Abstract
Drug use and misuse by young people is a problem and concern in the Australian and Australian Capital Territory (ACT) communities. There are concerns regarding illicit and licit drugs but licit drug use has been identified as the major area of concern. Young people in the ACT reflect the drug use/misuse patterns and trends of other states. Commonly used drugs by young people are alcohol, tobacco, cannabis and analgesics.Strategies to address the problem of drug use/misuse by young people include intervention and community drug education programs. Peer drug education (as an example of community drug education), trains young people as peer educators to implement drug education programs with younger age groups.
A case study analysis based on qualitative, naturalistic and new paradigm research is the research method used in this thesis.
An eclectic model of drug education including key components from a variety of drug education models provides a comprehensive overview of peer drug education. The literature review showed the complexity of influences on drug use/misuse. These influences relate to individual, peer, parental and family, community and societal factors. Peer drug education is generally recognised as an effective drug education strategy.
Peer drug education programs (Triple T: Teenagers Teaching Teenagers) were conducted in the ACT from 1988-1990. Reports documenting these programs (including evaluation data) and a iterative review are the main data analysed for the case study.
The case study analysis of five ACT peer drug education programs and one interstate program showed the key planning issues for effective peer drug education were:
- collaborative decision making as a central concept;
- detailed planning and liaison with target groups;
- established structures within schools and communities to support the trained peer educators;
- team work and small group work as intrinsic and extrinsic factors within the program;
- clarification of responsibilities and roles of all personnel involved in the program; and
- facilitators/leaders with attributes and qualities that encourage peer drug educators as social change agents.
Analysis of data from the case study reports showed young people can be effective peer drug educators. Residential programs are preferred over non-residential programs. Peer drug education programs are effective in both school and community agencies.
The literature review and analysis of reports also indicated that peer drug education needs to focus on establishing positive norms in groups of young people. Collaborative decision making and positive role modelling assist in the establishment of these norms. Peer drug education links to the wider changes occurring in education and health settings. Peer drug education is about collaborative decision making, social justice, development of key competencies and social change.
This thesis confirmed the complexity and dynamic nature of peer drug education and there were many questions raised for further research from the literature review and analysis of program reports.
| Date of Award | 1992 |
|---|---|
| Original language | English |
| Supervisor | Antionette Ackermann (Supervisor) |
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