A Summary and Synthesis of Contemporary Empirical Evidence regarding the Effects of the Drug Abuse Resistance Education Program (D.A.R.E.)

Autor/inn/en	Singh, Renee D.; Jimerson, Shane R.; Renshaw, Tyler; Saeki, Elina; Hart, Shelley R.; Earhart, James; Stewart, Kaitlyn
Titel	A Summary and Synthesis of Contemporary Empirical Evidence regarding the Effects of the Drug Abuse Resistance Education Program (D.A.R.E.)
Quelle	In: Contemporary School Psychology, 15 (2011), S.93-102 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
Schlagwörter	Evidence; Drug Education; Prevention; Drug Abuse; Drug Use; Program Effectiveness; Synthesis; Meta Analysis; Literature Reviews; School Psychology; Outcomes of Education; Program Descriptions; Educational Change; Youth Problems; Youth Programs; Change Strategies + Suchen Sie Ihr Suchwort? Evidenz; Drogenarbeit; Prävention; Vorbeugung; Drug consumption; Substance abuse; Drogenkonsum; Meta-analysis; Metaanalyse; Schulpsychologie; Lernleistung; Schulerfolg; Bildungsreform; Jugendsofortprogramm; Lösungsstrategie
Abstract	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. In 2003, D.A.R.E. was modified in an attempt to make it more effective. The purpose of this review is to summarize and synthesize the contemporary empirical evidence, which includes six studies focusing on the old D.A.R.E. and one study focusing on the new D.A.R.E., regarding outcomes associated with the modified D.A.R.E. program. Recent studies offer mixed evidence regarding the effectiveness of the new D.A.R.E curriculum, thus, further systematic investigation is warranted to better understand student outcomes associated with the new D.A.R.E curriculum. This information is particularly valuable for school psychologists, administrators, and other education professionals responsible for identifying empirically supported programs for use in schools. (Contains 2 tables.) (As Provided).
Anmerkungen	California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10