Narconon Prevention Program Module: | Session 1: "Drugs and The Body" | Session 2: "What is a Drug?" | Session 3: Review Take Home Assignment: "Speaking With Your Parents." | Session 4: "Ecstasy – The Real Story" | Session 5: "Alcohol, Drugs and the Media" | Session 6: Review Take Home Assignment: "Examples of Drug Promotion" | Session 7: "Goals and the Emotional Scale" | Session 8: "Setting and Achieving Goals" |
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Knowledge objective | Drugs have long-lasting physical consequences including deposition in tissues [34]; [35] with residual physical and psychological effects [36]; [37,38]. | Medications, both licit and illicit, have a range of dose-dependent actions from stimulation to depression to death [39]. Drugs affect nutrient status [40]; deficiencies [41,42] can exacerbate withdrawal symptoms [43] and adversely affect mood [44]. | Recap and review of previous modules and take home assignment results. | Media influence and marketing strategies aimed at youths impact their value systems and create false norms [45]. Contrast with negative effects of ecstasy [46], [47]. | Further explores drug promotion strategies, particularly the prevalence of alcohol and tobacco advertising aimed at youth – often subtly placed [48]. | The effects of drugs on the mind; a network of communications visual mental imagery and perceptions. | Impart the effects of drugs on a person's emotions [49] in contrast with satisfaction achieved from setting and achieving personal goals. | Recap and review of all previous modules. |
Social influence skills | Resistance based on negative impact on health. | Resistance based on negative impact on health. | Recognize the influence of family and peers on drug use behaviors and establishment of norms. | Correction of false norms regarding popularity and positive attitudes toward substance use. | Recognize the influence of culture, media, technology and other factors on drug use behaviors. | Resistance based on negative impact on the mind. | Resistance based on negative impact on emotions. | Resistance based on negative impact on personal goals. |
Interactive activity(ies) | "Icebreaker" drill Question and answer session Take-home assignment: personal observations, parental discussion. | Orientation drill Question and answer session | Group discussion: findings from take home assignment. Group participation: Drugs and the nervous system. Group participation: effect of drugs on life. | Orientation drill Question and answer session | Orientation drill Question and answer session Take-home assignment: Find pro-drug advertising examples in in-store displays, magazines, movies, sporting or music events. | Group participation: Effects of drugs on the mind. Group discussion: findings from take home assignment. Group participation: "The media game." | Orientation drill Question and answer session | Orientation drill Class discussion: Setting doable goals Group participation: The scale of emotions. Essay: Goals for the coming year, how to get started. |
Competency enhancement | Ability to use interpersonal communication skills. | Demonstrate the ability to assess valid information. | Ability to use interpersonal communication skills. | Cognitive skills for resisting media influences. | Ability to use interpersonal communication skills. | Demonstrate the ability to use decision-making skills and goal-setting skills. | Skills for increasing self-control and self-esteem realized through development of a clear set of personal goals and strategies for achieving those goals. | |
Multi-component (family/community) | Assignment involves parent-student conversation. | In 1998, six percent of parents reported never talked to their children about drugs, this doubled to 12 percent in 2004 [50]. | Assignment involves recognition of messages seen in community settings. |