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
literative 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.
| Identifer | oai:union.ndltd.org:ADTP/218790 |
| Date | January 1992 |
| Creators | Broad, Barbara Patricia, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Barbara Patricia Broad |
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