The Educator's Guide to Substance Abuse Prevention

The Educator's Guide to Substance Abuse Prevention

The Educator's Guide to Substance Abuse Prevention

The Educator's Guide to Substance Abuse Prevention

Synopsis

The Educator's Guide to Substance Abuse Prevention is for educators and other school personnel who are concerned about student drug use and school violence. It will help them to appreciate and use their humanity, professional skills, educational ideals, and the school curriculum as tools for substance abuse prevention. Teachers' concerns are addressed in several ways. First, the text provides a guide through which they may resolve personal and professional concerns about the commitments, limits, and boundaries of their working relationships with students. Second, it describes tasks that teachers can perform and mental health issues they can address in creating classroom policies, procedures, and rules to promote healthful learning activity in the classroom. Third, the author summarizes and interprets research and theory about substance abuse as they apply specifically to educational prevention and to professional teaching practice--arguing that classroom management strategies, learning activities, and social interaction are a teacher's primary tools of prevention, and showing how teachers may use these tools in any curricular area and without direct reference to drugs.

A highlight of this text is its emphasis on helping teachers to explore drug-related issues from within the context of their own curricular specialties and to integrate substance abuse prevention with the curriculum in many school subjects--including the arts, literature, social studies, history, government, science, and culture. Action-oriented prevention strategies based on these content areas are suggested. The Educator's Guide to Substance Abuse Prevention:

• focuses primarily on teaching, learning, and prevention rather than on information about drugs;

• helps teachers to better use what they already do, know, and are in order to respond competently, responsibly, and with sensitivity to the needs of their students;

• attends to the needs of teachers who do prevention work and the needs of children who are the target of prevention efforts;

• describes student disappointment and disillusionment with family, school, and community as sources of risk and the legitimate domain in which teachers may serve a curative role;

• provides extensive coverage of historical, social, and cultural issues related to substance abuse and school violence; and

• alerts teachers to the risk to children posed by extremist adult groups, prominent negative role models, popular culture, and peer pressure.

Excerpt

This book is a guide for teachers in preparation, practicing teachers, and other school personnel whose present and future students may raise issues about drug education, substance abuse prevention, and drug control. Students usually raise these issues in response to community events, because of personal or family experiences, to challenge the teacher and the curriculum, or because of their own drug use or that of peers. This book was written so that teachers can help children cope with drug-related events and experiences that relate to these issues.

Therefore, the primary goal of this book is to help educators work effectively within their classroom management practices, the school curriculum, and the provision of pupil-personnel services. in these ways, teachers of all school subjects may rely on their own interests and capabilities to help students in need and especially those who are at risk.

The book addresses teachers' concerns in several ways. It provides a guide through which teachers may resolve personal and professional concerns about the commitments and limits and boundaries of their working relationships with students. Also, it describes tasks that teachers can perform and mental hygiene issues they can address in creating policies, procedures, and rules to promote healthful learning activity in the classroom. And, it summarizes past and present theory about substance abuse prevention to integrate all the preceding concerns into professional teaching practice.

Furthermore, this book helps teachers explore drug-related issues from within the context of their own curricular specialties. These curricular contexts, which are subsumed under the broad themes of policy and culture, include art, music, language arts, literature, social studies, history, government, economics, science, technology, and culture. the narrative refers teachers to relevant biography, historical events, and social issues, and it suggests ways that teachers can respond to problems such as disillusionment, alienation, and dangerous trends and fads of popular culture as they relate to the problem of . . .

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