1. DrugEpi 5-4 Policy Question: D.A.R.E. Module 5 Overview Context Content Area: Policy Decisions about Drug Use/Abuse Issues Essential Question (Generic): What should be done when preventable causes of disease are found? Essential Question (Drug Abuse Specific): What should be done when preventable causes of drug abuse are found? Enduring Epidemiological Understanding: Policy decisions are based on more than the scientific evidence. Because of competing values - social, economic, ethical, environmental, cultural, and political factors may also be considered. Synopsis: In Module 5, students explore specific drug policy questions and become aware of the factors that influence their own and others' positions on those questions. Lessons: Lesson 5-1: Individual and Societal Decision Making Lesson 5-2: Drug Policy Question - Should needle exchange programs be implemented? Lesson 5-3: Drug Policy Question - Should high school students be drug tested? Lesson 5-4: Drug Policy Question - Should D.A.R.E. be taught in all schools? Lesson 5-5: Drug Policy Question - Should marijuana be legal for medical purposes?

2. DrugEpi 5-4 Policy Question: D.A.R.E. Module 5 - Policy Decisions about Drug Use/Abuse Lesson 5-4 Should Dare be Taught in All Schools? Content How scientific literacy is connected to individual and societal decision-making Definitions and discussion about policy, risk perception and the acceptability or unacceptability of risk Application of Drug Policy question Assignment to question, Should D.A.R.E. be taught at all schools? Big Ideas In a democratic society, a scientifically literate population is better able to make informed decisions about issues of public health Societal decisions about acceptability versus unacceptability of risk often consider other factors besides the actual magnitude of that risk The issue of whether or not D.A.R.E. should be taught in all schools is controversial with powerful arguments on both sides This project is supported by a Science Education Drug Abuse Partnership Award, Grant Number 1R24DA016357-01, from the National Institute on Drug Abuse, National Institutes of Health.

3. DrugEpi 5-4 Policy Question: D.A.R.E. Essential QuestionsEnduring Understandings 1.How is this disease distributed? Health-related conditions and behaviors are not distributed uniformly in a population. They have unique distributions that can be described by how they are distributed in terms of person, place, and time. 2.What hypotheses might explain the distribution of disease? Clues for formulating hypotheses can be found by observing the way a health-related condition or behavior is distributed in a population. 3.Is there an association between the hypothesized cause and the disease? Causal hypotheses can be tested by observing exposures and diseases of people as they go about their daily lives. Information from these observational studies can be used to make and compare rates and identify associations. 4.Is the association causal? Causation is only one explanation for an association between an exposure and a disease. Because observational studies are complicated by factors not controlled by the observer, other explanations also must be considered. 5.What should be done when preventable causes of disease are found? Policy decisions are based on more than the scientific evidence. Because of competing values - social, economic, ethical, environmental, cultural, and political factors may also be considered. Where are we?

4. DrugEpi 5-4 Policy Question: D.A.R.E. Drug Policy Question Should D.A.R.E. be taught in all schools? Individual and Societal Decision Making A. Orientation to the Enduring Understanding Slides B. Drug Policy Question “Hip Pocket” Slides C. Drug Policy Question Summary Slides

5. DrugEpi 5-4 Policy Question: D.A.R.E. Drug Policy Question Should D.A.R.E. be taught in all schools? Individual and Societal Decision Making A. Orientation to the Enduring Understanding Slides B. Drug Policy Question “Hip Pocket” Slides C. Drug Policy Question Summary Slides

6. DrugEpi 5-4 Policy Question: D.A.R.E. Enduring Understanding Policy decisions are based on more than the scientific evidence. Because of competing values; social, economic, ethical, environmental, cultural, and political factors may also be considered. Individual and Societal Decision Making

7. DrugEpi 5-4 Policy Question: D.A.R.E. Scientific Literacy A scientifically literate person is someone who: National Research Council. (1996) National Science Education Standards, Washington, DC: National Academy Press. … can ask, find, or determine answers to questions derived from curiosity about everyday experiences … has the ability to describe, explain, and predict natural phenomenon … is able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of their conclusions … can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed … (is) able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it … (has) the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately Individual and Societal Decision Making

8. DrugEpi 5-4 Policy Question: D.A.R.E. Policy A course or principle of action adopted or proposed by a government, party, business, or individual John M. Last, A Dictionary of Public Health Individual and Societal Decision Making

9. DrugEpi 5-4 Policy Question: D.A.R.E. Policy A course or principle of action adopted or proposed by a government, party, business, or individual John M. Last, A Dictionary of Public Health Individual and Societal Decision Making

10. DrugEpi 5-4 Policy Question: D.A.R.E. Drug Policy A course or principle of action adopted or proposed by a government, party, business, or individual that affects drug use Individual and Societal Decision Making

11. DrugEpi 5-4 Policy Question: D.A.R.E. Pre-Drug Policy Question Assignment Survey Summary Individual and Societal Decision Making Should D.A.R.E. be taught at all schools?

12. DrugEpi 5-4 Policy Question: D.A.R.E. Drug Policy Question Should D.A.R.E. be taught in all schools? A. Orientation to the Enduring Understanding Slides B. Drug Policy Question “Hip Pocket” Slides C. Drug Policy Question Summary Slides Should D.A.R.E. be taught in all schools?

13. DrugEpi 5-4 Policy Question: D.A.R.E. Should D.A.R.E. be taught in all schools? HP

14. DrugEpi 5-4 Policy Question: D.A.R.E. Should D.A.R.E. be taught in all schools? HP

15. DrugEpi 5-4 Policy Question: D.A.R.E. Should D.A.R.E. be taught in all schools? Outcome HP

16. DrugEpi 5-4 Policy Question: D.A.R.E. Should D.A.R.E. be taught in all schools? D.A.R.E. is Community Policing D.A.R.E. is universally viewed as an internationally recognized model of community policing. The United States Department of Justice has identified how D.A.R.E. benefits local communities: D.A.R.E. "humanizes" the police: that is, young people can begin to relate to officers as people D.A.R.E. permits students to see officers in a helping role, not just an enforcement role D.A.R.E. opens lines of communication between law enforcement and youth D.A.R.E. Officers can serve as conduits to provide information beyond drug- related topics D.A.R.E. opens dialogue between the school, police, and parents to deal with other issues The bottom line - to combine the best research and science with the world's most effective delivery system - D.A.R.E. HP

17. DrugEpi 5-4 Policy Question: D.A.R.E. Should D.A.R.E. be taught in all schools? Public Support HP

18. DrugEpi 5-4 Policy Question: D.A.R.E. Should D.A.R.E. be taught in all schools? Evidence of Effectiveness ? HP

19. DrugEpi 5-4 Policy Question: D.A.R.E. Should D.A.R.E. be taught in all schools? HP

20. DrugEpi 5-4 Policy Question: D.A.R.E. Should D.A.R.E. be taught in all schools? HP

21. DrugEpi 5-4 Policy Question: D.A.R.E. Should D.A.R.E. be taught in all schools? HP

22. DrugEpi 5-4 Policy Question: D.A.R.E. Should D.A.R.E. be taught in all schools? Opportunity Costs HP

23. DrugEpi 5-4 Policy Question: D.A.R.E. Should D.A.R.E. be taught in all schools? HP

24. DrugEpi 5-4 Policy Question: D.A.R.E. Time ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Healthy People - E Random Assignment E DZ Controlled Trial Time ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Healthy People - E E DZ Cohort Study Time ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Case-Control Study - DZ E E E E Time ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Cross-Sectional Study - E E DZ National Study of the New D.A.R.E. Program Launches: Six US Cities to Test State-of-the-Art Prevention Curriculum Should D.A.R.E. be taught in all schools? HP

25. DrugEpi 5-4 Policy Question: D.A.R.E. Should D.A.R.E. be taught in all schools? Time ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Healthy People - E Random Assignment E DZ Controlled Trial Time ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Healthy People - E E DZ Cohort Study Time ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Case-Control Study - DZ E E E E Time ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Cross-Sectional Study - E E DZ d b c a HP

26. DrugEpi 5-4 Policy Question: D.A.R.E. 9010 9010 b d a c or % % Total New DARE No New DARE No Drug Use Drug Use Risk of Drug Use Relative Risk 1 Should D.A.R.E. be taught in all schools? HP

27. DrugEpi 5-4 Policy Question: D.A.R.E. 9010 9010 b d a c or % % Total New DARE No New DARE No Drug Use Drug Use Risk of Drug Use Relative Risk > 1 Should D.A.R.E. be taught in all schools? HP

28. DrugEpi 5-4 Policy Question: D.A.R.E. 9010 9010 b d a c or % % Total New DARE No New DARE No Drug Use Drug Use Risk of Drug Use Relative Risk < 1 Should D.A.R.E. be taught in all schools? HP

29. DrugEpi 5-4 Policy Question: D.A.R.E. Drug Policy Question Should D.A.R.E. be taught in all schools? Individual and Societal Decision Making A. Orientation to the Enduring Understanding Slides B. Drug Policy Question “Hip Pocket” Slides C. Drug Policy Question Summary Slides

30. DrugEpi 5-4 Policy Question: D.A.R.E. In Favor of Should D.A.R.E. be taught at all schools? Individual and Societal Decision Making

31. DrugEpi 5-4 Policy Question: D.A.R.E. In Favor ofAgainst Should D.A.R.E. be taught at all schools? Individual and Societal Decision Making

32. DrugEpi 5-4 Policy Question: D.A.R.E. In Favor ofAgainst Should D.A.R.E. be taught at all schools? Scientific Social Economic Ethical Environmental Cultural Political Individual and Societal Decision Making

33. DrugEpi 5-4 Policy Question: D.A.R.E. In Favor ofAgainst Should D.A.R.E. be taught at all schools? Policy decisions are based on more than the scientific evidence. Because of competing values; social, economic, ethical, environmental, cultural, and political factors may also be considered. Individual and Societal Decision Making

34. DrugEpi 5-4 Policy Question: D.A.R.E. Write a Brief Statement Forces that Influenced Your Position Individual and Societal Decision Making

35. DrugEpi 5-4 Policy Question: D.A.R.E. Post-Drug Policy Question Assignment Survey Should D.A.R.E. be taught at all schools? Individual and Societal Decision Making

36. DrugEpi 5-4 Policy Question: D.A.R.E. Pre-Drug Policy Question Assignment Survey Should D.A.R.E. be taught at all schools? Individual and Societal Decision Making

37. DrugEpi 5-4 Policy Question: D.A.R.E. Pre-Drug Policy Question Assignment Survey Individual and Societal Decision Making

38. DrugEpi 5-4 Policy Question: D.A.R.E. Pre- and Post Drug Policy Question Assignment Survey Summaries Should D.A.R.E. be taught at all schools? Individual and Societal Decision Making

39. DrugEpi 5-4 Policy Question: D.A.R.E. Democracy “It is both the glory and the burden of democracy that lay citizens must make the final choice.” Citizen - Kings / Citizen - Queens Individual and Societal Decision Making

40. DrugEpi 5-4 Policy Question: D.A.R.E. All scientific work is incomplete – whether it be observational or experimental. All scientific work is liable to be upset or modified by advancing knowledge. That does not confer upon us the freedom to ignore the knowledge we already have, or to postpone the action that it appears to demand at a given time. Sir Austin Bradford Hill, “The Environment and Disease: Association or Causation?” Proceedings of the Royal Society of Medicine January 14, 1965 Individual and Societal Decision Making

41. DrugEpi 5-4 Policy Question: D.A.R.E. Individual and Societal Decision Making

42. DrugEpi 5-4 Policy Question: D.A.R.E. Big Ideas in this Lesson (5-4) In a democratic society, a scientifically literate population is better able to make informed decisions about issues of public health Societal decisions about acceptability versus unacceptability of risk often consider other factors besides the actual magnitude of that risk The issue of whether or not D.A.R.E. should be taught in all schools is controversial with powerful arguments on both sides Re-Cap

43. DrugEpi 5-4 Policy Question: D.A.R.E. Next Lesson