Rebecca J. W. Cline, PhD¹, Melissa C. Morris, MPH², Robert M. Weiler, PhD², and S. Camille Broadway, MAMC³. (1) Communication and Behavioral Oncology, Barbara Ann Karmanos Cancer Institute/Wayne State University, Hudson Webber Cancer Research Center, Rm. 540, 4100 John R, Detroit, FL 48201, (2) Department of Health Education and Behavior, University of Florida, P.O. Box 118210, 5 FLG, Gainesville, FL 32611-8210, 352-392-0583, mcmorris@ufl.edu, (3) College of Journalism and Communications, University of Florida, Graduate Division, G040 Weimer Hall, Gainesville, FL 32611-8400

Purpose: This investigation examined prescription drug-related content and learning objectives in D.A.R.E curricula. Significance: Prescription drug abuse is growing among youth who may not be aware of harmful effects that can result from improper use, allergic reactions, or mixing prescriptions with other drugs. D.A.R.E. is the most extensive network for drug prevention education, reaching more than 36 million youth each year. Methods: The D.A.R.E. sample consisted of two curricula, one designed for fifth and sixth grades, and another designed for middle school. Only the curricular sections designated for middle school grades were analyzed (i.e., grade five materials were excluded) for prescription drug related-information. The topic and context associated with content and objectives were coded. The coding system for topics consisted of 126 topics organized within 14 categories. A two-dimensional coding system for context identified use- versus abuse- related and explicit versus implicit references to prescription drugs. Results: Content and objectives found in the D.A.R.E. curricula represented a very narrow range of topics. D.A.R.E. curricula addressed only 20 content topics found within 5 categories; all were presented in an abuse-implicit context. The 11 objectives identified in D.A.R.E. addressed only seven topics, all within the “general prescription drug abuse” category. All objectives were coded in an Abuse-Implicit context. Conclusions: Although D.A.R.E.’s content potentially related to prescription drugs, in no case did curricular content or objectives explicitly identify the drugs discussed as prescription drugs. If middle schools rely on D.A.R.E. curricula to teach students about substance abuse, students are likely to be under-informed about the risks of prescription drugs.

Learning Objectives:

At the conclusion of this session, the participant will (
• identify categories and topics addressed by D.A.R.E.’s content and objectives, (
• recognize that important prescription drug-related topics are absent from D.A.R.E. curricula, and (
• understand the significance of D.A.R.E. and the implications of excluding prescription drug information from the curricula.

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.