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signed to correct misperceptionsthat many students are abusing. Drugs in contrast the ndap deliveryscripts suggest presenters ask students. About personal experiencesand expect shared responses that may reinforce percept

ions thatdrug abuse is. Common this questioning strategy may underminethe normative education components. Of the schools researchbasedtell them raise your hand if you know someonewho drinks too. Much alcohol most hands will go up ask ifthey know someone. Who has trouble with some drug some of thehands ask who knows someone who smokes cigarettes everyhand. Will go up great who knows someone who smokes and wishesthey could quit. Alright you all know someone who has a drugwho here has seen someone who just has to havea cup of. Coffee every morning every hand is up haveyou ever seen someone go to a party. And the first thing theydo is drink beer most hands up have you ever seensomeone drink. So much alcohol that they actually passed outdiscussion ask students have. You observed thedifferences in a person between

the time before he started. Usingdrugs and the time after he started using drugs get them toin addition there may be student. And family privacy concernsusing reformed drug addicts in drug prevention educationndap presenters. Include former drug addicts as notedabove the use of testimonials of former drug abusers is not aresearchbased. Strategy either as core instruction or as a supplementaryactivity authorizing. Exaddicts to teach drug prevention in schoolsmay tacitly reinforce. Student perceptions that drug use reallyisnt risky similarly. Educational institutions may compromisetheir ability to. Teach students how to critically evaluate thecredibility of health information and its. Sources 4authority to exaddicts who do not possess legitimate credentialsthe ndap. Materials are equivocal about presenters shar


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