Suchergebnisse

The long-term effectiveness of Drug Abuse Resistance Education (D.A.R.E.) was assessed by contrasting drug use and other D.A.R.E.-related attitudinal latent variables among 356 twelfth- grade students who had received the program in the 6th grade with 264 others who did not receive it. A prior study of these subjects when they were in 9th grade had shown no significant differences. A follow-up survey in 12th grade assessed central D.A.R.E. concepts such as self- esteem, police bonds, delay of experimentation with drugs, and various forms of drug use. Although the authors found no relationship between prior D.A.R.E. participation and later alcohol use, cigarette smoking, or marijuana use in 12th grade, there was a significant relationship between earlier D.A.R.E. participation and less use of illegal, more deviant drugs (e.g., inhalants, cocaine, LSD) in a development sample but not in a validation sample. Findings from the two studies suggest a possible sleeper effect for D.A.R.E. in reference to the use of harder drugs, especially among teenage males.

The long-term effectiveness of D.A.R.E. was assessed by contrasting 9th-grade students who received the program in the 6th grade with others who did not receive the program. Of 38 elementary schools eligible for D.A.R.E. programs, 21 received the program and 17 did not. A follow-up survey assessed central D.A.R.E. concepts such as self-esteem, resistance to peer pressure, delay of experimentation with drugs, and drug use. Employing latent variables to represent the concepts, no significant differences were found between D.A. R.E. participants and controls. The authors discuss attenuation of effects and the generally antidrug context of schools.

The authors examine the effectiveness of Drug Abuse Resistance Education (D.A.R.E.), con trolling for maturation and pretest sensitization by using a Solomon Four-Group design with latent variables. Results analyzed at the classroom level (440 classrooms, 10,000 students) indicated that D.A.R.E. participation resulted in greater self-esteem, stronger institutional bonds, and endorsement of fewer risky behaviors. The pretest was reactive on one of four latent-variable outcomes: resistance to peer pressure. Maturation resulted in effects counter to D.A.R.E.: lower self-esteem and weaker institutional bonds. Effects were stronger than those reported in prior meta-analytic studies.