanced with training on rule-setting; techniques for monitoring activities; praise
for appropriate behavior; and moderate, consistent discipline that enforces defined

family rules (Kosterman et al. 2001).

Drug education and information for parents or caregivers reinforces what children are
learning about the harmful effects of drugs and opens opportunities for family
discussions about the abuse of legal and illegal substances (Bauman et al. 2001).

Brief, family-focused interventions for the general population can positively change
specific parenting behavior that can reduce later risks of drug abuse (Spoth et al.
2002b).

Enhancing family bonding and relationships is a strong substance abuse preventive measure.
Improving parenting skills also helps keep kids drug-free. Being supportive of your children can
go a long way toward improving their self image, which will also help them stay drug-free.
Parents need to develop, discuss, and enforce family policies on substance abuse. They also
need to become educated about drugs and drug abuse and pass this information on to their
kids. This can open opportunities for family discussions about legal and illegal drugs. Parents
need to take the time to monitor what their kids are doing. They need to set reasonable rules
and watch to see that they are followed. They need to praise good behavior and provide
moderate, consistent discipline, when needed, to enforce the rules.

School Programs
Principle 6 - Prevention programs can be designed to intervene as early as infancy to address
risk factors for drug abuse, such as aggressive behavior, poor social skills, and academic
difficulties (Webster-Stratton 1998; Olds et al. 1998; Webster-Stratton et al. 2001; Fisher et al.
2007). Also, pre-school aged children should hear an initial anti-drug message. Its
never to early to start addressing both sides of this issue.
Principle 7 - Check to see if your childs elementary school is taking steps to improve academic
and social-emotional learning, addressing risk factors such as early aggression, academic
failure, and school dropout. The school should help children develop self-control, emotional
awareness, communication skills, and social problem-solving skills. They should also provide
academic support, especially in reading. (Conduct Problems Prevention Research Group 2002;
Ialongo et al. 2001; Riggs et al. 2006; Kellam et al. 2008; Beets et al. 2009)
Principle 8 - Prevention 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; Eisen et al. 2003; Ellickson et al. 2003; Haggerty et al. 2007):

study habits and academic support;

communication;

peer relationships;

self-efficacy and assertiveness;

drug resistance skills;

reinforcement of anti-drug attitudes; and

strengthening of personal commitments against drug abuse.

Community Programs
Principle 9 - Prevention programs aimed at general populations at key transition points, such as
the transition to middle school, can produce beneficial effects even among high-risk families and
children. Such programs do not single out risk populations, so they reduce labeling and
encourage bonding to school and community. (Botvin et al. 1995; Dishion et al. 2002; Institute of
Medicine 2009).
Principle 10 - Community prevention programs that combine two or more effective programs,
such as family-based and school-based programs, can be more effective than a single program
alone (Battistich et al. 1997; Spoth et al. 2002c; Stormshak et al. 2005).
Principle 11 - Community prevention programs reaching populations in multiple settings - for
example, schools, clubs, faith-based organizations, and the media - are most effective when
they present consistent, community-wide messages in each setting (Chou et al. 1998; Hawkins
et al. 2009).
Prevention Program Delivery
Principle 12 - When communities adapt programs to match their needs, community norms, or
differing cultural requirements, they should retain core elements of the original research-based
intervention (Spoth et al. 2002b; Hawkins et al. 2009), which include:

Structure (how the program is organized and constructed);

Content (the information, skills, and strategies of the program); and

Delivery (how the program is adapted, implemented, and evaluated).

Principle 13 - Prevention programs should be long-term with repeated

interventions (i.e.,

booster programs) to reinforce the original prevention goals. Research shows that the benefits
from middle school prevention programs diminish without follow up programs in high school
(Botvin et al. 1995; Scheier et al. 1999).
Principle 14 - Prevention programs should include teacher training on good classroom
management practices, such as rewarding appropriate student behavior. Such techniques help
to foster students' positive behavior, achievement, academic motivation, and school bonding
(Ialongo et al. 2001; Kellam et al. 2008).
Principle 15 - Prevention programs are most effective when they employ interactive techniques,
such as peer discussion groups and parent role-playing, that allow for active involvement in
learning about drug abuse and reinforcing skills (Botvin et al. 1995).
Principle 16 - Research-based prevention programs can be cost-effective. Similar to earlier
research, recent research shows that for each dollar invested in prevention, a savings of up to
$10 in treatment for alcohol or other substance abuse can be seen (Aos et al. 2001; Hawkins et
al. 1999; Pentz 1998; Spoth et al. 2002a; Jones et al. 2008; Foster et al. 2007; Miller and
Hendrie 2009).
.

Negative Consequences:
Adolescents are taking more risk than ever before. The consequences of these risks can
encounter problems that affect their health, their lives, and their futures (Danish, 1997).
Because of this early age of substance abuse more and more adolescents who are being
treated are found to have more social and emotional problems (Fisher & Harrison, 2000). One
major consequence of a substance abuse is that it can negatively affect users health.
Adolescents that are abusing illicit drugs increase their risk of death by suicide, homicide,
accidents and illness (McCaig, 1995). The results of the drug abuse warning network study
revealed that drug related emergencies increased by 17 % (McCaig, 1995). Not only is the
physical health perceived as a negative consequence but also the users mental health.
Adolescent illegal drug use causes problems involving healthy psychological growth and
functioning for a healthy lifestyle (Brook et al., 1998a).

Another consequence that is related to adolescent substance abuse has to do with the
performance in academics. Hawkins, Catalano, and Miller (1998) cited research revealing that
low levels of commitment to education and high truancy rates are related to an adolescent
substance abuse. Truancies rates are also know as inexcusable absences. Low commitment to
school and inexcusable absents set up bigger problems for education in the future. These
bigger problems include users producing low standings compared to their class and even
dropping out of school. The school consequences are very important to consider in the
development of adolescents. Education is one aspect that dictates ones present and future
quality of life. School dropout rates are highly correlated with adolescents that have substance
abuse problems (Crowe, 1998). It is important to understand the different causes of the negative
effects from a substance abuse. The more knowledge we know the better chance we have to
prevent it.
Cause:
One cause that can make an adolescent vulnerable to start abusing substances at an early age
could be due to social influences. Instead of only looking at the individual for explanations of the
cause/origin of adolescent substance abuse it is also important to consider the social influences
in which adolescents are surrounded by as an important causal contribution. Chau-Kiu Cheung
and John Wing-Ling (2008) had conducted a study concerning the impact of social influences of
adolescent substance abuse. Their study was directed to demonstrate how social influences,
such as social encouragement and support are relevant to a cause of a substance abuse
(Cheung and Ling, 2003). An adolescent is more likely or at greater risk of substance abuse
when the adolescent is helpless due to contextual unhappiness (Patterson, 1999). From the
results of Cheung and Lings study (2003), found a main interaction between social influences
and contextual unhappiness. When external social influences engage in an adolescent while
they are unhappy, can create a vulnerability to abuse a substance (Cheung and Ling, 2003).
Adolescents being stressed combined with an external social influence (encouragement &
support) also creates a vulnerability to cause a substance abuse (Cheung and Ling, 2003). The
overall findings from Chau-Kiu Cheung and John Wing-Lings study (2008) shows that external
forces play an important role in an adolescent substance abuse. These external forces lay in
lines of our environment (peers, family members, and others) and are a huge contributor to the
cause of a substance abuse.

Risk factors that appear in a family setting converse around the parents. Furthermore the risk
factors revolve around parental active roles of supervision and appear in family situation
(Kumpfer, Olds, Zucker,1998). For example, if there is a lack of attachment or nurturing between
the parent/caregiver while that adolescent is developing. A number of investigators have shown
that a close and mutually warm bond between the parent and the child is associated with less
adolescent abusing drugs (Brook et al., 1993;Schmidt et al., 1996). Also drug use by a parent or
sibling has been found to cause a substance abuse (Conger and Rueter, 1996; Duncan et al.,
1995; Kandel, 1990; Kazdin, 1987; Loeber and Dishion, 1983; Patterson et al., 1989). If a family
member is or has abused a substance and if there is a poor relationship between the child and
the parent will put adolescents at risk of a substance abuser (Brook et al., 1990, 1998b).
Children that have used drugs were compared to kids that have not and were found to be three
times more likely to have a family member who is or has abused a substance (Brooks, La
Rosa,Whiteman, Johnson, Montoya, 2000).
Environmental causes outside of the family home setting can decrease the chances of a
substance abuse (Brooks, La Rosa,Whieman, Johnson and Montoya, 2002). For instance, by
having children attend to church regularly. Church can teach morals, values, and give guidance
about life. Brooks, La Rosa,Whieman, Johnson and Montoya (2000) also hit on the importance
of neighborhoods being a component of an environmental cause. Neighborhoods that are found
to have violence, drug availability, low familism and non regular attendance to church will
increase the chance of causality of a substance abuse.
Like I mentioned previously there is more than one domain or setting that can cause an
adolescent being involved in substance abuse. Not only can the family play apart in the
causality of developing a substance abuse but also schools. Instead of blaming the victim we
can put blame on our school systems. For example, the classrooms adolescents are attending
to might not be conducting good classroom behavior or good social skills. These skills play a big
role in the developmental process of an adolescent. This leaves kids very vulnerable to external
forces from the classroom. Not only can the classroom be the problem but the school itself.
Schools offer a lot of social activity and interactions. While being at school adolescent are at risk
of associate and becoming involved with adolescent that have a substance abuse problem. This
also opens up new doors for the availability of getting a hold of drugs; quantity and variety.
(NIDA, 2001)

Program Description:
Because substance abuse is becoming active at earlier and earlier ages as the time goes on, it
is important to start prevention early in a childs life. What is needed is more consistent and long
term adolescent substance abuse prevention that stays associated and involved with children
during their courses of development. The program needs to be consistent by reaching out to
where adolescent spend most of their time. This adolescent substance abuse program includes
educations and developmental skills across the family and school settings.
Because substance abuse can affect ones academics, physical and mental health and ones
future, it is important to start prevention as early as 8 years old. For prevention to start this early
prevention needs to be focused on families and more so on parents. One leading cause to a
substance abuse is having a family history or a parent who was chemically dependent. Family
members who were chemically dependent put their child to be genetically vulnerable to a
substance abuse (Kumpfer, 1999). The first step of prevention is to get the parents to be well
rounded and educated on drugs and substance abuse. Parents need to become aware of the
origins of substance abuse. Meaning they need to know the causes and effects of a substance
abuse. A great way for parents to become educated is to take part in neighborhood leader
groups. Leader groups offer a great opportunity for getting and giving input and output. This also
leads to another important prevention aspect in the family setting. Getting involved and paying
attention to the child is important. Parents need to become very active when it comes to
supervising. Staying involved with your child will heighten protective factors to outweigh the risk
factors. Parental involvement is a crucial ingredient to preventing a substances abuse.
Involvement doesnt just mean being around the kid when he/she is at home. Parents need to
reach out past the home setting. A great skill for prevention is to get involved with your childrens
interest. This can include friends, activities and their fantasies like a hero/role model. This is why
it is important to take part in neighborhood leader groups. It gives the chance to know your
childs friends and their families. Becoming aware of who their friends are, where they come
from, and getting to know the parents makes for a very strong and effective way for staying
involved and having a tight relationship. Getting to know your childs interest can really make a
positive impact on the child and is a great skill for prevention. For example, take your childs
favorite superhero/role model and exemplify a new anti drug message once a week that has
consequence toward that hero or role model. Parents being educated, staying involved with the
childs interest and having good supervising skills offers a big part in keeping this prevention
program consistent and long-term.

Because it is important to keep the program consistent and long term in the development of the
child, education and skills need to be implemented at school settings. At this point schools offer
more risk factors than protective factors for substance abuse. Because of this window of risk
factors and because schools take part in a big section of development of children; prevention
needs to be enforced. Most school systems do not seem to be aware of the severity of negative
effects of a substance abuse. This is apparent because of how high dropout rates are correlated
to substance abuse in which rates are only going up. Instead of school systems only setting
aside 15-20 minutes for drug awareness assemblies, school need to set aside more time for
children just as their parents. In doing so the school systems have to change their academic
system. They need to implement a full education class three days a week. Instead of the
children just sitting in the class room and listening to the teacher, the class is going to involve a
lot of participation. This participation will not only involve inside the classroom but will also take
part as an extracurricular active outside of the school. By giving children extra actives to do
outside and inside of school, will lessen the chance of them becoming involved with children
that already have a substance abuse problem and take away from the availability of drugs.
Inside the classroom teachers will be instructed to keep kids well rounded on types of drugs,
health effects, academic affect, behavior affects and what a substance abuse can lead you to,
like in the juvenile system. Activities inside the class room will be meant for participation toward
learning coping skills, emotional control skills and social skills. Because this program is
constructed to be long term and consistent, inside school classes and the extracurricular
activities need to be practiced and implemented into school academic circular systems and not
just as a brief assembly or an announcement.
The extracurricular actives outside of school are going to involve children reaching out into their
communities beyond the school and family settings. This component to the program will stay
active throughout the whole year and the summer so transition phases are not in effect. These
activities will involve children from schools giving educational seminars in public place around
their community. They will take what they have learned from inside the classroom and propose
anti drug messages consistently across their community. Seminars will include places such as
libraries, parks, beaches, neighborhoods, churches and shopping centers. Unlike other program
this program needs to stay consistent and long-term through the stage of development. That is
why this program is implemented into the family, school and beyond.
In summary, this educational and skills substance abuse prevention program will strengthen the
protective factors and weaken the risk factors of a substance abuse. For this program to be

affective it has to take place in our families and school staying consistent and long term. All the
aspects of family and school settings combine to create a chance of involvement of socializing
creating strong relationship in a positive manner for being substance free. By having the
protective factors outweigh the risk factors we can stop this continual pattern of adolescent
substance abuse.

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