Docobent Mune

DOCOBENT MUNE

ED 099 721 88 CO 009 311 Drug Information and Attitude Development: Interim Evaluation Report, August 1, 1972 to July 31, 1973, TISTITUTION Ferguson-Florissant School District, Ferguson, Bo. SPONS AGENCY Bureau of Elementary and Secondary Education (DBEV/OE), Washington, D.C. BUREAU NO 25-71-04-2 PUB DATE Sep 73 NOTE 284p.

EDRS PRICE BF-80.75 BC-$13.80 PLUS POSTAGE DESCRIPTORS *Adolescents; Community Involvement; *Drug Education; Elementary Secondary Education; Family Involvement; *Inservice Education; *Program Descriptions; Research Projects IDENTIFIERS *Elementary Secondary Education Act Title III; ESEA Title III

ABSTRACT This interim evaluation reports on the progress of an extensive drug education program in a St. Louis, Missouri school district. Designed to meet seven overall objectives, the project calls for comparisons between experimental and control groups at the elementary and secondary level. Far-reaching activities including staff orientation and training, curriculum developmentand implementation, staff and curriculum support, and parental involvement are discussed and evaluated in terms of their benefit to the overall objectives. A summary of all disseminationactivities is included, as are copies of all materials circulated by the project. Appendixes to the report include statistical analyses from both the student evaluation instruments and those utilized with the teacher training program. (Author/PC) DRUG INFORMATION 1 e n d ATTITUDE DEVELOPMENT

U S DEPARTMENT OF ME Attic f DUCAT SON WELFARE NATIONAL INSTITUTE Of foutATioal 4415toocumfNT .445 SEENREPRO DuCED EYACTi Y AS RI. CEIV4 0 6 ROM 'He PE 66S066 OR 000AAtt A V 'ON GRsGIN AT try&T POuvts06 tiff ItS OR 04616410RIS SUMO DO NOT Alf cissAu61y REPEL SENT Off tCtAt tyAt0Aatil INSTITUTE Of Project Submitted Under EDUCAt Mfg Kiss 110,6OR POI Y Title III, ESEA Public Act 89-10

INTERIM EVALUATION REPORT Project # 25-71-04-2 Augrst 1, 1972 to July 31, 1973

RECrril=o The Ferguson-Florissant School District St. Louis County, Missouri fCi 1i9;

655 January Avenue Fergusoh, Mo. 63135 September 28, 1973 TABLE OF CONTENTS Page

I. Evaluation of Project Activities 2 II. Summary of Dissemination Activities III. Copies of Items Disseminated by the Project Memos and Staff Bulletins 30 Project Staff Presentations 64 Cooperation with Other Agencies Revenue Sharing Hearings Position Statement on Education 71 Comprehensive Community Plan 86 Samples of Community Reactions to Project Activities 111

IV. Description of Materials Produced by the Project 115

V. Appendix Section A:Student Evaluation instruments "Drug Attitudinal Inventory for Elementary Grades" llo "Risk-Taking Attitude--Values Inventory: Elementary Level" 148 "Values Inventory of Behavioral Responses" 191 "Drug Attitudinal Inventory-- Tunior and Senior High School Form" 200 "Drug T:sage Inventory" 234 Section B:Evaluation Instruments Utilized with the Teacher Training Program January Workshop Evaluation eorm 242 February Workshop Evaluation Form 244 Drug Attitudinal Inventory, Pre-test. February Workshop Drug Attitudinal invintory, Post-test, February Workshop /St; I.EVALUATIONOF PROJECT ACTIVITIES Introduction

Six instruments were utilized in collecting the data which is analyzed in this section of the interim Evaluation Report.The six instruments were used with three groupsof individuals: elementary students, secondary students, and districtstaff members. Copies of each of these instruments including summaries of student responses to eachof thee items on the instruments are included in the appendix to this report.Following is a listing of each of these instruments: Elementary -Values Inventory of Behavioral Responses"--by Nancy D. Seiders, Ph. D. and Edward W. Sanford, Jr., Ph. D. "The Risk-Taking Attitude-Values Inventory: Elementary Level"--by Richard E. Carney, Ph. D. "Drug Attitudinal Inventory for Ele... t.tary Grades"--by Colin E. Box, Ph. D., and Irvin W. Ckriel, Ph. D. Secondary "Drug Attitudinal Inventory"--Colin E. Box, Ph. D. and Irvin Cockriel, Ph. D. "Drug Usage Inventory"--Colin Box, Ph. I). and Irvin W. Cockriel, Ph. D. Staff Members "Drug Attitudinal Inventory " -Colin E. Box, Ph. D. and Irvin W. Cockriel, Ph. D. -Workshop Evaluation Form"--R2 School District A detailed description of the Project's evaluation designutilized during the second year is found on page 43 to 51 of the Project Year 02 Proposal.For purposes of making comparisonsbetween the experimental and control groups students in the experimental group at the elementary level weredivided into three sub-groups.One group of students received instruction from teachers who participated in the drug abuse workshop, tookthe three-hour graduate level course, and helped write the drug abuse curriculum(referred to as -Group I).The second group of elementary students received instructionfrom teachers who participated in the workshop program only (referred to asGroup Ii). I he thirdr (mu ''1 st Intent sreceived iiistresztion front teachers who had not previous! y participated in the Project'.ieacher Training Program or Curriculum Development Workshops (referred to as Group 111).The control group at the elementary level is referred to as Group IV.At the secondary level the experimental group is divided into two sub-groupings.The first included students who received instruction from teachers who participated in the drug abuse workshop, took the three-hour graduate level course, and helped write the curriculum (referred to as Group I).The second group of secondary students received instruction from teachers who participated in the workshop program only (referred to as Group II).At the secondary level t he control group is referred to as Group 111. 1) This section of the Interim i:ealuation Report lists those objectives stated in the Project Year 0.! Proposal.Following each objective is a brief outline of those project activities accomplished to help meet these objectiv:_.s.The' data collected to evaluate the activities and the extent to which objef:tives were reached is then analyzed. Summaries of this data are contained in the Appendix to this report.

Objective One At the end of the seconci semester of the 1972-73 school year, the incidence of drug abuse among junior and senior high school students in the experimental classes (8, 648 students) will be 50 percent less than the incidence of drug abuse in the control classes.

Relevant Activities All of the activities irAplemented by the Drug Abuse Education Project were designed to meet Project Objective One.These activities are outlined below. A detailed description of each of these activities is contained in the Activity Section of the Proposal for Project Year 02.

1. Staff Oriuntatio:: and 1 raining Activities a.Information and Communications Training Workshops- - a four session workshop intended to giveparticipants an understanding of:1) the basic physiological and psychological effects of the major types of abused drugs, 2) a heightened understanding of the sociology of drug abuse. b. Counselor Practicum---an eight session training program operated for selected elementary and secondary counselors. This prottiL till., covered such areas as values education techniques, ceision-makiag skill development, information about the maior of abused drugs, visits to most cottalionly used cirt4, treatment facilities, and methods of counseling young people involved in drug use and abuse and their parents. c.Social Seminar Facilitators Workshop--a week-long training prod: ram intended to enable seventeenstaff and community members to be facilitators of the National Mental Health Materials Center's Social Seminar Training Program.

2. Curriculumlie velopment and Implementation Activities s. (,ert cloidfit Wu rk:thops- a two week effort onducted during the fourth quarter of Project Year 02,

2 tit ti ri, tst at i members in the revision of the s ism dr.ig abi,x.e curriculum. b. Curriculum Orientwien Programsarea andindividual building meeting,. intended to:1) develop heightened motivation among staff I 'r utilization of the drug abuse curriculum,2.)ire rease district staff members' understanding of the putp.,se of ibis curriculum,3) lay groundwork for the collection of objective data andsubjective impressions to be used in the further refinement of thecurriculum. Survey` inst rument Re* istuft Workshop- -a workshop utilizing 14 selected stafflnemrs in the revision of the Project's primary data t7ollectiun instruments.

3, Staff and Currie ulum Support Activities a. the continued development ofa drug abuse curriculum library and associated resource materials. b. Dissemination activities- -a variety of programs intended to publicize this Project's curriculum andincrease the frequency 01 u.se in 5' hools in the Met ropolitan St. Louisarea. 1) rug and Substance Abuse Cuuncii of Met ropolitan St. Louis-- an o:i-going activity involving the participation of Project staff menibtrs in this Conned. Thetwo Council activities engaged in by Project staff members during theProject's second year which most directly relateto the goals of this project are:1) the development ofa "Statement on Educa- tion'. by thc Drug and Substance Council. Thedevelopment of this statement was directed bya staff me. rnbers of this Project and reflects this Project's point of viewregarding drug abuse education,2) sharing in the development of the Drug and Substance Abuse Council's "ComprehensiveCommun- ity Plan fur Drug Abuse Programming and Strategy. " The Task Force which deve1upcd this plan for thefive county Metro- politan St. Louis area was chaired by one of this Project's staff membersits section on education was heavily influenced by this Proje, tpoint i)f view.

4 Parental hivolver.ient a. invulves.ient of pareih-: in this project's rious in-service training progranis. h. Mini-workshops coadJci.c.: b), Project staff membersfor various parent organizat iortr: and communitygroups. Social Seminar Workshops c,,Jiducted forcommunity members. Anisly221_± .if The primary inr,t rurnt-.it utits, to mt asure the incidence of drug abuse am.,ng st..hool students was a usage inventory <1...x-eloped by i)t- and Dr. Irvin Cockriel of the University ...I Misnouri I his instrument was adminis- tered to groups of ran.-ori:ly seiecte.i junior and senior high school students to both the experimental and Lontrol groups.Data collection was accomplished in May, I'll) Usage data wai, collected -erning student use of all the major types of abused drugs: barbitu. t ranquilize rs, amphetamines, narcotics, hallucinogens, delireantbalt.ohol, and tobacco. The instrument allowcti for live typ:. of responses ranging from regular use to no use. Our primary ounce roe in data analysis was with students who defined themslvs as regular or i.requent users of various types of drugs, regul.ir or frequent use being the generally accepted definition of drug abuse (as opposed to drug use i.Following is a table which summarizes the result', of this uszive inventory.'.f.he table indicates the percent of drug abuse Wet inek. as regular or frequent use) in both the experimental and cont roi gr,Jupi..It also indicates the percent of frequent or regular use in the experimental group as compared to thecontrol group.

Experimental ControlExperimental To of Control Barbiturates: Nembutal 7.6% 9.1% 83% SeCona.1 5. 8% 9.6% 60% Arnyt al ii;;. 8. 2% 99% luinal 7. 0",it, 9. 1% 77% Phenobarbital 5.2% S. 3% 63% AVERAGE76.4%

T ranquilizers:

Ecmanil 5.2% 7.2% 72% Librium 7.5% 8.2% 91% M.-iown 4.6% 5.4% 85% Valium 5. Zr 6.3% 83% AVERAGE82.7% i C.1111 rut Exp .. rimental clu eai Cont r6.11 AnlAh 1.1.;

s- 8. 04'. bird 011, h 1+, t, NIA.thA.,if '). 5(Vp 1321/1.

AV ER 8 I _ N'':.

IL r.sit 5. 4% N14)rplil 7. 7% 0:1 0. 8",!, 76% AV Eli AGE 87. 0°,:,

Ilia Itiltat.tit,.

. e 1 1 36/u 11.1.3111r, I 5. t's 4. 1.1:( 7. 8% 53% 1-1 yot 7.6',1 8. 6% 88% c al int: 14. 5% 11. 3% 128% uNiT 7. 0°;) 8. 7% 80% 8. 7(),:. 8.2% 106% 10. 0% 52% AVERAGE 91%

Der ant s

..1..irp! :ILA' :i 0. 3% 73%

AN. iihoi 20.5% 99

Ji.JeL4.::. 30. 0% 97%

.1 A' .. 85. 23%

Copiess of 1. Itic:Lngurn.mitries of student re- s ponset'.t h r-:r , I.41 on page. 234 infre appendix.It t- differences in abuse patterns

exist bet 0/cc:Li . -a.,;: r.i an 1 out A g roups, in both of these group:4 ants f requent use was higher than rt-i-11:4,- ..t ated by baseline data collected by .; .:t ...At,..1 iil.Liitit' 16410W> .1, till -to .7- : t%..11-.1%..1-7, illillt. att..d ill ilta.1. I'..1 .' ".. :it' k cr-s! ii,, . (.....i,4 ...i.).i..0,1,:tit.titi by the Itt.... .,tar, h ..tni! r, im i. ,t,is.. .1i 1.,.ws t:ountHealth DepArt 1.,-...:in ill. 1...... , - ,:: ,i..', 3.-, 11.1,.1 .,,,ar. I bus, wbilt ill. apparritt :.:. i A r _o.,..; i...t .-.. :1i)t, r >.p rils tent Al and CCM- !, nil 1,;r1:l.;.1 rt.1 1.-7.2,,A.4.. IA .1111 id 1 issuc rt.t-Itains that tht.n. It, I .L.,i I '4 4.11t :"` -A ;.....IliF.: A , AA 4 : I 1.1 .'(i '.-1 .4 it Cli- rtits:i St ()Iti. .`4

At the ...s. . bchool year, tlw !ovl and the effekti, of drug alios ii1 1,1Nrits, grade's 3 through 12 ii o, tys1;,11..111 Id 1..11

1:.!/.%..Lfat A... a;,..

tit'IttIa,s11 11 it.: ...at :1 by the Drug Abuse Education Proje4.1 we're (It Projet.t Objective Two, certain activi- I relatc 41.:11 1,1 the li.vel of Audent knowledge about drug:, and the 41.. ts tit d:t.'L abuse. Suhdt1V1t1L`S arc in."lucled ill 'Staff Orie lit at t,,n rat.itng Act iv it ies' and "Currictiliiin Develop- 1.11p1eir.elitat!,,n AAA ivit previously described with refer- 4.11k k t.1)1i)et 4:411.,

lilt' it! vt'ul jCe1J 'I.11!:..1 tt, d rags and drug abuse was measured by two forille of Attitudinal Inventory" developed by Dr. Colin Box and Dr. 1r, iit Coeltriel from the University of Missouriat Colum- bia.1 h..Iein(!ni art; the inventory was given to 1134 students graeits 1:-.!'1114 hebocIti.Tilt junior high and high sc.hool iorit, was givrt to 172h 1Lnior high and 658 high schoolstudents.lirt-clIt itf ULle_3t rchputieb to both forms of theDrug Attitudinal inventory repo.td on copies of the instrument contained in th r1(1.11 If' ). S41.,i)crISOS are grouped by Categories 1,11,111 at 111t beyiutting of this section'

.tic .4 ti'itt di.' Ca in tw," ways.(:oniparisons an i;,41.t t4 1' 11.,%1 Year 02 between Circtups I,II. and 1:1 ;do: 1)1 Madi tovtkreCrl Groups 1,11, 111 and IV A..ics,,,atary objective was that Group 1 (oh.- . itr...7,t,onthes would show a higher level stb.)--tt Anise than Group IV (elementary) or Gr ,up 111 rt...tp./.1.,1,-; "..oniparisons can also be made be- tlatj oi)ta:flti 01 and Project Year 02.The goal

in a.:041. . indicate a higher level of t hat: . BEST COPYAVAILABLE

A11 : - : ", a i e.et brade:, during Project Year 2 1.. ; t'!at the'1 r command more ac- curat ii.dtii.ati.e. , .1 rug abu..,4,-. than students in Group IV. Vor example, oe. Iteit. q -,.At, .411ei is used only as a drink," 66.9%

Gri 'Up s.f_ if Group IV students, re- spondeLl ai iic.. tlialrout, I students have. a higherlevt of knowledge abon pa/11:111...r dr.ie.Similarly, on item 1151, "!f sniff glue,it ,.):.It:1. ksi 131 to Ilt.'tts.. of other drugs," 52.6% of Group I site-knit 1( Group IV students rt spc,nded also ;:-.11.,,rt a.,ttt t. note bias a :5 i gn if ic ly higher pereentaee Groupsttar:,nt si i ) than of Group IV students (28.6%) responded DO NO NIV.P.k. le Chi:, saute item.'she Project has at tempted 1.: i141p teachers and stLiAleilIS see that it is often the casethat students, ab,ise one cirut; art- likely te abuse ether drugs, not be- Laube inherent (ilemicat tiarecteristics of the drugs themselves, but liteat::-.1. the personal prollems which lead a person to abuse onedrug can lead 11t1. t.; abuse a eakie:±- of drugs. The fact that more Group ltaudellt:, k;z: to the item in question would seem to i.J...Av.en use of one drug and use of a varlel:.,4i : i.i it ivc 1y largo percentage of Group I students u, he resi,(4.e.ieu INOW intlicates continued uncertainty on the part of these stulents.1-1-c.wever,it is encouraging to note that only It,. Geoltp ISti/eleIll after exposure to Project philosophy and intormati4n, .-eei they can say absolutely that abusing onedrug will not lead to ih,.1t e_.0 of other dr,44s.

Whilc ...,1-. et:4ti,e tLeeisillission of Project information, optimism11:Ll:SL 1.a..4.:(!eu. Selected items relating to the level of know- tefige about times and drugetbUIt! still reflect misinformation or ambiguity on the part of st,1i! Li retlp i students.For example, on item #36,More poor peop rep:- tha.1 rib h peoph., 37. of Group IV reject this Ater.. Ayp, while tAA) 23 Czt.,,up i

A umparib,.);. 1 -1..1 eicineatatv furry in Project Year,. 01 and pro.4,-i.;.s .tedikeitt147,e. of definiti, e trends in student level of 31, t-A.` V114 , ii 1k' di y .sit relates to stereotypes about di-.1.4f. and dit4. oneerning this instrument obtained in Pr01etit4e. 0 at of t:411 in the Interim Ei.aluation report for that year.) When et-impar. Lit a between the two project years, it must be remembered that data zs urrailgeddiiterently.In Project Year 01, student response r, were er,.:lipee teeording to individualgrades.In Pro- Vi-.t. lor mra,lea and analyzed on the basis ..t the f.,tt r ,:ategories relating it of teacher training and use of urr:, :yi.t.e cif this eliffereo.Le in the arrangement of data, an 1o.1 ,1 7teeeas on the elementary form, comparing Years01 and 1..f., ehanges in student thinking about drugs. 4,..;.#it, ., ti.e drugs than rich people, (item #ic' e i1P.., e.e t a. 4ins. rument ) an average of 34% of Year 02 student:, and ail a% e- 14s-..of Vear stutlei.ts responded NC). 'I he' tact that a4`4. -11,r F.14..rce-at..:ge of ye,ar 02 than of Year 01 students responde:i 1,, tut.. that after t ome exposure to Pro- jict aetivit.e s aft,) stwients ace less likely to concur with this popular stk,-.typt oi drug users. Data obtained on item #42, "Martluana users are in a ritos i-uch a6 stealing and murders" (item #22 ,te lore: ,ii iostrument tiseo in Year 01), indicate that a significantly grtatur of i4u,le.its itii Year 0Z that, in Year 01 realized the invali(iii v o thu, ntor,.,;ty pt. of all drug users as criminals. On this item, an average of e. students in Year 01 responded NO, while in Year 02, an average of eesponded NO. From even this brief comparison of data ,..htaincd ill elementary grades in Years 01 and 02, one can conclude that during Project Year 02, more elementary students were beginning to question and revise their agreement with popular stereotypes.

An .,f dc.ta .}t)tdi.h. iotti int; Year 02 on the secondary form of ill,. '1)citg Autzu,tna iliciicates that Group I students have more accurate information, as tested by certain individual items, about drugs and drue usage, than students in Group III.One example of the difference in level of knewledge between the two groups can be seen in respi,nses to # 57, "Once y. -;t2 take a shot of Heroin, you will be immediately ADDICTED. " A total of 67. 2 ",l of Group I students responded DISAGREE and Rue.ICA IA DISAGREE.In contrast, only 56.3%. of Group 111re s. fe!I ti;to respon4,.. ,ategories.This difference would seeei to indicate that, in spite of frequently unclear or inaccurate information previeed 111 the popular media, a significant majority of Group I shacL:pia a: carafe itmd of information about the addict- ing pr..ipertirs t-lrug.While such differences in the levei ktiowied.. t.zroupt,.1 and iii act: rait consistent throughout the data, it enc,e raging to note the difference in certain individual. items c.inernint.; infurmat ion about drugs and drug abuse. Resportst users are easily recognized,reflect a difference in ther!Nter,f Groups I and III subscribe! to popular stereotypes tirtis.; u:;(tr,. 50°7-, of Group I students responded in the DISAGREE and SIROrsIt_ii_Y OISAGREE response categories, compared with 42.95, of Group III stedwite le these two eategories. One may conclude, from this comparison, Group I students have developed a more at curate and sophistiLatc.i -)! knowledge about the marijuana user.1 They seem ab!e to rt.L'ogliii-tr rences in the behavioral mani- festations varic..uE drat. use BEST COPYAVAILABLE An exaniiitati lit o clata tsdation reveals a high level of knowl4e on soverai oo,pirtani ia:"Litl:, concerning drugs and drug abuse.For example, tie Ater.:14, "An important factor in drug abuse is the personal:1; 4 foe ' a total of 64. 2% of Group I students responclee ST i-'4.)NC, ACi ilEENirailarly, on item #15 (p. 2.02 the differential effects of drugs and persoral!sooial factors,rnly 17. 7";c of Group i students see effects of the drug as a predokilni,Antaus..'actor over personal/social factors. Such resptn that !hi:. :.;roup of students has accepted the information presented to then: in classes taught by teachers trained under the auspices of the Pro ;ect.Even though the differences between Groups I and Ill are often not significant in regard to level of knowledge, it is encouraging to sec a high level of accorate knowledge within that group of students whose teachers had the greatest exposure to Project information and training activities. Becauseat the generally high level of knowledge about drugs among secondary students, one would not expect to find great differences in level of knowldio.. btwe,,n Project Years 01 02. On items relating to specific propert,..,.; cirugs, bov.'evr, one does find differences between student responses in the two years. For example, in Project Year 01, an average of 47% of students in grades 7-12 responded VERY HIGH and HIGH to item 417, "Please rate the degree to which you believe the use of barbiturates {depressants; will probably lead to addiction" (item 06 on the instrument given in Year 02), while an average of 5bof student responses in Groups I,II, and III in Year 02 are' foundin these two 1,--;_;ponsc categories.This would seem to indicate that, after a yea.'s exposure to Project activities or to teachers who had received training and used lr...jet.t curriculum, students had more accurate information concerning the addictive properties of barbiturates.

While data...,bt on items retied increased level of knowledge about cf:rtain drugs, cannot conclude that the general level of student km:wit-Ago ,.s.boutoru)..,,s and drug abuse was 80% higher in Group I students than iil and IV.Thcro are several reasons for the lack a :-:fttos magnitude between the groups being compared_l'orhaps the .00 t i:tiportant reason is that a wide variety of individuals groups w/o) ,: in :intact with students arc concerned about the iSEUtl of drug abuseood are concentrating on giving information about drugs to young people. barrage of information often results in confusion among students.It o unrealistic to think that students in Group .1 arc isulated f r oil) to contradictory information provided them by people in their gcn.:ral environment.Thus, one should nut be surprised that on someth.*.i116 4.1:e instruments used by the Pro- ject, Group I student r;_!sponses still reflect confusion or misinformation. In the same way, it is not surprising that, in some cases, Group III or IV students reflected a high level of accurate information about drugs and drug abuse.In spite of a failure to raise the level of Group student knowledge of drugs by the percentage stated as the goal in Ob- jective Two, there hire examples of more act urate knowledge abou+ certain drugs, the properties of specific drugs, and about drug use in general to be found in Group I students.There appear to be more examples of accurate information among Group I students at the secondary than at the elementary level.More noticeable at the elementary level is a decreased acceptance by students of popular stereotypes about drug users and abuse.This trend toward viewing drug users and abusers as individuals, rather than as stereotypes, is encouraging and consistent with major Project goals.As these elementary students continue to attend schools in which Project activities and information are widely disseminated, they should become increasingly receptive to the information provided by teachers using the Project's curriculum.It is antici- pated that data collected in future years will reflect this trend.It should also be noted that research studies conducted in other areas of the country suggest an extremely tenuous relationship between knowledge about drugs and drug use.This Project's instructional materials, reflecting this research, place much more stress on the development of good decision-making skills than on giving purely objective data about drugs. Objective Three: At the end of the st(wild sernest the 1972-73 school year, student attitudes related to will be Ai:. more positive in the experimental classes, grades i-12, (I0,i)14 students), than in the control classes.

Relevant Activities: While all of the activities implemented by the Drug AbuseEducation Project were designed to meet Objective Three, certain activities relate specifically to changing student attitudes related to drug abuse. Such activities are included in "Staff Orientation and Training Activities" and -Curriculum Development Implementation Activities", previously described with reference to Objective One.

Analysis of Data: Student attitudes related to drugs were measured on the elementary and junior high and high school forms of the "Drug Attitudinal Inventory'', developed by Dr. Colin Box and Dr. Irvin Cockriel from the University of Missouri at Columbia. Theelementary form of the inventory was given to 1,134 students in grades3-5 in 14 district elementary schools.The junior high and high school form was given to I, 72F. junior high and 658 high schoolstudents from district secondary schools.Percentages of student responses to both forms of the "Drug AttitudinalInventory" are reported on copies of the instrument contained in the Appendix, (pages116, 200). Responses are grouped by categorie, I,II,III,and IV as described at the beginning of this section. Comparisons betw,.1 the data obtained oncertain items of both forms fromr, eleniertar Groups I (experimental)and IV (control) and secondary Groups 1 0xperimental) and 111(control) provide information about both ,1;e, ific attitudes to drugs andgeneral trends which can be observed in to changes in these attitudes. At the elementary level, thcrk ears to be a trend among Group I students toward increasing aw.,ruilt-ss of the potentialfor abuse in substances commonly found ir, tu- home.In general, Group I students are less likely to take non- prescription medicineslike cough syrup, aspirin, and diet pills, without parentalpermission. On item #29, "If I felt like 1 was gainingweight,I would take some of my pari2nt's dietpills without asking",for example, 4.2' of (;:-)tii, !V .., T.'.`-; .(irr.o.,,re.,! to only 1.75, of Group I students.Similarly, tin item rf 33, "If I had a cough,I would take 12 cough medicine with,,in being toi(1",20. 8";. of Group IV students and only 15":, of Groupstudent t` responded YES.This indicates that Grout; Istude-nts such ,:rugs, with potential for harmfulfte. ts.e4r1:11.1 units throughout the elementary curriculum speak directly to this point.It is encouraging to note in Group I responses this positive effect of the curriculum on student attitudes about clrugN.Group !studentsalso seem to have a clearer understanding of the d.tlgrs of cie.arette smoking.On item fi 31,"If I found a pack of ci,.;arettes, wo:ild smoke some of them", 10.04!:1 of Group IV students rspildt.1 YES, compared to only 4.5`!:, of Group I students.The difference between group responses to item #53, (Group 1--77.0":, NO-.Group 1V-53.3%, NO), "If I found a drug that made me feel goodwould give it to my friends', indicates that Group I students are more likely to see drugs as dangerous substances, not as Eoinct h /4; good to share with friends. While success can be noted in these areas, Project staff members are less optimistic. about the extent to which Group I students see themselves as able to resist ucer pressure concernir.g drug use. On several items concerning willingness to experiment with particular drug substances, there is little difference between responses of Groups I and IV.While this lack of difference between groups concerning the ability to resist peer pressure is disappointing,it is not too surprising.Peer pressure begins to assume great influence especially in the later elei::er.tary grades.It is perhaps too much to expect that one year's e)..posurt to Project activities could counteract this influence.Significant differences between groups with reference to this ability are hoped for as students experience increasing exposure to raject a,tivities an-I curriculum. Data from the seeonda..y fora; of the "Drug Attitudinal Inventory" indicatesome gen,ral trends concerning attitudes about drugs on the part of junior :11.2'1 and high school :itucle:ats.Group I (experimental) students seem t;., the t-.;ttt and significance of the drug abuse problem more realisii..,t1./ than Group lit (contrail students.For example, on item abuse problem in the schools has been exagerated by the , 41. of Group I student responses fall in the response categ.:;:.1,'.-- :)1:-;AGREE and STRONGLY DISAGREE, compared to only 27. 3":; of student responses in these two categories.Similarly, on it,-111 4:1, "There is a drug abuse problem in your school", 1.,87% of Grour: compared to 54.1% of Group III students, responded Ai;REE i!ticl STRONGLY AGREE. A realistic understanding of the extent of rirtrg abuse in community and school is an important part of Objective Three.It is encouraging to note that Group Istudvrith have acquired such an understanding to a significantly tzrt.aLcr t::tvot Group III !-tudents.

13 BEST COPY AVAILABLE

Group I t-tutie!it,, .t. l'ioject actiitiesand curriculum, see important s t:;1tilt: use of alcohol and other drugs. On item '4'4, NI,L-t warijuana use it for the same reasons oth' r s:;,,tl, 01. II.. 1 0 2,o. 1 of Group I. students responde(! 1)..tit onlyO. 8':, of Group LII students responded in thi, at.,. ribng similar motivation to the use of alcohol am; tn.+ r t -.)f an attitude which views both substant., po, cut jai.Oiscussing alcohol and tobacco in consistent feature of the curriculum.Datz, :-eialing to this concept indicate the positi.e efici'ts oi i'roject. activities and cur riculutii. As stated with refere:i, e t." Two, Group I students appear to be niore well infofiiie. Cie ellai-a,teristics of specific drugs than Group !II 4:-.c.t.e- not appear to be, however, any great di if t e,ncerning the causes they ascril:.,to -Atos L,..nri io tice abuse potential as a ;3roperl*. id?1!.t. foctor in the personality of the indi.idual. 1 e e itcl,.t.t this trcnd persists, we may assume that stnt .-cflt..et misinformation about drug usv, has been made at the elementary levelin establishine. mt;ft, rt.tlistic attitudes toward drug use, and at thesecondary stabliz:hing a more realistic attitude about the extent of cril,f anabout the potential for danger in several spe, ific ,;]ug,i, the t hopes to see, at the end of Year Oi, a changt, in t.,et.ofidary scudentsi attitudesconcerning the causes of drug It bt.rcilivrilbered, too, that research has shown th::t :...tf.:...torin the relationship between an , behleior is not his attitude towari r:ithcr a boat himself.Data obtained in Year isi2 theeter1 , otit7-ept of attitudes about self are disc11.-7St:dcjtu :cfcretice to Cbi,,..tives Five and Six. Analysi±, of tLi n.ore positive attitudes toward self, ;i, 1.;4)-,U;'4 ._t LL% it:'-;41111 curriculum. Objective Four: By the end 441 tht i'eaeher1- raining Program (March, 1973), the level of knowledge related 14) cirtig abuse on the part ofteachers who participated in the ilrojct's "leacher 1 raining Program (275 teachers) will be 8011, higher than the level of knowledge related to drug abuse onthe part of teachers who did not participate in the Teacher TrainingProgram.

Relevant Activities: The primary activities used in meeting Objective Four are the Project's Information and Communications Training Workshops.A total of 373 district teachers attended workshops during Project Year 02.In addition to these workshops, all efforts to make districtstaff members aware of Project activities relate to raising the level of teachers' knowledgeabout drug abuse. A detailed description of these efforts can be found in Section II(Dissemination) of this report.

Analysis of Data: The level of teacher knowledge about drugs and drug abuse wasmeasured by a 'Drug Att'tudinal Inventory" developed by Dr. Colin Box and Dr. Irvin Cockriel of the University of Missouri at Columbia.For purposes of this report, an examination will be made of data obtained on a pre-test and post-test of this instrument given at the February,1973, Information and Communications Training Workshop. Data is based on responsesby 70 teachers who attended this workshop. According to this data, significant gains were made inteachers' level of knowledge about drugs and drug abuse. The following itemswhich are discussed were all significant at the . 05 level or better. Onesignificant example of gain in level of knowledge can be seen on item#15, "At moderate amounts, the effects of any drug are determined moreby personal and social factors than by the drug itself." On thisitem, a total of 43.691 of pre-test rebporat..,-N fell into the response categoriesSTRONG- LY AGREE and AGREE. Al the end of the workshop, asignificantly greater majority, 90%, of teacher responsesfell into these two categories. The increase in level of knowledge as seen on this item issignificant because the concept tested by this item iscrucial to an understanding and acceptance of Project goals.If teachers are to use the Project's curriculum to best advantage, it is crucial that they understandthe importance of social and personal factors as they relate to drug useand abuse. BEST COPYIIIINIALILF

ArlOtiLt r in item #32, "Mari- luan4 .A I ;t. o1.. of pre-tvst LA. DISAGREE categories, while ...'ero in these. categories. iitutt-11uwtit users are not H a basis for beginning to sec d r ..t..r..otyped group of blatant:ex 111 lata .J1)i dined on item #55,

''Drut.t i.: A t, S. 1.12 Vt.' 415 anothe r :niportant abuse. A total of

40. -1. 1. .- Lill in the DISAGREE and Si RONG )1:.i AC; i; !.. ,ilipccd to 50°,:. of post-test re - sponses. kin to ailcurate information at their .rst,d...... -urate knowledge about the behavi...,c . a that Leachers see abusers as

individuair . r. .,typcci group.Important, too, is that te,a_iier.-, .. 1 Ab ttt .:1- {fut drug abuse and its effects so that, kvlior. the mistake so often made by !: : venial experience

and . 111..; re teachers give ; y will be to accept

any fl t . !iata. obtained on the items mentioned hero, .a ii a, .- reflect a trend toward more ac.:iirate air; ,:t ai,outr: rat! use and abuse. Not all item:, re: it: 1....aLficr 1,,:i knowledge about d rugs : :!:01 'toward greater knowledge

is obviL,us. . ; Education Project dept nds to a ciwgrc '.4; r:. atA.1...rately- informed about drugs and 11:,- knowledge about dru..:, I: re prerequisites to i!: ,_:. ,...:trictiolial units. Objectives kive and Six: (Five) By the end of the 'leacher Training Program (March, 1973), the level of comilitibtation between teachers who participated in the Project's 'leacher Training Program (275 teachers), and their students in the experimental classes will be 50% more effective than the level of communication between students and teachers who did not participate in the Project's Teacher Training 'Program. (Six) By the end of the Teacher Training Program (March, 2973), the social-emotional climate in the experimental classes (83 classes) will be SO% more conducive to decreased e- ug abuse than the social-emotional climate in the control classes. Objectives Five and Six will be discussed simultaneously, because they are intimately related to each other. The Project sees effective communication between students and teachers as an integral part of the social-emotional climate of the classroom.It is unlikely that either would improve without the other. Relevant Activities: Project activities of particular relevance to accomplishing Ob- jectives Five and Six are those dealing with teacher training and curriculum development and orien'.tion.Information and Communica- tions Training Workshops provided a framework for explaining Project philosophy and activities.Mini-workshops in communications and values clarification were conducted at several district elementary schools.Building meetings where curriculum was disbributed and explained to teachers were also intended to help staff members see the importance of student-teacher communication and the ways in which better communication is a function of the social-emotional climate of the classroom.Activities centering around the development of the curriculunl, explained more fully with reference to Objective One, were also important in increasing the effectiveness of classroom climate and student-teacher communication.

Analysis of Data: Effectivffness of classroom communication and social-emotional climate were measured on the following three instruments:I) "Drug Attitudinal Inventory for Elementary Grades", by Dr. Colin Box and Dr. Irvin Cockrielofthe University of Missouri at Columbia, 2)The Risk-Taking Attitude- Values Inventory", Elementary Level, by Dr. RiL hard Carney, and)''Values inventory of Behavioral

17 BEST COPY AVAILABLE

. ..1rc Szttiforcl.The ,, s, ,-.tivitnts in grades ..t. Attitutit, !.-eittory of !;ehavioral

Sf104i.-:t. i 671 utints in grades Students to whom the e I... (txperi- t1112 Stet t1011A:: ;.,c L.14 4'11 1.0.14.1W r r ." toniplei ed by par-

.t , Ind Communications ...0-.1ments quoted in

. ij. Forry.s con:- plett *:. itsd from b it at r , I 1

III :-Itments co tirottps I and ioral tts'i "1 (k.:t.: Inventory were ,'rovide baseline -.:1-.! vist-t: Ito insure that it i'Ori't t; . t Latin-. de vtlopecl during thy prt-.!...;, t.) 1;41 el 'IC ete relating to ;;t,) ,.; tontirtuni..ation ;,- otiwt:fii Groups 1 and IV U31 ti ' 1.; t ;11:-.trutitt.rits are detailed Laeltr.. tnfit !u-it,:P.1.-1from the ;,rotil of value I.t IX!.One of the 1.1..1.2.L. - 1..v,ilosopity that a ;le' r!,f, t1):. itrug-taking hA. to,. profile catc2.; il., :titnot.,t identical. Both I ,t IIIVaStIred by thet.. 3 I.. , Lor,..eptualile.ed 1)-,.tit t, . L2 plans to test, in a ,.;1.,1!! . whether a teacher t,ao,t: bring about static- I f Ntildnts.Data ;. sport6es' at the t-n.! "; dal tcollected

( s t the value needs Of .1 test will have

= :I! r re vi s ion of An examination of data CC Led on certain items of the three measures referred to Above indicatesthat there are differences, significant tt thy". level, between Groups I and IV.On the "Values Inventory of lieliaioral Xzpolises,for example, 53.4% of Group 1 students, compared with .38.4`1,:. of Group IV students, selected response a. ,''Feel I am as good as most kids", for item #6, "I ususally ...". Research has shown that a positive self-concept is an important factor in decreasing the incidence of drug-taking behavior. The fact that a greater percentage of Group I students than of Group IV students have a positive self-concept can be seen as positive movement in the direction of accomplishing Objective Six. Another central factor in the Pr oject's philosophy is that a child who has a firm sense of his own values is less likely to abuse drugs than a child whose values remain unclarified.Item H9 on ''The Risk-Taking Attitude-Values tnventory" is relevant to this factor.On this item, "How important is respect to me ?", 22. 7% of Group 1 and 15. Oa:, of Group IV responded MOST IMPORTANT. From this data,it is evident that a greater percentage of Group I students than of Group IV students have a firm sense of which values they adhere to most closely.Item #17 on the same instrument asks students to what extent their value needs are being met.To the question asked in this item, "How close are you to having as much respect as you want or need ? ", only 15.0% of Group IV students responded REACHED GOAL, while twice as great a percentage,30.3°1,,,of Group I students responded in this category. One of the theories to which the Project subscribes is that if an individual can find non-chemical ways of meeting his needs, he will be less likely to turn to drugs.Thus, it is encouraging to note that teachers of Group I students have alteredthe social- emotional climate of their classrooms to the extent that many children feel that certain of their value needs are being met. An examination of data obtained on the "Drug Attitudinal Inventory" suggests that Group I students have a strongeridentification with the school as an institution than Group IV students.For example, on item #14, "When it isclean-up time in the classroom, I .... ", 71% of Group I students, as opposed to 51. 4% of Group IV students, selected response category B., "Help others clean up". The difference in responses between the two groups indicates that a significant majority of Group Istudents feel a sense of responsibility for the total classroom.lhey seem to view themselves as an integral part of their class, with something of value to contribute to the workings of the total group. On item#19, "Boys and girls are throwing rocks on the playground.I ", a similar trend can be seen.To this item, 35. 9'7% of Group IV students responded in ategor}, L-., wily 24. ir!, of Group I students

19 BEST COPYAVAILABLE

e.:, 1111i.al.e that fewer

. the process of of 71. of Group st.. :41:! : . t.,ki.tg sonic positive action i, rule about rock throteit, Kr., Group IV stud nt :-% '1 he Project staff i students to .. , .ind to make

Itrhi le the . oil . is an integral part ...if it is appropriate at t1:1- ::, I)rug Attitudinal

. 1.14_hvr ...ommunication. Re spot. t.: :, 4... taher is mad ', indu at. Nt,rt.ssing his own .4t114:tntsand ,,-4 1 111%1E. Thus, Gr,,up -,I. t!01.- tc.:iings more effectively 14 :iZL7'71 r...:his improved level of cornmun- it atiou , 1 kA .i r who communicates openly . i.ir authentic behavior and ex- prssion ,! . uclEfnts to do likewise.Open :1. ) important because it helps :t fugal pert of their daily A. pi, relf-coucept is an ae- ept .0 oi 1;1,' :.: learning in an open at- toommunicate their own

.1 . .

Fr th.f, ..tppa relit that Group I teachers are ach74 ...I..., .1: corrununication and t I.,> t of the Project's 4 .1111 he lhe indication is that t ttt e classroom communi- t at: in nf: .,:.amination of teacher response: ; :'::caluation Form," used at the Informatin A.. V; rkshops, ("List the ideas you intend t411- . ri'vcals that teachers have citylop ..*:.1. two objectives. Fol -winor- re. h J written by teachers on the !!!. 1973 workshops: I. 1.11. druL,, explorations so all value judgments can be brought out including my own"; "Try to 'listen' to children- -touch them mentally, physically moreaccept them"; "I CARE ABOUT EACH PERSON. CHILDREN ARE PEOPLE TOO !"; '11f-examine any teaching technique that may stifle creativity, diver- sion, or student de,ision-snaking '; "Be open-minded when sharing views.Accept values and views of oth,!rs, but be honest about disa- greeing"; "To try and have more interaction so students feel more at ease to open up and talk": and "Listen to what students mean by what they say. " Such comments indicate that teachers, after attending the Infor- mation and Communications Training Workshops, were able to set specific behavioral goals relating to Project activities. The clear understanding they gained of the ways in which teachers can help decrease the incidence of drug abuse was apparently translated into positive action by Group I teachers. In looking at the data described in this section, one can, of course, find items where Group IV (control) classes seemed to have effective social-emotional climate and student-teacher communication. The items referred to here, however, do reflect a general trend on the part of Group I (experimental) students toward a clearer sense of their own values, improved self-concept, and a strong identification with the school as an institution.This trend reflects the increasingly successful achievement of Project Objectives, Five and S ix. BEST co WY AVAILABLE 11i1ILL ta.L.-IA at..tr I. . I 1. I I.i t.¶ hka I. /1tht

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tL I' -, tiiiat. a L. itilL,c1.:011 Alist in- t r a.. vita nak i int L- rprct a - . -; Asuld legitimate ly re!' bctLftt pidrents and :4tti itn (A)so rya .0)1,. ; rcnt1:. re 1.d4- 14) , !ICC 11( Mt'. BESTCOPYAVAILABLE b feel free to make independent. !I tilt family report that they wJuld :i .:- ithout asking. from families in whit li tit.. r. ,1,:ein irate rdependence. 1 here Is ie.-H.. .. ue r'4:11itt al family groups had g reate r 13t. rate 4,tore as a unit, with .1; they realized that the r t flan because they were ;., rs. itellis described below f rom the So:de: '- i..-havioral Responses" seem to conf irrn this ...bs. r,v, r -4'7. tr, of the experimental group said they T-0,21-lo without being reminded by sortie:qt. else, roup.Responding to the que,t ion ..1I). 49:, of the experimental roue sal,. they -LI, 2 . Lomparerl to 48. 8% of the control of the experimental group said they ,halit to, " as compared to 24. .41 ,-. t 4)it 11138 on the Seiders'

inventor'}',37 . that a child should "Help whether or 11,)1 t.:.1 , Will Is11iy 217p, of the control group a 4. 4....ilt4.d of the experimental group

felt that ; hint::, I 4 help me at home, " as compared to only 3 -3'1'of tli.

The ability I...., "17- Li."44'!'t ,n independent considera-

tiuns rather Itia;, a C 14, t-14. p ci at ion s appears to be another distitiLt , ...,...!1-:;-.4c;)tal and 4-.ontrol groups.For

example, -1 . th. .:2 r oti p a;: that "If someone says 'sir' to hisa.:_1-..r 1,.. , as compared to also shows up iteiP tftf r - of experimental group say that .2, ; keep within my allowance, '+ as con..par.!,-: 1. i 1 tt i r arne item, 267.6of the exp-ri,;.:. !:_trents hov., much to spend Nchn baying )f the control group.Finally, in rspon r .' 71! r 2n:. of the eNpe rimen- 1 alt. rout) .- t I an'. to, " as compared to

3 1 . e.i Ai:Dares to the 17. tr.. of the ol:og because their parents expo. d 111,1.. t23. `!-;, in the emit rol group. ;..:4.; it y to the family unit and :t. tho alai: a ale also it by the rol )...roaps responded to items relating to the use of drugs in the home. For example, item #28 on the Box-Cockriel "Drug Attitudinal Inventory," elementaryform states, "If I had trouble sleeping some night I would take one of my parent's sleeping pills without asking. " While the percentages of YES responses to this item were similar in the experimentaland control groups (control group- -2. 4%, experimentalgroup--2. 7%), 82.7% of the experimental group answered NO to this item as compared to 59. 1% of the control group.Also, 38. 2fliii of the control group answered DO NOT KNOW on this item as compared to only 14.9% of the experimental group. Similar results were found on item #29 of this instrumentwhich states "If I felt like I was gaining some weight, I would take some of my parents' diet pills without asking." On this item, 81% of the experimental group answered NO compared to 57.1% of the control group. Item #34, referring to similar behavior, which states, "I would drink alcohol (beer, wine) without my parents' permission, " elicited a 74.8% negative reaction from the experimental group compared to 52. 9% in the control group. While these differences are obviously not definitive, they do indicate trends toward what could be described as more open communication between parents and children.Copies of the Box-Cockriel "Drug Attitu- dinal Inventory" elementary form and the Seiders' "Values Inventory of Behavioral Responses" can be found on pages 191 to 198 in the appendix.

24 II. SU MMARY OF DISSEMIN AT ION ACTIVITIES During Project Year 02 the Drug Abuse Education Project engaged in dissemination activities which can be divided into the following three categories:I ) memos and staff bulletins, 2) project staff presentations, and 3) activities relating to inter-agency cooperation. Summaries and examples of community reactions to the project are included in Sections II and III of this report. The primary emphases during Project Year02 as far as dissemination activities wereconcerned were continuing involvement of district staff members in project activities and disseminationof information to community members. Access to a wide variety of community members in the Ferguson-Florissant area was gained through staff member presentations to public and parochial school parent groups and Social Seminars made available to community groups.Distribution of the Drug and Substance Abuse Council's "Comprehensive Community Plan for Drug Abuse Programming and Strategy", which was developed in large part by project staff members, provided a large and varied audience for the project's philosophy and activities. Memos, staff bulletins, newspaper articles, and other writtencommunications relating to the Drug Abuse Education Project, as well as sections of the Drug and Substance Abuse Council's Comprehensive Plan and Position Statement, are to be found in Section III of this report. Dissemination Activities I.Memos and Staff Bulletins (Samples of these types of dissemination instruments are arranged chronologically in Section 111 of this report. ) Memos to staff members were designed to encourage participation in Information and Communications TrainingWorkshops, to inform them of the availability ofmaterials to support the curriculum, and to increase district awareness of project activities.Frequent communication with teachers who helped develop the curriculum was intended to generate a closework- ing relationship between these teachers and projectpersonnel. Written communications were also distributed concerning the Social Seminar, in an effort to make district staff members and the community at large aware of the availability ofthis series. As in Project Year 01, the project staff dependedmuch more upon oral presentations and personal contactthan upon printed materials. 2.Project Staff Presentations (Specific presentations to community members are arranged chronologically in Section III of this report. ) Project staff members made presentations varying in length from one-half hour to three hours to both staff and community members. Following are summary listings of these presentations: a.Presentations made to district staff members: ) Curriculum orientation meetings conducted at each of the district's 21 elementary and secondary schools. 2) Orientation meetings conducted for district guidance counselor s. 3) Project and curriculum briefings given to elementary and secondary principals. 4) Drug workshop and curriculum briefings given to elementary curriculum consultants. 5) Mini-workshops on drug abuse education conducted for elementary teachers as part of inservice training programs. 6)Information and Communications Training Workshops conducted for 373 district staff members. ( These workshops are described in detail in the Continuation Proposal for Project Year 02.) 7) Eight week practicum for counselors in drug abuse education, especially as it relates to project philosophy, curriculum, and Social Seminar activities. 8) Social Seminar Facilitators Training Laboratoryfor ten elementary and secondary counselorsand staff members.

b. Presentations designed to disseminate information to community members: 1) General information presentationi made to 35 PTA's, PTA Executive Boards, and Mothers' Clubs at public, private, and parochial schools in the St. Louis area. 2)Curriculum and project orientation meetings conducted for staff members and administrators at elevenprivate and parochial schools in the St. Louis area. 3) Two progress reports made to Ferguson-Florissant R-2 Advisory Council. 4) Forty-five minute to one hour presentations made to the following area service clubs:North County Scoutmasters, Windsor Park Community Improvement

26 - t Old Association, Ferguson Kiwanis and Ministerial Alliance, Our Lady of Fatima Men's Club, St. Dismas Womens' Club, and Maryville College Womens' Crusade Against Crime. 5) General information presentations made to six professional groups and national and regional conventions. 6) Drug information workshops conducted for Waring School Sixth Grade, McCluer North High School Family Living Class, and Explorer Scouts. 7) Half-hour interviews with staff members about drug abuse on three area radio stations. 8) Social Seminars conducted at four locations involving ten evening sessions each.

3. Cooperation With Other Agencies (Specific materials referred to in this section can be found in Section III of this report. ) Information concerning the Drug Abuse Education Project has been disseminated to a broad representation of the St.Louis community as a result of close and continuing cooperation with a number of agenciesinvolved in dealing with the drug abuse problem.Dissemination has been accomplished by the following means: a)Recommendations made by Drug and Substance Abuse Council (of which Project Director is President) to St. Louis County Council about the use of Federal Revenue Sharing Funds to support St. Louis County's attack on drug abuse.Based on the Council's recommendation, St. Louis County has used some of its federal funds toestab- lish a training program for emergency room personnel. The County Council also approved the idea of usingthe Social Seminar Series to train individuals associated with prevention and treatment of drug abuse and to stimulate discussion with parent groups.Actual implementation of this recommendation is still in the planning stages. b)Position Statement on Education developed and disseminated in cooperation with Drug and Substance Abuse Councilof Metropolitan St. Louis. Project personnel participated in writing the statement and discussed it personally withschool superintendents in the Metropolitan St. Louis area. c)Comprehensive Community Plan developed to make recom- mvntiations to Drug Abuse Section of Missouri Division of Mental ilealth about ways to deal with theproblem of drug

27 abuse in the State of Missouri. A copy of this plan was forwarded to the TitleIII Office in Jefferson City in August of 1973. Curriculum distributt.cito 17 public school districts throughout Missouri and other states.

4.Community Reactions to Project Activities (Samples of community reactions are to be found in Section III of this report. ) Community reaction to presentations and activitiesof project staff work, for the most part, is enthusiastically favorable. Frequent requests for such presentationsfrom faculty and parent groups in the area support thisimpression. Written comments about the project by various community members, which can be found throughout Sections II andIII of this report, indicate broad community awarenessand approval of the project.

5. Evaluation of Dissemination Activities Objective data is not available concerning the relative effectiveness of each of the three general types of dissemination activities engaged in by this project.Objective evaluative data was collected concerning reactions to the Information and Communications Training Workshops.This data indicates that District staff members and community members who attended these workshops reacted in a overwhelmingly favorable fashion. A summary of participant reactions is contained on pp.2-C -245 in the appendix.In addition to the single item reactions which are summarized in the appendix, numerous written and oral comments were made to the effect that this series of workshops was considered to be extremely effective. In fact several participants said that the workshops were the best that they had been involved in since they had entered teaching.Similar types of reactions have been received by the project both in writing and orally concerning those various types of presentation: which were math. to communitymembers. The majority of these presentations, especially those made to PTAs, dealt with:I) general information concerning the major types of abused drugs, and Z) specific information concerning the project's curriculum.We have received very favorable responses from parents to the curriculum and mostespecially to the basic k onefiatsunderlying this curriculum.The Social

28 4 a Seminars which were conducted for community members, for the most part parents of elementary school children, have also elicited favorable reactions.Reactions concerning the Social Seminar have spread throughout the community and we are receiving numerous requests for information concerning future Social Seminar workshops.Parents who have-never previously participated in any kinds of school activities have said they gained tremendously from their participation in these workshops. In terms of area-wide dissemination of project materials and points of view, possibly the most beneficial effects have come as a result of cooperation with other agencies. Two major activities, both of which have been conducted through the Drug and Substance Abuse Council of Metropolitan St. Louis, have been the primary vehicles which have been utilized to influence drug abuse education efforts in the Metropolitan St. Louis area. A "Position Statement on Education, " developed by the Drug Council, has been very favorably received by superintendents in the Metropolitan St. Louis area. The position stated in this document is precisely that position which has been developed in regard to drug abuse education by this project.In addition, a "Comprehensive Com- munity Plan for Drug Abuse Programming and Strategy," developed by the Drug and Substance Abuse Council, further supports this project's position in regard to drug abuse education.In fact, the entire plan was edited by one of this project's staff members, and the section dealing with education was largely written by one of this project's staff members. This comprehensive community plan was forwarded by the State of Missouri to Washington, D.C.. where it received a very favorable reaction. The plan is now in the process of being implemented through a Regional Coordinating Council established by the Mayor of the City of S. Louis, the Supervisor of St. Louis County, and the Presiding Judges of Jef- ferson, Franklin, and St. Charles counties.In addition, instructional materials developed by this project have received very favorable reactions from, and have been publicized by, agencies such as the Drug and Substance Abuse Council of Metropolitan St. Louis, the State Department of Education., and the Social Health Association of Metropolitan St. Louis. M. COPIES OF ITEMS DISSEMINATED BY THE PROJECT MEMOS AND ST AFF BU LL.ET INS September 8, 1972

TO: (IQ district elementary and secondary counselors, recommended by district Director of Guidance)

FROM: bob Fritz and George Friesen

REF: Initial Counselor Orientation Meeting

Dr. Shirley Salmon has informed us that you have indicated a willingness to serve as a representative of the drug abuse project in your school. We are very pleased that you have this interest and feel that our ability to be successful as a project will very much depend upon the help that you are able to give us.

Bob and I would like to meet with you next Thursday, the 14th of September, at one o'clock at McCluer North High School. At this meeting we will:

a. Discuss the content of the Practicum for Drug Abuse Counselors. Also, in regard to the Practicum, determine when the best time would be to hold it.

b. Give a brief introduction to the drug abuse curriculum which was developed over the summer.

c. Furnish you with a reading list of those basic drug abuse materials which are available from the Professional Library at McCluer High School.

d. Preview those drug abuse materials which will be available in each of the secondary guidance offices as well as further materials available for elementary school counselors.

If you have any questions at all about the program or the meeting next Thursday please give us a ring at extension307. We very much look forward to this opportunity to work with you in helping alleviate the drug abuse problem in this district.

30 DRUG A7111.1C Me EWA PROJECT Muse PEROUSION4UNIMIANIP OCKOIX. DISTRICT EDUCATION

1896 bum FLOM:MAW Ro. runharANT. blisenuot6091 PUMAS 1214000

,dctober b,

AiMORAIiLUM

TO: SCHOOL: FOM: George Friesen

i'U like to take this opportunity to bring you up to date concerning ,Lme tne recent activities of the Drug Abuse Education Project. The Pri;Lary acid Intermediate Curricula have gone through most of the initial stages necessary to prepare for printing. We are now going through the same process with the Secondary Curriculum. As we have previously discussed, copies of the Primary and Intermediate Curricula will be sent to those of you who wrote them for proofing prior to printing. You should receive these copies later this week. As soon as the Secondary Curriculum is ready for proofing it will be sent to those of you who worked on it. It should be ready for proofing by the 27th of October. We are in the process of going through the initial stages of the curriculum implementation plan we developed last summer. This involves making oral presentations to elementary: 1) PTA Executive ,ommittees and, 2) PTA's. By the middle of November we will have completed these presentations. The third stage of curriculum implementation at the elementary level will involve orientation meetings for those parents whose sons and daughters will be going tilrough lire curriculum (primarily third and fifth graders). Bob and 1 will be contacting each of you individually concerning your special role in the curriculum implementation process in your building. We see this role as primarily involving those functions which we discussed this summer; that is, to present the curriculum atter it is printed to those teachers who will be utilizing it and then serving on a continuing basis as a consultant to them.

Once again, we are receiving an enthusiastic response to the Information and Communications Training Workshops. The initial registration forms were sent to schools that were not part of the project area last year. As of this date, the October workshop is filled (75 participants) and 36 staff members are registered for the November workshop. We would like to fill the remaining spaces in the November workshop with those teachers in your building who will be utilizing the curriculum who may not as yet have attended a wo1'x6nup. are in th iir%sces of ic;entifying these individuals and would appreciate it if we could give their names to you and you could en,:uurage the:L to retli:r tor this workshop.

31 Jetober 6, 1972 - page

In addition to the Information and Communications Training Work- shops, a Fracticum for Drug Abuse Counselors will be initiated fcllowing the October workshop. This Practicum will be operated for the ten secondary and elementary guidance counselors who will spend a portion of their time working in support of the drug abuse project. The supplementary materials which you requested to support the curriculum were ordered and many of them have arrived and are in the process of being acquisitioned. As soon as this is completed they will be delivered to the respective schools in which they will be used. The Guidance Associates series as well as the Time-Life series, "If Drugs Are the Answer, What Are the Questions", have been processed and are located in each of the secondary guidance offices. In addition, we have recently received the 15 films which are a part of the Social Seminar series. I have attached a description of each of these films. I think they could be utilized to advantage with community members and teacher in-service. If you would like to preview one ox several of these really excellent films call me at Sta. 307.

I apologize for the lt4gth of this memo, but I wanted to bring you as up to date as possible. I think we can all be proud of the work that we accomplished last summer. We developed a unique curriculum which, combined with continuing in-service education, should help us have a significant effect on drug abuse in this district.

GF:cb

31 THE SOCIAL SEMINARBRIEF DESCRIPTION OF FILMS

All films utilize the cinema vertteitechnique, that is, they are film reflections of real people, in real situations--no actors or staging.

Changing. (30 min.,Color)A young family seeks to create an alternate life-style; one which is more open, spontaneous and complete with beards, beads, and pot. It shows the mother and father coping with the changing relationships which their new life has brought about - -with their children, friends, employer and each other. Finally,it shows them coping with their children's potential involvement with drugs and their own use of the "double standard. "

Family (30 min.,B & W) A great deal of what a teacher should know about his students can be gained through a deeper understanding of the way the family group functions.The eye of the camera catches elements of family interaction that we missed with the naked eye. The film provides insights into the subtle impact this almost subliminal action has on growth and development. A News Story (30 min., Color)A study in objectivity and creativity--how a story makes its way to the television screen; how problems of research and filming, editing and presentation affect the cbjectivity and credibility of the final story. This process is shown for discussion to aid the teacher in developing powers of discrimination in dealing with the flood of information about drug use and the drug culture. Youth Culture Series (Four segments, 15 min., Color)The experiences and life- styles of American youth, typical and atypical.These films present a personal view of their worlds, the pressures of their peer group, their values and life- styles.The films reveal the positive and negative effects that drugs have on I./leis lives, but also emphasize the habits, hangups, and everyday activities of youth today.

1.ail: A young Chicano whose use of drugs is the product of an unrewarding environment.

2.Bunny: A college junior who could be "the girl next door. " Drugs are just one aspect of her life.

3.Torn:A young man who has allowed hallucinogenic drugs to become his total life experience.

4.Teddy: A young black American who refuses to use drugs and who has found positive alternatives to drug use.

Brian at 17(30 min.,B & W) This film presents an adolescent's view of his educational needs and the way school is and isn't fulfilling them. Brian gives us perspective on the educational experience, homelife, and life in general.This study of an adolescent is designed especially for the teacher and parent who find the current scene confusing.Brian adds to the confusion but adds a great deal of understanding as well.

33 Jordan Paul: One Teacher's Approach (30 min. , B & W)A high school health educator chooses involvement with students as his way Of becoming afirstclass teacher.Involvement causes problems, to be sure; but for Jordan Paul it is the ultimate reward of his profession. The film shows Paul in action:in the classroom, on the campus, on field trips, solvingproblems with his peers, students, and family. The film seems to say that life is a single whole, including that aspo.1 of life which is labeled drug abuse. What is Teaching') What is Learning')(30 min., Color)A group of teachers discuss their first year's experiences in the "open classroom," andflashbacks to the classroom illustrate the conversation. Theenthusiasm of both teachers and pupils is infectious--so much so that the viewer has the feeling of becoming an active participant in the processes of learning, of change, and ofgrowth. Mr. Edler's Class: Drug Education at the Elementary Level (30 min. ,Color) An elementary teacher uses the subject of drugs to build a more effectivelearning relationship with his class--then shares his own learning with his peers.His aim is not to present drugs as a separate course, but to use thesubject as a theme around which he may change his teaching methods, becoming more open, more dependent on the children, and more effective as a teacher. Theclassroom, this film seems to say, is a place for growth of both students and teacher. Drug Talk: Some Current Drug Programs(30 min., Color)There are many ways to begin constructing a drug education program inthe schools, but all contain obstacles.This film illustrates some of the potential difficulties: the police lecturer, the ex-addict, the youth organizer, the "rap room. ""Drug Talk" is a fine reminder of some educational "don'ts": don't preach,frighten, or simplify, and don't expect too much, too soon, with too little. 3i-us and Beyond (30 min., Color)In the not-so-distant future, decisions concerning the use of drugs for "positive" purposes such asincreased learning power, memory simulation,accelerated maturing processes, tension control, may become major responsibilities among educators and administrators. Alook into this future offers a perspectiAon the entire question of drugeducation.It suggests that everyone must begiti a deal with ideas about manipulationand alteration of man's "natural" state ofsing and the consequences of such experimenting. :ornmunity in Quest (30 min., Color)A generational gap is slowly closed in a small therapeutic group while, on the political stage across town,the townspeople act out their fears of drugs andbanish the group into the outer darkness. For many, perhaps most, zommunities, this film mirrors life, as theforces of change come into conflict with traditional values and the threatof the unknown.

int:,(30 min.. B & W)How does a community pool its available resourcesfor a drug prc.vint ion program?This film depicts the stumbling blocks to honest ommunicat ion which prevent effectivecollaboration.

34 DRUG A TITLE III. ESEA PROJECT ABUSE FERSU80N-01-DRISSANT SCHOOL DISTRICT EDUCATION

1896 SOUTH FLORISSANT Ro. irLORISSANT, MISSOURI63031 Pwour: 521.2000

November n, 1972

MEMORANDUM

TO: Sent to:Building Principals

FROM: George Friesen

SUBJECT: Staff Attendance at October and November Workshops

Attached are sheets which indicate those staff members who attended the October and Novembe r Information and Communications Training Workshops. I felt that you might find this information useful. As you know, workshops will also be held in January and February.Unlike the first two workshops, these workshops will be open to all district staff members. To aid in the process of curriculum implementation, it would be helpful if as many district third and fifth grade teachers as possible had attended the Information and Communications Training workshops.If you have any third or fifth grade teachers in your building who did not attend the workshop either this year or last year it would be good if you could encourage them to register for the January or February workshops as soon as the registration forms are sent out.These forms should arrive in your building toward the end of the month. If you have any questions about the drug abuse program please give me a ring at Ext. 307 or 308.

35 3ecember 19, 1972

AEMORANDUM

TO: Roger Brec ..;kamp, McCluer HighSchool 13111 Hamptor., McCItier North HighSchool Gary Spindler, Ferguson Jr.High School

FROM: George Friesen 1EF: Procedures for Handling Drug Abuse Incidents

Attached are copies of some materials Ithought you might find useful as you ..ngag in the process ofdeveloping a set of procedures to be used in this iistrict for the handling of drug abuseincidents. Two of them are publications of the Maryland State Board ofEducation.In addition, I have attached a copy "f a "Position Paper on DrugAbuse Education" developed by the St. Louis )rug and Substance Abuse Council.This statement was approved at the )ctober meeting of the Council andwill be given wide distribution tometropolitan chool superintendents and media in January. The State of Maryland Position Paper andProfessional Guidelines have received wide national distribution andacclaim. They are statements whichhave grown nut of a careful considerationof the best scientific and legal datapresently ,vailable regarding drug abuse.It seems to me that their major virtues are he fact that:1) they are based upon anunderstanding that drug abuse is rirnarily a medical problem, and2) the Guidelines are specific enough as .0 allow for realinstitutional accountability. Somefacets of the Maryland :::*uidelines could not be specificallyadopted in our state because of our present .ack of confidentiality legislationrelating to drug abuse situations.Until such legislation exists, it seems to me wecould overcome this liability by aeing sure to make very clear tostudents that public school staff membersdo not have any legal ggaranteeof confidentiality. .ncidentally, several St. Louis attorneys arepresently engaging in the initial work that needs to beaccomplished in order to get such a lawpassed by the Missouri State Legislature.I understand Mr. Prokop hasgiven you copies of lenProposed Drug Abuse Policy"developed by the administrators, counselors, ,nd teachers who worked last summer onthe development of our drug abuse :urriculum.While this statement does notcontain specific procedures, I 'elieve it can serve as a good basis uponwhich to develop a set of detailed , rocedures.The primary resource used by ourstaff members as they ieveloped this statement was apublication of the California Inter-agency il'ouncil on Drug Abuse.

36 December 1 'ft,1972 - pap: two

!). you would ilkt fur liltto tio t,,idcwork for you, please giveme a ring at Ext. 301.1 think the work yuu are doing in writinga set of procedures for use in drug abuse situations isvary important, much needed, and an effort which has the potential of havingvery significant effect upon our ability to deal effectively with the drub: abuse phenomena. attachments (3)

31 State of Maryland Gent.ral Professional Guidelines for Drug Use and Abuse Incidents

A. Every case in which a student set-kr, counseling or information from a professional educator for the purpose of overcoming drug abuse must be handled on an indi% idual wilich will depend upon the nature and particulars of the subject ease.In determining what procedures might be appropriate, the educator from whom such information is sought shall consider the following factors: I.Age of student 2.Type of drug 3. Intensity of involvement 4.Sincerity of student and willingness to undertake appropriate treatment Resources available 6. Parental involvement B. As in any good helping relationship, the educator at the earliest appropriate time is encouraged to discuss the availability of other resources, his professional limitations, and the desirability of parental involvement. Decisions to include parents should be made jointly by the student and educator unless in the judgment of the educator, the mental or physical health of the child is iminediate4 and dangerously threatened. C. The new law on confidentiality places no duty on the part of educators to inform parents, administrators, or law enforcement personnel, orthe identity of students seeking help for overcoming drug abuse problems. D. While confidentiality is a major force in enhancing help-seeking by current or potential drug abusers, educators are cautioned toobtain professional medical advice or to refer the student to the appropriate available medical facility, if there is an immediate and dangerous threat to the student's physical or mental health. As inthe performance of any professional role, failure to act reasonably in a drug counseling case may subject the educator to civil liability. E. Examples of immediate and dangerous threats to a student's health are:loss of consciousness, severe intoxication, inability to communicate coherently, or threat of suicide. F. When an educator comes into possession of a substance suspected to be a drug, the material should be pl:Ict.d in the custody of theprincipal who will contact the appropriate Jaw vtiforcernent agency. When such suspected substances are received by uny member of the school faculty,the following steps should be I.immediately place the substance in an envelope or other container and label the container with ,..itt,time, and circumstances. NOTE: When such substances art- ,Lc.ki,:ired by an educator during a counseling/information-seei,114 .:onference, the name of the student should not be indicated.In all other instances where an educator comes into dossession of drlip,s,the name of the individual should be carefully noted. 2. Do not taste the suspected staistance under any circumstances. 3. At the earliest opportunit, turn the material over to the principal who in turn will keep it ends', lock and key. 4. The principal or person holding the substance in every case should notify the local or State Police and turn over all substances to the

5. The educator should obtain a receipt from the principal for the suspected drug.It should in Itid4. a statement as to the quantity turned over.it should be riIlit'ILIbe red that no authority has been given to any school personnel to p,,,,:iess any prohibited drug orparapher- nalia except during transfer to proper authorities.(See Appendix for Public School LawsBylawReporting Crimes). G. Helping role contacts with students seeking to overcome a drug problem should be held on school premises whenever possible. If an educator feels he is incapable of providing adequate help for a student, the educator and student should cooperatively seek additional professional help from available. sources. I. Any written information pertaining to or about the information-seeking/ counseling session should be rearded as the personal notes of the educator. No record should he hipt ni the personal notes of the educator. No record should be kept in any &Alit ial school file or folder. i. All educators should have access to a list of available sources in their community where students with di ng problems may be referred for help. (It would also be benef:cial to have in each school a drug resource person who could act as an aid io educators involved in counseling a drug involved student. ) E. In the general classroom oituation, teachers should not attempt to diagnose symptoms of drug abuse.Because of the difficulty of determining such symptoms, it is suggested that if a student is physically ormentally incapable of functioning properly in class, he should be sent to the school health facility where the usual school health referral procedures should be followed.

3 State of Maryland Position Paper on the Schools and Drug Abuse

Any educator--or almost anyone associated with the educationalprocess- - often finds himself suddenly thrust into the "helping" role wheninteracting with youne, people today.The -tletler.ttto!! :tap- is accentuated by such factors as the nature of youth's discontent and the means by which it is expressed. Thus, philosophically, the adult and youthmay find themselves hopelessly opposed as each says the other will "never understand. " Their positions may become emotionally polarized as the adult says, "Get out and nevercome back" and the youth says, "O.K." Thereafter, each retreats to hisown peer group and justifies his action.This sad prototype of interaction occurs daily in homes and schools all over the. state.Too often the nature of the apparently insoluble conflict has to do with drug abuse. Youth today, by virtue of its sophistication, has anuncanny accuracy for directing its plea for help to sympathetic adults.This, of course, does not imply sincerity on the part of either participant.The adult who feels the need to be liked by all students who confide in him should be wary that such a need has been discovered by the youngster and may not be in the student's best interest. The nature of the counseling process is the simultaneous differentiation of roles and merging of goals between the two participants.It is a rnicrospectrum of parenthood, but is presumably carried out between a mature adult anda youth who are not burdened by adverse emotional investment inone another. The process is destined to fail if the youth persists in justifying his behavior at the expense of a sincere introspective look at himself and if the adult agrees with this line of reasoning. Students ask for personal help in drug matters in many ways. Sometimes the request is blunt--"i'm scared.I'm hooked on drug X." But more often the ruquest is worded, "I know this guy who ...." or "What would happen if.... Most often the questions come to the educator piecemealas the student tests his response.Thus it is wise to employ similar therotical and abstract techniques in questioning and responding as that used by the student. For example, even if both teacher and student know that they are really talking about the student, it should be the student who says, "That other guy I've been telling you about is really me. 'the educator should never forget that the diplomatic handling of this initial frustrating, tentative contact with the youngster may be life saving and that tits been chosen for his contact in lieu of all other adults including the youth's parents. The following are offered as very general guidelines for individual counseling with students who seek your help in matters related to drug abuse.They are not intended to preempt your personal experience or judgment. A. Initial Contact - Some student:. may be evasive, talk in the third person, begin with a safe topic and gner:Illy test the educator for some indication of the interest, sincerity, strei,gth and drug awareness. Others may be blunt and shocking in their first contact, but they may also be testing for the above conditions. Shock Mat rialChronic dri,,!i;:,1vvr1 students sometimes attempt to shock the educator with a discussion of material which may seem initially overwhelming or appalling.Such material might include criminal behavior, severe depression, parental punishment, prostitution or homosexual behavior.Educators who find themselves unable to evaluate the real versus exaggerated meaning of such revelations of a student should obtain the advice of a local resource persdh. Confidentiality should be maintained despite this outside-the-relationship contact.It is desirable that the student be made aware of the specific eontdct or be generally aware that the educator is involved in profeisional sharing of material discussed. "I hirer person reference -- Should a stucient refer to his "friend's" drug problem, he may be talking about himself or he may truly be talking about a friend and not want him identified.If he is talking about a real friend, the student should be tohi tit' the educator's position relative to the existing legislative provisions, i.e., protection of divulged information, and be requested to pass this on to the drug-involved friend. I). Referral - -No educator need feel locked into the role of confidential advisor to a student who asks for help in matters of drug abuse. Should a teacher, counselor or administrator feel unable to help a youngster who has selected him, the educator should attempt to refer the requesting student to a colleague or other available professional. After a helping relationship has begun, both the educator and the student have the option to cease further sessions together. At that point, the educator may suggest ;in appropriate referral.If there appears to be an imminent threat tc, the physical or mental health of the student and the relationship has been terminated, a report must be made to some responsible adult such as a parent, physician, or school administrator, who can provicle definitive help.It is desirable to inform the student of this. E. Why me? The crucial ingredient in counseling is a trusting relationship. The student has generally chosen the educator as an adult advisor and his reasons for that choice aro i.tzally unknown to both.The educator may have been presented to him as an authority by a fellow student or a colleague.The educator may shown understanding in a personal or class discussion.His appe.a,-4n,e may remind the student of a trusted (or vulnerable) person ,ast or may have invited the confidence by his own feelings linr ti: it inirticular student.Whatever the reasons for getting together i.. the one-to-one counseling role, the educator had better take a careful look at those reasons.The initial question for a prospective leacher /counselor has to be "why me ?". F. Counseling Contract -- Thereafter, the educator must deal with the counseling contract.There has to be tactful honesty. This need not be so negative as, "I'm not sure that you've come to the right person, Johnny." That turns a trusting kid off in a hurry and he's likely to agree and walk off.The educator can start off with an honest bargain by saying, "I want to help you, and I appreciate your trust in wanting to talk with me about this.I promise to listen to you and do that with an open mind and no opinion about how bad or good drugs may be for you.I also promise to try to understand your point of view, no matter what you tell me.In return, I want you to tell me the whole story of you and drugs. I'm not interested in your supplier, just your habit.After you've finished, we'll talk over where we go from there'. That means that you may be able to settle this between us or that we both may have to get help from someone else." The counseling contract cannot contain definite bargains with absolute confining limits on the teacher like, "If I tell you, do you promise not to tell anyone ?" The temptation to agreeing with such a bargain has been experienced by any adult confronted by a youngster in distress, but experience has likewise taught that refusal to compromise role responsibil ity is both immediately and ultimately the more respected position. G. Counselor role-- The teacher /counselor has to avoid the role of policeman in a counseling situation.The policeman is often experienced by youth as a composite of arbitrary parental censure and prejudice. He is often seen as dumb, uninformed, hypocritcal and impotent. First of all, the teacher has to avoid defending the traditional role of either parent or policeman as he recognizes his own role being threatened as the student reveals his own or reflects other's opinions on the absoluteof right or wrong. Secondly, the teacher has to be aware of the testing procedure of the student as he reveals information (often erroneous) about "this pusher, dealer, pharmacist, doctor, or clinic." Possibly, the most difficult adaptation of the teacher / counselor is avoiding the censuring parent role and at the same time avoiding the role of an adult advocating illegal or self-destructive behavior. Some students suggest personal forms of blackmail such as, "If you tell any of this, I'll tell your son" or "If you only knew what your own kids were using." The temptation to reveal one's normal parental concern is obvious, but it may only be a testing procedure by the student sincerely seeking help. He is trying to discover your degree of prejudice against drug abuse. The following recommendations in the report were adopted by the State Board of Education, effective August 25, 1971: 1. That the guidelines be edited for publication and distributed to the 24 local school systems with the request that the guidelines be adopted and used as written for a one-year period.

42 2. That the State Supt rintndent be directedto appoint a task force tc. review the validity of drug counseling guideliaesand othc r d sseminated information, to suggest neecedmodifications, and tc. propose State Board of Educatinn action requiredby such changes a 'ter a one-year p .rind of use. 3. That the State Department of Education bedirected to undertake a program of dissemination of information to students,parents, a td educators about current laws pertaining to drug abuse, about ay rights and responsibilities implied by theselaws (particularly those associated with thenew law on confidentiality in drug counseling), and other such informationas may be useful in creating the most beneficial atmosphere in schoolsfor helping drug-involved youth.The program should be initiated priorto or con with the beginning of the 1971-72 schoolyear. Information pertaining to the Maryland Law on Drug Abuse containedin the guidelines should be disseminated to students and thegeneral public. 4.That the State Superintendent be directedto request that the State Drug Abuse Administration classify fullycertificated school counselors, registered schoolnurses, and vocational rehabilitation counselors employed in the schoolsas protected under the provisions of H. B. 531 (Chapter 780, Laws of Maryland, 1971)from court action arising from counseling withor treating drug-involved youth. 5. That the State Board of Education affirm clearly thateducators who are acting within the provisions and intent of the educator-student drug confidentiality law shall be protected fromadministrative reprisal or action. 6. That the State Department of Education be directedto continue its several drug educationprograms for professional educators, students, and the community; and that the Departmentfurther provide specific inservice education in drug counselingfor school counselors and other pupil services practitioners whowill serve as resource persons in the schools. 7. That the State Department of Education be directedto include the revised publication, Some Facts About DrujAbuse,prepared by the Maryland Drug Abuse Administration in thematerials to be disseminated to all educators. DRUG A TITLE III. EBEA PROJECT ABUSE rensusom-rLanissANTSCHOOL DISTRICT EDUCATION

1896 SBUTo4 FUCIRIBMANT Ro. LaRIBOANT.rbitssaunt63031 PHONE: 521-2000 January 3, 1973

Sent toMinisters of all area churches

Recently this project has obtained a community education program entitled The Social Seminar from the National Mental Health Materials Center.The program is intended to enable adult members of our community to obtain a clearer under.. standing of the nature of drug abuse as well as some of its root causes.The' program revolves around a series of 15 films developed under the sponsorship of the United States Department of Health, Education, and Welfare.These films are primarily intended to serve as catalysts for discussion, giving individual group members opportunities to exchange their points of view concerning drug abuse. I have attached a short description of the films. The Ferguson-Florissant Adult Education School will offer The Social Seminar as a class beginning during the second week of February. A short description of this class is attached.If you could help us publicize the class by printing this notice in your church bulletin and/or newsletter we would very much appreciate it. In addition, if you have any questions concerning this course please feel free to call me at 521-2000 (ext. 307 or 30k).We would also be very happy to make individual presentations dealing with the problem of drug abuse to interested groups in your church.Churches are a vital force in our society's attempt to deal effectively with drug abuse. Thank you very much for your help. Sincerely,

Gori: II. Friscn 111-41,,,trait1 i.ittir G/IF:cb attachments 44 January -9, 1973

MI- N101 litN1)1.AI

TO: George Presse), Perry Atkins, Ethel Nolte,Florence Smith

I-110M- George Friesen

REF: Staff Member Attendance at Information and Communications Training Workshops

Attached are lists of those staff members who have notattended the Drug Abuse Project's Information and CommunicationsTraining Workshops.I thought it would be valuable for you to be aware of the status of various schools in your area in regard tostaff attendance at these workshops.It could be assumed that teachers who have not attended the workshops, yet intend to utilize thiscurriculum, would need more help in the process of curriculumimplementation than those who did attend workshops. In addition, the project's research designmakes necessary the identifi.r,tion of those teachers who are going to usethe curriculum yet have not received specific training.Very shortly you will receive a memo from BobFritz explaining the project's research design and the types of information which we teed tocollect in order to implement this design. I have also attached a listing of thosesupplementary materials which we're to have been orderedin each area. As you will notice, the list is extensive and amounted to more than thedistrict could afford to order during this school year. Those items on thelist which are asterisked were presumably ordered this year andshould be available in your area.If you have any questions about materials pleasegive me a ring and try to help you locate them. attachments (Z)

1'4 TO: LCLJOLS /le

Ss.jb.N.OT: :LCOMMENDLJ !':A2LRIALS FOR DRUG EDUCATION PROGRAM

NOTE: ASTERIS'r. 1:;D:CATLS Ti!CLL MATERIALS NEEDED TO INITIATE INSTRUCTIO;;A- -iOGRAM.

PAIMARY

I. Books

The Creative Learning 3rcup Media Lngineerink7, Corp. 145 Portlan Ltvo,!t Cambridge, MdSS. L)2132 V.211 $1.00 ea. 201-1--.A.ags 6 You 1.20 ea. 202-2--Drugs in the Home 1.20 ea. 2U303- -hugs in the Community 1.20 ea.

$4.60/set Library Books

ALelard-Schuman, Ltd. 257 Park Ave. New York, 10010 The File;,-1 junk, M. Schlein, $2.75 Children's Press, Inc. 1224 W. Van Soren Chicago, 111inois u0607 I Want to be ,:cetcr, Carla Greene, $3.00 .; Want tc t. u Oar.,a ,;reene, $3.00

Coward-McCann ._ieognegan, Inc. ;GO Madi'Jon Ave. Ycrk, Five -v,;tners, L'laire H. Bishop, $3.64 uiaiivc_s, 7bo

:.At -in 9 .Marks, $2.50

r, nr Iqccrd in library of this book--as teach,i

46 :nopi, Alfrv.: A., In:. Zats. 3f Inc. 2J1 E. :,Cith Ycrk, Marys:. nary F. Shura, $4.39 TEe ::arco, jean ;Merrill, $4.39

Lathr(T, :;hepard nisticw (L). 105 MadiL.:,h Ave. New York, ,T. 10316 A Tiger 1/4:ailed Thcmas, Charlotte Zolotow, $3.78 Panthecn becks 201 E. 53th Ltreet New York, :;.Y. 10022 Frederick, Leo Lionni, $3.95

Rand1/4dm Lrder ".,;e6tminsIer, .1157 Animal.L th- ..7trart6est Things, Leonora and Arthur nornblow, Yertle, thJ T.IF:1.2 6 'Yther Stories, Dr. Seuss, $3.50 anFrancizc, JotemiLed Irod. :.:an 4 1/411.1rnia .32260 FIIP7\v, Charles Schultz, $2.50 (1362) Happih: 7 1 tTharles Schultz, $2.50 (1967) (Ask teaoner wriich (DIthese books she meant to orcer.) Viking F1.3.;, Inc. 525 nadiz.:,h Ave. New York, I Like to te Bel ,;eddes, $3.50 The .:t..-dry cd.7717,1inanu, Munro Leaf, $2.35

ori

::t!,11*- :. ;t-'rwt':, 1, 2, and 3

*,;ritt V; ,,rvico it , ,c41

Lwl" 3 $51.00/series $171.00 t,Jta7 :7 set per area

47 Guidance Ileasantville, :;ew York 10670 "hat Jo You Expect of Others?" 32.7,-8;;3 $20.00 nou Got :-:ad--Are You flad?" 340-917 casL;ette $20.00 Marsh Film Entrpri..;es 7900 Rosewc,Dd .;rivt2 1;hawnee 6o2OS "Drugs--F rionu er Foe:" sound filmstrip $15.00 Society for Visual Education 1796-SAR "Manners About Manners" 6 strips and records $49.50

K5ts

*SRA-Self Awareness Kit Stage I $110.00 American Guidance Assoc. DUSO Kit INTERMEDIAT1:

I. TemLJc__ Approximate Cost A. *Health: Book 1, 2, 3, 5 Second Edition by Byrd, Neilson, :'.core (1966) NONE

Laidlaw Brotnt.:rs DivisiLn c: S Cc., Inc. Thatcher .1nd ::adison River Forest, Illinois 60305

Please Note: This text should be availableas it is used in the "Education for Family Living Program."

B. *Todayf; Scierh;e Navarra and (1963-67) Harper and Row Publishers NONE Please Note: This text should be available.

C. *6 Basic Concer.,ts of Tobacco #4700 $.96 $5.76 TTTY=.7=7:77.777-77)771777 #4701 $.96 $5.76 6 'Basic Conzepts o..:-TIFT:Hol #4702 $.96 $5.76 Drug.; oy 3umnt2r, eeule, Hill Alcohol by ;;eec,le, Hill (10-2)

Laidlaw Brothers Division of Doubleday Inc. Thatcher and Madison River Forest, Illinois 60305

...... 3 The Good Dr1.1 and the Bad Drug $3.95 $8.89 by Jonn S. Marr, A.J. (see below) J. B. Lippincott Company Educational Fubli3hing Division East Washington Sq'.;are Philadelphia, Pennsylvania 19105

No. of cc_pies Rate cf Discount 1 2-4 25% 5-49 29% 50-99 33% 100-139 35% 2C0-2g3 37%

49 E. 6 The ?lay I. Yc-;r5: Ycu and Drugs (R10C1) Lawrence S.iLnIN.-21 al,; :.0 to &rawitz (1970) $1.19 $7.14

6It'13 a and Crrokin.: (R1002) Diane Gess (1:11 J) $1.19 $7.14

6 It's Really to Yo.1: You and Alcohol (R1003) Dr. George :att..!--Lcn $1.19 $7.14 Ramapo House ward House, Inc. 235 East 45th Street New York, N.Y. 10017

F. 15 The Human Val_ ,les Series $3.39 $49.85 Myself klr.;--.1;rade 2 ti Our VaIut--.:::A.1.2 3 *Value:3 Lc -;.4r--Grade 5 (1967) Ltu,;e:n: *Teacher's Edition $3.39 $3.39 Steck Vaughn Company P.O. Box 2026

Austin, Texas 78769 D

G. *15 I Find, Follow, and Finish--Level 6 $3.39 $59.85 (197C) *Teacher's Edition $3.39 $3.39 American Book Company Div. o. Litton EJucational Publ., Inc. 300 Pike Street Cincinnati, 0nio 45202

H. 1 set--The Core With Book:; No price available Complete set of 16 rooks

American Guidan Service, Inc. Publishers z4i1din,: Circle, Minnesota 314

Please Note: This ccu_ :,!be a library purchase. Material could be catalogued int7', the Central Library and checked out to fiftn grade teacners.

II. Filmstrips/Cassettes

A. *1 set TC100-SATO Druzs and You $51.00 set ct fil7..5tri.ps, 2 LacN-to-backcassettes, 4 teachers

7i, .2_ ::ducatirdn, Inc. 1345 wL7

50 B. *1 ;et T:463-SATC Drue_s and Ycur Hee-lth $21.00 Behir..! Yc-r7T5TiliantsPrescription Set includeE 2 Filmstripsand 2 cassette:

;_ L;L1-ation, Inc. 1345 Diversey Parkway Chicago, Illinois 60614

C. Witchcraft T.D 1-#Z6203 one $20.00 l- #86203 one cassette $12.00

Internaticnal Education E. Training,Inc. 1776 New highway Farmingdale, New York 11735

D. 1 Alcohol: Decisi;:ns Abcut Drinkinr SVETilmstrip ,An1 ::ecc-rd #C790-2 (This is one ofa series of 6 Full Series filmstrips and 3:assettes.) TC790-STC $67.00 recommended for and Sr. High and adults.

E. The Chcice Y_urs Available throu:-.11 filmstrir, and reocrd Title III Office, McCluer High School Guidance Assoicates Sta. 307 Pleasantville, New York

III. Library Eoc":,:s

A. Man: Pain and Drurs $2.50

International Education & Training,Inc. 1776 14ew Highway Farmingdale, N. Y. 11735

B. The Peyote Reliion Among the Navaho No price F. Aterle (1966) available Aldine ?ublishin,; Company Chicago, Illinois

C. What Yo'.Shclz! Drugs $4.95 Gorodetzky and ,..ristian

Harcourt, Brace and Jovanovich, Inc. 757 Third Avenue New York, N.Y. 10017

in Should be in John F. (-136) school library

51 IV. Fun,..hlut.;

A. America:. Can2er Society 37.0 *.....is:IiL,;ton St. Louis, :.!isscuri No. 535-8496

#2042 Shall I Smoke? Free #2042 Smoke Cigarettes? Why? (1968) Free #2017 Whre Th.-re's Smoke Free #2365 'lour Health Free B. Superintentent of Documents U.S. Government Printing Office Washington, D.C. 20402

#5021Marijuana Fables and Facts 54 per copy $2.00 per 100 #1830 The Up and Down Drugs 54 per copy $3.25 per 100 i#1828 LSD: Some Questions and 54 per copy Answers $3.25 per 100 #1827 Narcotics: Some Questions 54 per copy and Answers $3.25 per 100 #1829 Marijuana: Some Questions 54 per copy and Answers $3.75 per 100 Drug Dependence: Youth in Rebellion--An Historical 504 per copy Perspective Traffic in Opium and Other Dangerous Drugs--prepared by United States Bureau of Narcotics C. Publication Sales Section National Education Association 1201 Sixteenth Street, N.W. Washington D.C. 20036

#051-02102 Drug Abuse: A Primer 35 copies- $1.00 for Parents

Pamphlets can be oriredon an area basis to secure 100 copies ot each pami.,1-.-.2t. Cost pro-rated per school. Te.L.tsr

*A. PriceList K-6 DrugEduc3 -1:,n Series

';rade Title Price Sick and Well $1.00 1 201 1 DrF and You-I 1.20 1 202 DruFfts in the Home-1 1.20 1 203 3 Con.munity-I 1.20 1 204 4 Drugs and You-I1 1.20 1 205 5 Drugs in the Home-II 1.20 1 206 6 Drugs in the Community-II 1.20 1 209 CompleteTeachers Manualfor the entire Series 2.95 t. 52 Si- The Creative *.earnin,, Grout A DiviE!..cn LnL; Cori:oration 145 Portlana Street Cambridge, Maryland 02139

53 BEST COPY AVAILABLE

-vits`wiev

.1% bola tilat g 4. =6. -61.1 An. ...Or *Mows. .aa 0 774 At:".

(

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cI . A .

1 Iss

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1. MT COPYAVAILABLE

. t t .7 TYltrict etv.01.: i: -e re nintled that .1.1 t'.1...c.17:...... -1111".._____ '. 1-11i:. yc'e

11t:' : i 11l'...*!11 1:41.1)-...t..,!)(1." ill 1i lir'.' 4..0;C. lVt`11 11101.1:;:: ina;Py of the clat es are fillt d 1p !, it ,it is i.u't,,..: 1:11i :ta rl,,ister for ()then....1Vore ii fornvition can In litained frtm Adt:It l....,Iticatiro.. Of,i..e,'.., ttion 2A3.

!!!. A.( '7::e;11T. The Cullinunity CI:oral 5-ocit t i will lL ;I. Vetiruary Cror.!. .itiniotligh. lloom VA, Iron S:00 .:;(1 1'. r'. ittr tf retell) ;tven Chloral Society part tittile' ti and v ;i (1.41 Wet;1.1 loz:,t SeIllt tir arc encouraged tt, juin

2'1' ' : 1 ;! f( ';_ :(1LA Fourteen NIcCh.,:r Schoo 111:t. .,IV tn St_holars. av,-;trel i!. based 1...... ).1 f 7....; ,e t1 Y'.' 4;t '41C ft( 1".1;4 Schrirs1 "re1.1"7'.14-4N:ttly

: -4:. l'A, he.o.v to at inv one of the I.T.iversityts four campuses- -1:: I. I IZ,II.1--\%itl) the full no.).,:nt of incider.tal :t..c for toe )4.}I fresIlman var.'Thaw N.14:Cluer ricipients include: 1,-.(11:y t 'Air r.:, Slhiron Davis, Jeffrey Earl, Deborah Gower, Steve 17.tvid Alan licil,houser, Elisabeth hoover, Ilarbara Kerr, Cynde I'vicl)otta ..k S N1.trk1V iIson.

C.;(-i7; l'.1:('!:"Li`r: A PPR Ti( r.s'. A fifth class al flobitro..pod

. Ji/Ct-Nis, recently ..!:,iteci by tile. Director 4)11'111" 't 21. 1;ti.i. ..111.:(. 2141 Public 1)iretur from f'nri::tian Nortil%est. r,re!;vitted 1.rif t4t the F.ti(it: tit r. WhO riCciltly \"/11'1'.ell"-t1 1' +r . itm o 110:41)it,i1 N,irthuF,t. Ti:e MOM.don.-itc..-1 by the

;L, 1 1.<, pt:rt badly !leled :411 .111 items.

COCNTY Superiott. tntWart NI. Mitttho e)11;ty S hools raised $95, 11.4. tl-se t ( . . r. fiy..)10 reprc-unts 101 ".. (); ,he quota.Dr. Lrori

. 1; .1" t;.,, y tic i ticlt.;;t....t ion of tile l'und Camp.14,,n

(17 'FITE WEEK T. SOC(:1::1: SWIM\IT.NCi Me-Cloc.,r North 0, DeS :ni't McClaer N c6. St. Ch.-, lut C;11r11:, t.;-; `North 0, Nli..Clur 7v1c(hut..r N I 'A too\ 74.'11 ,"11,.r 2.11a zelwood . r.0, 1 i'lzWay S citFtlify SOW: :1.1er 2., Hazelwood 0 itim ill(Ito11.-"to -12

iS or Tni-: EF:Ic !:: it 7.4 fichocl, 8:30 a. m. to 3:30 p.m. :. t;.. 1.! 7:30 M-c o., 1

,- r!:i., ' ;

; t , after fit'(. STABDULLEFI feiguson-fieduant school dhiukt 5 No. 26 Office of the Superintendent February 26, 1973 jR FILE FOR BOARD OF EDUCATION POSITIONS. Four residents of the District have d as candid:1;er fur the Board of Education.In order of filing, they are: Norman E. ff, 24S0 Brook Drive. Florissant (incumbent); Ray Howell, 28 N. Clay, Ferguson: rles fluke, 1415 St. Birnadette, Florissant: and Jack Bean, 1158 North Florissant, rguson. Two directors will be chosen at the April 3 election to fill the expired terms of -man E. Wolff, Board President. and Doyle Holliday. The candidates will be speaking ?TA and PTG meeting through the month of March. AMER COURSE SUnCESTIONS. New and novel courses are always welcome in the trio's Summer School Program.If any staff member has a course' suggestion and would to develop and/or teach it, please describe it briefly in writing and send to Walter less. Administration Building.All suggestions will be considered carefully. CLUER JAZZ LAB DINNER CONCERT. McCluer's Jazz Lab Band will present a ,cert in the .%,!-1 gy-rrinasium on Saturday, March 3. at 7:30 p.m.. A spaghetti dinnerwill Ield the M-2 Cafeteria at 5:30 p.m. prior to the concert.Reservations may be made 7alliag the McCluer M-1 office, extension 356.Admission is $2. SO for the concert ar.d ner and $1. C0 for the concert.Proceeds will be used for the band's trip to Vienna, . Aria, this summer. -10I.ASTIC ART AWARDS. Students in the District made an outstanding contribution to the 3 Eastern Missouri Regional Exhibit of the Scholastic .Art Awards held recently at the rntown Famous Barr Company. Two of the five top winners in the exhibit are McCluer tents, Steve Mc Clay and Tom Uh lis.They are now eligible for a $100 prize for the best wing or painting in Eastern Missouri.District students who qualified as Blue Ribbon alists include: Christine Constant, Paul Arman, Jay Fieckenkarrip, Larry Martin, ve Mc Clay, Sandy Schaefer and Donn Sherman, McCluer: BarbaraBridges, McCluer -th; Pam Lebesch, Florissant Junior High; Mark Allen, Tom Gunn and Debbie Kanne, ss Keys Junior High.These students' works will be sent to New York for further -ing and possible including in the National High School Art Exhibition in May. In addition, 'tat of 198 students from the District's two senior and three junior high schools won d Key and Honorable Mention awards in the exhibit, sponsored by Scholastic Magazine. -ks by McCluer North student winners are currently on display in the school's Gallery 123.

311-TiNS Cr: SaT `!..!4. F. SCHOOL (1- 7F. Stair members interested in teaching in the _rict's summer acaaemic program, may receive an application form from any building .cipal.The completed application should be returned to Walter Lauless n the tinistration Building promptly. 56

aa + STAET l'ehrudry 26, 1973 . PA:1E TWO CC.NCIt.VITI.ATICr.4 1.(1:'.1(; cI.',TEIZ STUDENTS AM) Al.U1'11.Mc.Cluer Hig.l Sch

SfArt. \11:,7,11'.1..:-I': TO I,EAD PROCRAI".IS DURING SI STA C:ONVENTIOV.The annual St. Louis Subur:Jan 1..a..:iters Association Convention willbe neld April 5, and with area School District:, participating innumerous works'.o13 programs. Tie conventionwill open on April 5 with an ad:ire,!s:; by Maxine (;:eene, proiessor of educationat Columbia University, Ne.k. York. .0 Wahinaton University's GrahamChapel at 7:30 p.m.. SLSTA prograit,s held in the Fer;uson-Florissant District areas follows: ItParent-Child Early Edut ation Proc,ram anti "I he Lx...end,fl Diy Einergarten Time: 9- 10:30 a.m. and 1- 2:30 p.m. Leader: Marion Wilson Place: Walnut Grove School 2) The Rii2ht to Read Time: 9- 10:30 a.m. Leacier: Niiss Anne Reence Place: Walnut Grove School 3)It's 1 i-sppe!, Threu..h Movement Time: 9- 10:30 a.m. Leader: Dan S. White Place: Walnut Grove School P..ir,!nt VoLntoer Aide Program Time: 9- 10:30 a.m. Leader: Mrs. Gwen Keith Place: Walnut Grove School 51 Drug: .-*Lust ",lutes Di,velopineitt Tirile: 9- 11 a.m. and 1- 3 p.m. Leader: George Friesen Place: Walnut Grove School "..)) Outdoor F.dticittion Time: 9- 11 a.m. and I- 3 p.m. Leaccrs: Ethel Nolte and Place: Walnut Grove School Perry .Atkins

7) 1-earning School Model Time: 9- 11 a. rn. Leader: Robert C:o.x.les Place: McCluer North High School

) Edu( ci-r.ter Time: 9 - 12 noon Leader: Dr. Hz, r(;1(1 Salmc.in Place: The Education Center 11,013' rt):.".("7.:1:T 'IC', BE HELD A T CROSS 11.1.:YS.Thursday, March I at7:30 p.m.. fi:gii me hestrii. 5th grad, hind, 8th gradechoirs and girls chorus will rt :ient":),-)1," concert for the flinilies, friend-, an:1 interestedpublic.Directors of the roup Tiacheldor, Steven C. Curtis and F. J. Weigand. MEETINGS OF THE WEEK ucs. Feb. 27 Walnut Grove PTA, 7:30 p.m. ri. C:riffitr CurLival !)-):30 p.m.

57 April 2, 1973

MEMORANDUM

TO: Florence Smith, Ethel Nolte, Perry Atkins, George Pressey

FROM: George Friesen

REF: Data Collection for Drug Abuse Project

Several weeks ago Dr. Fritz sent you a memo describing our project's evaluation plan.I think I have also discussed with you the fact that for purpose's of evaluation we are dividing staff members into one of four groups.These groups will then be compared against one another as part of the evaluation process. he four groups of staff members are: I.Teachers who wrote curriculum during the summer. 2. Teachers who attended inservice training and did not write curriculum. 3. Teachers who are using the drug abuse curriculum but have received no drug abuse inservice training. 4. Teachers who are not using the drug abuse curriculum. In order to plan for the data collection process we need to have teachers in your area categorized into these four groupings. If you could do this within the next several weeks, I would very much appreciate it.I believe I sent you a listing of all teachers who had attended workshops.You should also have a listing of teachers who wrote curriculum last summer.If you do not have this list give me a ring and send it to you. If there is any way I can be of help in this process please don't hesitate to call me.Thank you very much.

58 April 3, PCs

MEMORANDUM

TO: Sent to:leachers who workedon curriculum development FitOM: George Friesen

REF: Summer CurriculumDevelopment

The school year is passing by rapidly andit's timc once againto make plans for summer curriculumdevelapnvrt.After getting feedback of staff members who from a number worked lastsummer on drug abuse curriculumdevelopment, it seems that themost appropriate time would be from the 25th of to utilize this comingsummer June through the 9thof July.Prior to the 25thof June a number of staffmembers will beinvolved in othertypes of curriculum development workshopsand we wanted to choosea period of time which would involve as little conflictas possible.The workshop willbe held at McCluer North High School.Once again, the rateof pay for curriculum will be $27per day. development Workshop sessions willstart at 8:30 in themorning. We should be ableto have a very productive year. summer, as I think we did last The curricula thatwere developed have beenutilized witha large number of studentsso we will have good comprehensive their relative effectiveness. feedback concerning In addition,we are in the process ofrevising the data collectioninstruments used lastyear so they more closely the objectives of match our curricula. These instrumentswill be used withrandomly selected groups of studentsfrom all grade levelsduring the latterpart of May and results will beavailable to us thissummer. So that we can complete planning I'dappreciate it ifyou could call our office (Ext. 307 or 308) by theIi)th of April confirmingthe fact that able to participate in you will be curriculum developmentduring this comingsummer. If you have any questions,please give mea ring.

59 April 24, 1973

M EMORANDUM

TO:

FROM: George Friesen REF: Results of April 7th Workshop

Attached are copies ofitems which were generatedat our workshop April 7th. on As you will notice,we came up with a large collectionof suggested additional items forboth primary, junior highand senior high students.The process thatwe need to engage in now has to dowith screening these items, deciding wherethese items should be placedin the finished survey instrument, and deciding whichitems from the should be eliminated. survey instrument

While I know that all ofyou have busy schedules, to theextent that it is possible, it would be helpfulif you could readover these items to see if there are any changes thatmight have occurredto you since wewere together working on them, andalso consider which itemsmight be eliminated from the survey instrumentitself.For your reference, I havealso attached a copy of the elementary and secondarysurvey instruments. It seems to me thatwe had a very productive day together.As a result of our work, thesurvey instrument which will be administeredduring the last week of May should giveus much more accurate feedbackconcerning the effects of the curriculumthat we wrote lastsummer. In the event thatyou do have an opportunity to lookover the new items we developed, either indicate changesyou would recommend in writingand send them to me through inter-schoolmail or giveme a ring at 307. Thanks.

60 May li,1973

MEMORANDUM

TO: F. Smith (Vogt), E. Nolte (W. G. ), P. Atkins (C. L. ), G. Pressey (W)

FROM: George Friesen REF: Listing of Materials Purchased to Supplement Elementary Drug Abuse Curriculum

Attached is a listing of those materials which elementary principals were requested to purchase by those of us who wrote the drug abuse curriculum last summer. As you know, individual schools could not afford to purchase all of these items since their total cost is over $900 the principals had agreed last year to allocate $250 for the purchase of such materials.The items on the attached list which have an asterisk next to them were those items which we considered to be the most necessary in terms of being able to initiate use of the curriculum. There has not been consistency between schools concerning the types and numbers of materials ordered, nor did we think that there would be. We do need to know exactly what material& and how many of these materials are available in each area. My understanding is that onsc again it has been recommended that the elementary principals allocate $250 for the purchase of supplementary drug abuse education materials during the 1973-74 school year. Using the attached list as an outline could you please indicate exactly what materials are available in your area, how many of these materials are available, and in what school they are located. We need this information to use during the summer curriculum workshop. Thank you very much for your help. GF:cb REST COPYAVAILABLE putiETIN fegusondpikwissont school&yid Vol. 5 No. 39 Office of the Superintendent June 4, 1973 AC WIER GRADUATION TONIGHT.f total of 1, 345 seniorswill receive diplomas raduation ceremoniestonight, June 4, at 8:00 at p.m. in Kiel Auditorium. Classvale- 'ictorian is Barbara Burnsand salutatorian isMark Scarborough. Ac cLur.n NORTHTEACHER RECEIVES t MrCluer North Iligh SCHOLARSHIP. DavidRoth, science teacher School, has been notified thathe is the recipient ofa Bell and kiwt It Scholarship Awardfor "recognition of ,ssigfied teaching duties outstanding service in theperformance of in applied and physicalscience." This is Mr.Roth's first ,ith the Ferguson-FlorissantDistrict. year

JERNIUDA TEAC!IERSHONORED. ElizabethPckkala and Mary Jo ichool teaching staff Kohlberg of the Bermud recently were informed thatthey have been namedto the list of Outstancline. Teachers )fAmerica." Theyare now in competition for rants to be awarded by the one of five $500 Outstanding ElementaryTeachers of Americaprogram. mono, the program's advisorsare Doug Blankenship, 11 Rose, president of past president of the U.S. Jaycees; Involvement; Elvis J. Stahr,president of the NationalAudubon ociety; and James W.Becker, director of theInstruction and Professional :ation ll EducatIonAssociation. Development

ECEIVES P11. D. McCluerHigh School English teacherStephen Fulbright recently 1!ceived a Ph. D. in EnglishHistory from the Universityof Missouri at Columbia. DURNANIz...IT WI'NI:\ERS.Harold Salmon and JohnHughes took first placein the st riot tnni., tritirnatnontlast Saturdly, June 2.Garry Boyd and Bruno ?colui place winners. Bucari were t' inters of the annualiltlftournarnm zit last Thursdaywere Don me, first; Herb Schettl.!f, second;and Helen Crawford,women's winner in the scratch vision.Handicap winnerswere Jane iflbig, first, andJanet Evans, second. -UDENT 1107 :011S.Florissant Junior High studentTom Franke has received ace ay..ard in t.A. 1973 National a third Scholastic Creative WritingContest for his articleon a Jtinior Olympics ChampionshipBasketball Game. OtherFlorissant Junior High adepts, Saum, Amy Swehla, andSue Keifer receivedawards from the American say Contest, and Pam Lcbesch receivedan Honorable Mention Award from holial;tic Art Awards. the National

AGA VOLLIN't EERSNEEDED. The North 'wooers to lc id County branch YMCA isasking for teacher a nunlbor tif summerpro[..trams for teenagers.Area); of spcciai need chairoiles. "Y" Clubaclvir.ors; trip leaders )rt. refer. e.., .ind (bilzinv., canoeing,backpacking); inf,trnctors.Ev.in a small amountof volunteer timewill be irc tfated.if interested,all Bill Landwehrat 521-1822. 62 4 ( BEST COPY AVAILABLE A.,.. junk. 4,19/3 PAC; W7i

i07:. CI )17:: 7i:1 't.I.oui: Collel.,e of Pharme.ty will tincz: aga.it offr t c;:rses 4:ru_; eeued110:i :4.r e'en:iliary andsecondary skhool teachers next. fall. .111. ifn,s are held fro: :: lc0:00 ;).m. on either Tuesdays orThursdays for 11 wee; ..1 , tiino t.:tdie,l,e of Pharm.i.cy oificial:i 41Xpl: Ct that thi. 1:40 buch se.sion C;e imtitution will1xalai: to of'er. Two hours of college cretiit arc lq:cn con:detion of tl.e courseand there is no .7harge for the course. Interent....d ti-achrs should c.-,11 titzltion :ts :soon as possible,since the district roust firm the Collei.le of Pnarmacy by June30.The College also that .-tiority of our reservations be in de forteachers on the elementary level.ior t1,1 informa14-0 on the pro-...rant. call367-S700.

"C.:1:TAn1C."41 TEACiIING COURSE. A college credit course nit i l 4. .!4-111cmary te,,ei.er:.,:it..er ei astrononly and to assist )1,)11:,' ' pre:ie astrononlieitl itnd spacc science material tothrir sted(,1t, .uheI I,:it ini)0 p.111. at th:MtDu:well Clay144.1 I. !): fUr 1i1C tV. 4) -V2ef`k CCtins0 is $87.00. will be ti.141 f,,,:i ttl ;A .1t.:1 5 in Room 126 of the J. C. PenneyContinuin:: i.t.

1'0):.'' 1,7 PROGRAM. Forest Park Conlinuitit :1-: stamper Spanish courses tothe Inst.P.uto Cultural . -. :!....or! ;,vt...-;!1 (r:c%ci.::i..iltroI:. C11.: .(:alajara, sunnoer. The Nlexic:tn progranI,which will run Students Lion-;111, it, .111.;-.11MI 11, is (. =past to anyresich:nt of the Juni.-.ir College District. One c(.1:r.e cr,-dit hours 1 of intensive Spanish13nguage instruction at either wary. 1.....rmet.liat:._ or:Ltianced level, depending on the student's::.bility.in ..tint se: Iiicitaii.;;;Spanish guitar, 1111exicin cooking, orIndian art imi;.ctitre will oi:fered.Deadline for application is June Z2.1"or Author inforoll:tini. 'I.,1--1,...-e extem,lon 266. ...eenarcl r+i:tikin. ; :f . 1 4. St.I,Ottir. Symphony, c-onducted .1 Jun r),Lit 8:00 ;la .. ,,10.ctiors Bra!-.11-1s. Debussy, Strati and 114.,....4 s f.;(1;.:,4 :IC and ic,y 1:. obte;tied thrutv:h11ing City !-11- 1:J11,4:.t.;1.ic);. :70 s which include aninformal chai:spagne s Ctf to :1111 Slotltin after the concert are also now on sale. A .,;.r.ics of wo..kshops for elementarytei.:chers sessions fe con 41, 1,1 :lie 1:f.:Lrict /1 throull) :A. just prior to regular orientation

,it7.tI in.:h.:de: 1) :., MAO: Fain for Prifriary and It-tera-medi:.1.,: i.;radt .J. l'41-e4i..'.±.rougli Proi.r.ou to Aid Disabled Readers;4th [trade); 3) prit.1ae.-r1; 41 Discovet-iii;? with Science; and5) (.)rieilt.. 140i. tin for Ncv, Teacliers.Eleri-wiltzry staff members will receive fliers 2rovid'i;.; iiiore ill this week.

1. A C11'!-.A :-;1;;,1'.1%1Z. VACAlit)NI Ilv.1)()i)i) AND Oi-!11(+C)14 Cn11 Steve C:hanct:llor 71L Griffith School .,4 )4. 1 :;!.! ic. e.Vert lini1;12ed lia:iement in lit.0.1.61V:t)tfil ;treat.

'On 1Ci 1. 1.(111.,114).114%1. ttin7 ii!.;11ed, fie -^ e' et, IIfr;,, ls ".1"ttfil '' 'Si ;(19I fT TF i711/.7 f PROJECT STAFF PRESENTATIONS Presentations to Community Members: Project Year 02

Washington University Guidance Seminar August 14,1972 Rosary High School August 24,1972 Salem Lutheran Church School August 25,1972 1000K Radio (half-hour interview) Septembe r18, 1972 Duchesne Mothers' Club Septembe r27, 1972 Halls Ferry PTA Executive Board October 2,1972 DeSmet School PTA Executive Board October 3,19.72 Central School PTA Executive Board October 3,1972 Walnut Grove School PTA Executive Board October 3,1972 Bermuda School PTA Executive Board October 3,1972 Robinwood School PTA October 5,1972 Midwest Region -- National Science Teachers' Associa- tion Convention October 7,1972 Lee Hamilton & Combs PTA Executive Boards October 10,1972 Halls Ferry PTA Octobe r 10,1972 Duchesne PTA Octobe r 10,1972 R-2 Advisory Council Octobe r 10,1972 Parker Road PTA Executive Board Octobe r 17,1072 Mark Twain PTA Octobe r 17,1972 Bermuda PTA Octobe r 17,1972 Combs School Mothers' Club Octobe r 23,1972 Walnut Grove PTA Octobe r 23,1972 Wedgwood PTA Octobe r 23,1972 Commons Lane PTA October 24,1972 National Mental Health Materials Center Training Workshop Octobe r 25, 1972 Vogt PTA Executive Board October 26, 1972 Griffith PTA Executive Board November 7, 1972 Robinwood PTA November 7, 1972 St. Francis DeSale High School November 13, 1972 Graham PTA November 15, 1972 Florissant Junior High PTA November 16, 1972 DeSmet PTA November 21, 1972 Lee Hamilton PTA November 21, 1972 Central PTA Novembe r 21, 1972 Griffith PTA November 28, 1972 R-2 Advisory Council November Lci, 1972 St. Louis University Medical School December 1,1972 North County (Scoutmasters) January 5, 1973 Waring School (St. Louis Public Schools) 6th graders January 10, 1973 Mccluer North Iligh School -- Family Living Class January 11, 1973

g 64 Central School P.1 A January 16, 1973 Cool Valley PTA January 16, 1973 Duchesne School Mothers' Club January 24, 1473 Robinwood School Parents January 25, 1973 McNair School PTA February 6, 1973 Good Shepheni Social Seminar (10 evening sessions) February 14, 1973 April 25, 1973 Windsor l'ark Community Improvement Association February 19, 1973 Ar, hdiocesan Elementary Principal:4 (North County) February 27, 1973 S. hoot Mothers' Club February 28, 1973 rizus,,n kiwanis Club k Ministerial Alliance February 29, 1973 Lindbergh School District Counselors March 5, 1973 /.ton Lutheran School March 7, 1973 Atonement Lutheran School March 8, 1973 Faith Christian School March 9, 1973 St. Thomas the Apostle School March 14, 1973 North County Day School March 19, 1973 Vogt School PTG March 20, 1973 Our Lady of Fatima Men's Club April 2, 1973 Graham School Social Seminar (10 evening sessions) April 5 - June 7, 1973 Suburban Teachers Association Workshop April 6, 1973 Explorer Scouts April 11, 1973 St. Dismas Women's Club April 12, 1973 National Catholic Guidance Counselors April 16, 1973 Belleville East High School April 24, 1973 St. Thomas More School May 3, 1973 Maryville College, Women's Crusade Against Crime May 9, 1973 Scott AFB Parent Workshop May 24, 1973 WIL Radio (half-hour interview) July 1, 1973 KXOK Radio (half-hour interview) July 22, 1973

65 COOPERATION WITH OTHER AGENCIES

;I i REVENUE SHARING HEARINGS DRUG AND SUBSTANCEABUSE COUNCIL OP METROPOLITAN SAINTLOUIS

PON INPORMAIION SHAPING AND COLLECTIVE PLANNING +1 :4 HAMPTON AVENUE. ST. LOWS, MO. 0139 PHONE UV, VI %TR

April 19, 1973

TO: St. Louis County Council

FROM: Board of Directors--Drug and Substance AbuseCouncil of Metropolitan St. Louis

REF: Use of Federal Revenue Sharing Funds to Support St.Louis County's Attack on Drug Abuse

The Drug and Substance Abuse Council of MetropolitanSt. Louis was organized in 1970for the purpose of information sharing, cooperativeprogramming, and collective action. There are currently 62 memberagencies. The Drug Council shares the deep concern felt by mostcounty residents concerning the fact that despite affirmative action by bothgovernmental as well as private agencies, drug abuse in the county continues unabated. TheDrug Council believes this lack of success to be largelya function of the fact that as a community we have taken a band-aid approach toa situtation which can be accurately described as an epidemic. Toomany of our responses have been after the fact, dealing with results rather thancauses. Fortunately, evidence is mounting that federal, state, andlocal governments are in the process of moving beyond stop-gap measures toa coordinated, comprehensive approach to the alleviation of drug abuse. Atthe federal level, the President's Special Action Office for Drug AbusePrevention has directed that all states must develop a comprehensivestate-wide plan for the prevention of drug abuse. The Missouri Division of MentalHealth ha- been designated by the Governor as the single state agency to have responsibilityfor the coordination of drug abuse programs in this state and is in theprocess of developing the plan required by the federal government. At thelocal level the Drug and Substance Abuse Council is developing that portion of thestate plan whir' gill apply to the Metropolitan St. Louis areaWhile support for this planningprocess is coming from the federal gov.:rnment, the plan itself is beingdeveloped by state and local agencies.

66 April 19, 1973 page two St. Louis County Council

This is exactly consistent with the concept underlying revenue sharing.This concept would suggest that local governmental units like the County Council can better respond to the needs of citizens than more distant agencies. The Drug and Substance Abuse Council believes that the needs of all citizens of St. Louis County will be carefully considered in scheduling the funds from the revenue sharing plan.We believe that these funds will be distributed in such a way as to make specific inroads toward the solving of those various social problems which drug abuse symptomizes. In addition to using these revenue sharing funds to enhance the general quality of life !r. "..his county and thereby eliminate some of the causes of drug abuse, the Drug and Substance Abuse Council believes that there are two specific areas of immediate need related to drug abuse prevention and treatment which could be met with a minimal amount of support from revenue sharing sources. I.Training of Emergency Room Personnel A growing number of county residents are brought to the emergency rooms of our major hospitals.Too often emergency room personnel have neither the full knowledge or experience needed to handle acute drug crisis intervention cases. Since the center of county health facilities is the St. Louis County Hospital, the Council is urged to consider the use of revenue sharing funds to support a training program for he doctors, nurses, and paramedics of the County Hospital to the end that all emergency cases can be adequately handled.It is estimated that a sum of $50,000 spent over the next five years could effectively meet this need.This training program would draw on the talent and expertise of our two medical schools, the St. Louis City and St. Louis County Medical Societies, and the Drug and Substance Abuse Council of Metropolitan St. Louis. Once a nucleus of trained staff is available they could self-perpetuate the program by training those who join the staff of the hospital.In addition, they could engage in a continual review and up-dating of current knowledge as to ways of handling the misuse of drugs, ane of our major medical crises. 2. Training Programs to Increase our Understanding of the Social Dynamics of Drug Abuse. One of the major barriers to any individual's (parent, law enforcement officer, teacher, physician, etc. ) ability to communicate with youthful drug abusers is an inability to understand those social factors which precede drug abuse and seem to be a part of the drug abuse syndrome. There is a growing recognition in schools, for example, that the factual approach to

67 April 10'73 page three St. Louis County Council

drug education has simply been ineffective.There is growing eviclence which would suggest that for individuals to effectively deal with drug abuse it is necessary that they have opportunities to:I) examine carefully their own attitudes toward abuse and the drug abuser, 2) understand those values and attitudes which are commonly held by individuals who use drugs. A training program developed by the National Institute of Mental Health entitled the Social Seminar has proved to be effective in helping meet these two needs.It consists of a series of fifteen films and other supporting printed material which can be tailored to training programs of from ten to twenty-five hours in length.The cost of the total Social Seminar package is $974.50.This cost includes a training program for community members who would later be Social Seminar leaders.This training program is conducted by staff members of the National Mental Health Materials Center, castribu tors of the Social Seminar. This program would not only be helpful in the training of individuals directly associated with drug abuse prevention and treatment (law enforcement officers, physicians, educators, psychologists, social workers, etc. ) but would also be very valuable for use with parents.The Drug and Substance Abuse Council suggests the purchase of ten Social Seminar Training Programs at a total cost of $9745. 00.The coordination of the intensive training effort which would be possible were these materials available could be a function of any one of several county agencies including the St. Louis County iealth Department, the Juvenile Courts, or the St. Louis County Police Department. We appreciate this opportunity to give input to the County Council concerning the distribution of revenue sharing funds.

George H. Friesen President, Drug and Substance Abuse Council Robert Deitchman, M. D. Vice-President, Drug and Substance Abuse Council

68 April 27, 1 973

Mr. Lawrence K. Roos Supervisor, St. Louis County 7900 Forsyth Clayton, Missouri 63105 Dear Supervisor Roos: I'd like to take this opportunity to convey to you the real pleasure I felt as a result of our meeting on April 24.It seems to me that this meeting was one more example of the fact that our community is in the process of turning the corner in terms of it's ability to successfully counteract drug abuse.I believe we have the resolve to energetically pursue those programs which will lead to this end.I certainly observed this resolve in you and members of your staff. We were very pleased with your decision to support the planning and implementation of a training program for emergency room personnel.While this is one small step in terms of the total problem, it will be of significant aid to some unfortunate victims of drug abuse. And progress, in the final analysis, is a result ofwhole progression of small steps. Nothing happens if all action waits upon that one giant leap which will solve all problems for all people. It seems to me that the frustration felt by many people concerning drug abuse is a result of many of us being victimised by the illusory notion that the "one solution" should have arrived. The recriminations which have grown out of this false hope have been very destructive. I anticipate that the plan being presently developed by the Drug and Substance Abuse Council will give meaningful unity and direction to the small step. that must be taken. One of the side effects of this plan should be that in the future there will be less questioning of motives and more candor about methods.

69 BESTCOPYAVIIIIABLE

Mr. Lawrence K. Roos page two April 27, 1973

Your deep interest in the development of this plea is very helpfUl. We appreciate the trust you placed in the Drug and Substance Abuse Council and, on our part, will do everything possible to live up tothat trust. After a draft of the plan is completed, it would be very helpful if we could once again meet with you to solicit your reactions to the plan, especially in regard to those specific suggestions we will be making concerning ways in which county and city government should be involved.It seems to me, for example, that because the problem of drug abuse is one which respects no boundaries, that this issue is one in which there is certainly a compelling need for citycounty cooperation.I would also imagine that a general atmosphere exists which should make such close cooperation quite productive. Once again, thank you very much for your help and we will be keeping your office informed concerning our progress in developing that portion of the state drug abuse plan which applies to the Metropolitan St. Louis area. Sincerely,

George H. Friesen President Drug and Substance Abuse Council

70 POSITION STATEMENT ON EDUCATION DRUG AND SUBSTANCE ABUSE COUNCIL OF METROPOLITAN SAINT LOWS

VARUNTARY PARTNERSHIP Fop ItliFOSIMATI(4% Selihot Sgt., 4%6 c.4 vi ANNitu, 'i MPtCA AViSUt .ST LOUIS ?4t) 31.6 Pt44 AC tits; 781 9VO

Sent to:All Schoul Superintendents in Metropolitan St. Louis area

The Drug and Substance Abuse Council is an organization which includes in its membership representatives of fifty-six metropolitan St. Louis drug abuse prevention and treatment programs. The Council's two major functions have been to: 1) enable member agencies to become better acquainted with policies and procedures utilized by other agencies, and 2) increase the effectiveness of member agencies as a result of this increased coordination and sharing of resources and expertise. while the Council has devoted much of its attention to drug abuse treatment programs, it does recognize that our society must give major attention and support to prevention programs if it is to significantly alleviate drug abuse on any long-term basis. Educational institutions are one of the primary resources available in our society for the effective prevention of drug abuse. To aid schools in developing new drug abuse education programs, or evaluating existing ones, the Drug and Substance AbuseCouncil has developed the attached "Position Statement on Education."

IIISCUTIVI COMMITTEE

JAMI -*A; . FRA°I.f YLCCf.2"r4 L., 1 c't Nit. AM MAR sit v, rPt 71 JOSLPN ary JC,04%; UCe fiTrade...et R RAYApICAD 1,44( M D Men' Lc( At aar & A. A% tv. '.4%)V.I.A

. 4. M. AMA t31041,4k.11.. la "11" This position statement is not unique. The ten specific educational concepts which it supports were developed by the National Institute of Mental Health in 1969.We do believe however, that the Council's strong endorsement of this statement-- its unqualified commitment to the concepts stated in this position paper--is somewhat unique. It represents a happy break with past fragmentation of drug abuse prevention and treatment programs. Too often prevention programs have operated in relative isolation from treatment programs, educators from physicians, etc. The Council believes that successful alleviation of drug abuse depends upon fully coordinated efforts. To the extent that individuals and agencies representing many different treatment and prevention programs can share their resources, they will be successful. This position paper is an initial result of such shared efforts. we would like to build on this start. In the near future, a member of the Council will be contacting you. His goal will be to: 1) solicit your reactions to the Position Paper on Education; 2) describe various services the Council couldoffer in the area of staff in-service training and curriculum development; 3) explore the possibility of your districtbecoming a fully participating member of the Council. By sharing our collective insights and resources, we all have much to gain. The beneficiaries will be fellow human beings who have fallen victim to a disease that respects noboui.daries.

/....., ./R-' Inames A. Halikas, M.D. Presiden w

L.Gett ge H. Friesen and Doilald P. Tielkc Coanairmen, Education Committue

72 POSITiON STATEMENT ONEDUCATION ST. LOUIS DRUG AND SUBSTANCEABUSE COUNCIL.

Within the last ten years the UnitedStates has witnessed what appeared to be a simultaneousbirth and growth of various socialphenomena which at first glance seeinantithetical of a wide range of traditionallycherished values and beliefs.Assassinations, riots in our cities, crimein our streets, upheaval andrevolution on our college campuses, anunprecedented challenging of the laws of God and man, amilitancy for change by our youth and ethnic minorities, andthe widespread use of drugs by persons of all aties and SOCiO-CO/10111iC groupshave become almost commonplac. In response, with typicalAmerican enthusiasm, drug abuse wassingled out to Is' labelled as -thesocial problem. " Problems of povertyand ra. ism hadhad their day in the limelight ofpublic concern and were rele- gated to the arena of plainhard work bordering on drudgery.Further, public reaction, approaching masshysteria, fanned by the sensationalism of the news media, andhardly discouraged by the "experts"and their confusion, demanded thatsomething be done.Drugs became symbolic of all the ills and evils of oursociety and somewhat illogicallylong hair and revolution became symbolic ofdrug abuse. In a flurry of activity communitymeetings were held, laws werepassed with more stringent penaltieswhich amounted to unrealisticproportions, and a plethora of treatment programssprung up and grewlike mad. It seems that the problem of drugabuse has hit the crest of its waveand soon must be dealtwith along with poverty andracism by sheer hard work. It seems to be a time for abreather, a time for reassessmentand evaluation, a time for objectivityinstead of emotionalism, atime lot mutual cooperation to replaceself-serving and bickering. Law ,nforcvment, by and large,has failed to stop the flow ofillegal drugs and laws have failed at; a deterrent.Treatment and rehabilitation efforts offering a variety of approacheshave had as much success as applying band-aids on a malignant cancer.Educational programs, hailed as the new panacea inthe prevention of drug abusehave been less thaneffective. Perhaps at this stage we could agreewith the statement of Dr.Andrew T. Weil, "Ironically, society's efforts tostop drug abuse are the veryfactors causing drug abuse. Therereally is no Drug Problem at all,rather a Drug-Problem Problem."I

A 114port ti) tin Ford Foundation: P.i4

7 The Education Committee of the Drug and Substance Abuse Council has taken the position that efforts to educate all segments of society is extremely important.We believe that these efforts must be expanded beyond the Drug Problem and deal with the Drug-Problem Problem. Educational attempts to overemphasize the horrors of addiction without discrimination between drugs in an effort to scare kids from using drugs are seen as futile and counterproductive. Any educational program must have clear-cut goals.Educational goals which are valid, well defined, and attainable will then direct the shaping of content and teaching techniques. More and more there seems to have been an evolution of goals.The "scare" approach gave way to the "tell it like it is" approach but still having the common goal of prevention of experimentation or complete cessation of doing drugs. An emerging goal, although still controversial, is to educate the community and youth in particular about the importance of development and belief in human values lzoth for the individual as well as for society.Concomitant with this is the teaching of youth to make informed decisions not only about drugs but about all activities of daily life. Consequently we strongly endorse some basic educationzl concepts outlined by the National Institute of Mental Health in November of 1969:

1.Effective drug education should take into consideration that we live in a drug-using society.People look to drugs to alleviate a host of physiological, psychological and social discomforts, with varying degrees of success. Young people brought up on television have b..en told that pills reduce anxiety and tension, provide buffers for everyday living, perform other near miracles.There is a relationship between the advertisements of tranquilizers to face daily living, liquor for celebration, and the use of marijuana at a rock concert. 2. Some young people of all income levels adopt the theory that using marijuana is not vastly different from the use of alcohol, tobacco or pills.Fliucational efforts that do not cover the entire spectrum of drugs, irluding tobacco and alcohol, strike students as examples of adult hypocrisy and deafen young ears. O the other hand, good response has been reported to education that gives the facts about f 'rugs, and distinguishes between drug use, misuse, and abuse. 3. Young people, i n relation to drugs, can be categorized as 1) those who will not abuse drugs or can easily be prevented from doing so, 2) experimenters, 3) abusers.Just where the emphasis should be in education about drugs depends on t he age of the students and the sitiation in a particular school. Many educators today acknowledge that experimentation is widespread and needs top attention against a bu se . -14 4. Surveys show that motivations for drug abuseamong the young are varied and frequently complex. Among themare: peer influence, (1csir for kicks,escape from feelings of inferiority, relief from routine lives, casing of pain from adolescentproblems. To many young people, the old-time rituals of religion, country, family,and school hive lost their appealanddrugs, astrology, youth subculture, art- among the substitutes.Educational emphasis should beon ways of coping with youth problems rather thanon picturing drug users as "depraved" individuals, which has proved to beineffectual. 5. Untruths, exaggeration, sensationalism,and moralizing kill the effectiveness of drug education.If 20 percent of the students ina lassroom of 50 have useda drug, there are at least 10 3tudents carefully measuring the teacher's wordsagainst empirical knowledge. At least 30 students will know the 10as users and be briefed by them. With4U of the audience of 50 in goodposition to judge theaccuracy of a teacher's statements about a drug he probablynever has tried any discrepancies will be quickly noted and usedto breed distrust of the total presentation. 6. Some drug use in school presumablystems from disaffection with the educational process. An interview withone student illustrates this.Asked, "Do many kidsgo to school storied?" the student's reply was 'yes. " The next questionwas, "Doesn't this impair your efficiency in school?" Theanswer, "Of course. " After that, ."Well, why do you da it ?' Hisanswer was, "1 wouldn't be able to stand school any other way." This student's problemswere not drugs per t, but an unfavorable home-school environment.

7. An "all school" program isno way to conduct drug education.The normal rules of schoolare suspended, all classes stop, students assemble, people are invited from the communityand one or two films- -often sensational or lurid andmore likely to breed drug use than to suppress it--are shown.This is "why it's dangerous touse drugs" approach is likely to makemany teenagers feel that if they haven't tried drugs they're missing something. b. Yount people delight in pointing out theinconsistencies across the country in drug legislation and enforcement, andwhile they should be informed of the penalties of drug possession anduse, nothin, is to be gained from tying to defend the inconsistencies of druglegislation.The fact that court recordscan jeopardize careers in teaching, medicine, law, and government may havesome effect on college students. However, with most youths threats makeno impressions. They argue that the adult community commits legal transgresrjonsso why shouldn't we ?

75 9. In distinguishing between druguse and abuse, a usefuldefinition for educators isthat abuseoccurs when a drug is used inoe r to interfere with in sucha economic, social, community-accepted standardsof psychological,or physical well-being.It is important to recognizethat many substanceshave abuse' potential- glue, aspirin,salt, sugar,etc. - 10. The basicdeterrents to druguse are evidently not directly connected withdrugs. Among theseare:interest and participation in schoolprograms; alternati"esto drug use offered and community; in the home areawide to nationwideactions on issues inwhich youth are concerned.Youth's needto be involved in the scene starting at the current primary school levelmust be recognizedby educators. Theycan cite evidence thatdrug abusecan be highly detrimental to theindividual as wellas destructive to the public welfare andadvancement.If in additiondrug education toward encouraging moves communication betweenyoun, people and adults, it can accomplishmore.

I ile Drug and Substance.Abuse Councilcommends these guidelines educators foruse in giving direction to to the developmentof newprograms as well as the evaliation ofexisting ones. The single premise'which underlies each is that drug abuse of these recommendations is not a problem,but rathera symptom of a problem. The underlyingproblem which drug of a number of abuse symptomizesmay be any one complex social factorswhich causestress. Some current efforts in drug abuseeducation still defineand approach their population bysymptom rather than subject than the disposition cause, by the object of abuserather to abuse, by the stylesof abuse rather thanthe nature of abuse.in some instancesthe assumption if only given orrecf' stems to b, that data, the iadividualwillmakeintelligent decisions. Unfortunately, eurrectdata alone has not beenshown to modify drug abuse L:havior.The most dramatic more cigaretts are smoked example of this factis that in the UnitedStates today than priorto the issuance of the SurgeonGeneral's reporton the effects of smoking. As the 4nrielincsissued by the National what. educational Institute en Mental Healthimply, institutions need todevelop is acomprehensive curriculurti 4,i mental aid physical health.Included in this shou:dbe an t \antination 4if how students'attitude's and needsart shaped b) their environsnent, what students' valuesare, how their values and the extent to correlate with behavior, which decision-makingabilities are beingnurtured. The long-range goalof this effort shouldbe to assist the enhance his life in individual to a positivemanner- -to help each studentdevelop a healthy self-imagebproviding a dole seriesof sequentially ordered activities which allowhim to fully value hieunique abilities through experienzing theways in which these abilitiesare needed !y other people

76 ; DRUG ANDSUBSTANCEABUSE COUNCIL. OF METROPOLITANSAINT LOUIS A . f.t AA ti PARTNIRS411, FOP ityrOHAAANA 'Ir4A141Ati.AND (AMR, IlVf PLANNING -114 tiAtollie. AVIAILA. StLOUIS MO 63139 P.toNif13141 FBI t 1'O

February 12, 1973

Sent to All School Superintendentsin Met rupolitan St.Louis area

Recently you received from th_Drug and Substance AbuseCouncil a "Position Parer on Edtication".As we indicated in the letterto which this Position Pacerwas attached, we believe it would bevery beneficial if a member of theCouncil could callon you in the near future.His goals would be to:1) solicit your reactionsto the Position Paper on Education: 2)collect information concerning those types of staff inservicetraining whichVouwould find most beneficial in the area of cirueabuse education: 3) explorethe possibility of your districtbecoming a fully parcicipatingmember of the Council.

In the near future, Mr. SteveKirn, a member of the Council,will be callin you to setup an appointment. Mr. Kirn is alsoa staff member of the Malcom BlissMental Health Center. We very muci, appreciate!any time you are able to devote to the process of helping us better coordinatedrug abuse education and treatrne.nt efforts !n the MetlopolitanSt. Louiss -ea.Certainly to the extent thatwt. Are aole to share our collective insightsas well as resources, we all -tams a much betterchance of effectively alleviating this serious socialproblem. Thankyou for your help. Sincerely,

Co.orgo Pro-oti4.nt

t.,I1F:Lb 77 voeicrftIAL STUART SYMINGTON AERONAtITICAL AND SPACE ke NCO 1144w.OURI ARM& r:ERVICL'i FOR* (CANRkLATION'. STANLEY R rise APPROPRIATIONS. EX OFFICIO ADNINiSTRATIvi.A S vsTANT JOINTAtomicENERGY 2Cnileb -Slates 'Senate Eft MOCRA TIC POLICY I./CA.40CWaleSTEERING WASHINGTON. 9.C. 20510

January l7. 1973

Dr. James A. Halikas, President Mecnrs. George H. Friesen and Donald P. Pielke Co-Chairmen, Education Committee Dru4 and Suostance Abuse Council 1110 qampton Avenue St. Louir, Missouri6311)

My dflar !Priendr:

Acknowledging your letter of January 11, alongwiththe Council's position statement nn drug abuse, I appreciate having your thoughts and will certainly keep them on hand for appropriate future reference.

With every good wish,

78 VIAIIIIIVOIa L. WILLIAM'S.AL. NJ.. PILAW II /10061011 II.LadVaps4, IV VA_ /ALOE /3iAvive. isT, BEST COPYAVAILABLE CLAILOSIVIL PELL. R.S. PeTertH DusgitNICII. COLD. towtuvo r. MOM NOV, MASS. Agt.34A/30 CILn OFIC"Mria001, VWCA *OWL 4.4160. *AInotR.aaNacti. 13131111171- TAFT, 113. 034i0 1.141VIdLs LACILVINIII. 3 GLENNMALL. IR.. MANCatAloste".LA,. RonanT. STAftt4P VT. ,Sicties "Senate siAllOLD t. hittiaMs. ILPIVA ACILS3 L IrtrVf 11164311 fit. M.L. CC4114 TIT= CIN LAMM AND PUSLIC WitLFARE SY. *MIT itINC e , fit Abe r3vervtuv Rual_nv taLLILHALcageILL WArmaniGTON. O.C. 29510

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a. ; SCHOOL DISTRICT ,thb NORTH WOOFSMILL ROAD CHESTERFIELD, MISSOURI 63017

OfflaOf 1N1 HEmmicteed 4 8412

January 15, 1973

Dr. iame4 A. natik.1.4 Drug and Substance Abuse Council 1118 Hampton Avenue St. Louis, Missouri 63139

Dear Dr. Halikas:

Thank you for sending a copy of the position statement on education related to drug abuse.

I have made copies available to principals, drug abuse education resource teachers, counselors and committees in all schools in Parkway.

The council should be commended for its work in this important area.

Sincerely yours,

Wayne Fick Superintendent

WF:hs

80 WRTII Wood River, Illinois

WiZTII EDITORIAL Broadcast of this < uitorial 13} w-R-T-11 Vice President & General Manager, Joseph P. Costantinu, was on Thursday, January 25, 1973. We welcome comments.

THE DRUG AND SUBSTANCE ABUSE COUNCIL OF ST. LOUIS The Drug and Substance Abuse Council of St. Louis may be putting it all together.In a position paper released last week, the Council noted in response to the "drug problem" the community has a myriad of groups, agencies, organizations, and efforts, each in their own way attempting to "do something" about the drug problem. Very few programs, either preventativeor treatment have proved to be effective. The position paper suggests a starting point for any drug abuse education progrant should be development of clear cut goals, valid, well defined, attainable.It also suggests that too many programs over-emphasize the horrors of addiction without discriminating between drugs, drug use, and drug abuse. The position paper states that the single premise which should underly any drug abuse education program is that drug abuse is not a problem, but rather the symptom of a problem.The Council strongly endorses some of the basic educational concepts outlined by the National Insti-....tte of Mental Health in November of 1969.One of the concepts reads: Some young people of all income levels adopt the theory that using marijuana is not vastly different from the use of alcohol, tobacco or pills.Educational efforts that do not cover the entire sp:ctrum of drugs, including tobacco and alcohol, strike students as examples of adult hypocrisy and deafen youngears. On the other hand, good r!sponse has been reported to education that gives the facts about drugs, and distinguished between drug use, misuse and abuse". It's an interesting report and will be distributed to legislators and other public officials, in addition to school Administrators and educators.WRTII lists the report under "must readint!.

Times editorial ran: 6:00 AM, 3:00 PM, 7: 00 PM, & 10:00 PM Copy to:Drug and Substance Abuse Council of St. Louis, 1118 Hampton Avenue, St. Louis, Missouri 63139

81 4Ael.Eva; 011111-;lelliiIrratLail., Jail.1.'. Drug t-thie:e: Moro sympLom thanca se .asserfs council!

Drta mi e:trreir p 4).1.01 tc bould he on ways n. coping c.1 nano, pnblem .1 y% .01 vnti problemrather symr,t, tttrf minv pre -f+! ms th 'ii on picturing drug users som, }oloi7 people .''it 'it eAraye d' ind:vidual% to hind r. which has prove to be it-.et- t'.;titthat k by .4:tual," said the st,...t% Eh!! t'Jg-ahice :tom 01J-time rituals of ri ::gion. re!-t;," filth: Jr .asst drie cintntrv. family arsclivil

.0h14.,e wx-.41'ref znulr?. h.o..e1(1,4 their a p ; . a to 'I statenvnt :sire non many young perboS. with tsfi....1i t.; -4 pa; cirt'..s. as t roIogy and the ik1 IT n tt A y itv tho y.ilita 'subculture" ';'placing and Stit,-.!arne k ;vino; them. the cont:ifu dee? Irid. ofVe:rpol.t.in f"!.I owe. I 0:.+Tli PROBLEMS. with .% :ronal e iii phasi5 tone drugs attr.1- Ent'tit smite, the ciumeil front an unfavorable envirnn- illeitta. home and school to feelings of irferinrity. Law ( 'i it it r i e n t has by obit1.11gt...1 .stop the f:nw of :IL.- .1it t!te ,11;1.1 t+ a deterrent.rex!it and REST el'w 1,4. .1,nittatton e t t r :: s hive "itr1LE as effective ".0 in" Itand-aida on a in t,gnant "1 Juctil tins p: oprams, hatled as the new panacea in th,' prevention o4 drug abuse. hate been less than e f f e c- t: v." the count,' contained "An `a1:-school" pre ;ram is ti.ty to c3nduLt edu- cLitet,it said. rvre-:-g to avieln`l;ingSi Istit.:...ntsto hear speakers and s', wh:ch .i.e de:,1401ect "often se:1,4a:;anal or Jun.! ar.d more likely to breed drug liNe than to ,..tillress it." ell If AN APPROCH "is ;.1 make marteen-a- ye; ,t..-elthat the. vent th-3 're mi.- said the T. council outline-' a.. b.is- ic tz.e:errents tip drat such t lii nI115 partir.;, .1tTi 111 Arho/1 pre;rarns that ,,:ter at- trnstivesto drug ase, and a c t i n on issues :r %hitt, y ii u t h is concerned EtitiCd- :s must recognize "south's ti...ed to he involved " preventre program; have been base,: int the idea tflat,riven conect Intorma- tinn, people wil`. mal.e li- ter.' tierSIOns, tree Aunt II .7141. A dramatic e rti p I c tivs dnesn't was!:ir. the 82 la,', that mine ug.i..ites arc axe,'in the States ' t'i.tn2,-tort.' the Nor. r...eral's rep on the if44 of sist.1....et. it de-

1 t . Wamm...... EDUCATION COMMITTEE REPORT

For the past six weeks, Bob Bridges and Steve Kirn have been meeting personally with representatives of school districts in the St. Louis metropolitan area. Almost all districts have now been covered, except for the city schools. These visits were part Jf a follow-up effort to the January mailing of the DAC position statement on drug abuse education. This mailing went to district superintendents, but in most cases we were ultimately referred to tilt, person in each district with primary responsibility for drug education progra.mming.Initially, we had hoped to use an interview format eonhistcnt with the extensive one developed by Marvin Cummins, Ph.D., in his research program, but this proved too lengthy. The interviews thus were aimed simply at making contact with the person involved in drug programming at each school, getting a general idea of the development, content and thrust of their respective programs and attempting to identify needs which might suggest some DAC response. Perhaps the most lasting impression we received in our interviews was the wide range of drug education programs which districts have developed, os- tensibly in response to the same legislative mandates. Some districts have generated essentially no programming at all, feeling that the drug problem was not one to which schools could or should respond, at least not to any great extent.In those districts the representative suggested that stronger police action and/or greater exertion of parental responsibility was the response most called for.In these districts, which were smaller than most, the drug program consisted essentially of an isolated unit in the health or science curriculum.At the other e.xireme were districts which have spent a great deal of time and effort in generating programs which might easily serve as models for other districts.Although several of these districts were large enough to peimit assignment of staff specifically or in large part to developing drug programs, other small ones were also able to pro!ace comprehensive programs by setting a high priority for such efforts. It war, generally observed that the further districts got in drug education programming, the closer they came to a focus on values education, decision- making and so forth.Districts which have new or limited drug programs concern themselves with pharmacology and "fact-oriented" approaches. Many districts are now in a middle gr,lund, with programs simultaneously consisting of values education incorporated into wrious subject areas and ex-addicts, scare movies and the like.As mentioned above, the trend appears to be toward approaches generally consistent with the ones suggested in the DAC position paper, but many districts have a long way to go. Education. Committee Report Page 2

Some generalized impressions: There has alriaily li,ena certain amount of information sharing among local school districts regarding drug curricula,althouh smaller (especially outlying) districts appear quite isolated in thisrespect. On the other hand,many districts are completely overwhelmed by the mass of drug education mailings and material.

Few districts have written formal legal policies for dealingwith student drug users; perhaps 1/3 of districts have them,at most.Policies mainly provide for suspensionor expulsion. A few require a joint meeting of school personnel, parents and students. There was essentially no communitypressure for drug education, and little continuing community interest in it.The impetus for most programs came from administrators, some incleperdently and uthers after legislative directives. Almost every district has had significant representationat the St. Louis University College of Pharmacy workshops. No district reported systematic evaluation of their drug educationprograms, although several do have regular reviews by the teachers involved. Students were involved in the design of onlya few programs. In the older, more stable neighborhoods, alcoholwas considered the major drug of abuse, although this had not particularly affected drug education programs other than in somewhat less consideration of other drugs. Several needs and recommendations werecommon: I.In districts which have developed programs and others, there isa need for helping teachers with the "how" of drug education, in addition to specific content.Perhaps this suggests the major issue in drug education programming; relatively speakinl, fla :t-oriented"programs arc easy to generate.

Z. Most districts would appreciate help in screening drug education information; at least they would like recommendationson especially good materials, programs, etc.Also mentioned was the need for recornmen-latiens on media material, possibly already available through the Drug Information Center.(Note: Most districts were unaware of the Center's existence. )

* Education Committee Re port Page 3 ~et

3.All districts wanted information and news regarding St. Louis area activities, although many were lukewarm about joining the DAC. Perhaps a new DAC role in state planning will change this.

4.Most would like data on actual drug use.

5. This recommendation comes more as my own synthesis of district needs.I was struck by the diversity of drug problems, responses and strengths in the various school districts. Although many people made specific requests, it seemed that a greater need was for workshops which teach people in the districts to assess their own needs and design programs which will work for them. Many districts apparently depend on packaged programs, and it seems unlikely that this is what is called for.One semi-rural district, and a small one at that, attended such a seminar in Chicagoand is now well into surveying student drug use, community resources, and other topics in preparation for designing a program which is right for elem. Perhaps the greatest possible contribution of the DAC to area drug education would be to provide, or stimulate this sort of workshop, rather than encouraging pre-packaged curricula. Brief notes based on each interview will soon be available in Drug Informa- tion Center files, along with a few sample curricula. Respectfully submitted, Steve Kirn Bob Bridges

NOTE: These observations do not include any city schools, nor do they include those districts surveyed by Marvin Cummins. Districts surveyed were in S'... Louis County and St. Charles County. Note deficiencies by interviewing one person, esp. administrator.

85 COMPREHENSIVE COMMUNITY PLAN .0"riiese,44% WARREN IHi ARNLS MENTAL HEALTH COMMISSN L.avelnOr ,ektfak DAVID SKE E R. Chairman J ACK STAPLE TON, JR, Set ret,irs. HAROLD P ROBB, M. ROBERT H. HELIX, M. D. Acimq Otructor J OHN W. McHANE Y. M. D. ALBERT PRESTON, JR,, M. D State of Nkssours MRS. HELEN TIAiERSKY DIVISION OF MENTAL HEALTH ROY E. WILSON, M. 0. 722 JEFFERSON STREET P. O. SOX 887 JEFFERSON CITY, MISSOURI WIWI March 2,1973

Mr. George Friesen Chairman, Drug and Substance Abuse Council 1118 Hampton Avenue St. Louis, Missouri Dear Mr. Friesen:

The Drug Abuse Section of the Missouri Division ofMental Health is in the process of developinga State Plan for the Federal Government that will outline recommendations to meet the problem of drug abuse in the State of Missouri. Following our meeting on March 2,1973 at whichwe discussed with you she resources available through the Drug and SubstanceAbuse Council, I would like for the Council to actas the Task Force to gather the local information to be included in this state-wide plan. The Federal Government requires this plan to be submitted by mid-1973.This means that we would need from the Council's Task Force the results of its study as soon as possible, butno later than May 15,1973. Our Assistant Director, Mr. Marion Craney, will be present at the next meeting of the Council on May 13th. Yhur cooperation in this matter is appreciated. Sincerely,

\ k k. S. Parwatikar, M. D. Associate Director Drug Abuse (Section) Division of Mental Health State of Missouri 86

4 4

1:44tIdi t)ppirtu mtv Emplo) ANlili-Diseft111111ilifiryService DRUG_ AND SUBSTANCE ABUSE COUNOL OF ST. LOUIS StS1 PRESS RELEASE

Business Office: Reksass Doe: Immediate 1118 Hampton Avenue Contact PersonCeerlieFries= St. Louis, Missouri 63139 ST 1-9070 Telsollons: JA 1-2000 awc, 107_208

George Friesen. (President of tat Drug a$d Sul tam Abuse Council of Jtropolitan St. LouAs) And Dr. S. POWatikar (head

of the Missousa Division of Manta Health - Drib AbuseSection).

issued the follpving statements lit ia joint prebdiconference

held on ThursdAy, April 6th at ihe Rental Health Association

building.

STATIFMENT BY THE DRUG AND SUNTAN= AMR COUNC11.

The Drug and Substance Abuse Council of Metropolitan St. Louis was organised in 1970, for the purposeof information

sharing, cooperative programming and collectiveaction.

There are currently 62 member agencies. important 'Drug Council' activities over the past three years have been: the °Amphetamine

White Paper" and subsequent resolutions passed bythe Missouri Medical Society; the 1970 legislative effort - when manyof the

state's statutes were re-written; a continuing contactwith

87 aug`and Substance Abuse Council.

area school districts; and evaluationof drug programs, as requested by funding bodies. Speaking as president of the Council, nt. George Friesen' said, "I would like to share some concerns about past responses to the problem of drug abuse. I would also like to describe an opportunity to substantially increase the effectiveness of our community's responses to this problem. "Recently the National Commission on Marijuana and Drug

Abuse reported to President Nixon and Congress onthe results of its two year study of the relativeeffectiveness of this nation's attempts to alleviate drug abuse.The Commission suggested that government efforts might beperpetuating drug use instead of discouragingit. in the same vein, a recent reportto the Ford Foundation stated, 'Ironically, societies'efforts to stop drug abuse are the very factors causing drugabuse.?' The Drug Abuse Council substantially agreeswith these observations. We feel the frustration all Americansfeel when considering that despite large expenditures ofpublic and private funds, drug abuse continues totragically affect

the lives of many of our fellowcitizens. win the metropolitan St. Louis area over onehundred organizations are directly involved in drugabuse prevention

or treatment. This could be seen as anindicator of eventual

88 Drug and Substance Abuse Council - cont.

success for our community's attempt to grapple with this serious social problem.

"The Drug and Substance Abuse Council, like the Federal

Commission, fears otherwise.

"We are concerned that the community views the development of more and more drug abuse programs as the key to solving the problem of drug abuse, while ignorii :- the central fact that the causes of drug abuse stem from a 4iderem of social, economic and cultural issues -- army of which are never associated with drug abuse. "In addition, adding programs without increasing coordination will not only fail to improve our capability to :aspond to drug abuse, rather to the extent that it increases fragmentation, it will be destructive. "From exoerience, the Council is aware of the compelling need for a comprehensive community-wide drug abuse plan -- a plan which will give meaningful, unified direction to both public and private drug abuse problems. "The Missouri Division of Mental Health is compiling a state-wide plan which speaks to this need. Dr. Sadashiv

Parwatikar, director of the drug abuse section of the Division of Mental Health, will comment on this plan and the 'Drug Council's' role in its development and implementation inthe metropolitan St. Louis area."

89 Drug and Substance AbuseCouncil cont.

STATEMENT BY THE DIVISION OF MENTAL HEALTH

The drug abuse problem is on theincrease on a national level. The Federal Government has requestedeach state to prepare a plan for thepreventiot and arrest of the problem.

In the State of Missouri theDivision of Mental Health has been designated by the Governor as thesingle state agency to place, implement, and devise acomprehensive drug prevention state plan. As this is an enormous taskwhich needs to be fulfilled Sy the end of June, 1973,the Division of Mental

Health is seeking the help ofexisting drug councils and concerned caretaker agenciesin surveying the needs of the community, evaluating existing resources,and recommer.ling areas for furtherdevelopment. The Division has started astatewide effort of contacting chambers of commerce, schools,department of health, law enforcement agencies, andexisting mental health carefacilities to gather data asrequired by the federalplanning guidelines and format. In the metropolitanSt. Louis area the Divisionintends to use the Drug andSubstance Abuse Council asits task force

for surveying the needs,evaluation of existing programs,and recommending further areasfor reinforcement in the St.Louis

area.

90 Drug_ and Substance Abuse Council- cont.

Shirley Harrison has been appointed as regionalprogram development specialist for the eastern part of Missouri. She will be closely working with the Drug and Substance Abuse

Council in this process. Data and recommendations coming from the St. Louis Task Force, will be incorporated ina state-wide, comprehensivA plan, which will be the responsibility of Dr. Parwatikar, and his program assistant, Mr. Marion Craney.

Future funding obtained from the Federal Government will be used to develop resources for community prevention, crisis intervention, information and education, triatrent and rehabilitation, with an ultimate goal of reductl.N: in the

involved and dysfunctional population of drug abusu - 5f both narcotic and non-narcotic type. The Division of Hantgl Health also intends to work closely with community resources, working toward prevention of alcoholism and alcohol related problems, as a total combined state effort. * giniminott c..;t4E-J mpg Mir e . .11411%1 R tit t'Bs PrtRI R f I t. Iiisparth Stall Kithelf.%h)1114J but a state Ke %peril MUM plan .1% 104e rnirt tlie II.: ill It 11)411111 pull IAA a the 1.17:0 lit (. Iryills ut a .dta'r n: 14 ri di-1JF if' '.1 f.0..!1r In tern.. rif rr6 t+1 Stale Unit To ;..t . f itta drug to swum r it.":her. he t.ii h l in ;.r It f 1 th the PlktseflatIfIli 1:1rOr !VIM I .: it M.1 .1 treatment are shripi har,ne vg to tin the pt' grain% are wuir , ; - 1.1 th-.t Cut out du- part rd tte.en).nt k dry Burin it, dr, 9.ter% Draft Drugthe Coutal Planefli. II aI Mlltroti priirani v.al fi -Whis ind Wachinran t "I rcuali shitt from the ihmy aL or rt is! money.rit withhai.e aagte-41 stnele stateIn air prior' Idd ilra.s up p!an tt,r ;!'ir at use tropttworkbe b. a :.ref%el th. inte arsr going nn are en.ar..:...ate..t tli it the pr I :it rtt 10 n I ) IS nuethroughGrtirmntpert sharing." such pulls sources out. as we rellse- ex the money to come he said.itheFederal eofsaid d. the a Dr treatment Naroic. William prniect -Re '-ersice!lanes. there head nunr% corneal in slime itythisrut of kind people of tak feeding lime id infrrna- a war tine of the hnpo, a having feel Oey &di hP left Mtonttl. I Ie a :1)111- wt" th it the. ;..."! f that %ninewrit project% w ie!!..Vie planwill b' might alca mcie iouspressed drug abuse satisfactionTreatment with officials from programs ex- var the strongresultsquarters offederal aboutrhanging rulethe overlong-range to a from .0 tie a al!irrs)t co to the won't stater misstreatment on the needs is that they (er out on a Y. 1 . t - . Csr.1:;"I It Made sOle mergedard. ith evhersc r e ."flap. %hue Dr.ser..- Pariaatkar program.- : -11I t, %Tr tripu'Atan: %Ihcdtame Pahlike the plan %I II by the cull. " t t., r A .4' ,,,, tIre It lashiv :f the r4 the liralpLinre sear,-Ill, hu 1:10 tune 311. tbi 13 and tin. '/ 1. of t :!, . ',drrrP1.! h. the Srecia! AbuseMade ira!'ALI 141 (iftu. t e 1 0'. TA it" .r.add r. IA 1"!, 7t,*: r I. yr/WM.4r ' d ''PC . er- ,f it la .1-41 in oate1.1,z."chit I.I r [cm e. - " .11 .! A-11 rep- ill herns ntAl sovial t it. I.-..r.l ' ..4I ". I; . I r :rug ek....':1 11. Oda 14, U.. tP tio. , tal 4 -.1. R1.1 Itk i :.n 'V' al r r in wit%y.1101.11)r twod.ut, ovoid ,,A1... 111. t Ir,;. it s t pt. kt ,,tile Pe. A .4; "dd d rihul- P.T17011 To 1'. J t L. mal -d ! t un.: MI drag .in h said. th DE fir a $0. .Ne in I:Amyl] i'rif inal I.drug IA, tre Ono i,t u sat I atu r u`xh Iii DAY fr.: . unnert (turd:- tal received 70 It per tent a .r- 91 *1 sr.* rr .-r. Irwatikir'' of gp,iaririii had been lid that a'hid been theerni.nr... stJte rr went m frim and the 10 perI eleral1:nr cent Iron. the peigram'.. $.100.0qu PASSBOOK. . SE. NSinleri--11 rein t ..iiarldrrl y an ffecti.e ". Thetita:41 livisran ridNitCAkairi by the %tatedill would men- be providethebudget federal 10 per Covernrner.t cent of the funds will for fiscal sear 1473-74. PLUS Never. a loss . . add or wathdra,:i of Intetel ;fry a'- ;lint a.jtan? ti-q% a ..-1111 habbetn Alocat. 11Rt1 Mb and the state 70 per cent .1' it Sarlhc, s r .",* ' :c t'ar TO: DAC BOARD MEMBERS

FROM: GEORGE FRIESEN

RE: DAC'S INVOLVEMENT IN THE STATE PLAN

As you know, the-Drug and Substance Abuse Council has been designated as the primary agency In the Metropolitan St. Louis lose for the development and implementation of what will be a comprehensive plan to meet the problem of drug abuse in the State of Missouri. I'd like to report to you on progress made thus far in regard to DAC's work with this new continuing responsibility. Within a general TASK FORCE structure, the Executive Committee has established the following committees for purposes of plan development:

1. Caw Enforcement and Control 2. Prevention/a:cation In school - Community 3. Treatment ---.7"Tand drugs Soft drugs 4. Vocational Social Rehabilitation 5. ong ange c a c fissional Issues LegisTaVion - Resourcesallocation -Intra-governmental coordination

Our primary concern in establishing these committees had to do with the immediate issue of developing acomprehensive drug abuse problem definition/resource allocation planfor the Metropolitan St. Louis area. However, it is obvious that the Council may find this structure quite apropos to itsexpanded future role. We need to get our plan to the state by M 15th. Accomplish- ing this will require a significant amount of ex ra effort from each of us. The fact that the plan we are developing will directly effect future operations of those agencies we represent should make these efforts stimulating. Much more significantly, future alleviation of drug abuse in Metropolitan St. Louis may very well be a direct function ofthe quality of the plan we produce'. At the April 10th meeting of the Council,detailed information concerning the Task Force will be presented. The most intensive work of the above listed committees will takeplace between April 11th and April 23rd. On May 1st a draft copy of

9) the completed plan will be sent to all members of DAC for their perusal. The May 8th meeting of the DAC will be utilized for gathering final reactions to the plan. In one sense, the work in which we are now engaged is a logical culmination of the Council's first stage of development-- a stage which has been largely devoted to: 1) information sharing, and 2) one-time responses to individual problem areas. We have made only occasional forays into continuing, cooperative planning. Properly executed, the plan we are now developing should serve as a blueprint for the Drug and Substance Abuse Council's vital future. The future DAC, while retaining its function of providing a forum for information sharing, will also serve as the primary agent for giving direction toMetropolitan St. Louis' coordinated effort to alleviate drug abuse.

94 OFFICE OFTHE MAYOR CITY OFSAINT LOUIS MISSOURI JOHN to 1101:1,NER Nor OR April 23, 1973

Mr. George Friesen,President Drug and Substance AbuseCouncil of MetropolitanSt. Louis 1118 HamptonAvenue St. Louis,Missouri63139 Dear Mr. Friesen:

Thank you for yourletter of. indicate to April 17,in whichyou me theresponsibility develop of yourorganization a comprehensiveareawide to abuse and plan fortreatment of narcoticaddiction. drug

I certainlywould be draft of interested inreviewing the your plan beforeit is This problem finalized byyour organization. in ourcommunitymust be by the effectivelydealt with professionalorganizations a comprehensive involved andI am sure plan wouldbetter that trying to coordinate their reduce theproblem. efforts in

Sincerely,

"6,44441441 Mayor

95 MEMO

TO: DRUG COU'ICIL 'Task Force" - Steering Committee - CommitteeChairmen

Fm: GEORGE FRIESEN

I would like this memo to serve as a combination report on what's going on, a reminder of upcoming events, and a means of distributing a piece which may be helpful.

Report The initial phase of data collecting is just about complete. Marv's group will meet with staff on Wel.t April 18, at 2 pm to wrap things up.

Rem4rder The Steering Committee will meet on Tuesday, April 24 at 7 :3C to receive those committee reports that are complete. rnis committee includes: Friesen, Harvey, Deitchman Halikas, Rippeto, Strelinger and Cummins)

Phase II, Committee Structure With the completion of Phase I data collection, (parts II. and III of the planning outline) we are ready torevert back to our original committee structure for the purposeof completing our responsibilities. You will recall that the following committees were set up and chairmen selected:

I. Law Enforcement and ControlLt. Archie Rippeto II. Prevention/Education --Don Tielke III. Treatment --Bob Deitchman, .D. and Dill Harvey, Ph.d. IV. Vocational/Social Rehabilitation - Mary Cummins, Ph.d, Rick Strelinger V. Long Range Social/Political/Professional Issues -Jim Halikas M.D. We now need to complete parts IV, V9 and VI of theoutline. Chairmen of these committees should: - recruit'Drug Council' members or others to fill out your committee - notifyJeannie as to your committee membership -schedule meetings as you deem necessary(Ed, Bob or Jeannie can help)

Ile are sending along (to appropriatechairman) a report produced by UDAC which may provide a suggested approach to your committee report. DRUG AND SUBSTANCE ABUSE =Not OP METROPOLITAN SAINT LOUIS

UNCEMATION SWARM MO COLLECTIVI PIAMIARE ma MM PION MUNI. fit LOUR. YD. MSS MONE: 1!141 IMES

May 4, 1973

MEMORANDUM

TO: Drug and Substance Abuse Council, Board of Directors

FROM: George Friesen REF: Draft Copy of Community Drug Abuse Plan

Attached is the 'first draft' of the Metropolitan St. Louis portion of the Missouri Comprehensive Drug Abuse Plan being completed by the Drug Abuse Section of the Missouri Division of Mental Health. Not included are the charts, graphs, statistical studies and other data which have been produced. Such material will be included in the final draft, but is too cumbersome for inclusion in this mailing.Copies will be available at the May 8 DASAC board meeting. As you will notice, some sections of the plan have not as yet been completed. Any irnput you could give at the Council meeting, especially in regard to the "Public Information" component, would be very helpful.Although, as is true with all first drafts, some rough edges show,I believe we can all be proud of what we accomplished on very short notice.We should all give a special vote of thanks to Ed Corcoran and those other staff members at the Mental Health Association who contributed so much to the development of this plan. Would you carefully review this 'first draft,note your comments, suggested changes, omissions or questions.Be prepared to offer specific suggestions on May 8. After rvview by the board, a revision of this draft will be accomplished by the Steering Committee, and submitted to the Division of Mental Health (by May 15).

Thank you. 97 May 25, 1973

Sadashi Parwatikar, M. D. Associate Director Drug Abuse Section Division of Mental Health 722 Jefferson Street P. O. Box 687 Jefferson City, Missouri b5101 Dear Dr. Parwatikar: Attached is a copy of the Comprehensive Community Plan developed by the Drug and Substance Abuse Council.1 would like to thank you personally for allowing the Council to take on this responsiblity. It seems to me that engaging in this activity has been especially beneficial for the Council, that it has helped the Council develop a sense of direction and purpose which was very much needed.I also feel the document itself to be something which, although obviously incomplete, does do a good job of describing presently existing needs, types of community responses, and future programs needed to alleviate drug abuse in this metropolitan area. As we have indicated in the preface of the plan, we are quite aware of the fact that this document needs to be modified, adapted, and corrected. We do feel, however, that it is in every sense of the word the beginning of a "rational planning process. " And this, of course, is what SAODAP was most particularly looking for in first year plans. I would like to get together with you after you have had an opportunity to peruse this plan to get your reactions. TheDrug Council is presently engaged in the process of getting endorsements of the plan from major governmental units and these endorsements will be sent to your office as soon as they are available. Be st wishes in your work and be contacting you in the near future. Sincerely,

George H. Friesen President

1 have received Drug an;

Raymond Knowles, M.D. - National Drug Training Center

JeromeSandweiss - Member, United Fund Budget Panel Earle Hollis - Special School District

Gene Schwilck - President; Danforth Foundation

Richard Hunter - National Association for Mental Health Earle H. Harbison, Jr. - President, Mental Health Amen. St. Louis

Richard Dunlop - Missouri Association for Philanthropies Philip Hallof - Mayor of Kirkwood Floyd Richards - Exec. Director, L.E.A.C., Region V monte Throdahl - Past President, MHA Board of Directors

Gerald A. Haeger, M.D. - St. Charles Medical Society (one for mayor of St. Charles, and one for Presiding Judge, St. Charles County)

Ralph Smith - Presiding Judge of Franklin County

Marvin Leonard - Presiding Judge of Jefferson County

Jack Lucks - Representative, County Government, St. Louis County

Howard Williamson - for Mayor of Overland

Representative William Hungate

Representative James Symington Representative William Clay

Representative Leonor K. Sullivan Senator Thomas Eagleton Senator Stuart Symington Mrs. James McClellan - Chairwoman, Womens Crusade Against Crime

Joseph Badaracco Chairman, St. Louis Board of Aldermen

99 Those who have received

Roger Heroin, - Adialinistrator, St. Hosp., Kirkwood, Missouri Ralph Hansen - General !.tanager, KTA:1-. TV Morton MeAnally -Vilify(' Fund Chris Condon - KS1)-1 V News Service James Murphy - KM0X-TV Editorial Director Warren Welliver - Nlissouri Association forMental Health

.tames Halikas, M. D. Shirley Harrison Marion Craney Ed Corcoran George Friesen

In addition, 9 plans were sent to JeffersonCity

Florissant City Mayor James f':gan's it, St. Louis County Supervisor Roos' Of fic e St. Louis City Mayor Poelker'sOffice St. Louis Post-Hispat, h

1 00 CHRISTOPHER S. BOND !ANTAL HEALTH COPAHISSION GOVIMMOR DAVID SKEER, Chairman JACK STAPLETON, JR.. Secretary HAROLD P. ROSS, M.D. ROBERT H. FELIX. M. 0. DIRCCTOR JOHN W. McHANEY, M.D. ALBERT PRESTON, JR., M. 0 Stow of Missouri MRS. HELEN TINERSKII DIVISION OF MENTAL HEALTH ROY E. WILSON, M. D. 722 JEFFERSON STREETP. O.BOX 6117 JEFFERSON CITY, MISSOURI WWI

may 30, 1973

George H. Friesen, President Drug and Substance Abuse Council of Metropolitan St. Louis 1118 Hampton Avenue St. Louis, Missouri 63139

Dear George:

I am extremely pleased with the efforts you and your executive committee have put into writing a comprehensive overview of the drug abuse problem in St. Louis and St. Louis County.

I am quite sure this data will be invaluable in writing the total state plan.

We will continue to keep in touch with youregarding this matter.

Cordially yours,

SadashJ Parwatikar, M.D. Associate Director Drug Abuse Section

SF:jmb

cc: Dr. Robb

101

An Equal OpportunityEmployer A tic.nDisrriminatory Service BEST COPY AVAILABLE

JOHN A. JACKS

May 29, 1973

Mr. Lawrence K. Roes St. Louis County SupeRisor 7900 Forsyth Boulevard St. Louis County, Missouri 63105

Dear Mr. Roos:

have reviewed the "Recommended Comprehensive Community Plan for Drug Abuse Programming and Strategy.' developed by The Drug and Substance Abuse Council of t\Aetlopolitan St. Louis.

My overall reaction is that it is a heginning and certainly should be a starting point for a coordinatedflor t in the greater St. Louis urea to fight drug abuse.

I feel that it is imperative that Section '/l be considered immediately in regard to "Program Management.' We needa centralized special purpose management function to mobilize and organize the community. At this point, The Drug and Substance Abuse Council of Metropolitan St. Louis is best suited to do this if it is reorganized and reconstituted under the guidelines outlined in Section VI.

I feel strongly that the St. Louis County Narcotics Commission should have a representative on the Board of Trustees,as well as a representative of the County of St. Louis. With the expertise of the St. Louis County Narcotics Commission over the past five (51 years, their representative should he able to centlibute a great deal to the overallprogram, paiticulaill., in team& to echication of the public sector.

Since St. Louis County is the leanest governmentagency that should be !cp. esenteri on this board, I am ,..on,le; inn if the county should have or be entitled to more thanone repiesentwi ,e on the Board of Trustees.Obviously, for any program like this to get stet' ted there isa need for financial subsidy. Of course,i have no way of knowing whether any of the goverrment agencies

-continued-

102 ti' Mr. Lawrence K. Roos St. 1 orris County Supervisor

can underwrite a subsidy such as recommended in these guidelines. Unless funds are available forany organization of this type, it is not going to get off of the ground.Public interest and volunteer help is needed and should be themajor source of manpower for the fiqht against drug abuse. With thisinterest, volunteer help needs to he supported by odequate operational people,secretaries, tclepnone fa.ivices, etc.

1 personally believe, Mr. Roos, that this plan isa beginning and should ha 'c the full endorsement of St. Louis Countyand the St. Louis County Narcotics Commission.

Sincerely,

John A. Lucks

JAL:lb cc: MI. Gene McNary, St. Louis County Prosecuting Attorney Drug and Substance Abuse Council of Metropolitan St. Louis

103 i:ITY 1:141)i{ ISS.1 NT

FLORISSANT, MiSSOURI 63031 June 29, 1973

Mr. George Friesen, President Drug & Substance Abuse Council 11IC Hampton Avenue St. Louis, Missouri 63139

Dear Mr. Friesen:

This is to acknowledge receipt of your report, "A Recommended Comprehensive Community Plan for Drug Abuse Programming and Strategy"

I also appreciate visiting with you at the time you gave me the report. I will admit that it is a lengthy document and the partsI have read to date are very interesting.

As the Mayor of Florissant, I am very concerned about the problems contained in your report. I am willing to offer any help and assistance in solving the problem. Sincerely yours,

CITY OF FLORISSAWT

1 1 C I James J. Egan Mpyor

JJE:hl

104

1.1 1 Y 1$ALL 921 -1J/0 POLICI. OLP I. - 331-/I1U0 WA I 921-4561; BEST COPYAMMO cityof Kirkwood 139 Soutn Kirkyi ,t-NdRoad Kirkwood. MO 63122 822-8:)00 July 2, 1973

The Drug & Substance Abuse Council 1118 Hampton Avenue St. Louis, Missouri 63139

Dear Sir:

This will acknowledge receipt of your Comprehensive Community Plan for Drug Abuse Programming and Stategy which we received a number of days ago. We appreciate the time and effort you have put into compiling this book, and appreciate your thoughtfulness in sending us a copy of this publication.

Yours truly,

_27.4 PhilipOallof, Mayor

PHJr/ddr

105 BEST COPYAMMAR'

Cowie* Ott eiosiousisiarai .sifts ca. Thursday. April 19, 197340 Pages

Drug floodin thecounty rising,not receding

"There isno greater tragedy of mod- By GERALD UNDHINtS'r ern life than the growing use of drugs by Globe.Demeerat S Writer While Supervisor Lawrence IC.Roos our youth. sounded the alarm on youth drug addiction in his 1971 state of the county address, the "The incidence of drug usership by question today is what bas been done. young people in St. Louis County is over- The answer seems to be not much. whelming. Today, persons involved in private and volunteer drug control programs charge the "That the problem is deadlyserious Roos administration has not asserted leader. and requires immediate attention ship, or given financial support. ortau is no action toward a unified drug controlpro. longer debatable." gram.- County Supervisor Lawrence K. BOOS denies this charge. He says his administration has takenec- Roos-1971. hos to ease the drug problem is the county.

t,utthin the MT, years since Roos' nutted by juveniles, who were referredto was enable to answer specific goesdons twor :h, the drug problem appears to have the county juvenile court, *ereup 93 per growing, not slowing. laming the leadership he had taken to mot- cent in 1972. &sale and aid existing programs. ug arrests lit' youths (18 to 17) by the ty Patter rivpurment ro.e more than Other drug violations by juveniles areup Administrative staff members explained 100 per cent for the last year that the supervisor had stepped aside, favor. er cent from 74 in 14;0 to 238 in 1972, _ding w police records. Presently in the county, disorganized at- big leadership by the Drug and Substance tempts are being made to combat the mush- Council of Metropolitan St. Louis. ug arrests for persons over the age of rooming drug problem by Ovate groups, ve almost doubled from 395 persons "THE WENCH. WAS REITER set up to the prosecuting attorney, Juvenile court and coordinate the venom groups." Robert Bar 78 to 742 to 1972. up 85 per cent. some county departments. itudy made by Marvin Cunim,n4, 21410- said. direc tor of Social Science Institute at Two years ago, Roos stressed the needto The council, however, was only a volun- coordinate and strengthen existing activties ington University, revealed that County tary group with no legal authority, money in the drug abuse prevention area we or power to develop or complete any pro- al handled 100 cases involving heroin are to be successful in dealing with the total in 1971. grams, according to Edward Corcoran, a problem." council member and executive director al ICOI1C DRUG LAW violationscorn- In an interview this week, the supervisor CeadaindonPage 11A

106 MAMIE BEVCOM County drug problemonincrease

Condeoed hem Page IA co county and metropolitan programs sad have periodic report- theMental Health Association. ing an use and abuse. %"All we could dole commtmicate the drug However. Taddeuca admittedthe task problems." Corcoran said. "For three years. force only "met three times" in the last two we beat the drums fur coordination. but WAIL couldn't get the political leadership to pull THE ROOS AIWIINNIRATRMI appropri- together and d something." ated money for four additional policemen in He said Lse has the necessary legal 1973 for the narcotics division. It also pro- tools, budget and Influence to obtain sense vided more money for equipmeet. type of coordination and program. Sandra Spirits,. a county resident and "Whom the boss wants something dom. it chairman of the St. Louis Cooperative gets done," he said. "I can't believe there Socialization Teak F said, "I ass *in- was any genuine Interest by the county or ked to think that after Ninon de- the city (St. Louis) to get anything done. dared war on drugs as the number one You have got to wait to get involved." priority In the nation that Roos and the Corcoran said his group met with the sit- councilmen still have not responded with pervisor in August, 1971. other than get tough. more law enforcement "IT WAS STRESSED BY US that Roes methods. use his leadership to cause other county "Roes is dealing with crime and not pea systems to get involved." he said. pie's problems. In order to solve the drug "With his position, he could coordinate ex- problems multMliatic approach Is needed." Beer and Tatidencd said the county pro. isting programs. and help influence school vied MOW for a study of drug use in high districts to develop better programs that are schools. sow later. SIMARD SHASHIEL WHO HEADS Add "Ile could else have sought to get the Rescue. a private agency Oat receives over surof the business community." SW coils a month hem county youths in- county is now waiting for the drug quiring about drugs, laughed at the county's abuse council to develop a "regional plan." study. Ned Udell:waft. a staff member. said. "Do they really AM that by pmft a The council received the approval from questiarmaire to a kid In ached will help the state only three weeks ago, Corcoran identify the drug problem?" he mood. said "Money shook! be spent to help support George Preisen, council president, said agencies working @actively in the commu- Roos "should not be slammed" because no nity." one else has accomplished much in the last Taddeucci said the county hospital is now two years. handling drug overdose and related cases, Frahm, however, will appear before Roos but is not advertising the fact even though and the county council Thursday and plead many hospitals will not accept such Mos. that the council not follow Roos' plan to use He also said the county has no specialcl revenue-sharing funds for -god courses." or rehabilitative program. "THERE ARE HIGHER priorities," he "There are private agencies, such as Acid said. "Like a drug trablina program for Rescue, that are Nftithie." he said. taw :hire. counselon, parents, hospital NW- Prosecuting Attorney hieffasy, how- galley room perta ins! and ambulance driv- ever, feels the "county is looking ip drug ers." treatment and rehabilitadve fealties." As promised. Roos formed task force of While the dispute continsuls. federal money department employee to improve the coun- is now coming down the pipeline to the ty's drive against drugs. states to combat the drug problem. A report issued to Roos in1971 by the Eats officials. however will not be able to Metropolitan Youth Commission advocated issue money to various state regions unless such a task force. Ile commission recom- highly fragmented local drug programs are mendedthatthegroupshoulddevelop coordinated with an effective unified pro- "county-94de policies and procedures," an- gram. Corcoran said.

107 1 . strstiiit 05104 2Ati Irwitifen ill ig It ir; E4;11,i4 II/ Drug plan links city, county

Condoned from Page IA ly on an areaselde bads, provide funtL.4 to appropriate service needs and direct their for abusers through . na bonntals should be governmental agencies into more acdve pars establiidied. deified= In dreg abuse seat as thawed Strategically located detindficadon serv- can be established," the report advised. ices for opiate and barbiturate abusers also was recommended. as well as a =add re- 'WE ARE IN ThE PROCESS of Mad* ferral network. lag County Supervisor Lawrence Roos, Hay- or (John) Pabst and the presiding judges IN THE AREA OF DRUG control and law of the other three counties involved to form enforcement, the plan easphadess the need some agreement for areaucide piennag," for control of abusuble drugs originate Friesen said. through legitimate sources. "I fed that the polideal leaders have a Coordination between law enferCallent real understanding that en progress can be prosecutors, courts and correction. made against dreg abase without a coordi- sarrecies.is needed. according to the re- nated affert.s port. While the report stressed the need for Inorder for any drug abuse pion to be consolidaden of services,it did not say successful. Friesen said the cooperado of abide of the Wain, programs would be ages government officials is needed. merged with whom "Local governments must demonstrate the Specifics of how the plan would be fi- willingness to move forcefully tato drug nanced and managed wM be released at a abuse program act vides, wadi aloPeradve later data, Friesen said. 1X51 COPYAVAILABLE

*,,tj,ti.t. 6 ST diuiS POSI-DISPATCh (2o-ordinationOf Drug Programs Urged

developewatof in some manner todrug abuse. tioa Centel's. By RONALD J.LAWRENCE "peer-group self-helpprojects" The council's proposals were tulip Of the Peet-Dinietch conWned in four broad areasand erasion of drug-abuse tc. Greet prevention a o d education.Minn al a regularpand A ..entraLud agency teachers college coursesof tind co,ordinatethe r...,neraustreatment a n d rehabilitation, oc.ig ed..ationand pre.entonpublic information and casualstudy. programs in the areahat been Turning to treatment and re. and law enforcement. habilitation. the council ream imposed by theDrug and Sub. In prevention andeducation, Counc.1 of afetro.the report pieced a highpriori-mended that top pier* be giv- stance Abuse of adequate 34- poi tan St Louis. ty on heegrathedrug abusees the creation The proposal wasin responseeducation into school (*MC*hour emergency service in area that indicat- hospitals and stratelically m- to a council survey lems, beginning at the for ed s fragmentationin servicelevel and continuing ated detoxifies** services and found that"without camp. *ea and bublturate the secondary. Of lesser urgency. the repon Oen ..drug abuse ... affects It emphasised the needfor portion of the pap* -vie net -continued. is the establisimeat a significant creation of an " "area per- elation " wok of complete drugabused centers at 'Web young co.son can '4explere incasual a& "Were all available treatmenteducation for teachers and thematic efforts hut:boning at asidealsr schoolper" sod adepmosphere envy into level. their combined csPilquate training pnixamsforreimionshipa" end serve onlycarothird drug at*"Tbib.r hold be an wane of ad-those who work with the estimated number ears. ed =thefts maintenance pro- dicts." a report lewdyester- gram for opiate marsand ent- Secondary WasitC and pip day by the council said. le providing patient eraser TM. comprehensive plea was lirmEram. developed after the federal Covenant found **din of services and uncoordinated espy through egatinethe lowest palmate Wei. casual work. Tice OAR covers health. drug abuse and metal Better co-ordinattri wenn the city and it Louis.Jeffer- law enforcement agencies. St. Charles health services " son, Franklin and In the area of public informa-prosecutors. the coons and co:- COWAN. tion. the council's reporturgedrecant wick& George FiiMA, praidagof ofiff=t1 drneastre sod chi Coma said theplan faun establishment of a method be approved by theMayan coordlaning &Nahum educe- Conlon of adeqvate drug Division of MentalHealth and dont program being conducted by the IMO aka. abuse treatment programs in the local gitvenintsetsInvolved. correctional 1111d461211. Me said that the council was "A mains should bedevel- oped of secertainine the impact "In most arrest Matins, censaltine these sivernments. treatment is pedcrred to pun- "Ili essence, what wean on black youth bangmade by mostishment," the report said. trite' to do is to achievebettor the current rah of The survey was ma& after ceopmadon among the various ire' featuring black antihero& in and narcotics traffic. illegal sc-the Federal Goveneass direct- ideteiss and ma= ed each state or prere a coca the area." Friesen &Was and vidence." the re- "Then is a lack of ready port stressed. prollootho Meshes pkohl ellactiva, continuos alle 0041% Turning to control and lawThe Ildissaut Main of amid dionlen between various ordorternent. the dung madeHula asked the coinlilte of soadresponsesto then recommendatione: make dm hand study. abuse Uwe also is alock Control debuts biotin. The council was organised In noordination on the past ofthe orieinating through legitimatean worm b caorderdsei. =al the taw covedmi sources and the reductionoftons Is the fields d drug abuse. onhotoottoo prolottpdoot to OpMal. =in He noted that there were more than 70 agonies, oresinastions and Imps in dm areaaria

1 I 0 SAMPLES OF COMMUNITY REACTIONS TO PROJECT ACTIVITIES BEST COPY AVAILABLE

I OA et. Ening (61ohr-Ornincrat Tots.. Ch4. 10, t9r.

401.014-DEMOCRAT PUBLISHINO CO. 12th of Delmer. 63)01. Pehlished Dolly, Mendel through friday. and Weekend &Wield 1.1212 O. DUNCAN SAUMAN. Publisher HAMILTON THORNTON. idHor of the Editorial Pops GIORGI A. IIILLENBIRG. Meaegleg liditer MARTIN L. DUtliOAN. Associate Manacles Met UN MAGIDOVITZ. Alloartisitif Director

111101 The Glebe-Democrat is an independent newspaper printing thenews impartially, supporting what it believes to be right and opposing what it believes to be wrong without regard to party politics.

STOP STUDENT DRUG ABUSE Spreading drug abuse among St. Lows area slowed time sense. difficulty in remembering students demands publicactionto eliminaterecent events, apathy. falittee and sluggish this mental and physical danger. and confused medical response. Students polled by Dr. Charles Solomon I he unctnrs recommended a cautioudap- Brown Jr., director of rehabilitation at Mal-proach to marijuana until findings in the fields colm Bliss Mental Health Center. estimate thatof neurology. radiology. physiology and phar- RI per cent of ninth through 12th grade stu-macology are aailable. Such findings and rec- dents have espenmented with drugs and aboutommendations scarcely argue for less strict 40 per cent were regular dm.; users. laws. St. Louis County Detective LL Archie Rip. veto believes at least SOW county students at tinly ,n tne past few ears have local schools all grade levels are using drugs and all startededucational courses on drug abuse. 213.000 county students are in jeopardy of ex- (here ss.n some fear that inadequate pro. posure to drug usage. gr.'ms. rather than chscoutaging drug abuse, While some ss3'.:-.,1 ha%e detelapedactually stimulate studenta' interea in orzgs. curnculums on drug brinva feelstji it At. least two county school districts Park- drag education in area is "practically way and ferguson-Florissam have developed worthless." Arl. hie said. more than halt of the drug curriculums which have been extensive teachers tel.!...ley are 'Inadequate" to handle and promise to help solve the problems. it. lent ,Irug problems. Area school officials shou;a work with experts in the drug field th.irghe Parkway and 7n4:se!Pothers are probablyri.iht.WhileFerguson-HOTISStin CUITicti,M5 as a Oasis :or most ofth! in th'innt laws rogulat.n4 man-developing a sound educational program to ;..acs less smut, a now stuoy deal Will the drul problem on a pragmatic s.r.awn tn..t use r.f rnar:...ir.a and hashisn c.inand in:or:mauve basis. structural :ranges in the nrain. Parents should be heavily lasolued In the ef- The study bs two doctors at the University fort to learn what can be done to prevent dreg ofPenosyly =la Department ofPsychiatry abuse hy young people. Only a coordinated found that chronic users at marijuana and tort *a parents. schools and the experts can to a greater extent hashish sufter from deal with the present sorry situation.

1 11 FOR A C:i1M11.9iiNITY AWARfNESS OF MENTAL HEALTH NATIONAL COMMITTEE FOR MENTAL HEALTH EDUCATION

Pri.wcirrit Trefsurer Secretary k:ARMIA McxAY TOM R1SINGER ALICE HUSTON Dv sit of flillertal1-iygtene N StiAttel .112 Dept of Public Welfare 144 P Street City Ok 73103 Centenmat Office Bldg. sacramento, Ca 95814 St. Paul. Minn. 55101

October 19, 1972

Mr. George Freisen McCluer High School 1890 S. Florissant Road Florissant, Missouri 63031 Dear Mr. Freisen: On behalf of the National Committee for Mental Health Education, I want express to you our very deep appreciation for your taking part in the program which was recently held at the Chase Park Plaza Hotel.

Sincerely your

AS: mk Alex Sareya.n for National Committee for Mental Health Education -41a2ZFICtrOOLI -SC.:fi0Of iihlat ST. LOUIS COUNTY McNair Elementary School 585 Coachway Lane Hazelwood, Missouri 63042

February P.773

H. :riesun tion ':,son-F.:/ri:;.;-,nt ;Astrict fierif:$.1zint, 0505]

you for at ,ur =eetin!: on h, 14)7,. Y-ur ;.resentatiou was ver:: ,:uod. It W:15 v-ry iufomative and I'm sure everyone learned some thine:s i,bout drugs. rhank you acain. zd:.ceroly Yo.;r:;,

)

/t?eete.f--64-/

.feuser -chool .wcretary

113 ST. THOMAS THE APOSTLE SCHOOL mso sr.CATHERINE STREET FLIDRISSAN1 , tt1804it 64044 March 15, 1973

Dr. Warren Brown Administration Building FERGUSON-FLORISSANT SCHOOL DISTRICT 655 January Avenue Ferguson. Missouri 63135

Dear Dr. Brown,

We wish to take this means to say thank you for allowing Mr. George Friesen to speak and give his Drug Abuse presentation lecture at our faculty meeting yesterday afternoon. I had previously heard Mr. Friesen speak at a meeting of our Principals and was most impressed with the information he had collected and with the way he conducted his talk. We contacted Mr. Friesen and he graciously gave two hours of his time to be with us. All our teachers enjoyed his lecture and felt they gained much information from his film strips and from the printed data he left with us.He was most gracious in answering all questions also.

Sincerely yours,

Sister Margaret Brennan, C.S.J. Principal

SA03Icm

114 IV. DESCRIPTION OF MATERIALS PRODUCED BY THE PROJECT The following section contains a description of the materials produced during Project Year OZ.These materials tall into two main categories:1) Resource Materials for the Teacher Training Prograrn and 2) Drug Abuse Education Curriculum. Resource Mat,_trials for the Teacher Training Program The workshop materials used in conjunction with the Project's Information and Communications Training Program have been previously submitted to the Title III office. These materials were given to the participants in the training program prior to each workshop and were designed to provide necessary background information in the area of drug abuse education.The same materials were used by the Project staff in conducting parent and community programs in drug abuse education. They were also made available to other school districts in the St. Louis area planning teacher training programs. 2. Drug Abuse Education Curriculum During the summer of Project Year 02, 41 district teachers worked with the Project staff revising Project Year 01's K-12 drug abuse curriculum. The revised title of the curriculum is "Decision-Making: A Focus on Self-Concept, Values, and Information. "That curriculum is outlined below:

a. Philosophy of the District's Drug Abuse Curriculum (to be included as part of the introduction to the Primary, Intermediate, and Secondary Curriculum) b. Teacher Guide to Primary and Intermediate Curriculum C. Primary Curriculum d. Intermediate Curriculum C. Secondary Curriculum f. Intermediate Student Unipacs. The Primary and Intermediate drug abuse curiiculum and student unipacs described above have been previously submitted to the Title III office.The Secondary curriculum is currently in the process of final revision. Upon completion, a copy of this curriculum will be forwarded to the Title III office

115 V. APPENDIX BEST COPYAVAILABLE

SECTION A: STUDENT VALUATION INSTRUMENTS

Page

-Drug Attitudinal Inventory for Elernentary Grades" 116 Risk- Taking Attitude-- Values inventory: Elementary Level.. 148

\alues Inventory of Behavioral Responses`' 191 "Drug Attitudinal InventoryJunior and Senior High School Forto" zoo

"Drug Usage Inventory' 234 BEST COPYAVAILABLE

1)1( iVri "1. 1,INV 1..N.101:Y

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NOT A 1-1-.:_)`1 IA< 1 : . HONESTLYTHE WAY 1101.: 12 EA LI .`1` BELIE NO OM 'A HAT 01.! ANSWER. WORK FAC:i: PART AS 1). 1. PUT h iN 13LANK.

1. I .1 A. 24. Oa:,

2 i . 0TH (:. 3`,;. 1). 16. 4'1.'0 1:.

AM A 4'1Y5, A. . 8%

. I AM: 16. 4% A. S YI.A1S 01.0 22.3% B. .1N` 01.1) 22.6% C. 1 0 Y FA RS 01,1)

2.3.71.0 I Y 1-.A RS 01_1) I ti. Orri;, YEAR:" 01.i

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Oa KI WANT MI: INI HEIR GROUP BECAUSE: A. ; 1).AW ;'41)1.1' C. 1 CAN ::.11.l, ;i001) 1;1., Ai)i t ;00D AT CI AM L:-;

n. i Iif: 1../ ()A1.1. IS: 19. 2"; A. (;i.`1. i.1( if< Allt..S 25 4% IL PLA'i (AMi:, 19 21:, C. zi LAI! 20.96! ). tiic)OF. CirT- )1 NI)

IA ;;I.1 . t "i I ) OR UNTIL I . iA1 ; i i 1.. 1/.1' A. NIi F. i% B. t ( /:

117 I Ns. Ai) Al -I. ER 1.0s1 A A. Ys :;, t):' 1: C. ..10M D. SELDOM E. NEVER

9. I HAVE USED MARIJUANA: A. NEVER B. I OR 2 TIMES C. 3 OR 5 TIMES D. MORE THAN 5 TIMES

10. IT'S ALL RIGHT TO GET MAD AFTER LOSING A GAME. A. ALWAYS MOST O1 THE TIME C. SOM M ES D. SF:1.00M E. NE V ER

II.I BF COMF: FRIGHTENED WHEN THE TEACHER ASKS ME A QUESTION. A. ALWAYS B. MOST OF THE TIME C. SOMETIMES D. SELDOM E. NEVER

12. WHEN I AM LOST I:

A. AM SCARED B. CRY C. ASK FOR IIELP D. AM HAPPY F t }1, LOW j. It Ot R CLASS. A. ALWAYS B. MOST OF THE 1 IM E C. SOMETIMES 1). SELDOM E. NEVER

W111.N IT IS CLI.:AN-LP TIME IN THE CLASSROOM, I: A. ONLY CLEAN VP MY PART "!.: AN I'll

: DC) ANY7

118 ; tIs;WITH 1.1(11!..N41S: A. Ai,wAy..., M0:-.1' OP TAIL r,ME

I). SELDONI NEVER

16. CHILDREN IN OTHER PARTS OF THE WORLD DRESS ALIKE: 3. 1'70 A ALWAY:, 8.75 B. MOST OF THE TIME 39.0% C. SOMETIMES 31.75 D. SELDOM 17. E. NEVER

17. Al A RED LIGHT. S1401:1-D: A. NEVI .R CROSS THE STREET 40. On:, 13. CROSS IF NO CARS ARE COMING 44. 37'0 C. A A IT FOAL T111. 1.1tilIT To CHANGE

I S. WI 11A l'A I 'MI, liOYS A. TO I.1) !ME CROSS ill% STREET 1%. 10 It EIJORT NIE WIIEN 1 1)0 SOMETHING WRONG C. ill...CAUSE THEY AR:: Tin: TEACHER'S PETS D. BECAUSE THEY ARE GOOD CITIZENS 11119. BOYS AND GIRLS ARE THROWING ROCKS ON THE PLAYGROUND. I WILL: 32.8% A. TELL THE TEACHER 4.55 B. S'I ART THROWING ROCKS WITH THEM 24.45 C. WALK A WA 'V 2t.). D. 1 ELL HEM TO STOP 11. 5Tu E. 1 ELL THE PRINCIPAL

Zo. I WANT A NEW TOY IIECAI.511:: A. IT IS PRETTY 1%. MY FItIVNI)S OM. C. 1A 1.1 S1. 1.'N IT ON T.

""., 441 ` a. I. 11) 1). IT'S tit)01) FOR 1

21. WHEN MY TEACHER IS HAPPY: 15.7- 3°.0 7- A. 1 WORK MORE 7. 0% 13. 1 GOOF-OFF MORE 47. 4', C. 1 ENJOY SCHOOL MORE 30. .3'';0 D. I FEEL BETTER

11 9 A. 1.: ..AR is MORE TAAN ON:\\;..Y ::;) A. 01. C. S(A1 1%11..5 1), 5E1.1)01%1 1.:R

23. IWO :)ON'T AN THEY BOTH BE RIGHT A. ALWAYS ti. MOST 01.' THE TIME C. SOM E TIM E'S I), SELDOM E. NEVER

.'.4. ; CAN 11.1. WHEN THE TEACIII.R IS MAD-. sul A. A I,W A YS I":, MOST OF '1111' i 7. C.. SOME FINIES .'-I. ,It 1). SELDOM E. NEVER

)- I WORK MORE AT SCHOOL WHEN THE TEACHER IS: 9.13% A. SAD 73.9% B. HAPPY lo. C. MAD

2)). 1 CAN TELL WHEN MY FRIENDS WANT ME TO STOP DOINci SC)NIETIIING7 A. A :, \V AYS MOSi (II: I TIME C. SUM M ES 1). SF.Lt)OM E. NE% ER

I 11A \I /1...E1) 1 I' .1"1 11'

A. 7%; )1t 2 '1 1%11.5 C. 10 TIMES I), 1 HAN 5 T1M1..:,

12o II. PRETI Ali..IN YO: a HOME. PI'T A CHECK IN THE BLANK THAT TELLS YOUR ANSWER TO EACH STAT14:MENT. USE ONLY ONE CHECK FOR EACH STATEMENT. DO YES NO NOT KNOW L8. IF I HAD TROL:bLE SOM NIGHT I WOULD TAKE ONE OF MY PARENT'S SLEEPING PILLS WITHOUT ASKING. 2.8% 94. 1% 2. 81'0 29. IF I FELT LIKE I WAS GAINING WEIGHT, I WOULD TAKE SOME OF MY PARENT'S DIET PILLS WITHOUT ASKING. 1.7%a 93.0% 4. 9140

30. IF I WERE HOME ALONE AND HAD A HEADACHE, I WOELD TAKE ASPIRIN. 34.A50 16..3% IF I FOUND A PACK OF CICIAREI TES. I WOULD SMOKE SOME OF TIIEM. 4. 5% 88. 5% 7. 0% i2. IF I WERE GOING TO A SLUMBER OR PAJAMA PARTY AND WAS AFRAID I WOULD BE THE FIRST TO GO TO SLEEP, I WOULD TAKE A STAY-AWAKE PILL. 7.0% 83.3% 9.80/0

33. IF I HAD A COUGH, I WOULD TAKE COUGH MEDICINE WITHOUT BEING TOLD. Ilia% AL-3% _ILYA 34. I WOULD DRINK ALC,0110(BEER. WINE) WITHOUT MY PARENT'S PERMISSION. 10.5% 84.3%5.2%

II!. CHECK THE RI ,NNK TIIAT T1.1,S YOUR ANSWER TO EACH STATEMENT. USE ONLY ONE 4:11 CK FOR EACH STATEMENT.

DO YES NO NOT KNOW

35. MARIJUANA CAN BE HARMFUL TO ME. 79A70 1Z,2%

121

t. DO YES NO NOT KNOW

.36. MORE I'OoR PEOP:.r. USE 1)Rt.(iS THAN RICH PEOPLE:. 17.8% 23.,0%52,0%

7. TI-11: DRII(1s c01;1.0 M til SMAR 7.3% 82.2%It). 5'1:0

in. DRUGS ARE tlAi). 9.4%11.1% 14. I WOULD) NOT TAKE PILLS OR MEDICINES -NLESS MY DOCTOR OR PARENTS TOLD ME TO TAKE THEM. 71.8% 16.0%12.2% 1 WOULD TAKE A DRUG IF MY FRIEND SAID IT WAS ALRIGHT. 7.3% 88.2%4.5% 41. I WOULD 1 AKE, A DRUG ON A DARE. 8.7% 85. 7% 5.6% MARIJUANA USERS ARE INVOLVED IN CRIMES SUCH AS STEALING AND MURDERS. 56.8% 13.6%29.6% 43. IF I USED MARIJUANA, IT COULD LEAD TO THE USE OF OTHER DRUGS. 70.7% 10. 5%18.8% 44. I WOULD TAKE A DRUG IF EVERYBODY ELSE WERE TAKING IT. 7% 4 SNIFFING GLUE WOULD BE HARMFUL TO ME. 65.9% 15 .3% 18 8% 46. I WOULD SNIFF GLUM IF MY FRIEND Ili D. 11.1% 79.4% 9.4%

47. MISUSING I:GS WHEN Y 01 JNG CAN AFFECT YOUR HEAL; it WHEN YOU GET OLDER. 73.9% 9.1%_17.1% SNIFFING GLUE HELPS YOI, TF.R IN SC/1001.. 5.6% 88. ST0 s )1:3

441. DRINKING RUBBING ALC.01101. WOULD POISON ME. 62. VA, 8.4%29, 3%

122 DO YES NO NOT KNOW

50. ALCOHOL IS US1...1) ()NIA AS A DRINK 66.9%20.6%

51. IF I SNIFF GLUE IT COULD LEAD ME TO THE USE OF OTHER DRUGS. 15.3%32.1%

52. YOUNG PEOPLE SNIFF GLUE BECAUSE THEIR FRIENDS DO, 25.8%48.1%

53. IF 1 FOUND A DRUG THAT MADE ME FEEL GOOD I WOULD GIVE IT TO MY FRIENDS. 8. 0% 77.0%15.070

123 13iZL;c; ATTITUDINAL INV ENTOItY

FOR ELEMENTARY GRADES LEVEL 3-5

f7. BOX itO'iN W. C.0..;KRIEL

SUMMARY OF SI:RVEY ITS FROM GROUP II

T111S IS NO'l A TEST. ANSWEREACH QUESTION HONESTLY- -THEWAY YOU REALLY BELIEVF. NOONE WILL KNOW WHAT YOUANSWER. WORK ACII PART AS DIRECTED.

124 I.PUT THE LE-I-YE:. YOL:R ANSWER IN THE BLANK.

1 I AM IN GRADE: n. tr:, A. 56.3% B. 0. 0% C. 4 43.2% D. 0. 5%

I AMA: 50. 5% A. BOY 49. 5% B. GIRL

3. I AM: 16. I% A. 8 YEARS OLD 38.6% 13. 9 YEARS OLD 12. 6% C. 10 YEARS OLD 29.2 %4 D. 1 I YEARS OLD 3. 5% E. 12 YEARS OLD

4. I LIVE WITH: 87.6% A. BOTH PARENTS 10. 5% B. MY MOTHER 1. 4% C. MY FATHER 0. 5% D. MY GRANDPARENTS 4:At OTHERS

5. OTHER K11)5 WANT ME IN THEIR GROUP BECAUSE: 9.6% A. I CAN DRAW 46.7% B. I'M FRIENDLY 12. 1% C. I CAN PLAY BALL 10. 3% D. I'M A GOOD READER 21.3% E. I'M GOOD AT GAMES

6. THE THING I DO i3EST OF ALL IS 20.6% A. GET GOOD Git ADES 26.6% B. PLAY GAMES 15.9% C. READ 19.9'0 D. HELP OTHERS 17. 1% E. GOOF OFF-MESS AROUND

7. ; HAVE SNIFFED GLUE (TO) (i HIGH) OR UNTIL I HAVE FELT DIZZY: 8(. 9% A. NEVER 9. 3% IL 1 OR 2 TIMES 1.2% C. 3 TO 5 TIMES 2.6% M ES

125 1,; .:.*LEL NI AL) A i .0SING A GAME. 2.3°0 A. A 1..WAYS 5.61% MOS T OF 32.2O/u 42.8% I). SELDOM 17. 1% E. NEVER

I HAVE USED MAR1.1L1ANA: 98.6% A. NEVER 0.9% B. 1 OR 2 TIMES 0.2% C. 3 OR 5 TIMES 0.2% D. MORE THAN 5 TIMES

It,.IT'S ALL RItilIT TO GET MAD AFTERLOSING A GAME. 2.6% A. ALWAYS 3.3% MOSI OF THE TIME 31.5% C. SOPA El 1M ES 32.5% 1). Si.:1.14)M 30. 1% NEVER

11. i11:r.COM t: FRIGHTENED WHEN THETEACHER ASKS ME A QUESTION. 2.8% A. ALWAYS 3.7% B. MOST OF THE TIME 18.9% C. SOME TIMES 29.2% D. SELDOM 45. 3% E. NEVER 1?. WHEN I ANI LOST I;

29.7% A. AN1 scARED 2. I% 11. CRY 62.9% c. ASK 1:014 HELP 5. I% I). AM HAPPY

I:. 1 Li.rti OF OUR CLASS. 27.6% A. ALWA1S 51.4% B. MOST OF THE TIME 12.4% C. SOMETIMES 6. 1% D. SELDOM 2.6% E. NEVER

14. WHEN IT IS CLEAN-UP TIMEIN THE CLASSROOM, I: 32.2% A. ONLY CLEAN UP MY PART 65.7% 13. HELP OTHERS CLEAN 'UP I. t:, ; 1C:,:',;"r DO Ai VTIUNC4

126 15. I WANT TO 1_s:. WITH MY FRIENDS: 32. 5% A. ALWAYS 45.8% 13. MOST OF THE TIME I 9. 9°,1n C. SONIETIM'S 1.4% D. SELDOM 0.5% E. NEVER

16. CHILDREN IN OTHER PARTS OF THE WORLD DRESS ALIKE: 2.6% A. ALWAYS 9. 3% B. MOST OF THE TIME 34.6% C. SOMETIMES 34.3% D. SELDOM I 9. 2% E. NEVER

17. AT A RED LIGHT. I SHOULD: 8. 9% A. NEVER CROSS THE STREET 36. 25, B. CROSS IF NO CARS ARE COMING 54. 4% C. WAIT FOR THE LIGHT TO CHANCE

1$. WE HAVE PATROL BOYS: A. TO HELP ME CROSS THE STREET 5.6% B. TO REPORT ME WHEN I DO SOMETHING WRONG 3. 0% C. BI-:CA USE THEY ARE THE TEACHER'S PETS 13. 3% D. BECAUSE THEY ARE GOOD CITIZENS

19. BOYS AND GIRLS ARE THROWING ROCKS ON THE PLAYGROUND. I WILL 33.4% A, TELL THE TEACHER 3. i% B. START THROWING ROCKS WITH THEM 24,5% C. WALK AWAY 28.0% ELL TI1E1k1 TO S 10. 5% E. TELL THE PRINCIPAL

20. I WANT A NEW TOY ',SECA LiSk : 19.2% A. IT IS PRETTY 17.8% B. MY FRIENDS I AV E oN1. 38.8% C. I'VE SEEN IT (XI T. 24.3% D. IT'S GOOD FOR Mk,

21. WHEN MY TEACHER IS HAPPY: 7.7% A. I WORK MORE 4.2% B. I GOOF-OFF MORE 50. 9% C. I ENJOY SCHOOL MORE =7: 37.1% D. I FEEL BETTER

145 127 Al. --..1.127A1-: IS MORE THAN

24. 3n,:, A. A A YS

30.6°,1, C. T I XI ES 5. b5, I). S V1..1)01\4 .7 frt NEVEit TWO PEOP1 F. DON'T AGREE. CAN THEY BOTH BE RIGHT? 2.6% A. A I.,1t A VS 5.6% MOST OFli: TIME 50.9% c. som E'rim 23.4% i) tiF"LDOM 17. 5% I:. NEVER

I CAN 'YUEN THE TEACHER IS MAD: 46.5% A. A L.WAY:-. 32. 50 3. MOST OF TAL 15. -K. C. SOMETIMES 4.2% D. SELDOM 1.4% E. NEVER

25. I WORK MORE AT SCHOOL WHEN THE TEACHER IS: 6.1% A SAD 76.4% 3. IIAPPV 17.3% C. MAD

2t,. I CA:`': MY FRIENDS WANT ME TO STOP DOIN; :iork1P-111.1N(; 20. 0'7, A. WAYS 36. 9'1,9i, MOST OF THE TIME 26.6% C. Somr:Ti.IES 5.8% 1.6% E. NEVER

t. I HAS E SMOKED CIGARETTES: 68. 5% A, NEVFR 21.5% B. 1 OR 2 TIMES 3.3% C. 3 TO 5 TIMES 6.8% D. MORE THAN 5 TIMES

128 BEST COPYAVAILABLE

IL \;;: HOME. A CIi:.:F Th IlAT TELLS YOUR ANSWER 10 EACH i :;i....PNLY ONE CHECK FOR Acei STA'! 1i.1.Vt DO YES NO NOT KNOW

!Fsi 1..\ I ) ; )%11.: I 1V0t:I..1) oi. I AsiN SI.E1,71,1Nri k%',T1i01:"1" ASEINt«. L. ot%,_ 78. 77., 19. 41%,

!}.'icl.i.; L1a AS I 'Atoil,1] TAKE St*tl.: t'AI(1-.:NT'S [IV1 Ii US W11'1101,1 .ASI

i t ) . ; V I".a. i.I. HOMI.: A lN': ANi) HAI). 1 WOCI I)i 23. 150_vb_tis 28. 3%

i . )i..4;; A PAt:i.t)i. I W, SN1C)Is.i.:

IF I GOING To r,,1 .i" e,A :ANL\ I.; 1:1 lIC-;T%-.1;,,c) TO SLEEP, WOULD TAM.: A STA 1. AWAKE 4. 7% 68. 5% 26. 9%

I It ,A ;I I) ". tA 1110i,I tiriNt; i ()IA). 9. 6% 65. 7% 24. 5n:u

1. ( DRINK ALCOHOL CIW.I.:14 N.M.., W1'11101:11 l'ARINT'S Pr.i0.11SSION. 6. 5% 72.7% 20.8%

BLANK TtiAl iI YOUR ANSWER TO EACH STATEMENT. USE ONLY ()NI. CHECKFOR EACH STATEMENT.

DO YES NO NOT KNOW

15. 'MAUI it;ANA i.AN 1W HARM FL.I 0 ME. 84.8% 3.7% t1.4

129 BEST COPYAVAILABLE DO 1 :S NO NOT KNOW

)1 i c. ch. v. IiAN ILLIS_30.8% 54.4%

37. 1.1.. 71; ARE:

E SNI . LIS68.2% 26.6%

OA CGS i3Ai 73.?Liu 10.7% 15. 7%

'A' AiN.t.' PILLS OR :tfrIEDICINI....S ;0-C.IoR OR PARENTS TOLD NAL 75. 5% 12.6% 11.9%

40. s WC).;; .1 A iNtti.; .1v1Y 15EST

''.t AS ALRIGHT. 3. 3% 77. 3%fficempaa19.4%

41. i A DRUG ON A OARE. I.113 o 74, 1% 19. 9%

42. A lit, A1(1 INVOLVED IN CitIP:S I AS :i`f EALING AND NUR DERS.48. ify. 12. 1% 39.7%

4 5. ;1 ; couLD LEAD (Ye `i . cailER Dimas. 74 6. 5% 19.2%

44. ); A i-aRI;G IF :VERYBODY 4. l0 72.4% 22.7%

4a. .41 i .. 01. LD BE HARMFUL I 0 ME. 67,_310 11 :4% 21. 3%

4!). (\Is; i.RIFTN;) 54% 69.9% 24.8%

47. (.;S ' ;'t....,R.F. YOUNG CAN AEI I.(:1 HEAL'Iii WHEN YOU 74. 5% 6. 1% 19, 4%

48. VI NC; iiELPS YOt: DO iik2TTER 1:-.; SCHOOL. 3:_510 74.5% 22.0%

4". rIftiN.:71/41(; ALCOHOL 64 ofe 7, 5% 28. S%

F 130 DO YES NO NOT KNOW

50. ALCC.)1tul. LSE4) ONLY AS A DRINK 6. 8% 58.2 35.00

51. IF I SNIFF GLUE IT COULD LLAD 1' L,1'0 mi.: USE OF OTHER DRUGS. SO. VIA) 11. 9% 37. 9% 52. YOUNG PEOPLE SNIFF GLUE BECAUSE THEIR. FRIENDS DO. 32. 9% 22. 2% 44. 9%

IF I FOUND A DRUG THAT MADE ME FEEL GOOD I WOULD GIVE IT TO MY Eli LENDS. 6.3% 64J.S 29.4%

131 1)1406 ATTITUDINAL INVENTORY

FOR ELEMENTARY GRADES LEVEL 3-5

COLIN E. BOX IR VIN W. COCKi(IEL SU MMAI.`: OF SURVEY RESU LIS FROM GROUP III

THIS iti ri7j lt EACH Qt,i.:s.1 ION HONES FIX--THE WAY you Id:A1,:.Y 1"0 ONE WILL NOW 44 1IAT Y01: ANSWER. WORK 1.:ACI4 PART AS DIRECTE.D. 1. 1 'T THE LE `4' R ANSWER IN THE BLANK.

I. AM l'.%; 0. 0": 46. 9t1,-, B. 1(. C. 4 0.65 3(1. F.

1 AN: A 46. 3"1, A. Boy 53. 'Pro C ARL,

AM 18. 5'1;0 A. 8 YEARS o1.11 32, YEARS 11..1?

10. o YEARS OLP 13. Od';, ;1 YEARS 01,D 25. 'rile . I YEARS OLD

78.4% A. :501 I i PARENTS 17. 3% B. MY MOTHER 3. C. MY FA TH ER 1.21: 1). ',I\ GRANDPARENTSOit. OTHERS

a. OTHER KIDS WANT ME INTH Ei R GROUP BECAUSE: 1 (I. A. 1 CAN 1)HAW 44. Id; 14. FRIENDLY 11. 7",:, t:AN BALL 8.6%, A CIOOD READER 21.0% E. I'M GOOD AT GAMES 1111: TIIINC, I Do :EST OF Al L IS: 27.25, A. ciET GOOD GRADES 17. (41, R. PLAY GAME'S It). 05, C. READ 16.0% D. IL Lt' OTHERS 22.8% 1., GOOF OFF- -M AROUND

7. 1 11M-1: SNIFFED GLUE (TO GI :T HIGH) OR.UNTIL I HAVI. FELT I)IZZY: 87.0% A. NEVER 10.5% B. I OR 2. TIMES 0.0% s ToTIMES 1Z",,, i L.S

133 . L.R 4.0::;INCi A / qt. ta 6. Sir

37.00 I s1.1)0N1 NI.., R

It \ 1:SE D MARI .1 I:ANA: A. NEVER OR 2 TIMES OR 7') TIMES i). MORI: THAN 5 TIMES

k 'S AU, 10 Ti) GE I MAO AFTER LOSING A GAME. A. A L WA YS 3. B. MOST OF 'rm.' TIME 34. ti4):: SOMETiM 32. r cr #, SE leiM! 26.57, NI.. V FR

I 1 hi:0M I: FtilkiaiTENED WHEN THE TEACHER ASKS ME A tfi ESTION. 4. A. ALWAYS 6.87 :, ii. MOST O' Till. TIME 24. i.cr C. SOMI:TiMES 34. buts ). SELDOM 29, tai7- E. NEVER

1 r'sN1 1,OST I:

A. A'.1 sCARLD B. (I( Y t. ASK FOR HEIA, 1). AM

". Rt ts Olk CLASS. 19.1T, A. ALWAYS 42.0% 14. MOSI OF Till. 27.2% C. SOMETIMES 9.9° D. SELDOM 1.9% E. NEVER

IT IS 71.1.:AN-UP TIME IN TI IF; CLASSROOM, I: 40. 1% A. ONLY CLEAN u MY PART 53. Pr. !,, :WI IOTHERS CLEAN VP I WANT TO BE WITH MY FRIENDS: 35.8°70 A. ALWAYS 42.0 %, B. MOST OF THE TIME 19. 8",. . S ONI 2.514 D. SELDOM E. NEVER

I . CHILDREN IN OTHER PARTS OF THE WORLD DRESS ALIKE: A. ALWAYS B. MOST OF THE TIME C. SOMETIMES D. SELDOM F. NEVER

17. AT A RED LIGHT.I SHOULD: A. NEVER CROSS THE STREET H. CROSS IF NO CARS ARE COMING

. WAIT FOR THE LIGHT TO CHANGE

I S. WE HAVE PA1 ROL BOYS. 59. 3`7,1, A. TO HELP ME CROSS THE STREET 20.4% H. TO REPORT ME WHEN I DO SOMETHING WRONG 6.85 C. BECAUSE THEY ARE THE TEACHER'S PETS 13.0% D. BECAUSE THEY ARE GOOD CITIZENS

19. BOYS AND GIRLS ARE THROWING ROCKS ON THE PLAYGROUND. I WILL: 44.7% A. TELL THE TEACHER 8.6%. B. START THROWING ROCKS WITH THEM 36.4% C. VV ALE AWAY 17. 3 D. TELL THEM TO STOP 13. 06,40 F. TELL THE PRINCIPAL

20, 1 WANT A NEW TOY BECAUSE:

2 I.6°1, A. IT IS PRE.ITY 15.4% B. MY FRIENDS HAVE ONE 34.6% C. I'VE SEEN IT ON T. V. 27.8% D. IT'S GOOD FOR :.1E WHEN MY TEAC:HER IS HAPPY: 18. A. I WORK MORE 9. 3°,/,, B. I GOOF-OFF MORE 45.7% C. I ENJOY SCHOOL MORE 2 5. 9% FEEL BETTER

1 35

4 jf ! .--;,:i;.)01, LEAN lAf `ItlE.1(1..: is MORE THAN ON AY 'TO :)0 30.9% A. A. AY 35. 2.'!;, 13, MosI 01. IME 29.0% SOM 3.1% D. SELDOM

1 Pr, E. NEVER

TWO 1,1.0PLY DON'l ACIREL.*CAN THEY BOTH BE RIGHT') 1.2% A. ALA AYS 11.7% 13. MOST OF THE TIME 50. Oa: C. SOMETIMES 15.4% I) SELDOM 21. F. NEVER

I CANEII. WHEN TITTEACHER IS MAD: 44.4% A. A i,WA ys 27.2; MOST OF THE[ME 3. 5% C SOm f :TIMES 2. Yro D. SELDOM 2. Y1,; E. NEVE':

2. I WORK' MORE AT SCHOOL WHEN THE TEACHER IS: 8.6% A. SAD 75. 3% B. HAPPY 16.0% C. MAD

26. I CAN TELL WHEN MY FRIENDS WANT ME TO STOP DOI Nt'; SOMF.THINci 24,147, A. s t4.0% H. MOST OF THE TIN:;.. 21t).6a, SOMETIMES 7.4% D. SELDOM 4. E. NE VFR 2-M01.1..1) CiciARFTTEs 1i 3. 7",;, A. Ni.VEF i

1 4 I OR 2. 90.7n C, , TO 5 TIMES 25.3% 1). MORE THAN 5 TIMES

sr, :NI - ix HOME. PUT A IN THE BLANK TELLS YOUR ANSWER TO EACH STATEMENT.c.SE ONLY ONP: CHECK FOR :ITATLMEN1 DO YES NO NOT KNOW 2$. IF I HAD TROU bLE SLEEPING SOME NIGHT I WOLLD TAKE ONE OF MY PARENT'S SLEEPING PILLS WITHOUT ASKING. 2.5% 75.3% 22.2% 2'). IF I FELT LIKE I WAS GAINING WEIGHT, I WOULD TAKE SOME OF MY PARENT'S DIET PILLS WITHOUT ASKING. 2. 5% 74.7° 22. 8%

H). 11.'I WERE HOME ALONE AND HAD A IIF,ADACHE, I WOULD TAKE ASPIRIN. 46J19 35.15 18.5° 41. IF I FOUND A PACK OF CIGAR ET TES, I WOULD SMOKE SOME OF THEM. 13:n 66.7% 20.4% 52. IF I WERE GOING TO A SLUMBER O1( PAJAMA PARTY AND WAS AFRAID I WOULD BE THE FIRST TO GO TO SLEEP, I WOULD TAKE A STAY-AWAKE PILL 6. 2% 69. 1% 24. 7%

33. IF I liAl) k;OI:Cill,I WOULD TAK1-:. COUGH M DICINE WITHOUT 15LING TOLL). 22.8% 54.9% 22.2% '4. I WOULD DRINK ALCOHOL (BE R. INV.) WITHOUT Mn PARENT'S 14.2% 67.3% 18.5%

CHECK THE I;I.ANK THAT TELLS YOUR ANSWERTO EACH STATEMENT. USE ONLY ONE CHECK FOREACH STATEMENT.

DO YES NO NOT KNOW

35. MARI.Tt:ANA CAN BE HARMFUL TO ME. 75. 3% 13.0% I I.7%

137 DO YES NO NOT KNOW

36. NI OR F. "FOP I RICii PEOPLE. 10.5% 32.7% 56.8%

37. 1.1.E USi <;:" CGS ::01:1.i) ME SM ;ER. 3.7% 70.4% 25. 9%

3S. DR I.;GS ARE BAD. 66.IS 11. 1% 22.2%

I A Ot.I.1) NOT TAKE 13tLI.S OR MEDICINES UNLESS DOCTOR OR PARENTS TOLD M E TO I AK: THEM. 46.3% 34.0% 19.8% 40. 1 WOULI) A I LU ti IF MY IiST FRIEND sAID IT WAS ALRIGHT. 3.7% 73.,5% 22.8%

41. 1 WOULD A DMA; ON A DARE. 6.2% 71.0% 22.8% ARI.it :ANA t:SERS ARE INVOLVED IN CRIMES SLCH AS STEALING ANI) McRDERS.40. 7% 19. 1% 40. 1%

41. IF I USIA: MARIJUANA.I (1111.1) LEAD TO THE I S OF OTHER DRUGS. 6419 15. 4% 19,1% 44. I WOULD TAKE A DRUG IF EVERYBODY WERE TAKING IT. 6. 8% 71.6% 21. 6%

443. SNIFFING GLUE ~4 OULD 131y. HARMFUL TO M E. 67.3% 17.3% 15.4%

40. I 1,1 OULI ) SNIFF RIF-ND 8.6% 67.3% 24.1 %R

47. M I 'AMEN I'OfAla' YOUNG LAN YOUR 1111A1.1 It YOU OLDER. 67. 9 %© 14. ti% 17. 3%

-48. YOt SCHOOL,. 3. 1% 72.8% 24.1"n

49. 11RINNIN4: RrI1I5ING AI .c WOULD POISON ME. (I. 7% 14.8% 23.5%

138 DO ?ES NO NOT KNOW

50. ALCOHOL IS usED ONLY AS A DRINK II. 7% 6112 26. 5% 51. IF I SNIFF GLUE IT COULD LEAD ME TO THE USE OF OTHER DRUGS. 52. 5% 17.30 30.2% 52. YOUNG PEOPLE SNIFF GLUE BECAUSE THEIR FRIENDS DO. 25. 9% 28.4% 45. 7%

53. 1F I FOUND A ;)RUG THAT MADE ME FEEL GOOD I WOULD GIVE IT 10 MY FRIENDS. 12. 3% 64.2% 23. 5%

13', ATTITUDINAL INVENTORY

FOR ELEMENTARYGRADES LEVEL 3-5

COLIN E. BOX IRVIN W. COCKRIEL,

SUMMARY 01.- SURVEYRESULTS FROM GROUP IV

WAY A I EST. ANstV1,.;1,1 Qi.L.--TION HONESTLYTHE THIS IS ENOW NHAT YOUANSWER. YOU REALLYBELIE', I NO ONE WILL WORK 1.:Aci: PART AS1)IRECTEI).

141) I.PUT THY. L.. 04' AN:-.,4.tiAZ IN THI:: BLANK.

A 2:

AM A 49.8% A. BOY 49.8% B. GIRL

I AM: 3.5% A. Y EARS OLD 15.8% B. 9 YEARS OLD 16.2% C. 10 YEARS OLD 34.4% U. II YEARS OLD 30.1% E. 12 YEARS OLD

4. 1 1.0; WITH 84.2% ii01 II PAR N 10.8%, B. MY MOTHER 0.8% C. MY FA Ti 4.2",:, D. X1Y GR AN Did Alt Visi I S OR OTHERS

. 01'111' R !KIDS W ANT IM1'. IN 111EIR GROUP 13ECAUSE: A. I CAN ORA W B. I'M F1(II.N1)1.V LAN i't AI BALI. D. M A (;.0D READER GOO)) AT GAMES THE TII/NG I 00 OF ALL IS: 2 0.8%- A. GET GOOD Gii,,ADES 26.3% l'I.AY C.AM S 16.6% C. READ 18. 1% I). HI:.I,i1 OTI IF RS 18,1 E. GOOF OFF- -MESS A ACIIND

7. i HA V is SNIFFED GL& I'. ) HIGH) OR UNTIL I HAV1.: FELT 1)1ZZY: 146. jr;, A. NEVE:1( 8. 9": B, I ()it 2'I IMS 2. 3",:. t To iIM1.15 1 7'. 4. ba;c 27":. )1' ; it 31. 7a, SONI t 43. 2`1,,, 0. SEI.1)0%1 17.tirrti E. NE\'ER

ta I HAVI.: USED MARI JUANA: A. NEVER 1 OR 2 TIMES C. 3 OR 5 TIMES I). MORE THAN 5 TIMES

1i 17 s ALL TO XIAD AFTER LOSING A GAME. 5. 4°A. A. ALWAYS 3. (I% B. MOST OF THE TIME 34. 7a.:, SOME rl'IM 26. i1 (,, I). SE1,0.)M

29. JW NEVER

1 1. I liECOM F. FRIGHTENED WHEN THE TEACHER ASKS ME A QUESTION. 4. 2% A. ALWAYS 3. 1.a. B. MOST" OF THE TIME 22. 4% C. SOME TIMES 29. 0°,O D. SELDOM 41. 3% E. NEVER

. 'NW N I AN1 LOST I:

A. AN1 SC.AR B. CRY C. ASK FOI/ HELP AM HAPPY

1..01.1.0W 1 )1,' 01;14 CLASS. 27. 411. A. ALWAYS 51. 4% B. MOST OF Till-..' 13. 5% C. SOMETIMES 6. 2c,",, D. SELDOM I. 5ffi; E. NEVER WHEN IT IS CLEAN-UP TIME IN TIIE CLASSROOM, 1: 42. 971, A. ONLY CLEAN UP MY PART 51 4% 111-'1,1' OTHERS Cl.} AN UP S. )k) ANYTIIIN(1

142 1 I WANT TO Willi MY FRIENDS: 30. 1% A. ALWAYS 49.4% 13. MOST OF THE TIME C. boX11-. 11M1.5 1.5% 1). SELDOM 0.8 E. NE V ER

16. CHILDREN IN OTHER PARTS OF THE WORLD DRESS ALIKE: 1.9% A. ALWAYS 5.4T0 B. MOST OF THE TIME 42. 1% C. S OM E TIM 1,..S 32.004, D. SELDOM

18. E. NEVER Ir. AT A RED LIGHT. I SHOULD: 15.8% A. NEVER CROSS THE STREET 40.9% 13. CROSS IF NO CARS ARE COMING 42. 9% C. WAIT FOR THE LIGHT TO CHANGE IS. WE HAVE PATROL BOYS: 64. 9% A. To HELP ME CROSS THE STREET 10.4% 13. ,J. REPOR1 ME WHEN 11)0 SOMETHING WRONG 7. 3% C. BECAUSE THEY ARE THE TEACHERS PETS 17.4% D. BECAUSE THEY ARE GOOD CITIZENS

al11emEl! 19. BONS AND GIRLS ARE THROWING ROCKS ON THE PLAYGROUND. I WI LL: 4/.6.3% A. TELL. THE TEACHER 9. 3% START THROWING ROCKS WITH THEM 33. 91'. C. WALK AWAY 20.8% D. TELL THEM TO ST OP 7.7% E. TELL THE PRINCIPAL 20. I WANT A NEW TOY BECAUSE: 17.8% A. IT IS PRE VI'? 14.3% B. MI FRIENDS HAVE ONE 32.8% C. I'VE SEN IT ON T. 34.7% I). IT'S GOOD FOR MI.: 21. WHEN MY TEACHER IS HAPPY: 7.7% A. I WORK MORE 10.8% H. 1 GOOF-OFF MORE 4$. C. 1 ENJOY SCHOOL MORI.: 32.4% D. IF1.1,:L BETTER

1 o" 143 INIleM.I01 SCI-:001, WI.: LEARN THAT THERE IS MORE THAN ONI.: WAY TO DO THINGS: 27. A. APAAYS 35. 5% 13. MOST OF THE TIME 30. 1% C. SOMETIMES 5.0% D. SELDOM 2.3°10 E. NEVER 11.23. TWO PEOPLE DON'T AGREE. CAN THEY BOTH BE RIGHT '1 3.1% A. ALWAYS 11.6% B. MOST OF THE TIME 54.8% C. SOMETIMES 19.7% I). SELDOM 10.8% E. NEVER

24. 1 CAN TELL WHEN THE TEACHER IS MAD: (i1. 7% A. ALWAYS 29.7% B. MOST OF THE TIME 13.5% C. SOMETIMES 4.2% D. SELDOM 0.8% E. NEVER

25. I WORK MORE AT SCHOOL WHEN THE TEACHER IS: 4.6% A. SAD 76.8% B. HAPPY 17.8% C. MAD 26. I CAN TELL WHEN MY FRIENDS WANT ME TO STOP DOING SOMETHING: 31.3% A. ALWAYS 41.7% B. MOST OF THE TIME 17.4% C. SOMETIMES 6.9% D. SELDOM 2.7% E. NEVER 27. I HAVE SMOKED CIGARETTES: 62.2110 A. NEVER 15.1% 13. 1 OR 2 TIMES 5.8% C. 3 TO 5 TIME.= 16.6% D. MORE THAN 5 TIMES

144 PRETENn DRUGS ARE IN YOT:R HOME. PUT A CHECK IN THE BLANK THAT TELLS YOUR ANSWER TO EACH STATEMENT. USE ONLY ONE CHECKFOR EACH STATEMENT. DO y Es NO NOT KNOW 28. IF I HAD TROUBLE SLI;.: PING SOME NIGHT I WOULD TAKE ONE OF MY PARENT'S SLEEPING PILLS WITHOUT ASKING. 225 5.1.111 38.2% 2.9. IF I FELT LIKE I WAS GAINING WEIGHT, I WOULD TAKE SOME OF MY PARENT'S IMET PILLS WITHOUT ASKING. 4,2% 512.1S 38.6% 30. IF I WERE HOME ALONE AND HAD A HEADACHE, I WOULD TAKE ASPIRIN. 42.1% 34.45),23.6% 31. IF I FOUND A PACK OF CIGARETTES, I WOULD SMOKE SOME OF THEM. 10.0% 52. 1% 37.5%

32. IF I WERE GOING TO A SLUMBER OR PAJAMA PARTY AND WAS AFRAID I WOULD BE THE FIRST TO GO TO SLEEP, I WOULD TAKE A STAY-AWAKE PILL. 6. 9% 57. 5% 35. 5%

3 3. IF I HAD A COUGH, I WOULD TAKE COUGH MEDICINE WITHOUT BEING TOLD. 20. 8% 42. 9gr0 36. 3% 34. I WOULD DRINK ALCOHOL (BEER, WINE) WITHOUT MY PARENT'S PERMISSION. 9.3% 52.9% 37.8%

CHECK THE BLANK THAT TELLS YOUR ANSWER TO EACH STATEMENT. USE ONLY ONE CHECK FOR EACH STATEMENT.

DO YES NO NOT KNOW

35. MARIJUANA CAN BE HARMFUL TO ME, 81. 1% 10.8% 8. 1%

145 DO YES NO NOT KNOW

36. MORE POOR PEOPLE USEMUGS THAN RICH PEOPLE. 1, 37. 8% 13. 2%

37. THE USE OF DRUGS COULDMAKE ME SMAItTER, y.3% 52. clo 39.

DRUGS ARE BAD. 61:12) 12.7% 18.1%

39. 1 WOULI) NOT TAKE PILLSOR MEDICINES UNLESS MY DOCTOR ORPARENTS TOLD ME TO TAKE THF:M. 71.0% 18. 1% 10. 8%

40. I WOULD TAKE A DRUGIF MY BEST FRIEND SAID IT WAS ALRIGHT. ,6.6% 55.6% 37. 8% 3o. 7% 41. I WOULD TAKE A DRUG ONA DARE.- 9.7% 53.7%

42. MARIJUANA USERS ARE INVOLVEDIN CRIMES SUCH AS STEALINGAND MURDERS,52.49% 21.2% Z5.9%

43, IF I USED MARIJUANA, ITCOULD LEAD TO THE USE OF OTHERDRUGS. 73. 4% 13. 9% 12.7%

44. I WOULD TAKF: A DRUGIF EVERYBODY ELSE WERE TAKING IT. 20 52. 5% 37.5% SNIFFING GLUE WOULD BEHARMFUL 45. 66.0% 17.8% 16.2% TO ME. I WOULD SNIFF GLUE IFMY 4o. 55.6% 35.1% FRIEND DID. 9. 3%

47. MISUSING DRUGS WHEN YOUARE YOUNG CAN AFFECT YOUR HEALTHWHEN YOU 17.4% GET OLDER. 64.9% 17.8%

48. SNIFFING GLUE HELPS YOUDO BETTER IN SCHOOL. 6.20k 56.4% 37.5%

4' }. DKINKING RUBBING ALCOHOL WOULD POISON ME. 51110 18.9% 23. 9%

146 DO YES NO NOT KNOW

50. ALCOHOL IS USED ONLY AS A DRINK 11.2% 52.1% 36.7%

51. IF 1 SNIFF GLUE IT COULD LEAD ME TO THE USE OF OTHER DRUGS. 47.5 0 23. 28.6%

52. YOUNG PEOPLE SNIFF GLUE BECAUSE THEIR FRIENDS DO. 34.4% 26.3% 39.4%

53. IF I FOUND A DRUG THAT MADE M E FEEL GOOD 1 WOULD GIVE IT TO MY FRIENDS. 6.91 53.3% 39.8%

147 i;: Elementary (1)

(1) (2) (3) (4) (5) letter of Last letter of War y VTsr your Ws name your kW name Date of Birth

(G) Grade in school: 3 4 5 6 T (7) You are: 1 2 Boy Girl

THE RISK- TAKING ATTITUDE-VALUES INVENTORY

ELEMENTARY LEVEL

Psychologists often write books about what makes people the way they are. This booklet gives Lw a chance to say what you think about some things that people do. Almost everything a person does has some purpose. Some acts may cause harm. Some acts may lead a person teto tretthle. Other acts may help a person reach wanted goals. A goal is something a person needs or w.

The questions in this booklet are easy to answer. There are no "right" or wroug" answers. Decide which answer you honestly think is best. Then draw a circle around that answer. (Because of the manner in which this instrument is printed, student response data could not be copied directly onthe instrument.Copies of data from the computer print-out sheets immediatly follow this copy of the instrument. )

0 1971 by Richard E. Carney.Ph.D.

148 Elementary (2)

PART I VALUE GOALS

Some human goals are listed below. Everybody at some time tries to reach one or more goals like these. Study each goal and its meaning until you understand all of the goals. Ask the person who gave you this booklet for help IS you don't understand the meaning of any of them.

Goal ,Meaning a.Affection Giving and getting love and friendship b.Respect Admiring or looking up to people and having them admire you c.Skill Learning how to do things well and feeling that you can do them well d.Knowledge Understanding what things are and what they mean; being able to use your knowledge to help you du things you want to do e.Power Having others listen to you; controlling your own behavior; being able to make your own choices; making other people do what you want them to do

Wealth Being able to buy things; being able to hire people to do work you want done g.Well-Being Feeling happy and healthy; not being in need of auything h.Responsibility Doing what is right; keeping promises; being honest; being trustworthy

149 Elementary (II)

A. Important* of Goals

Some of the goals listed below may have greater vales to you than others. Look at sack psi. Ask your- self how important you feel sash one is to m Meanksgs of the goals us on page 2.

FOR EACH GOAL LISTED BELOW. CIRCLE THE NUMBER THAT MOST NEARLY TELLS YOUR FEELING.

Row important the goal is to me

Not A little Very Most Important ImPortant Important important important

(8)Affection 2 3 4 5

(9)Respect 1 2 3 4 5

(10)Skill 1 2 3 4 5

(11)Knowledge 1 2 3 4 5

(12)Power 1 2 3 4 5

(13)Wealth 1 2 3 4 5

(14)Well-Being 1 2 3 4 5

(15)Responsibility 1 2 3 4 5

150 Elementary (4)

B. Nearness to Goals

Sometimes it is hard to reach an important g al. And sometimes it tabs a long time. Most people are some distance from reaching their goals. How close are to reaching your goals? For tazmple, are you as wealthy as you want to be? Do you have all of the affection and respect that you want or need? If you don't remember the meaning of a goal. look spin on page 2.

CIRCLE THE NUMBER THAT TELLS HOW NEAR YOU ARE TO REACHING EACH GOAL

Quite a Far from way from Half-way Nearly to Reached Goal -Alai OL. ..tiLlalill.

(16)Affection 1 2 3 4 5

(17)Respect 1 2 3 4 5

(18)Skill 1 2 3 4 3

(19)Knowledge 1 2 3 4 5 (20)Power 1 2 3 4 5

(21)Wealth 1 2 3 4 5

(22)Well-Being 1 2 3 4 5 .4.- (23)Responsibility 2 2 3 4 5

1 5 1 Elementary (5)

FART 11 - UTILITY (USEFULNESS)OF BEHAVIOR

Listed below are s1/4.me things that mans people do.Look in tbe Behavior etliUMII.Some of the things listed may hurt or harm a person. Some may delay or even keepa person from reaching his real goals.For example, one of the things listedmight maps a person sickor unhappy. This would harm his well-beim. Another might cause him to losefriends, This would cause himto lose tejEgt or gnaw.

Some of the other things listed might help a person get closerto his goals. One of them might makehim feel that he has gained 81(111. Another might lead to moreEnE. Still another might maim him feellike he has more responsibility.

CIRCLE THE NUMBER THAT TELLS NOW HARMFUL OR HELPFULEACH BEHAVIOR IS FOR yS.N) IN REACHING YOUR GOALS.

Very Not harmful Behavior harmful Harmful or helpful matt heVgul (24)Smoking cigarettes 1 2 3 4 5 (25)Sniffing glue 1 2 3 4 5 (26)Stealing or breaking thingson purpose 1 2 3 4 5 (27)Worldng hard in schoolor at a job 1 2 3 4 5 (28)Using 171111tUallapot or grass 1 2 3 4 5 (29)Getting married 1 2 3 4 5 (30)Street racing or wild ridingon a 1 bicycle 2 3 4 5 (31)Cheating or telling lies 1 2 3 4 5 (32) Drinking beer. wine, or whiskey 1 2 until you feel its effects 3 4 5 (33)Belonging to a group of close friends 1 2 3 4 who do not let others join thegroup 5 (34)Working with music. art. dancing, or acting 1 2 3 4 5 (35) Datingboy and girl going somewhere 1 41ene 2 3 4 5 (34) Playing games like footballor 1 basketball 2 3 4 5 (37)Taking drugsincluding pillsto change the way you feel 1 2 3 4 5 (38)Fighting on your own or in gangs 1 2 3 4 5

152 Elementary (8)

PART hhh EXPECTANCIES (CHANCE OFSUCCESS)

What if you wanted to do the things listed on page 5? }tow easy would it be for you t) do them?

CIRCLE THE NUMBER THAT TEMA HOW EASY YOU THINK IT WOULD BE FOR YOU TO DO THE THINOS LISTED.

Better than Very No Some Average average gaud chance of chance of chance of chance of chance of Behavior ,doingthis,doingthis doingthis, doing thisAka ALL

(39)Smoking cigarettes 1 2 3 4 5 (0)Sniffing glue 1 2 3 4 5 141)Stealing or breaking things on purpose 1 2 3 4 5 (42)Working hard in school or at a job 1 2 3 4 5 (43)Using marijuanapot or grass 1 2 3 4 5 i 11)Letting married 1 2 3 4 5 (5)Street racing or wild riding on a 1 2 3 4 5 Bicycle (46)Cheating or telling lies 1 2 3 4 5 (47)Drinking beer, wine, or whiskey until 1 2 3 4 5 you feel its effects (4i)nekmging to a groupofclose friends 1 2 3 4 5 whodo not letothers join the group

(-89) Working with music. art, dancing. 1 2 3 4 5 Or acting

(50)Dating boyand girl going somewhere 1 2 3 4 5 alone

(51)Playing games like football or 1 2 3 4 5 basketball

(52)Taking drugsincluding pillsto 1 2 3 4 r, change the way you feel p 153) Fighting onyour own or in gangs 1 2 's 4 .

153 Elemaitary (7)

PART IV- WAYS OF CHANGING BEHAVIOR

Some people do things that other people do not like. Some of theseare fighting, using drugs, and stealing. Changing the way a person acts is not cosy. Schoolprograms and other maims to help people stop doing these things do not always work too well. Look at theitems listed below.

IF YOU WERE A PERSON WHO FIGHTS, USES DRUGS. OR STEALS, HOWHELPFUL WOULD THESE BE TO CHANGE YOUR BEHAVIOR? CIRCLE THE NUMBER.

Not A little Very Moat Ikei Mktg helpful iltdi .NOIM Aglaia

(54)School programs - subjects. teams, 1 2 3 4 5 clubs

(55)Good examples set by friends, 1 2 3 4 5 parents, or teachers

(56)Church programs 1 2 3 4 5

(57)Giving you interesting work to do 1 2 3 4 5

(58)Hearing about dangerous things on 1 2 3 4 5 TV or radio

(59)Getting more love and understanding 1 3 3 4 5 from your parents

(60)Being accepted by your friends 1 2 3 4 5

(61)Stricter laws and more police work 1 2 3 4 5

(62)Dropping out of school 1 2 3 4 5

(83)Getting help from a counsellor or 1 2 3 4 docto r 3

154 Elementary (8)

PART V- FREQUENCIES Of BEHAVIOR

Your answers on this page will be very helpful to us. You do not have to answer the questionsunless you want to, but we hope you will. U you do answer. be as honest as possible. Your answerswill not be shown to anyone not working with this scientific study. In your answers about drug use, do notInclude any drugs given to you by a doctor for illness. disease, or physical condition.

CIRCLE THE NUMBER THAT BEST TELLS YOUR =BAYKAL

(I have done this)

(THI1 MANY TIMES)

I did this I did this I do this I do this I ftfeu six sometimes regularly have (1-5) or more (less than (more never times times once than once Behavior done this and quit as a week) (64)Smoking cigarettes 1 2 3 4 5 (89)Sniffing glue 1 2 3 4 5 (86)Stealing or breaking things 1 2 3 4 5 (67)Working hard in school or at a job 1 2 9 4 5 (68)Using marijuanapot or grass 1 2 3 4 5 (69)Street racing or wild riding on a 1 2 3 4 5 bicycle (70)Cheating or telling lies 1 2 3 4 5 (71)Drinking wine. beer, or whiskey 1 2 3 4 5 until you feel its effects (72)Belonging to a grow of close 1 2 3 4 5 friends who do not let others join the group (73)Working with music, art. dancing. 1 2 3 4 5 or acting (74)Datingboy and girl going some- 1 2 3 4 5 where alone (75)Playing games like football or 1 2 3 4 5 basketball

(78)Taking drugsincluding pillsto 1 2 3 4 5 change the way you feel

(77)Fightingon your own or in gangs 1 2 3 4 6

THIS IS THE END OF THE BOOKLET.

155 ilfsrcopy AMIABLE Student Response Data for "Risk-Taking Attitude-ValuesInventory"

VAR002 How important is affection to me ? COUNT A little Very Most ROW PCT I ROM COL PC1 import. import. Import. import. TCTAL TOT PCTI 1.001 2.001 3.001 4.001 VAR001 .101. Mr= !, ! I I I 1.00 I 5 I 19 I 19 I 23 1 66 I 7.6 I 28.8 I 28.8 I 34.8 I 45.2 I 62.5 I 55.4 I 35.8 I 43.4 I I 3.4 I 13.0 I 13.0 I 15.8 I

4.00 1 3 I 13 I 34 I 30 I 80 I 3.8 I 16.3 I 42.5 I 37.5 I 54-.8 I 37.5 I 40.6 I 64.2 I 56.6 I I 2.1 I 8.9 I 23.3 1 20.5 I

COLUMN 8 32 53 53 146 TOTAL 5.5 21.9 36.3 36.3 100.0 CHT SCUARE = 5.5C2S3 WITH 3 DEGREES CF FREEDCM

VARCC3 How important is respect to me? COUNT I Not A little Very Most ROw PCTlirnmuttknpriant invent jrnicalizt imported RCW COL PcT P TCT AL TOT PCTI 0.0I 1.001 2.0 01 3.001 4.001 VAR001 1.00 I 4 I 4 1 17 I 26 I 15 I 66 I 6.1 I 6.1 I 25.8I 39.4 1 22.7 I 45.2 I 8C.0 I 36.4 I 2S.3 I 57.8 I 55.6 I I 2.7 I 2.7 I si.6 17.8 I 10.3 I I -1 I 4.0C I 1 I 7 I 41 I 19 I 12 I 80 1.3 1 8.8 I 51.3 I 23.8 I 15.0 I 54.8 I 20.0 I 63.6 I 7C.7I42.2 I 44.4 I I C./ I 4.8 I 28.1 I 13.0 I 8.2 I S I COLUMN 11 58 45 2.1 146 TOTAL 3.4 7.5 39.7 30.8 18.5 100.0 CI-I SQUARE = 12.74618 WI TH 4 DEGREES CF FREEDOM

1 156 BEST COPYAVAILABLE

How important is skill to me ? VARCC4 COUNT INot A little Very Most ROW PCT 1 import. import. import. import. import. ROW COL PCT TCTAL TOT PCTI 0.0 I 1.001 2. COI 3.001 4.001 VAR001 oMMD11141=p..M.411DM1-----1 I I I 1.0C I 4 1 2 I 22 I 26 I 12 I 66 1 6.1 1 3.0 I 33.3 39.4 1 18.2 1 45.2 I ec.cI 22.2 I45.8 I 50410 374,5 I 1 2.7 1 1.4 1 15.1 I 17.8 I 8.2I I 4.00 1 1 1 7 I 26 1 26 I 20 I 80 I 1.3 I 8.8 I 32.5 I 32.5 I 25.0 1 54.8 I 2C.0 I 77.8 I 54.2 I 50.0 I 62.5 1 I C.7 1 4.8I 17.8I 17.8 I 13.7 :01.M.am.m I I I COLUMN 5 9 48 52 32 146 TOTAL 3.4 6.2 32.9 35.6 21.9 100.0 ChI SCUARE 5.6202 bITH 4 DEGREES CF FREEOCP

VARCC5 How important is knowledge to me ? COUNT INot A little Very Most ROW PCTIimport. import. import. import. import. RCM COL PCTI TCTAL TOT PCT 1 0.0 1 1.001 2. COI 3.001 4.001 VAR001 --- ...... 1 .ff. 1 1 1 I I 1.001 C 1 1 I 17 I 24 1 24 1 66 1 C.0 1 1.5 1 25.8 1 36.4 1 36.4 1 45.2 1 0.0 1 8.3I63.0Ia 301 1 55.8 1 I C.0I 0.7 1 11.6 1 16.4 I 16.4 I 1 ./-..... 4.0C 1 1 I 11 I 10 I 39 I 19 I 80 I 1.3 I 13.8I 12.5I 48.8 I 23.8 I 54.8 I1CC.0 I 41.7 I37.0 61.9 I44.2I I C.7 1 7.5 1 6.8 I 26.7 1 13.0 -1- t 1 COLUMN 1 12 27 63 43 146 TOTAL C4.7 8.2 18.5 43.2 29.5 100.0

CHI SCUARE 14.C88C3 WITH 4 DEGREESCF FREEDCP

157 BEST COPYAVAILABLE

AR CCe How ittlportantis powe ? COUNT ROW PCT 1 Not A little Very Most ROW COL PCT I import. import.import. import. import.ICI AL TOI PCTI 0.0 1 1.001 2. COI 3.001 4.001 VAR001 1 1.0C 1 12 I 7 1 25 1 11 1 11 1 66 I 18 .2 I 1C.6 1 31.9 1 16.7 I 16.7 1 45.2 I tE.7 I 29.2 1 44.6 1 40.7 1 52.4 I I A.2 1 4.8 1 11.1 I 7.5 1 7.5 I 1------1 I 1 1 4.00 1 E 1 17 1 31 1 lb 1 10 I 80 I 7.5 1 21.3 I e 1 20.0 1 12.5 1 54.8 1 32.3 1 7C.8 55.4 1 59.3 1 47.6 1 I 4.1 1 11.6 1 21.2 1 11.0 6.8 I 1 I COLUMN 1 E 24 56 27 21 146 TOTAL 12.3 16.4 3E.4 18.5 14.4 100.0 041 SCUAkt t .5E1037 id 11/4 é DEGREES CF fIttEOCP

VAR C 07 How important is wealth to me? COAT I Not A little Very Must POI, PCT I import. import. import.import. import. PCW cat.PCT t TCT AL MI' PCT I 0.0 1 1.001 2. CCI 3.001 4.001 I VAP001 I 1 I 1_..- ___ - -I 1.00 I 15 1 13 1 18 I 8 1 12 I 66 1 2i.7 I 15./ 1 27.3 1 12.1 1 114.2 I 45.2 1 62.5 1 l7.1 1 46.2 I 38.1 1 44.4 1 I 1C.3 I 8.9 1 12.1 I 5.5 1 13.2 ! 1 1 1- 1 1 1 4.C.0 1 S 1 22 1 21 1 13 1 15 I AO I 11.3 1 27.5 I 2t. 3 1 16.3 1 18.8 I 54.8 I 37.5 I t2.9 I 53.8 1 61.9 1 55.6 1 1 1..2 I 15.1 1 14.4 1 8.9 1 10.3 1 I I 1 I 1 I COLUMN 24 35 39 21 27 146 TO TM. 11-.4 24.0 2e. 7 14.4 18.5 100.0

CN1 SCUARF 4.2t56;fo I Di 4 Of GREE S CF f-RFEDC to BEST COPY AVAILABLE

. vARcoeHow important it, well-being to me? COUN T 1 Not A little Very Raw PCT 1 Most ROW COL PC It import. import. import. import. import.TCT AL TOT PCT I CABO 1 1.001 2. CO1 3.001 4.001 V AP001

1.00 1 1 1 3 1 12 1 24 1 2a I 66 1 1.5 1 4.5 I 1E.2 I 36.4 1 39.4 1 45.2 I 12.5 I 113.8 I 35.3 I 57.1 1 56.5 1 I CO 1 2.1 1 8.2 1 16.4 1 17.8 1 1 I t- I I I 4.00 I 7 1 13 1 22 1 18 I 20 1 RO I 8.8 1 16.3 1 27.5 1 22.5 1 25.0 1 54.8 I 87.5 I 81.3 I 64.7 1 42.9 1 43.5 I I 4.E 1 8.9 1 15.1 1 12.3 1 13.7 1 1 I I t 1 I COLUMN 8 16 34 42 46 146 TOTAL 5.5 11.0 23.3 28.8 31.5 100.0 0.1 SCUARE = 14.11828 WITH 4 DEGREES CF FREECCM

VARGCSHow important is responsibility to me? COUNT I ROW PCTi Not A little Very Most RCN COL PCTI import. import. import. import. import.TCTAL TOT PCT 1 0.0 1 1.001 24, COI 3.001 4.001 V AR001 I I I 1------I 1 1.00 I 1 1 0 1 6 1 17 1 42 1 66 I 1.5 I C0 I cis I 1 25.8 1 63.6 1 45.2 I 33.3 1 C.0 1 31.6 1 40.5 I 53.2 I I CO I 0.0 1 4.1 I 11.6 1 28.8 1 I 1 I I I I 4.0C 1 2 1 3 1 13 1 25 1 37 1 80 I 2.5 I 3.8 1 16.3 I 31.3 1 46.3 1 54.8 I 66.7 I 10C.0 I 68.4 1 59.5 1 46.8 1 I 1.4 1 2.1 I 8.9 1 17.1 1 25.? 1 -1 I I 1 I 1 COLUMN 3 3 IQ 42 79 146 TOTAL 2.1 2.1 13.0 28.8 54.1 100.0

04 ISQUAR f = 6.46C!7;6 WITH 4 DEGREES CF ERFEDCti

159 BEST COPY AVAILABLE

Ho Iofie are uu to Navin as much affection VARC1Cas you want or rived li MAT 1 Far from t:v2uitc_a Half-wayNearly Reached kcw ROW PCT 1 av irom COL PCTI goal goal to goal to goal goal Tr Tam_ TOT PCTI 0.0 1 1. C01 ?.CCI 3.001 4.001 vAR001 1 1 1 t I 1 1.0C I 4 1 4 1 1 2 1 23 1 23 I 6o I t.1 I 6.1 I 18.2 1 34.8 I 3401 I 45.2 I eC.c 1 44.4 1 54.5 1 41.1 I 42.6 1 I 2.7 I 2.7 1 0.2 1 15.8 1 15.8 1 1 1 I I 1 I 4.00 I 1 1 5 I IC 1 33 I 31 1 80 11 1.3 I 6.3 I 12.5 1 41.3 1 38.8 1 54.8 I 2C.0 1 55.6 1 45.5 I 58219 I 57.4 I I C.7 I 3.4 1 6.8 I 22.6 1 21.2 1 1 I 1 1 I I COLUMN 5. 9 22 56 54 146 TOTAL '.4 6.2 15.1 38.4 37.0 100.0 CI-1 SCUAPE 3.75585 WITH 4 DEGREES CF FRUCCP

How close are you to having as much respect VARCllas you want or need') COUNT 1Farfrom Quitea Half-wayNearly Reached ROW PCT 1 igoaL, igCW CCLKT way fromto goal to goal goal TCTAL TOT PCTI C.0I- 1.001 2.CCI 3.001 4.001 VAR001 I 1 I 1 I I 1CC I e I 3 I 2C I 17 1 20 1 66 I S.1 1 4.5 I 3C.3 I 25.8 I 30.3 I L5.2 I 66.7 1 23.1 1 42.6 1 37.8 I 62.5 I I 4.1 I 2.1 I 13.7 1 11.6 1 13.7 I I 1 I 1 1 I 4.0C I 3 1 10 I 27 I 2A I 12 1 tiO 1 3.E I 12.h 1 33.8 I 354,0 1 15.J I S4. ti I .??.. 3 I 76.7 I 57.4 I b?.2 1 37.5 I 1 2.1 I 6.8 I 1F.5 I 19.2 I /3.2 I -1 1 1 I 1 I COLUMN S 13 47 45 32 1411 TCTAL 6.2 8,61 32.2 30.8 21.9 100.0 . Chl SCLARE c.4214 h1TH 4 OLGRUES CF FRIECLP

160 MAILABLE RESTCOPY flow close are you to having as much skill vARCl ais you want or need? CCUNT 1 POW PCT!FarfromQuite a Half-wayNearly Reached PCW CUL PCT'goal woyafromto goal to goal goal TCT Ai TOT PCTI 0.0I 1. CC1 2.001 3.001 4.001 VAR3C1 1 1 I I I 1 1.CC I ! I 5 1 17 1 20 1 19 1 6 I 7.6 1 7.6 I 254.8 I 300 I 21lipe 1 45. 1 71.4 1 45.5 1 34.7 1 41.1 I 61.3 I 1 3.4 1 3.4 1 11.6 1 13.7 1 13.0 I -1 1 1 1 1 I 4.CC 1 2 I 6 1 3? 1 28 1 12 1 M I 2.5 1 7.5 1 4C.0 1 35.1 1 15.0 1 54. 1 21-.6 I 54.5 1 e5.3 I 58.3 I 3(4.T I 1 1.4 1 4.1 I 21.g 1 19.2 1 d.2 I -1 1 I .1 1 -- 1 COLUMN 7 11 44I.P 48 31 14 TOTAL 4E 7.5 33.6 32.9 ?1.2 130,9,

CHI SCUAPE = 7.6C994 %ITN 4 DEGREES CF FREECCto

How close are you to having as much VAR C11 knowledge as you want or need? CCUNT 1 Far from Quite aHalf-way Nearly Reached Raw PCTI Frw goal to goal to goal goal TCT A COL PCT 1 frornaioal TOT PCTI C.0I CC1 2.CCI 3.001 4.001 VAR001 I 1 1 1 -1 1 li,UC 1 7 1 3 1 20 1 20 1 16 1 o 1 1C.pf 1 44,1) I 3C413 1 30.3 1 24.2 1 45. 1 7C.0 1 18.8 1 4C.0 1 46.'i 1 5(43 I 1 44.E 1 2.1 1 13.7 1 13.7 1 11.0 I -1 1 1 1--_-- - - -I I 4.CC 1 2 1 13 1 3C 1 23 1 11 1 ft 1 349E 1 16.3 I 37.5 1 28.8 I 13.P I 54. I 3C.0 I e1.3 I 6CC 1 530 1 40.7 1 1 2.1 I 8.9 1 2C.5 1 15.8 1 7.5 1

1 1 1 1 1 1 CCLUMN IC lb 5C 43 27 14 TOTAL 6.E 11.0 34.2 29.5 19.5 ICU.

C41 SCUANE 4.73224 h1TH 4 DEGRIE5. CF FRF EDO,'

161 BEST COPYAVAILABLE

How close are you to having as much power V4RC14as you want or need? CCUNT 1 Far Quite a Half-way Nearly Reached ROh PCTIfromway fromto goal to goal goal ROw COL PCTIgoal goal. TCTAL TOT PCTI C.0 I 1. CCI 2. CC! 3.001 4.001 VAROC1 1 1 I 1 I I 1.CC 1 S 1 13 1 15 1 15 I 14 I 66 I 13.6 I 19.7 I 22.7 1 22.7 I 21.2I45.2 1 42.9 1 44.8 1 41.7 1 37.5 I 70.0 I I 6.2I 8.9I 1C.3 1 10.3I 9.6 1 I I I I I I 4.0C 1 12 I 16 1 21 1 25 I 6 I 80 I 15.0 1 2C.O I2E.3I 31.3 I 7.5I54.8 1 57.1 I 55.2 1 5E4)3 I 62.5 1 30.0I I 8.2 1 11.0 I 14.4 I 17.1 I 4.1 I I I__- -_ - - -1 1------I I COLUMN 21 29 36 .40 20 146 TOTAL 14.4 19.q 24.7 27.4 13.7 1C0.0 CFI SCUARE 6.15.3C2 %ITN 4 DEGRtES fF FRE-FOCl/

...How close are you to havin as much wealth VAR Cl5as you want or need? CCUNT 1 Far Quite a Half-way Nearly Reached ROks PCTI fromway fromto goal to goal goal FC14 COL PCTI goal goal TCTAL TOT PCTI 0.0I 1.001 2.001 3.001 4.001 VAR001 1 1 1.0C I 15 1 10 I 22 1 9 I 10 I 66 I 22.7 1 15.2 1 13.1 1 13.6 1 15.2 1 45.2 I 42.S 1 47.6 1 51.2I 31.0 I 55.6 I 1C.3 I f.d 1 15.1 I 6.2 1 6.8 1 1

4.CC I 2C I 11 1 21 1 20 1 P I 40 I 25.0 1 1?./4 I 2(.3 I 25.0 I 10.0 1 54.8 1 51.1 I 52.4 I 48.8 1 69.0 I 44.4 I I 13.7 1 7.5 1 14.4 I 13.7 1 5.5 I 1------I-- _ -_ - -_1 COLUMN 35 21 43 29 18 146 TCTAL 24.0 14.4 25.5 15.9 12.3 100.0 CHI SCUARE = 3.E1294 WITH 4 DEGREES CF FREECCP

162 BESTCOPYAVAILABLE flow close are you to havinu as much vARCteNt.11-being as_you want ur need ? COUNT I Far Quite a Half-way Nearly Reached ROW PCTIfromway fromto goal to goal goal NOW COL PCT goal goal TCT AL TOT PCTI 0.0 1 1. C0I 2.001 3.001 4.001 VAROCI 1 1 I I------1 1 1.0C I 3 I 2 I 16 1 26 I 19 1 66 1 4.5 1 3.0 I 24.2 I 39.4 I 2803 I 45.2 I 3C.0 I 28.6 1 48.5 I 48.1 1 45.2 1 I i 1 I 1.4 I 11.0 I 1703 I 13.0 I I I I I I I 4.0C 1 7 1 5 I 17 I 28 I 23 I 80 I 8.8 I 6.3 I 21.3 I 35.0 I 28.8 I 54.8 I IC.0 I 71.4 1 51.5 I 51.9 I 54.8 I I 4.8 1 3.4 I 11.6 I 19.2 I 15.8 I I I I I I I COLUMN 1C 7 33 54 42 146 TOTAL t.e 4.d 22.6 37.0 213.8 100.0 C1-1 SrUARE 2.C474C KITH 4 DEGREES CF FREEDOM

How close are you to having as much VAR Cl7responsibility as you want or need? COUNT IFar Quite a Half-way Nearly Reached ROW PCT fromway fromto goal to goal goal RCM COL PCTIgoal goal TCf AL TOT PCTI 0.0I 1.001 2. CCI 3.001 4.00I VAR001 I 1 I I --I I I.CC I ! 1 1 I 10 I 26 I 24 I 66 1 7.6 I 1.5 I 15.2 I 39.4 I 36.4 I 4b.2 : 55.6 I 20.0 I 33.3 1 46.4 1 52.2 1 I 3.4 I 0.7 1 6.8 1 17.8 I 16.4 I I 1 4.0C I 4 1 4 I 20 I 30 I 2 2 I 80 I biDC I 5.3 I 25.0 I 37.5 I 27.5 I 54.8 1 44.4 1 EC.O I 66.7 I 53.6 1 47.8 I 2.7 I 2.7 I 13.7 I 20.5 I 15.1 I I I COLUMN 30 56 46 146 TOTAL 6.2 3.4 2C.5 38.4 31.5 100.0 CSI SCUARE = 4.31422 0 TH 4 DEGREES CF FREEDCP

163 BEST COPY AVAILABLE

vARCIE Smoking cigarettes has the following effectupon CCUNT my ability to reach my goals. ROW PCT 1 Very Not Hailul Very krw CUL PCTIHarmfulHarmfulor HelpfulHelpful Helpful TOR. TOT PCTI 04,0 1 I. COI 2 CC! 3.001 4.001 VAR001 I I 1 1 I.CC 1 34 I 24 I P I 0 I 0 I 66 1 51.5 I 36.4 I 12.1 I . C.0 I 0.0 I 45.2 I 48.6 1 44.4 1 44.4 I 0.0 0.0 I I 23.3 I 16.4 I 5.5 I 0.0 I 0.0 I

4.00 I 36 I 30 I IC I 1 I 3 I 80 I 45.0 I 37.5 I 12.5 I 1.3 I 3.8 1 h4.e 1 51.4 I 55.6 I 55.6 1 100.0 I100.0 I I 24.7 1 2C.5 I 6.8 1 0.7 I 2.1 I 1 COLUMN 7C 54 18 1 3 146 TOTAL 47.S 31.0 12.3 0.7 2.1 100.0 CI- SQUARE = 3.63701 KITH 4 DEGREES CF FREECCOF

V Art Clc Sniffing glue has the following effect CCUN T I upon my ability to reach my goals. Raw. PCTIVery Not Harmful Very COL PCTiI Harmful Harmful or Helpful Helpfullielpful TCT AL TOT PCTI 0.0I 1. COI , 2. CCI 3.001 40'31 '111R001 AI------1--- -.. - -- I I ------I------I 1 00 C I 4C I 23 I 3 1 0 I 0 I 66 I 6C.6 I 34.8 I 4.5 I 0.0 I 0.0 I 45.2 I 52.6 I 46.0 I 16.7 I 0.0 I 0.0 I I 27.4 I 15.8 I 2.1 I 0.0 1 0.0 I I I I I I-_ - - - -_- I 4.CC I 36 I 27 I 15 I 1 I 1 I 80 I 45diC I 33.8 I 18.F! I 1.3 I 1.3 I S4.8 I 47.4 I 54.0 1 F3.1 IIC0.0 I 100.0 I I 24.1 I 18.5 I 1C4.3. I 0.7 I 0.7 I I I 1 I 1 I COLUMN 76 50 10 I 1 146 TOTAL 52.1 34.2 12.3 C.7 0.7 130.0 Cs-I .SQUARF = 5.27232 WITH 4 ntGRrEs CI FRI ED( ti

164 BEST COPY AVAILABLE

vARc2cStealing or vandalism has the following COUNT I effect upon my ability to reachmykoals. Raw PCT Ivery Very Cio COL PCTIharmfulHarmful Helpful helpful TCTAl TOT PCTI t/iiCI 1.001 2. C01 4.001 vAROOI I I 1 I------1 1.00 1 4C 1 16 I q f 1 I hb 1 6C.6 1 24.2 I 12.6 1 1.5 I 45.2 1 52.6 1 40.0 1 32.1 1 50.0 I 1 27.4 1 11.1 1 6.2 1 0.7 1 I 1 I I I 4.00 1 2E 1 24 1 19 I 1 I 80 1 45.0 1 30.0 1 234,8 I 1.3 1 54.8 1 47.4I60.0 1 67.9 1 50.0 1 1 24.7 I 16.4 1 13.0 1 0.7 I I 1 1 I 1 COLUMN 76 40 28 2 146 TOTAL 52I 27.4 14.2 1.4 100.0 CHI SCUARE = 4C76q7 hITH 3 DEGREES CF FREECCP)

vARC21 Working hard has the following effect COUNT I upon my ability to reach my goals. ROW PCTIVery Not harnful Very RCW COL PCT 1 harmful Harmful or helpfulHelpful helpful TCT AL TOT PCT 1 0.0 1 1.001 2. CCI 3.001 4.001 VA RO 01 1 I 1 I 1 1.CC I 2 I 0 1 2 I 12 1 49 I 66 1 4.5 1 C.0 1 3.0 1 18.2 1 74.2 I 45.2 1 50.0 1 0.0 I 26.6 1 42.9 I 47.1 1 I 2.1 1 0.0 1 1.4 1 8.2 I 33.6 1 1 1 I I I 1 4.00 1 3 I 1 1 5 1 16 I 55 1 80 1 3.E 1 1.3 1 6.3 1 20.0 1 68.8 I 54.8 I5C.0 1 100.0 1 71,4 I 57.1 1 52.4 I I 2.1 I C.7 1 3.4 1 11.0 1 37.7 1 -1 I 1 1 I I COLUMN e 1 7 28 104 146 TOTAL 4.1 C.7 4.8 19.2 71.2 100.0 Ch./ SCUARE z 18781C WITH 4 JEGREES CF FRIEDCPI

165 ) BEST COPYAVAILABLE

VAR C2 2 Using marihuana has the follow effect COUNT I upon my ability to reach my goals. Rai PCT I Very. Not harmful Very ROw COL PCT 1 harmful Harmful or helpfulHelpful helpful ICT AL 107 PCT 1 0.0 I 1. COI 2.00I 3.001 4.001 vaR001 I I I I 1 I I.CC t 59 i 4 I 2 1 I. I 0 1 6o I 1 89:4 e1 1 3.0 I 1.5 I 0.0 1 45.2 I 45.6 1 25.0 1 2E.6 I1C0.0 I 3.0 I I 4C.4 1 2.7 1 1.4 1 0.7 1 J.0 I I I I i I -1 4.00 1 6C t 12 1 5 1 0 1 3 1 80 I 75.0 I 15.0 1 6.3 1 0.0 1 3.8 I 54.8 I 1 SC.4 75.0 1 71.4 I 0.0 I100.0 1 1 1 41.1 8.2 I 3.4 1 0.0 1 2.1 1 1 1 1 I 1 1 COLUMN 119 16 7 1 -. 146 TOTAL 81.5 11.0 4.8 0.7 2.1 100.0 Cl-I SQUARE tr E.C2544 MITH 4 DEGREES CF FREECCP

V AR C23 Getting marriedhas the following effect COUNT 1 upon my abilityto reach my goals. ROI. PCTI Very Not harmful Very RCW COL PCT 1 harmful Harmful or helpful Helpful helpful TCTAL TOT PCT 1 0.0 1 1.001 2.CCI 3.001 4.001 V AR 00 I 1 1 I 1 1 I 1.0C 1 6 I 0 1 15 1 25 1 20 1 66 1 C.1 I C.0 1 22.7 I 37.9 1 30.3 I 45.2 1 60C 1 C.0 I ',GI. 1 47.2 I 40.8 I 1 4.1 1 C.1 1 1.C.3 I 17.1 1 13.7 1 1 I_,._----- 1_-______i_--- .._ - -1 1 4.CC 1 4 1 3 1 16 1 28 1 29 I 80 I 56,C 1 3.8 I 20.0 1 35.0 I 36.3 1 54.8 I 4C.0 I 10C0 1 51.6 1 52.8 I 59.2 I 1 2.7 I 2.1 I 11.0 1 19.2 I 1 ,9 1 I I- _- _-__ -1 1 I 1 COLUMN 1C 3 31 53 49 146 TOTAL E-.8 2.1 21.2 36.3 31.t 100.0 CHI SQUARE 3.94E97 MITH 4 !)REFS CF FRLEOCR

166 BEST CM Avila

vAR C24 Street racingf etc. has the following effect COUNT 1 upon my ability to reach my goals. ROw PCTI Very Not harmful Very PCW COL PCTI harmfulHarmful or helpful Helpful helpful TCT AIL TOT PCT 1 0.0I 1. COI 2.CCI 3.001 4.001 V AR001 I I I I I I 1.00 I 1F 1 26 I 17 I 3 I 2 I 66 1 27.2 I 25.4 I 25.e I 4.5 I 3.0 1 45.2 1 54.5 1 410 I 41.5 1 50.0 1 50.0 I I 12.2 1 17.8 1 11.6 I 2.1 I 1.4 I 1 I 1 I 1 I 4.00 I 15 I 26 I 24 1 3 I 2 I 80 I 1E.6 1 45.0 I 30.0 I 3.8 1 2.5 1 54.8 I 45.5 I 5P.I. 1 5F.5 I 5(.0 I50.0 1 I 1C.3 I 24.7 1 16.4 1 2.1 I 1.4 I -1 I I I I I COLUMN 33 62 41 6 4 146 TOTAL 22E 42.5 2F.1 4.1 2.7 100.0 ChI SCUARE = 1.75441 WITH 4 DEGREES CF FREEOCM

V AR C25 Cheating or lying has the following effect_ COUNT 1 upon my abilityto reach my goals. ROW PCTIvry. ROW COLPCTI harrrfulHarmful crthingrfflliHelpful TOTAL TOT PCTI 0.0 1 1. COI 2. COI 3.001 VAROO1 I 1 I -I 1 1.00 1 25 I 30 1 11 1 0 1 66 1 31.5 T 45.5 I 1e.7 t 0.0 1 45.2 1 5C.0 I 48.4 I 33.3 1 0.3 I I 17.1 I 20.5 1 7.5 I 0.0 1 II------1 I 4.CC I 25 I 32 I 22 1 1 I 80 I31.3 1 4C.0 1 27.5 I 1.3 1 54.8 I 5C.0 I 51.6 1 t6.7 I100.0 1 1 17.1 I i1.9 1 15.1 I 0.7 1 1 COLUMN 5C 62 33 1 146 TOTI.L 34.2 42.5 22.6 0.7 100.0 CI-1 SQUARE s 3.4201E kITH 3 DEGREES CF FREE:KM

167 BEST COPY AVAILABLE

VARC2f- Drinking beer, etc. has the following effect COUNT I upon my ability to reach my goals. 00WPCT I Very Very kCW CCIPCI 1 harniul Harmful Helpful helpful TLTAL TOTPCT 1 C.0I 1.CC1 2,BCCI 4.001 vA61001 1 1 1 -1------1 1.00 1 4C 1 24 1 3 I 0 I 6C 1 6C.t 1 !4.8 I 4.5 I J.0 I 4').2 1 5t.0 1 41.1 1 leti I 0.0 I 1 27.4 1 15.8 1 2.1 1 0.0 1 -I 1 1 1 1 4CC 1 2S 1 33 1 16 1 2 1 80 1 ?tie? 1 41.3 1 2C.0 1 2.5 1 54.8 I 42.0 I 5e.i.9 I e4.2 I 100.0 1 I is.s I 22.6 1 11.0 1 1.4 1 I 1 1 I 1 CJLUMN 6S 56 19 2 146 TOTAL 47.3 3e.4 13.0 1.4 100.0 CFI SQUARE a: 12.2131C %I TN OEGRCES CF FREECCP

VAR C27 Belonging to a close group has thefollowing COUNT I effect upon my ability to reach mygoals. PCW RO PCI 1 Not harmful Very Very TCT AL COL PCI I harmful Harmful or helpfulHelpfulhelpful TOT PCII 0.0I 1.001 2 COI 3.001 4.001 I VAk001 I I I 1 I 1 2 1 66 1.0C I 6 I 23 1 29 I 6 I I I S.I 1 34.8 I 43.5 1 9.1 3.0 45.2 1 1 1 3'45 I 56.1 I 41.4 1 54.5 25.0 1 I I 4.1 1 111.13 1 15.9 I 4.1 1.4 1 1 1 I 1 I 1 5 1 6 I 80 4.CC 1 1C 1 18 1 41 I 54.8 I 12.5 1 22.5 I 51.3 1 6.3 I 1.5 1 I I 62.5 1 43.9 1 56.6 1 45.5 75.0 1 1 6.8 1 12.3 1 2E4.1 I 3.4 1 4.1 1 I 1 1 I I 8 146 COLUMN 16 41 70 11 TOTAL 11.0 20.1 47.5 7.5 5.9 100.0

Ci41 SQUARE = 4.45621 WITH 4 DEGREE! CF FREEOCti

168

Q. BEST COPY*VNIABU

VARC2F Workin with music, artetc. has the followin CCUN T I cect upon my 1ity to rear my goa s. ROM PCT I Very Nut harmful Very ROW COL PCTI harnful Harmfulor helpfulHelpfulhelpful TCT AL TOT PCTI 0.0 1 1. CC1 2. CC1 14.001 4.001 VAR001 I I I I I I IOC I C I 3 1 9 I 34 I 23 I 66 1 C.0 I 0.0 I 13.6 1 51.5 I 34.8 I 45.2 I C.0 1 0.3 1 32.1 I 45.3 I 59.0 I I C.0 I C.) I 6.2 I 23.3 I 15.8 I I I 1 I 1 I 4.0C I ? I 1 1 19 1 41 1 16 1 80 I 3. e 1 1.3 I 2?.e I 51.3 I 2J.0 I 94.8 I1CC.0 IICC.0 I 67.9 I 54.7 I 41.0 I 1 ;1 I C.? I 12.0 I 28.1 I 11.0 I I I I I I I COLUMN 3. 1 22 75 39 146 TOTAL 2.1 C.7 15.2 51.4 26.7 100.0 CI1 SCUARE 8.21424 %I TN 4 DEGREES CF FREEDCP

VARC29 Dating has the following effectupon COUNT 1 my ability to reach my goals. ROis PCTI Very Not ha rnful Very PCW COL PCTI harrrful Harmfulor helpfulHelpful helpful TCT AL TOT PCT 1 0.0 I 1.001 2. CCI 3.001 4.001 VAR001 1 1 1 1.00 I 2 I 4 I 33 I 17 I 10 I 66 I ?.0 I 6.1 I 5C.0 I 25.8 1 15 I 45.2 I SC.0 50.0 I 43.4 1 53.1 I 38.5 I I 1.4 I 2.7 I 22.6 I 11.6 I 6.8 I 1 1

4.13C 1 2 1 4 I 43 15 1 16 1 RO I 2.5 1 I 53.8 z 18.8 1 20.0 1 54.8 I SC.0 I I 56.6 1 46.9 I 61.5 1 1 1.4 I 2.7 1 2905 I 10.3 11.0 1 -1 1 1 1 1 1 COLUMN 4 8 76 32 26 146 TOTAL 247 5.5 52.1 21.9 17.8 100.0 Chi SCUARE = 1.4967C %ITN 4 DEGREES CF FREEOCP

169 BEST COPY AVAILABLE

VARC3C Playing sports has the followinLeffect COUNT I Iran. my ability to reach my goals. ROM PCT 1 Very Not harnifpl Very ROW COL PCT 1 harrftulAil rntiul or helpfulHelpfulheimul TOTAL TOT PCT 1 0.0 1 1.001 2. COI 3.001 4.001 VAR001 1.0C 1 C 1 3 1 14 1 30 1 19 1 66 I C.0 1 4.5 1 21.2 1 45.5 1 28.8 I 45.2 1 0.0 I 50.0 1 45.2 1 46.2 1 46.3 I 0C 1 2.1 I 4.6 I 20.5 1 13.0 -1- 4.00 1 3 1 3 1 17 35 1 22 I 80 1 3.1! I 3.8 1 21.3 1 43.8 1 27.5 1 54.8 1 ICC.° I 50.0 1 54.8 1 53.8 1 53.7 1 1 2.1 1 2.1 1 11.6 1 24.0 1 15.1 I I 1 I COLUMN 6 31 65 41 146 TOTAL 4.1 21.2 44.5 28.1 100.0 Chl SQUARE = 2..51566 1111H 4 DEGREES CF FREEOCP

VARC31Taking drug} has the fol lowing effect COUNT 1 on my toreachmy coals. RO-W PCT Very Not harmful Very RCN CCL PCT1 harmful Harmful or helpful Helpfulhelpful T CT AL TOT PCT 1 0.0 1 1.001 2. CCI 3.001 44.001 VAP001 I I i.ca 1 1 5 1 3 1 2 1 2 I 66 I el.e I 7.6 I 4,5 1 3.0 I 3.0 I 45.2 1 47.0 I 2S.4 I 42. I SO.0 1 66.7 1 1 37.0 1 3.4 2.1 1 1.4 1 1.4 1 I 1 I I 1 4.0C 1 61 12 I 4 1 2 I 1 1 I 16.? I 15.0 1 5.0 .1 2.5 1 1.3 I 54.8 I 53.0 I 70.6 1 51.1 I 50.0 1 33.3 1 I 41.e I 8.2 I .7 1 1.4 1 0.7 1 1 1 1 COLUMN 115 17 7 4 3 146 TOTAL 78.8 11.6 2.7 2.1 100.0

CHI SQUARE- 2.4e48g w!Tti 4OEGREE5 CF FREEDCP

170 1, BEST COPY AVAILABLE

VAR C32Fighting has the following_effect COUNT I upon my ability to reach my goals. ROW PCTI Very_ ROW COL PCT1 harmful Harmful (14 haelRfult1HelpfulYi:gful TOTAL TOT PCT 1 0.0 I 1.CCI 2.CCI 3.001 4.00! VAROC1 I I I I I 1 1.0C 1 27 1 24 1 P 1 5 I 2 1 66 I 4C.5 I 36.4 1 12.1 I 7.6 1 3.0 I 45.7 I 4-1.4 I 46.2 1 30.e I 71.4 1 50.0 1 1 1E.t 1 16.4 1 5.5 I 3.4 1 1.4 I 1 1 I 1 1 I 4.CO 1 3C I 28 1 18 1 2 1 2 1 80 I 37.5 1 35.0 I 22.5 I 2.5 1 2.5 1 54.8 I ti.e I t3.8 I 6S.2 1 28.6 1 50.0 1 I 2C.5 1 15.2 1 12.3 1 1.4 1 1.4 1 I 1 I 1 I 1 COLUMN 57 52 26 7 4 146 TOTAL 36.0 35.6 17.8 4.8 2.7 100.0 CFI 3GUARE = 4.25441 itITH 4 DEGREES CF FREECCP0

VAR C32 My chances of smoking cigarettes COUNT I would be: ROW PCT 1 None Some Average Better thanVery gpod II" COL PCT 1 average TCT AL TOT PCTI 0.0 1 1.001 2.GCI 3.001 4.001 V AR001 1 1 1 I I 1 1.0C I 3E I V. ' 7 1 2 I 4 1 66 1.57.6 1 22.7 1 1C.6 1 3.0 I 6.1 I 45.2 1 42.1 I 44.1 1 5C. C I 50.0 1 26.7 1 1 26.0 1 1C.3 I 4.P I 1.4 1 2.7 1 1 I I 4.CC I 41 1 19 1 7 1 2 11 1 80 I 51.2 I 23.8 I 6.8 1 2.5 1 13.8 1 54.8 I 51.5 I 55,9 I 5CC I 50.0 1 73.3 I I 28.1 1 13.0 I 4.8 1 1.4 1 7.5 1 1 1 COLUMN 75 34 14 4 15 146 TOTAL 54.1 23.3 5.6 2.7 10.3 100.0 Ct-1 SCUM( = 2.!.215S h171-4 4 DEGREES CF FREED°,

171 BEST COPY AVAILABLE

VAR C34 My chances of sniffing glue CCUNT I wouldbe ROWPCTI Betterthan ROw COL PCT 1 None Some Average average Very goodT CT AL TOT PCT I CAI 1. CO1 2. CCI 3.001 4.001 VAROCI I I I I 1 I 1.0C I 54 1 7 1 1 I 2 I 2 1 66 I E1.8 I 1C.6 I 1.5 I 3.0 1 3.0 I 45.2 I 5C.5 I 38.9 1 12.5 I 50.3 I 22.2 1 I 37.0 I 4.8 1 CO I 1.4 I 1.4 I -1 I I I 1 1 4.0C I 53 I 11 I 7 1 2 1 7 I 80 I 66.3 I 13.8 I E.8 1 2.5 1 8.8 I 54.8 I 44.5 1 61.1 I 81.5 I 50.0 1 17.8 I I 36.3 I 1.5 I 4.8 I 1.4 I 4.8 I I I oft AM i 1 I I COLUMN 107 18 8 4 9 146 TCTAL 73.3 12.3 5.5 2.7 6.2 100.0

CN1 SCUARE 6.85656 WITH 4 DEGREES CF FREEOCP

VARC35My chance of stealing or vandalizing COUNT I would be: ROW PCT 1 !after than PCW COL PCT 1 None Some Averageaverage Very goodTCTAL TOT 'CTI 0.0I 1.001 2.CCI 3.001 4.001 VAP001 I I I- _- - -_ - -1 I I 1.0C I 46 1 13 1 7 1 0 1 0 7 66 I 66.7 1 15.7 I 1C.6 I 0.0 1 0.0 1 45.2 I 46.5 I 50.0 1 53.8 I 0.0 1 0.0 I 1 31.5 I 8.9 1 4s E ! 0.0 1 0.0 1 '... 1- I I I I I 4.0C I 52 1 13 1 6 1 5 1 4 1 80 I 65.0 1 16.3 I 7.5 1 6.3 1 5.0 1 54.8 I 571.1 1 5C.0 1 46.2 1 100.0 1 100.0 1 3C. I - ,. I E. I 4.1 I 3.4 I 2.7 1 -1 - 1 1 -- 1 I I CCLUMN C E 26 13 s 4 146 TCTAL 67.1 17.8 F.9 3.4 2.7 100.0 GHISCUARE E1765511714 4 otGP.EES CF FREEDCti

172 OEN COPY AVA1LABLk

VAR C3 6 My chances of working hard CCUN T I would be: ROW PCTI Patter than SEM COL PCTI None Some Average averageVery good T CT AL TOT PCT 1 0.0I 1.001 2. C01 3.001 4.001 VAR001 I I I I I I 1.00 I 4 1 1 1 6 I 12 1 43 I 66 I 6.1 1 1.05 1 S.1 1 18.2 I 65.2 I 45.2 I 5C.0 I 25.0 I 46.2 1 38.7 1 47.8 I I 2.7 I 0.7 1 4.1 I 8.2 I 29.5 I I I 1 1 1 1 4.00 1 4 1 3 1 4- -I- 19 I 47 I 80 I 5*C I 3.8 I 8.8 1 23.8 I 58.8 I 54.8 I 50. 0 I 75.0 I 53.8 I 61.3 I 52.2 I I 2.7 I 2.1 1 4.8 1 13.0 I 32.2 1 I 1 I 1 I I COLUMN 8 4 13 31 90 146 TCTAL 5.5 2.7 8.9 21.2 61.6 100.0 CPI SCUARE = 1.5C672 WITH 4 DEGREES CF FRE EDCP

VAR C371vchances of us in COUNT I wou : ROW PCT I Better than ROW COL PCT INone Some Average averageVery good TCTAL TOT PCT I 0.0I 1.001 2. CCI 3.001 4.001 VAR001 I I I I I I 1.00 I 57 I 4 1 2 1 1 I 2 1 66 I 86.4 I . 6.1 I 3.0 I 1.5 I 3.0 1 45.2 I 44s6 1 57.1 I 33.3 I 25.0 I 14.3 I 1 39.0 I 2.7 I 1.4 I 0.7 1 1.4 I I 1 I I I I 4.0C 1 58 1 3 1 4 1 3 I 12 I 80 I 72.5 1 3.8 I 5.0 1 3.8 I 15.0 I 5400 I 5C.4 I 42.9 I 66.7 I 75.0 1 85.7 I 1 39.7 I 2.1 I 2.7 I 2.1 I 8.2 I 1 I 1 1 1 1 COLUMN 11! 7 6 4 14 146 TOTAL 78.8 4.8 4.1 2.7 9.6 100.0 CHI SQUARE at 7.68931 WITH 4 OFGREES CF FREEOCP BEST COPY AVAILABLE

VAR C 3 E My chances ofettin married COUNT I woo (e:

ROM PCT 1 Better than 141'W COL PCTI None Some Averlge averageVery good TO Al TUT PCTI 0.0 1 1.001 2. CCI 3.001 4.001 V AR001 1 1 1-- .. - - - - -I 1 I 1.e0 1 S I 4 1 IC / 12 I 27 1 66 I i.e?. I 12.1 I 15.2 1 18.2 I 40.9 I 45.2 I 1 34.1 571,1 1 55.6 I 44.4 I 42.2 1 I E.,2 1 1 5.5 e.e 1 8.2 I 18.5 1

I 1 I 1 1 1 4CC 1 14 1 6 1 8 1 15 1 37 1 An I 1 7.5 1 1 7.5 1CC 1 18.8 1 46.3 1 54.8 1 6C. S I 424,9 1 44.4 1 55.6 I 57.8 I I 1 Set 4.1 1 5.5 1 10.3 1 25.3 I 1 1 I I 1 I COLUMN 2? 14 18 27 64 146 TOTAL 15.F S.6 12.3 18.5 43.8 100.0 CHI SCUARE = 2.1e214 IIITH 4 OEGRFES CF FRFEDCP

VARC3S My chancesof street t...... iluilpl COUNT 1 would be: ROI' PCTI Better than PEW CCL PCT 1 None Some Average averageVery good TCT AL TOT PCTI 0.0I 1.001 2. CC1 3001 4 .aol VAR001 I--__ - -__1 1 1 1 1 1 1.oc 31 I 12 1 13 1 2 1 8 1 66 I 47.0 I 1e.2 1 15.7 1 3.0 1 12.1 1 45.2 1 5S.E 1 31.6 1 48.4 1 28.6 I 38.1 I 1 I 21.2 F*2 I 14S 1 1.4 1 5.5 1 -1 1 1 1 1------1 1 4.CC 21 1 26 I 15 1 5 1 13 1 KU I 2t41.1 1 12.5 1 18.8 1 6.3 I 16.3 1 54.m I 4C.4 1 68.4 1 51.6 1 71.4 1 61.9 I 1 14.4 I 17.A I IC.1 1 3.4 1 8.9 I -1 1 I 1 I I COLUMN 52 ?i 28 7 21 146 TOTAL 35.E 26.0 15.2 4.8 14.4 100.0 CHI SCUARE = E.43511 IiITH 4 iJEGREEE CF FRFEDCP

174 BEST COPY AVAILABLE.

VARC4CMy chances of cheattn or Iyir COLNT 1 .would be: ROW PCT I Better than Rtw COL I PC1 None Ave rat etave r aileVeryntt;c1 ifT Ai fOi PCT 1 0.0 1 s"'1.Gel 2.0 1 3.00! V AR001 1 1 1 I 1 I

1.0C 1 31 1 17 1 11 1 3 1 4 I bb 1 47.0 1 25.4 1 1:...7 1 4.5 1 6.1 1 45.2 1 52.5 1 37.0 1 47.8 1 50.0 I 33.3 1 I 21.2 1 11.6 1 7.5 1 2.1 1 2.7 I 1 1 1 1 1 I 4.0C 1 28 I 29 1 12 1 3 1 8 I 80 1 35.0 1 36.3 1 1,5C 1 -3-i8 I11.0 '54.6 1 47.5 1 63.0 1 52.2 1 5C..0 1 66.7 1 I 14.2 1 15.9 1 8.2 1 2.1 1 5.5 1

I I 1 1 1 1 COLUMN 55 46 23 6 12 146 TOTAL 4C.4 31.5 15..84.1 S.2 1C0.0 Chi SCUARE= 3.34811 WITH 4 nEGRFES CfFRFEDIM

VARC41My chances of drinking beer,etc. COUNT 11 would be: ROW PCTI Bette r than RCW COL PCT 1 None Some Average averageVery good TIT At. TOT PCT 1 C.0 1 1.001 2. CCI 3.001 4.001

VAR001 1 I 1 1 1 1 1.00 I 42 1 13 1 4 1 5 1 1 1 66 I 65.2 1 15.7 1 6.1 1 7.6 1 1.5 1 45.2 I 4t.2 I 4E.4 1 3E.4 1 55.E. 1 20.0 1 1 25.5 1 8.9 I 2.7 1 3.4 1 0.7 1 -1 1 1- _--__ -_1_ 1 1 4.CC 1 5C 1 15 1 7 1 4 1 4 1 40 1 E2ot I 18.R 1 E.E I 5.0 1 5.0 1 c4.8 1 52.E 1 53.6 I the, 1 44.4 I 80.0 1 1 34.2 1 10.3 1 4.8 1 2.1 1 2.7 1 1 1 1 I I I COLUMN 93 28 11 9 5 146 TOTAL 63.7 19.2 7.5 6.2 3.4 1C0.0 Chi SQUARE 2.cItet WITH 4 DEGREEE CF Ffif EDO, BEST COPY AVAIIABLF

vARC42My chances of belongingto a close group COUNT 1 would be: ROW PCT I Better than fenw COL PCT I None Some Average average Very good TETA! TOT PCT I 0.0 I 1.001 241,CCI 3.001 4.001 VAROC1 1 I 1 I I 1 1.0C I 3C 1 12 I 13 1 3 I 8 1 66 1 45.! 1 I 18.2 1S0 I 4.5 I 12.1 1 45.2 I 52.E I 31.6 I 56.5 1 37.5 I 40.0 1 I 2C.5 I I P42 8.9 I 2.1 I 5.5 I I I I 1 1 1 4.00 I 27 1 26 I 10 I 5 I 12 I 80 I 33.8 I 22.5 1 12.5 I 6.3 I 15.0 1 54.8 1 47.4 I t8.4 I 43.5 I 62.5 I 60.0 I I I 18.5 17.8 I 6.8 I 3.4 I 8.2 I -!------..../. I I I I COI UMN 51 3R 23 9 20 146 TJTAL 35.0 2e.0 15.8 5.5 13.7 100.0 Chl SQUARE Is 5.71718 WITH 4 DEGREES CF FREEDCM

VARC43 My chance sof working with music,etc. COUNT I would be: ROW PCT I Betterthark RCW COL PCT I None Some Average average Very gpod TCTAL TOT PCT I 0.0 1 1.001 2.CCI 3.001 4.001 VAR001 I t I I I I I 1.0C 8 I 7 I 13 1 9 1 29 1 66 I 12.1 I 1C.6 I 15.7 1 13.6 I 43.9 I 45.2 I 61.5 I 33.3 1 43.3 I 36.0 I 50.9 I I 5.5 I 4.8 I 8.9 I 6.2 I 19.9 I I I I I t 1 4.CL I 5 1 14 I 17 I 16 I 28 I 80 I I 6.3 17.5 I 21.3 I 20.0 1 35.0 I 5..,8 I I 38.5 66.7 I 560 I 64.0 I 49.1 I I I 2.4 5.6 I 11.6 I 11.0 I 19.2 I I I 1 I I I COLUMN 13 21 30 25 57 146 TCTAL 8.5 14.4 2C.5 17.1 39.0 100.0 Chl SQUARE = 4.23257 WITH 4 DEGREES 0- FREEDOM

176 VAR C44 My chances of dating COUNT I would be: ROw PCTI Better than RCW COL PCTINone Some Average averageVery good T CT AL TOT PCTI 0.0 1 1. CCI 2. CCI 3.001 4.001 vAR001 ..... 1.00 I 7 I 13 19 1 9 I 21 I 66 I 1C.6 I 15.2 I 2E.8I 13.6I 31.8 I 45.2 I 3e.eI47.6I 57.6 / 42.9I40.4 I I 4.E I 6.8 1 13.0 1 6.2 1 14.4 I 1 4.00 I 1.2 I 11 I 14 I 1.2 I 31 I 80 I 15CI 13.8 I 17.5 I 15.0I 38.8 I 54.8 I 63.2 I 52.4 I42.4 I 57.1 I 59.6 I I 8.2 I 7.5 I 5.6 1 8.2 I 21.2 I

COLUMN 15 21 33 21 52 146 VITAL 1!.0 14.4 22.6 14.4 35.6 100.0 Chi SCUARE = 3.1592C WITH 4 DEGREES CF FREEDCM

VARC45 My chancesof playinj sports COUNT I would be ROW PCTI Better than RCW CCL PCT I None Some Average average Very TCT AL TO7 PCTI 0.0 I 1.001 2.CCI 3.001 4.001 VAROCI I 1.0C I 1C 1 10 I 7 I 10 29 I 66 I 15.2 I 15.2 I 1C.6 I 15.2 I 43.9 I 4.2 I 58.8 1 52.6I31.8 1 45.5 43.9 I I 6.8 1 6.8 I 4.8 I 6.8 I 19.9 I 1 1 1 1 I 4.0C I 7 I 9 I 15 1 12 I 37 I 80 I e.e I 11.3 18.8 t 15.0 I 46.3 I 54.8 1 41.2 I 47.4 I6E.2 I 54.5 I56.1 I I 4.8I 6.2 1C.3 I 8.2 I25.3 I

COLUMN 17 19 22 22 66 146 TOTAL 11.6 13.0 15.1 15.1 45.2 100.0

Chi SCUARE 3.33C81 WITH 4 DEGREES CF FREEDCP,

e Z

177 AVAILABLE

V AR C46 My chancea of taking druis COUNT I would be: ROW PCT I Better than POW COL PCT I None Some Average average Very ipod T CT AL TOT PCT I 0.0 I 1. CCI 2. COI 3.001 4.001 VAR001 I I I 1 I I 1.00 I 53 I 4 I 3 I 3 I 3 I 66 I 8C.3 I 6.1 I 4.5 I 4.5 I 4.5 I 45.2 I 45.7 I 33.3 I 42.9 I 75.0 I 42.9 I I 36.3 I 2.7 I 2.1 I 2.1 1 2.1 I

-I- I I I I I 4.00 1 62 1 8 I 4 1 1 I 4 I 80 I 78.8 I 10.0 I 5.0 I 1.3 I 5.0 I 54.8

I 54.3 I 66.7 1 57.1 1 25.0 I 57.1 I

I 43.2 I 5.5 I 2.7 1 0.7 I 2.7 1 I 1 I I I I COLUMN 116 12 7 4 7 146 TOTAL 79.5 e.2 4.8 2.7 4.8 100.0 CHI SCUARE = 2.15E49 WITH 4 DEGREES CF FREEDCP

VAR C41 My chances of fighting COUNT I would ille : Pah PCT 1 Better than RCM COL PCT I None Some Average average Very good T CT AL TOT PCT I 0.0 1 1.001 2.001 3.001 4.001 VAR001 1 I I I I I

1.00 I 33 1 16 1 7 I 6 I 4 I 66 I SC.0 1 24.2 I 1C.6 1 9.1 1 6.1 1 45.2 I 47.1 I 45.7 I 36.8 I 54.5 1 36.4 I I 22.6 I 11.0 I 4.8 I 4.1 1 2.7 I I 1 I I I 1 4.00 I 37 I 19 I 12 1 5 1 7 I 80 I 46.3 I 23.8 1 15.0 I 6.3 1 8.8 1 54.8 I 52.9 I 54.3 I 63.2 1 45.5 I 63.6 I I 25.3 I 13.0 I 8.2 1 3.4 1 4.8 I I I I I I 1 COLUMN 7C 35 19 11 11 146 TOTAL 47.9 24.0 13.0 7.5 7.5 100.0

CPI SCUARE = 1.3EC8 WITH 4 DEGREES CF FREEDCP

178 VEST COPY AVAILABLE

VAR c4e If I vivre a pew= vho fights, uses drugs, ur s to alssehool9 nal COUNT I would havetofolk:mita elect a:lc:haw/I*rair ROw PCT POW COL PCT/Not helpfullittle hel ulHelrful Very helpful Most IvlpfulTCT AL TOT PCTI 0.0I 1. CCI 2. CCI 3.001 -4 .001 VAR001 1.00 I 8 I 9 1 23 I 11 I 1 5 I 66 I 12.1 1 13.6 I 34.8 t 16.7 I 22. 7 I 45.2 I 57.1 I 37.5 I 464,9 I 35.3 I 484, 4 1 I 5.5I 6.2 I 15.8 I 7.5 1 10. 3 I I 1 4.00 I 6 I 15 I 26 I 17 I 16 I 80 1 7.5 I 18.8 I 32.5 I 210 I 20.0 I 54.8 I 42.,q 1 62.5 1 53.1 I 60.7 I 51.6 I I 4.1 I 1C.3 I 17.8 I 11.6 I 11.0 I

COLUMN 14 24 45 28 31 1,"46 TOTAL 5.6 16.4 33.6 19.2 21.2 100.0 CHI SQUARE = 1.56254 king 4 DEGREES CF FREEOCP

VAR C4cIf I were apeisonviho a uses chugt ar stealsgood COUNT I gjxamples souirrhaveliriicwIrs etiecatcharealfijnyWily: ROlU PCT Wpful COL PCT &Oar Helpful 1YA9ful tinfuI TRCTCWAL TOT PCT 0.0I 1. OCI 2.CCI 3.001 4.001 VAR001 I 1- _.._4.._ -I I I I 1.00 I 6 I 4 1 21 I 15 I 20 I 66 I 5.1 I 6.1 I 31.8I 22.7 1 30.3 1 45.2 I6C.0 I 26.7 I 91.2 1 35.7 1 52.6 I I 4.1 I 2.7 I 14.4 I 10.3 I 13.7 I 1 I I --- I I 4.00 1 4 I 11 I 2C I 27 1 18 I 80 1 5C I 13.8 1 25.0 I 33.8 I 22.5 1 54.8 I 4C.0 I 73.3 I 48.8 1 64.3 I 47.4 I I I 7.5 I 13.7 1 18.5 I 12.3 I I I I I 1 I COLUMN 1C 15 41 42 38 146 TOTAL 6.8 10.3 28.1 28.8 26.0 100.0 CFI SQUARE = 5.S.1702 IIITH 4 DEGREES CF FREECCP

179 BEST COPYAVAILABLE

VAR 05CIf I view a le react mho fights, uses druolor steals. thumb programs COUNT I %could hawtheforrewim effect as avirgixsty belavior. RCN PCTINot A little Very Most ROW COL PCTIhelpful helpful Helpfulhelpful helpful TOTAL TOT PCTI 0.0I 1. COI 2., CCI 3.001 4.001 VAROO 1 I I I I I I 1.0C I 7 I 12 I 19 I 17 1 11 I 66 I IC.6 I 18.2 I 28.8 I 25.8 I 16.7 I 45.2 I 43..E I 57.1 I 48.7 I 47.2 I 32.4 I 1 4.8 I 8.2 1 13C 1 11.6 1 7.5 1 I I I 1 I 1 4.00 I 5 1 9 I 20 1 19 I 23 I 80 I 11.3 1 11.3 I 25.0 I 23.8 1 28.8 I 54.8 I 56.3 I 42.9 I 51.3 I 52.8 I 67.6 I I 6.2 I 6.2 I 13.7 I 1.3.0 I 15.8 I I I I I I I COLUMN 16 21 39 36 34 146 TOTAL 11.0 14.4 26.7 24.7 23.3 100.0 CHI SQUARE = 3.74257 ViITH 4 DEGREES CF FREEDCM

VAR C51 If I metea perscrt vho fights, uses drug, cw steals, iatenatting Tao* COUNT I woukl law the folloArh* effect al chaigimfr behavior. ROM PCTI Not A little Very Most imw COL PCTI helpful helpful Helpfulhelpful helpful TCT AL TOT PCTI O.0I 1. CC t 2. CCI 3.001 4.001 VAR001 I I I I I I 1.0C I 3 1 6 I 19 I 21 I 17 I 66 1 4.5 1 5.1 1 28.8 I 31.8 I 25.9 I 45.2 I 42.4 I 35.3 I 455.2 I 42.0 1 56.7 I 1 2.1 1 4.1 1 13.0 I 14.4 I 11.6 1 1 I____ -._..1 1 I 1 4C C 1 4 1 11 I 23 I 29 I 13 I 80 I S.0 I 13.6 1 28.8 1 36.3 I 16.3 I 54.8 I 57.1 I 64.7 I 54.8 I 58.0 I 43.3 I I 2.7 I 7.5 I 15.8 I 19.9 1 8.9 1 1 1 1 I- 1 I COLUMN 7 17 42 50 30 146 TOTAL 4.8 11.6 28.8 34.2 20.5 100.0 CHI SQUARE = 2.48814 h1TH 4 (AGREE 5.CF FREELEM

180 BEST COPY AVAILABLE

VAR C52If I we ie a pe drugs, or steakvsaatitw d CCUNT I would haw the folloarim effectai chat ROW PCTIiv,t. labs 'or. COLPCT 1 he-11;741 tftptfitil Helpful '11.7a1pTu1 reClaul T CT AL TOT PCT 1 0.0I 14,CCI 2. C01 3.001 44.001 VAP001 I I I 1.00 1 21 1 9 1 19 1 6 I 11 I 66 I 31.8 I 13.6 I28.8 1 9.1 I 16.7I45.2 53418 I 36.J I51.4 7. 37.5 I 37.9 I I 14.4 I 6.2 I13.0 1 4.1 I 7.5I 1

4.00 1 lE 1 16 I 18 10 I 18 1 80 I 22.5 I 2C.0 I22.5 Z 12.5 1 22.5 1 54.8 I 46.2 1 64.0 I48.6 1 62.5 I 62.1 I I 12.3 1 11.0 12.3 1 6.8 1 12.3 I 1 1 1 COLUMN 35 25 37 16 29 146 TOTAL 26.7 17.1 25.3 11.0 19.9 100.0

CPI SQUARE 13 3.55807 WITH 4 DEGREES CF FREECCP

VARC52If I we re- a pe ts m wit" fights, uses drigs, or steak, kris COUNT I ariltncbtstdirgaa would havethe iollowitst effect cn c Jig nhet, ROW PCT 1 Not A little Very Most RCW COL PCTIhelpful helpful Helpful helpfulhelpful T CT AL TOT PCT 1 0.0I 1.001 2.,CCI 3.001 4.001 VAR001 1 I 1 1.00 1 4 I 8 I 9 I 13 I 32 I 66 1 6.1 I 12.1 I 13.6 I 19.7 I 48.5 I 107.2 I 57.1 1 57.1 I 52.9 1 41.9 I 41.6 1 I 2.7 I 5.5 I 6.2 1 8.9 I 21.9 1 I -400 1 2 I 6 1 8 I 18 I 45 1 80 I 2.8 I ?.5 I 10.0I 22.5 I 56.? 1 54.8 I 42.4 I 42.9 I 47.1 I 58.1 1 58.4 1 I 2.1 I 4.1 1 5.5 1 12.3 I 30.8 I 1 1 COLUMN 7 14 17 31 77 146 TCTAL 4.8 11.6 21.2 52.7 100.0 CPI SIWARE = 2.1661C WITH 4 DEGREE! CF FRFECCP

181 BEST COPYAVAILABLE

VARC54 If 1 fwbo h uses dos or ate acs CCUNT I t oowlig effect cn vior. ROW PCTI Not A little Very Most figW COL PCTIhelpful helpful Helpful helpful helpful TCT AL TOT PCTI 0.0I 1.001 2. C01 3.001 4.001 VAR001 1 I 1.00 1 t I 2 I 15 I 18 1 26 66 I 7.6 I 3.0 I 22.7 I 27.3 1 39.4 1 45.2 I 55.6 I 28.6 1 4C.5 I 39.1 I 55.3 I I 3.4 1 1.4 1 10.3 1 12.3 I 17.8 I

4.00 1 4 1 5 I 22 I 28 I 21 1 80 1 5C I 6.3 I 21.5 1 35.0 26.3 1 54.8 1 44.4 I 71.4 1 55.5 1 60.9 I 44.7 I 1 2.7 1 3.4 I 15.1 I 19.2 I 14.4 i. I I I COLUMN 37 46 47 146 TOTAL 4.8 25.3 31.5 32.2 100.0

CF:! SCUARE so 4.12241 WITH 4 DEGREES CFFREEDCP

VAR C55If 1 were a pe nom who fights, uses drngs, air steals, stricter lane COUNT I would have the iollawink effect cn changing rny kebavior. ROW PCTI Not A little Very Most ROW COL PCTI helpful helpful Helpful helpful helpful T CT AL TOT PCTI 0.0 1 1. 001 2. C01 3.001 4.001 VAR001 I 1 I I 1 I 1.00 1 le I 21 1 10 I 4 1 15 I 66 I 24.2 1 31.8 I 15.2 I 6.1 1 22.7 I 45.2 I 53.2 I eC.0 1 31.3 I 19.0 I 53.6 I 1 11.0 1 14.4 1 6.8 I 2.7 I 10.3 I 1------1 1 1 4.0C I 14 1 14 I 22 I 17 I 13 1 80 I 17.5 1 17.5 1 27.5 1 21.3 1 16.3 I 54.8 I 4e.7 I 40.0 I 6E.8 I 81.0 1 46.4 1 I S. I 5.6 I 15.1 I 11.6 I 8.9 1

COLUMN 3C 35 32 21 28 146 TOTAL 2C.5 24.0 21.9 14.4 19.2 100.0 CNI SCUARE 13.COCE7 WITH ti DEGREES CF EREEOCP

182 fa*, BESTCOPYAVAILABLE

VAR C56 If I vete a venal who fi stsz uses or steals,(gift* schl COUNT I vamid base the folic:Parity effect on mx ehavior. ROW PCT I Not A little Very Mo st OCW COL PCT I TCT Al. hlflpu hlfleft' Hifulep hlfulhlfle U TOT PCTI 2.cI .001 2. CC! 3.001 t001 VAROC1 I I I 1 I I 1.001 63 I 0 I 1 I 2 I 0 I 66 I 45.5 I 0.0 I 1.5 I 3.0 I 0.0 I 45.2 I 45.7 I Cik0 I1CC.0 I100.0 I 0.0 1 I43.2 I 0.0 I C.D7 I 1.4 1 0.0 I

4.00 I 75 I 4 1 C I 0 1 I 80 I 53.8 5.0 1 C.0 1 0.0 I 1.3 I 54.8 I 54.* I1CC.0 I C.0 I 0.01 100.0 I I 91.4 I 2.7 I C.0 I 0.0 1 0.7 . I 1164mftemwmOMP01040440104medmaMi,m1p1M4ImUm.M.M.MM.MASIMaNO,M..41.010.M.1.01 ..... COLUMN 138 4 1 2 146 TOTAL 94.5 2.7 1.4 0.7 100.0 CHI SCUARE as 7.77248 WITH 4 DEGREES CF FREEDCM

VARC57 U I veto a p e rson wh) fights, Ines drugs, or steak,_profes steadb COUNT I would have the following effect on changing my behavior. ROW PCT 1 Not A little Very. Most PEW COL PCT Ihelpful helpful Helpful helpful helpful T CT AL TOT PCT 0.0 I 1.001 2. CCI 3.001 4.001 yawl I I I I 1.00 I 4 I 10 I 14 I 13 1 25 I 66 I e.1 z 15.2 I 21.2 I 19.7 I 37.9 I 45.2 1 44.4 1 55.6 I 37.8 34.2 I 56.8 I I 2.7 6.8 I C.6 I 8.9 I 17.1 I I 1 I I 4.00 I 5 I 9 I 23 I 25 I 19 I 80 I 6.' I 1C.0 1 28.8 31.3 I 23.8 I 54.8 I 55.6 1 44.4 I 62.2 I 65.8 I 43.2 I I lie4 1 54,5 15.8 I 17.1 I 13.0 I

COLUM'i 18 37 3R 44 146 TOTAL 6.2 12.3 25.3 26.0 30.1 100.J 041 SCuARE saii14; WITH 4 DEGREES CF FPUDCP

183 BEST COPY AVAILABU

I have smoked cigarettes: VARCSE COUNT 1 ROW PCT I Never 1-5 6 or moreSometimesRegularly POW COL PCT I times times TCTAL TOT PCT 1 0.0 I 1.001 2. CCI 3.001 4.00! VAP001 MRWM.O.111..01WM.M.AMMIMP.M! 1

1.0C 1 4E 1 15 1 2 I 0 1 1 I 66 I 72.7 I 22.7 I 3.0 I 0.0 1 1.5 I 45.2 1 5C.0 1 48.4 1 25.0 1 0.0 1 14.3 I 1 32.S I 1C.3 1 1.4 1 0.0 1 0.7 1 I 4.00 I 4E 1 16 1 6 I 4 1 6 I 80 1 6C.0 I 20.0 1 1.5 I 5.0 I 7.5 1 548 I 50.0 1 51.6 I 75.0 1 100.0 1 85.7 1

I 32.S I 11.0 1 4.1 1 2.7 1 4.1 I

COLUMN S6 31 8 4 7 146 rnTAL 65.E 21.2 5.5 2.7 4.8

C1-1 SCUARE * E.237ES WITH 4 DEGREES CF FREEOCP

VARCSS I have sniffed glue: COUNT I Never I-5 more ROW PCT I 6 or ROM COL PCT I times times TCTAL TOT PCT 1 0.0 I 1.001 2. CCI VAR001 I 1.00 I 56 1 10 I C I 66 I 64F I 15.2 1 C.0 I 45.2 I 46.7 I 40.0 1 C.0 I

I 38.4 1 6.8 1 C.0 I

I ---1--__ --_-1 t 4.00 1 64 1 15 1 1 1 80 1 SC.0 I U.S 1 1.3 1 54.8 I 53.'1 I 60.0 1 1CC.0 I I 42. 1 1C.3 1 C.7 I al.141MOMAMMIiimMmislielM...... I COLUMN 120 25 1 146

TOTAL . 82.2 17.1 C.7 100.0 CPI SCUARE 1.2C142 KITH 2 DEGREES CF FRFEOCY

184 d rt. .8ESTCOPY AVAILABLE

I have stolen or broken things: VARC6C COUNT I ROW PCTINever 1-5 6 or moreSometimes Regulirlypow COL PCTI times times TCTAL TOT PCT 1 C.0 1 1.001 2. CC1 3.001 4.001 VAP001 11--1- 1.00 1 37 1 24 1 3 I 1 I 1 1 66 1 56.1 I 36.4 1 4.5 1 1.5 1 1.5 1 45.2 1 44.0 1 47.1 1 75.0 1 50.0 1 20.0 I I 250 1 16.4 1 2.1 1 0.7 I 0.7 1

4.00 1 47 1 27 1 1 1 1 1 4 1 SO 1 seee 1 33.8 1 1.3 1 1.3 1 5.0 1 54.8 I 56.0 1 52.9 1 25.0 1 50.0 1 80.0 1 1 12.2 1 18.5 1 C.7 1 0.7 1 2.7 1 I COLUMN 84 51 4 2 5 146 TOTAL 57.5 34.9 2.7 1.4 3.4 100.0

CHI SCUARE sr 2.8506S WITH 4DEGREES CF FREEDCP

VARC6I I work hard in school or at a job: COUT ! ROMPNCT I Never 1-5 6 or moreSometimesRegularlyRow COL PCTI times times TCTAL TOT PCT 1 0.0 1 1.001 2.1CCL 3.001 4.001 VAR001 1 I I___ -_ -__1 1 1 14)CC 1 5 1 3 1 3 1 5 1 50 1 66 1 1. I 4.5 1 4.5 1 7.6 1 75.8 1 45.2 1 3?.?. 1 60.0 I 5C.1C 1 31.3 1 48.1 1 1 3.4 1 2.1 I 2.1 1 3.4 1 34.2 I 1 I 1 1 1 I 4.00 I 1C 1 2 1 3 1 11 1 54 1 80 I 12.5 I 2.5 1 3.8 1 13.8 I 67.5 I 54.8 I 66.7 I 40.0 1 5C.0 1 68.8 1 51.9I 1 6.8 1 1.4 1 2.1. 1 7.5 1 37.0 I 1 1 I 1 I 1 COLUMN 15 5 6 16 104 146 TOTAL 1C.3 3.4 4.1 11.0 71.2 100.0 CHI SCUARE ;55522 MITH 4DEGREES CF FRFEDCM

185 BEST COPYAVAILABLE

VARC62 I have used marijuana: COUNT I RegArlyow ROW PCT 1 Never 1-5 6 or more Sorrethres COL PCT 1 times times TCTAL TOT PCTI 0.0 1 1.001 2CC1 3.001 4.001 VAR001 I I------1 I 1 1 1.0C I 62 1 2 1 2 1 0 1 0 1 66 I 93S 1 3.0 I 3.0 1 0.0 1 0.0 I 45.2 1 44.6 1 1CC.0 1 1CC0 I C.0 1 0.0 1 1 42.5 1 1.4 I 1.4 1 C.0 1 0.0 1 1 I------1- I t 1 4.0C I 77 I 0 I C 1 1 1 2 1 80 I Sti. 3 I 0.0 1 C.0 I 1.3 1 2.5 1 54.8 I ,5.4 1 0.0 1 C.0 I100.0 1 100.0 1 1 52.7 I 0.0 1 C.0 I 0.7 1 1.4 I I 1 COLUMN 13S 2 2 1 2 146 TOTAL S5.2 1.4 1.4 0.7 1.4 100.0 Cl4I SQUARE a 7.34376 WITH 4 DEGREES CF FREEDCM

VAR C63 I have street raced: COUNT I ROW PCTI Never1-5 Times 6 or mole Sarnstkres Regularly PCW COL PCTI TCTAL TOT PCT 1 0.0 1 1.001 2. COI 3.001 4.001 VAR001 1 1 1 1 I I 1.00 1 32 1 19 I 2 I 6 1 7 I 66 I 46.5 I 2E.8 I 3.0 I 9.1 I 10.6 I 45.2 I SC. e 1 44.2 1 2C.0 I 46.2 I 41.2 1 I 21.S 1 13.0 I 1.4 I 4.1 I 4.8 1 1 dMINIM 1.1. iM 4.00 I 31 I 24 1 e 1 7 1 10 I RO 1 3e. i 3C.0 1 10.0 1 8.8 1 12.5 I 54.8 I 45.2 1 55.8 1 ec.o 1 53.8 I 58.8 1 I 21.2 I 1e.4 1 5.5 1 4.8 I 6.8 I 1 I I 1 1 I COLUMN 63 43 10 13 17 146 TOTAL 43.2 29.5 tee 8.9 11.6 100.0

Ctel SCUARE 3.49125 WITH 4 DEGREES CF FREEDCti 1451GO?MAILABLE

vARced. I have cheated or told lies: COUNT 1 Never 1 -5 times6 cr :rose SometimesNpaarly ROW CTI -.COL 'ICTI TCT AL TOT PCTI 0.0I 1.001 2.CCI 3.001 4.001 VAP001

1.00 I 18 I 26 1 . 11 I 8 I 3 I 66 I 27.3 I 34.4 I 16.7 I 12.1 I 4.5I45.2 I 58.1 I4C.6 I 55.0I 40.0I27.3 I I 12.3 I 17.8 I 7.5I 5.5 1 2.1 1 I I I I I 4.00 I 13 I 3P I 9 I 12 I 8 I 80 I Ie.?I 4-45I 11.3 I 15.0I 10.0 I 54.8 I41.4 I 55.4 1 45.0 I 60.0 I 72.7I I 8.5 1 26.0 1 6.2 I 8.2I 5.5 I I I I I I 1 COLUMN 64 20 20 11 146 TCTAL 21.2 43.8 13.7 13.7 7.5 100.0 CMI SQUARE 5.03254 WITH 4 DEGREES CF FREEDCM

VAR C65 I have drunk beer, wine, etc.: COUNT I ROW PCTINever 1 -5 times6 ormiteSometimes 144paarly RCM COL PCTI times TCTAL TOT PCTI 0.0 1 1.001 2.CCI 3.001 4.001 vAR001 I 1.00 I 52 I 10 I 3 I 1 I 0 I 66 I 78.E I 15.2 I 4.5 1 1.5 I 0.0 1 45.2 I 45.1 I 40.0 1 6C.0I 12.5 I 0.0 I I 35.6 I 6.8 I 2.1 1 0.7 I 0.0 I

4.00I 54 1 15 1 2 I 7 I 2 I 80 I67.5I 18.8 I 2.5 I 8.8I 2.5 I 54.8 I 5C4,5 I eco I 4C.0 I 87.51 100.0 1 I 37C I 1C.3 1 1.4 I 4.8 1 1.4 1 1 1 I I I I COLUMN 106 25 5 8 2 146 TOTAL 72.6 17.1 3.4 5.5 1.4 100.0 Chi SQUARE 6.454e2 WITH 4 DEGREES CF FREEDCM

187 BEST COPYAVA1UMLE

vARcetI have belonged toa close group: CCUNT 1 etOb PCTI Never COL PCT 1-5 timid6 or mute Somet brasRqsularly ROW times TCT AL TOT PCTI 0.0 1 I. C01 2. CCI V AROO 1 3.001 4.001 1 1 1 1 I 1 1.00 I 35 I 20 1 3 1 3 1 5 1 66 1 53.0 I 3C.3 1 4.5 1 4.5 I 7.6 1 45.2 1 43.E 1 474,6 1 42.9 1 50.0 I 1 I 45.5 24.4 1 13.7 1 2.1 1 I------1 2.1. I 3.4 1 I 1 1 1 4.0C I 45 1 22 1 4 1 3 1 6 1 80 1 1 56.3 27.5 1 5.0 1 3.8 1 1 I 7.5 54.8 5e.3 1 52.4 I 57.1 1 50.0 1 54.5 I I 3C.P 1 1 15.1 2.7 I 2.1 1 4.1 1 t 1 1 1 1 1 COLUMN 8C 42 7 6 11 146 TCTAL 54.E 2E.8 4.8 4.1 7.5 100.0 SCUARE Cd22E7? WITH 4 DEGREES CF FREEOCP

VAR C67 I have worked with music, art, etc.: COUNT I ROb PCT Never l -5tirre s6 or mamateSometimesRegularly PCI4 COL PCTI times TCTAL TOT PCT 1 0.0 1 1.001 2. CC1 3.001 V AR001 4.001 1 1 . 1 14 1 1 1.0C 5 6 1 9 1 32 1 66 1 I 21.2 7.6 1 S.1 1 13.6 1 48.5 1 I 45.2 45.2 1 31.3 1 15.3 I 33.3 I 58.2 1 I 54,6 I 3.4 1 4.1 1 6.2 1 21.9 I 1 4.00 17 1 11 1 11 1 18 1 23 1 80 1 21.3 1 13.8 1 13.8 1 22.5 I 28.8 1 54.8 I 1 54.E 6841,8 I 64.7 1 66.7 1 41.8 1 I 1 11.e 7.5 I 7.5 1 12.3 1 15.8 1 1 1 COLUMN! 31 16 17 27 55 146 TCTAL 21.2 11.0 11.6 18.5 37.7 100.0 C11 SGLARE = 7.2C744 MITH 4 OEGREES CF FREEDCP

188 t f# vARcee I have dated: COUNT 1 ROW PCT1 Never 1-5 times6 cc moze SometimesRegularly 10CW COL PCTI times TCT AL TOT PCTI C.0I LOCI 2.CCI 3.001 4.001 VAR001 I I I I I - I 1.00 I 57 I 3 I 1 I 2 I 3 I 66 I 26.4 I 4.5 I 1.5 I 3.3 I 4.5 I 45.2 I 44.6 I 25.0 I 25.0 I 33.3 I 33.3 I I 3S.0 I 2.1 I CO I 1.4 I 2.1 I I I I I I I 400 I SE I 9 I 3 1 4 I 6 I RO I 72.5 I 11.3 I ?.2 1 5.0 I 7.5 I 54.8 I SC.4 1 75.0 I 75,0 I 66.7 I 66.7 1 I 34.7 1 6.2 I 2.1 I 2.7 I 4.1 I -I--- I I I I I COLUMN 115 12 4 6 9 146 TOTAL 72.2 8.2 2.7 4.1 6.2 100.0 CFI SCUARE = 4.3731C itITH 4 DEGREES CF FREEDCP

VARC64 I have played games like footballor basketball: COUNT I ROM PCT I Never1-5 time6 or moleSorretimesRegularly RCM COL PCTI times TCTAL TOT PCTI 0.0I 1.001 2 CC! VAR001 3001 4.001 1.0C I 7 I 1 8 3 I 18 I 30 1 66 I I 1 IC.6 12.1 4.5 1 27.3 I 45.5 1 I 45.2 41.2 1 47.1 I 23.1 I 54.5 I 45.5 1 I 4.2 I 5.5 I 2.1 I 12.3 I 20.5 I 1 4.00 I IC I 9 1 1C I 15 I 36 I 80 I 12.5I 11.3 I 12.5 I 18.8 I 45.0 I 54.8 I 52.2 I 52.9 I 76.9 I 45.5 I 54.5 I I 6.2 I 6.2 I 6.8 I 10.3 I 24.7 I COLUMN 17 17 13 33 66 146 TOTAL 11.6 11.6 2.9 22.6 45.2 10040 CHI SQUARE = 3.86E75 wITH 4 DEGREES CF FREEDCP

189 BEST COPY AVAILABLE

VARCTC I have t3icen drugs: COUNT I ROW PCTI Never 1-5 ti=es 6 ormote SorretirresRegularly RCM COL PCTI times TCT AL TOT PCTI 0.0I 1.001 2. CH VAR001 3.001 4.001 I I 1 I 1 1 1.0C I SE 1 1 1 1 1 3 I 3 1 66 I 87.9 I 1.5 I 1.5 1 4.5 1 4.5'I 45.2 1 45.3 I 2C.0 1 I33.3 100.0 I42.9 1 I 39.7I CO I C.7 I 2.1 I 2.1 I 1 I I 1 1 1 4.CC I TC I 4 1 2 I 0 1 4 I 80 I e7.5 I 1 5.0 2.5I 0.0I 5.0 1 54.8 I 54.7 I 80.3I66.7 I 0.0 1 57.1 I 1 47S 1 2.7 I 1.4 I 0.0I 1 -1 2.7 I 1 1 1 I COLUMN 12E 5 3 3 7 146 TOTAL e7.1 3.4 2.1 2.1 4.8 100.0 CI-I MARE2: .10567 WITH 4 DEGREES CF FREED[?

VAR C71 I have fought onmy own or in gangs: COUNT I ROW PCT 1 Never 1-5 times6 or mpre Sometinms COL PCT I Regularly PCW times TOTAL TOT PCT 1 0.0 1 1. COI 2. CCI 3.001 4.001 VAR001 I I I 1 1 1 1.0C I 4t I 11 I 4 I I 5 1 1 I 66 6F.2 I 16.7I 6.1 I 7.6I 1.5 I 45.2 I 54.2 1 25.7I SC.0 I 38.5 1 20.0I 1 3C. e I 7.5I 2.7 I 3.4 1 0.7I I 1 4.0C 1 3E I 26 1 4 I 8 1 4 1 80 I 47.5 1 324.5 I 5.0I 10.0I 5.0 1 I 45.FI 54.8 70.3I 5C.0 1 61.5I 80;.0 1 I 26.0I 17.8 1 2.7 1 5.5 1 2.7 I I I I t I I COLUMN 83 37 e 13 9 TOTAL 146 56.DE 25.3 f..5 8.9 3.4 100.0 041 SCUARF = 7.89386 WITH 4 DEGREES CF FREECCM

190 VALUES INVENTORY OF BEHAVIORAL RESPONSES

On the next few pages you will be reading some interesting problems that most of us have to face pretty often.Please read these problems and the four choices given that go with each problem. Think about the problem and the choices carefully, and then drawa circle around the number of the choice that you honestly feel fits you.

This is not a test.There are no right or wrong answers. Yournames will not be on any of these papers. Do not be afraid to bevery honest and to select the choice most like you. The answersyou choose will have nothing to do with either your gradesor your report cards. We only want to know how boys and girls your age feel aboutsome things.

@ 1971 by Nancy D. Seiders, Ph. D. Edward W. Sanford, Jr.,Ph. D.

191 Draw a circle around your answer. Group I Group_ 1. If I make a foolish mistake a.I can laugh at myself 20. 5% 29. 1% b.I get upset for a few minutes 21. 9% 25. 6% c.I will stay embarrassed for awhile 27. 4% 15. 1% d.I will remember it for a long time 30. I% 30.2% In choosing sides a.I am usually one of the last chosen 32. 9% 34. 9% b.I am usually one of the first chosen 24. 7% 23.3% c. lot kids want me on their team 28. 8% 25.6% ti. Most kids don't want me on their team 13.7% 16. 3% 3. I am happiest when a.My work is easy 8.2% 5. 8% b.I have completed a difficult job well 49. 3% 36. 0% c. I have finished all my work 28.8% 32. 6% d.I don't have work to do 13.7% 25.6% 4. When I go to bed a.I usually fall asleep quickly 35.6% 26. 7% b.I usually stay awake a long time 35.6% 45. 3% c,Sometimes I hardly sleep at all 6.8% 12. 8% d.I read until I get sleepy 21. 9% 15. 1% 5. It's hard for me to go to sleep a.The night before Christmas 42.5% 32. 4% b.After being in trouble 13.7% 10. 5% c.Whet: inschool work is too hard 21.9% 29. 1% d.Most cif the time 21.9% 29. 1%

11. I usually a.Feel I am as good as most kids 53.4% 38. 4% b.Feel I am not as good as most kids 17.8% 11. 6% e.Feel I am as good at a few things as most kids 21.910 43. 0% d. Peel I am better than most kids 6.8% 7. 0%

192 BES7 COPYRIVABLE:

Group I Group IV 7. When I see the flag and hear a band a. I get shivery all over 11.0% 8.1% b.I stand at attention 54.8% 43.0% c.I have to talk extra loud 15. I% 12. Sek d. I wish the floats would come 19.2% 36.0% 8.If my cousin said his school is better than mine, I'd tell him a. Il's wrong 6.8% 8.1% b.Ile's entitled to his own opinion 69.9% 74.4% c.lie shouldn't say things like that 17. 8% 9.3% bettcy tal.t. that ba% 5.5% 8.1% 9.If I misbehave and the principal calls my parents a.I know I've let my parents down 34.2% 31.4% b. I am ashamed to face my parents 30. I% 31.4 c.I think, "My father is not afraid of the principal." 8.2 10.5% d. I believe the principal was right to call my parents 27.4% 26.7% 10. When someone does a Job well a.I admit that he did a good job 74. 0% 72. I% b.I am very happy for him 16.4% 14.0% c.I think he probably had help 5. 5% 3.5% d.I feel I could have done it better 4. I% 10.5% 11. When friends need help they a.Never ask me for advice 20. 5% 17.4% b.Often ask me for advice 42.5% 41.9% 4. :%4;r 141) 4JViv4 7.0% d.Usually follow my advice 28.8% 33.7% 12.If someone says "sir" to his father it is because a.lie was trained to say "sir" 23.3% 25.6% h.one should be polite to elders 21. 9% 25.6% v. lie wants to impress other people 5. 5% 2.3% d. respects his father 49. 3% 46.5% 13.1 pick up my things a.Without being reminded 4/. 9% 34.9% b. After being reminded 23.3% 33.7% Unless someone else used them 6. 8% 7.0% d.If mother makes me 21. 9% 24. 4%

193 Group IGroup iy 14.I help with chores at home a.Only when I'm asked 20.5% 11.6% 1,. Bemuse I have to 13.7% 24.4% e.Because I should 53.4% 48. 8% d.When I think about it 12.3% 15.1% 15.If a window was broken accidentally I would probably a, Run 26.6% 23. 3% b.Tell the owner 45.2% 26. 5% c.Tell my parents so they could tell the owner 23. 3% 22. 1% d. Tell my best friend 5. 5% 8. 1% 16.I usually tell the truth a.All the time 27.4% 34. 9% b.Only if it doesn't hurt me 15.1% 17.4% e.Only if it doesn't hurt someone else 32. 9% 26. 7% d.If I am caught 24.7% 20. 9% 17.If I tore a page in a library book I would a.Mend it and return it 31. 5% 25.6% b.Tell the librarian so she could mend it 45.2% 47.7% e.Return it and say nothing 31. 5% 25. 6% d.Blame it on somebody else 2.7% 9.3% 18. Usually I a.Will copy if the teacher isn't there 4.1% 7. 0% b.Will copy if my friends let me 9.6% 9.3% c.Will not copy very Alen 28.8% 46. 5% d.Will not copy 57. 5% 37.2% 19. When I know someone who has no friends a.I don't play with him because I have my own friends16.4% 14.0% b.I don't play with him if my friends don't like him 9.6% 9. 3% c,I invite him to play with us 49. 3% 44.2% d.I ask him if I can play with him 24.7% 32.6% 20. I usually a.Want everyone to like me 32.9% .9% b.Want to like everyone 21.9% 2534.6% c.Like only those who like me 23.3% 14. 0% d.Don't care who likes me 21.9% 25.6% Group I Grail) IV I usually likc tit play a.With lots <4 children b. 37.0% 32. 6% With a few vlose friends 39.7% 38.4% c.With one special friend 17.8% 26. 7% (I. fly inAcif 5. 5% 2. ri If someono 1, .1. N141,..? 35.6% 36. 0% IL Most hid?, limp! 4iness c. 27.4% 20. 9% 'mad ask him why 32. 9% 41. 9% Most kids tee-ad to 4. 1% 1. 2% 23.if siiinitne 1 kmow getsto trouble I a.I Wet' to help 47.9% 46. 5% b. Pretend I don't know him 2.7% c.Like him anyway 8. 1% d. 37.0% 27.9% Lot him alone 12. 3% 17.4% 24. Most kids I known a. Think only of themselves 19.2% 15. 1% h.Are sometimes nice to others 26. 0% 31.4% c.Are often mean to others 15.1% 24.4% d.Arc considerate to others 39. 7% 29. 1% 25,1 start projects at home that a.I can't always finish 28.8% 30.2% b.I need help to finish I'. I% 15. 1% c.I can usually finish 47. '"," 51.2% d.Are too hard for meeven with help 8.2T. 1.5% 26.I usually write a.Quickly and neatly b.Quickly but it's hard to read e,Slowly but neatly d. Slowly but it's hard to read 8. VA, 27.In reading Social Studies I usuallyread a.Fast and understand the story 42.5a,:, b. Fast but don't know all theanswers 23.3(1, c.Slowly but can answer most of thequestions 21.9% d. Slowly and need help toanswer the questions

195 Group 1 Group IV 28.When I read out loud to the class a.I am one of the best readers 6.8% 10.5% b. I read better than most kids 15. 1% 11.6% c.I read as well as most kids 49. 3% 54. 7% d. Most kids read better than I 28. 8% 23.3% 29.For me most new games are

a.Easy to learn quickly 67. 1% 6 1.6% b.Learned well only after much practice 11.0% 22. 1% c. Learned quickly but usually not very well 13.7% 9.3% d.Difficult even if I try hard 8.2% 7. 0% 30.In arithmetic I am a.Fast but I make many errors 11.0% 12.8% b.Fast and don't miss many 45.2% 32.6% c.Slow but get most right 34.2% 44.2% d. Slow and miss a lot 9.6% 10. 5% 31.If I have a good idea I a.Make other kids see it my way 17.8% 14.0% b. Tell everyone 41.1% 45.3% c.Tell someone to tell others 20.5 %© 8.1% d.Don't say anything 20.5% 32.6% 32.If I think my suggestion is better than another I a.Say so to everyone 26.0% 18.6% h. Convince others why I am right 27.4% 29. 1% Say nothing 19.2% 19.8% d. Tell my friend 27.4% 32.6% 33.When I get to make a decision I a. Have to think about it 58.9% 54. 7% b. Do it without thinking much about it 15.1% 12.8% c.Ask others about it 16. 4% 20.9% d.Get others to help me 9.6% 11.6% 34.When I need to get someone to help me with a Job a.I can get help easily 50.7% 41.9% b.It is easier to do it myself 17. 8% 25.6% c.I often cannot get anyone to help 16. 4% 15.1% d.I cannot get help as easily as others can 15. 1% 17. 4%

196 Group I Grutia IV ).En n% el.o.s

I'I I i tc, l,t prtisident 16. 4% 26.7% 1 uutild like to hi a monitor 6.8% 5.8% e. Iii.tn't want any .011 15.1% 10.5% (1. I will itt!1, when asked 61.6% 57.0% %%hen it's itint, to elect class officers I

L. Oftc.n make. nominations 49. 3% 40. 7% h.Can't deeidc." who would be best 27.4% 29. 1% e.Usually don't take part 16.4% 22. 1% d. Get someone to nominate me 6.8% 8.1% 37. My .1 1 lowanee a.Is ahut like the other kids 50.7% 31.4% 114,1 as much as other kids 20.5% 31.4% e.Is more than other kids 12.3% 17. 4% C;cts Inc tnoM of the things I want 16.4% 19. 8% 3s.f' cry c'hi'd shotildi :I, CPtalt AlOWale 19.2% 22.1% I). rtt hiS 38.4% 44.2% c.Help whether or not he gets an allowance 37.0% 30.2% it. Not gt.t an allowance 5.5% 3.5% 39. Things l want a. Wia.1% and save for 63.0% 62.8% I. nit' jtarents for 16.4% 19.8% v.-a/ally do not get 12. 3% 14.0% Go if I wait till Christmas 8.2% 3. 5% to, Vhn...eat to buy something i usually :4poild more than I should 34.2% 29. 1% Kt.up within allowance 38.4% 30.2% ks1; rttv p:irtt11:, how much to spend 26.0% 30.2% Ni.vr htty the 1Kst I can afford 1.4% 10. 5%

. ICI need ,t !MIr eI! to buy a toy I a. I Sti:div hunt ti a job to do 31. 5% 37.2% b. A...J. tvt p:trvnts for it 34.2% 31.4% c. l tat to sell an old toy 5.5% 3.5% I. Try tt, borrow on next week's allowance 28.8% 27.9%

A a i 197 Group I Group IV 42.I work for my allowance a.More than most kids 27.4% 34.9% b.Less than most kids 17.8% 9.3% c.About as much as everyone else 45.2% 43.0% d.If I have to 9.6% 12.8% 43. The things I learn in school a.Will be good for me when I grow up 57.5% 68.6% b.Help me to get good grades 9.6% 10.5% c.Are useful sometimes 24.7% 17.4% d.Help me at home 8.2% 3. 5% 44. When I grow up a.I know what I want to be 39.7% 40.7% b.I don't know what I want to be 17.8% 17.4% c.There are many things I might like to be 30. 1% 25.6% d. think about it later 12.3% 16.3% 45.I will go to college if a.My parents expect me to 17.8% 23. 3% 13. I want to 45.2% 31.4% c.My grades are good enough 20.5% 10. 5% d.What I want to be requires it 16.4% 34.9% 46. Learning times tables a.helps me with division 39.T% 41.9% b.Is not really necessary 6.8% 4.7% c.Is required by my teacher 5.5% 15. 1% d.Is worth the effort 47.9% 38. 4% 47. School is important a.If you plan to go to college 17.8% 19.8% b.If you plan to get a job 43.8% 44.2 c.For some people 5.5Y% 10. 5 d.For everyone 32.9% 25. 6% 48. Most children can learn things a.If they study hard 32.9% 45. 3% b.If they want to 52. 1% 32. 9% c.If the teacher helps them 5.5% 8.1% d.By just being in class 9.6% 7.0%

198 3 VALUEVH3R PROFILE Student Name Level beingWe ll- Respect ! Rectitude Affection Skill Power Wealth Enlightenment . HighVery 21222324 1.- r High 2019 1 he Average is14161718 ... . -- ...... - - -, - - 4. ._ _ 1 Low 111213 4 VeryLow 10 789 ,...... 6 . . ...4 - . KEY: Post Test; Pretest 13) t 7l by Fancy D. Sliders. Ph. D. Edward W. Ser.ford, Jr.. Pt. D. SUMMARY OF SU RV EY RESULTS FROM GROUP I

DRUG ATTITUDINAL INVENTORY Junior High and High School Form Dr. C. E. Box Dr.I. Coekriel

The purpose of this survey is to determine the attitudes and knowledge of students concerning drugs. This is a completely anonymous survey. Do not sign moor name on the answer sheets. This is not a test.Answer each question with the first response that comes to your mind.Please answer the questions as honestly and as sincerely as possible. The term DRUG in the survey will include all stimulants, depressants, narcotics, hallucinogens. and alcohol or any othei drugs except tobacco products not prescribed by a physician or taken as directed for medical purposes. The term ADDICT refers to any person physically dependent on heroin, morphine, opium or barbiturates.

STUDENT DRUG INVENTORY

Please respond to all items on the answer sheet provided. Mark the appv)priate box with a number 2 pencil. Indicate your birthda4,e by completing the area on the answer sheet with the heading "Birthdate" (upper right hand corner). Indicate your year in school in the column to the left of your birthdate. Indic-Ate your sex in th (-,Itinin to the right of your birthdate.

200 Are vet: currently enrolled in health class') A. Y. 79.7% B. No 20. 3% ilsv vou received previous instructionon drugs and drug abuse? A.t. 90.3% B. N 8. 9% 1,11y rare' '.t re '1%1Til. topethr 85.6% dooir...ci or separated, no father in the home 5.0% ,!1%t:., ...! or sup,' r.o...1, no mother in the home 1. 7% w.t'o%ed 2.8% E.other 5. 0%

lL you feel that you are akceptd and understoodin your family comparedto .ther .lung people yourage. ' A.Ye, 84.7% . N. 14.2% 00 you feel that you have received adequatedrug instruction? A. is 91.1% B.Ni' 8.3%

1.:sted below are a number of statements.Place a mark on theanswer shest how much you agreeor disagree with each statement.Use, only one mark for .101 cia,tement.

Strongly St rongly Agree AgreeUndecidedpisagrci.!Disagrf,' 4111.1m.! - Parent-. should be responsible for 7.5% 22.5% 30.6% 25.3% 14.2% I rue: As ,iu t'ali A

. should ht. respiinsible for uzducat :on. 31. 1% 40. 8% 19.2% 4.2% 4.7% A B C 1) E )ry;.- ortlanizat ions should he. 8.1% r.!,n?,!b!. :or drug education. 25.3% 35.3% 19.4% 11.9% A B C D 1.7, s.There is a drill! abuse problem in 30. On,'') 31.1% 21.9% y,,urinnriunity. 12.2% 4.7% A B C 13 F.

. 'no crag 'thus,- problem in the schools Lt.:. ben ...x4.1.,20rAti'il by the media 10.6% 18. 3% 30. 0% 24.4% 16. 7% ,.. ,. ii.v..J.e pe r,rad i, .,1". V. ,etc. 1 A B C 1) K 201 Strongly Strongly ..koass_ reeUndecided Disagree Disagree 11.rhere is a drug abuse problem in 28.3% 39.7% 19.7% 10.0% 2.2% your school. A C D E

12. An important reason for drug abuse 27.2% 30.6%23.3% 13.9% 5.0% is that drugs are easy to get. A 13. Permissiveness of parents is the single most important factor in 10.0% 14.2% 36.1% 25.8% 13.9% drug use by young people. A D E 14. An important factor in drug abuse is25.0% 39.2% 24.2% 6.7% 5.0% the person.Llity of the individual. A 15. At moderate amounts, the effects of any drug are determined more by personal and social factors than by 12.2% 32.2% 37.8% 11.9% 5.8% the drug itself. A

16. Drug abusers have specificperson- 10.0% 25.6% 28.6% 21.9% 13.9% ality problems. A B C D E

17. The drug abuser is a victim of social 6.4% 13.6% 31.4% 31.7% 16.9% forces beyt-ind his control. A B C D E

18. Drug abuse is a problem created by 5.3% 12.2% 31.9% 32.2% 18.3% the laws intended to control it. A B C D E

19. The danger of ADDICTION exists in 10. 8% 20.0% 30.3% 21.1% 17.8% the personnot in the drugs. A B C D E 20. Young people experiment with drugs because they hi wt. nut been properly informed or instructed about their 4.2% 15.0% 23.1% 35.3% 22.5% use and abuse. A 21.If people are properly instructed about drugs, the amount of drug 5.0%.21.7% 32.5% 27.8% 13.1% abuse will go down. A D E 1') 46. 4. Young peot)le who may be tempted (and who may have the opportunity) to use drugs have the right to 14.2% 32.5% 36.4% 11.9% 5.0% adequate public instruction. A

23. There is a typical type ofpersons, 6.7% 15. 3% 27.8% 28.3% 21.9% who abuse' drugs. . 4.rI A B C D 202 Strongly Si rongly AgreeAgreeUndecided DisagreeDisauree. 24.. Young people who experiment with drugs do so to prove they are 8.6% 21.9% 28.9% 25.8% 14.7% r o wn up. A 25. Young people who experiment with d rues do so from fear of not being 10.8% 31.4% 29.4% 18.6% 9.7% a cc.. nt A

Drile abuse is a major factor in 13.9% 41.4%29.4% 9.2% 6. 1% jov cni It. delinquency. A Young people who misuse alcohol and drugs should be Judged by society in 13.9% 23.3% 33.6% 17.5% 11.7% he AAIll manner adults are judged. A :.s.Availability of alcohol and its use by society helps create a dependence 10.3% 29.4%44.7% 10.8% 4.7% upon it to meet social demands. A 29. Marijuana is ued bysome people in the same sense as others would use 35.3% 42.2% 14.2% 5.6% 2.8% alcohol. A B C D E 7.2% 21.4% 46.7% 14.2% 10.6% 30. Marijuana stimulates creativity. A B C 13 E 8.3%,21.1% 47.8% 14.2% 8.6% i1.rk,:a r i ju.ina stimulates the sex drive. A B C D E 3.3% 16.1% 30.6% 29.7% 20.3% 42. Marijuana users are easily recognized. A B C D E

Med. o 11St r !Liana is not 14.7% 20.3% 39.7% 16.4% 8.9% harmful. A B C 13

most people use L.SD to rt a greater 2.8% 14.2% 52.5% 17.8% 12.8% insight into their personality. A B C 13 F. i . 71w ci fect s of LSD vary widely 12.8% 11.4% 32.8% 9.4% 3.6% among individuals. A B C 13 E

36. Marijuana usage is harmful to 11.9% 19.2% 41.1% 15.8% 11.9% health. A

37.Ihe use of marijuana should be 20. 0% 12. 8% 28. 1% 13. 1% 26. 1% A B C 13 4$. Marijuana is frequentlya "stepping 18.6% stone" to experimentation wit ll 203 40.6% 22.8% 10.3% 7.8% other drugs. A Strongly Strongly Agree Agree Undecided Disagree Disagree 39. Moderate 11,, t stimulant drugs to 6.7% 16.9% 40.0% 28. 1% 8. 3% stay awake is not harmful to health. A 40. Most people who use LSD use it in the saint. sense as others who use 7. 5% 28. 3% 39.2% 17.2% 7. 8% marijuana. A B C D E 41.If a drug does not cause physical need 9.4% 15.6% 28. 9% 26. 1% 20.0% (ADDICTION), its use should. be legal. A

42.1: ree drugs for ADDICTS would slow 6.9% 22.8% 31.4% 18. 1% 20.8% down the c r ime rate. A

43.The use of LSD could be helpful to 3. 1% 10.6% 29. 7% 27. 8% 28. 9% most ;30i-sons. A 44. The use of amphetamines (stimulants) and barbiturates (depressants) are not ar harnitulz many ommon health 3. 3% 9.2% 39.4% 28. 6% 19.4% ha.tads such as smoking. A

45. Being ADDICTED to drugs should be11.7% 18. 3% 37. 5% 19.7% 12.8% against the law. A

46.It is Inure likely that the average parson will have a good LSD "trip" 8.6% 18. 3% 48. 1% 15.0% 10.0% than a poor A 47. Moderate use of marijuana is not harmful to your body or to the way 10. 0% 20. 3% 38. 9% 20.6% 10. 3% you think. A 48. There 1,-; an in, reasine, aced for laws 21.4% 31. 1% 31. 1% 7. 5% 8. 9% t u vent rt..); drugs that o. r, abused. A.

44.Sailo, neople who use marijuana use it for the ',AMC reasons others use 26. 1% 42.8% 20. 3% 7. 8% 3.1% a!eohol. A

5().1 he re should be laws controlling the 28. 3% 29.2% 7. 8% 6. 9% sale of LSD. A 51. Those who regularly use marijuana 6.4% 23.3% 42.5% 16.1% 11.7% experience emotional problems. A 52. Marijuana, or the reaction to it by our sot' iety, pan result in se.-ious 13.3% 35.3% 35. 3% 8. 6% 7. 5% problems for th user. A B C D ) 204 St rang ly Strongly AgreeAgree Undecided Disagree Disagree 33. Nlethanhetamine or "speed" has become a popular alternative to LSD 6.7% 27.2% 54.7% 6.9% 4.4% us A

4.4.Drug Ail1)IC I'S frequently commit 13.6% 38.3% 33.1% 10.0% 5.0% violentHines. A

Drug ALMR: I S art- more apt to 5.8% 23.6% 41.7% 20.6% 8.3% commit sex f: Times. A

m. Students begin abusing drugs because 9.2% 25.3% 35.6% 19.4% 10.6% of pushers. A

Once you take a shotof Heroin, you 2.5% 6.7%23.6% 32,2% 35.0% win he immediately ADDICTED. A 5. Those who regularly use marijuana experience increasing physical 6.4% 17.5% 43.6% 18.6% 13.9% problems. A B C D E 5.6% 8.1% 17.2% 27.8% 41.4% 70. Once an ADDICT, alwaysan ADDICT. A B C D E 60. Narcotit ADDICTION is a problem because it creates a population of 10.3% 25.3% 37.2% 18.6% 8.6% eriminals. A 1.1.Drug abusers have sex more often and with a greater number of different 6.4% 21.9% 45.0% 18.1% 8.6% oeople than non-users. A

. Law s affecting marijuana control are 15.6% 15. 3% L3.9% 24. 4% 20.8% t oo strict. A

63. Must drug abuserscome from deprived, 3.1% 13. 1% 23.6% 30.3% 30.0% v neighborhoods. A 64.People become ADDICTS becauseno- body st,ns them from becoming 8.6% 17.8% 36.7% 24. 4% 12. 5% ADDIC IS. A

::4.01 th,it warnings about marijuana 9.7% 19.4% 36.4% 16. 1% 18.3% Atteet Ii..,tith apply to me. A i be us,tit non-narcolit drugs is .1 it?..bim because it creates a popula-5. 0% 11. 7% 48. 6% 20. 8% I t ionot 4 II I " 1 n a 1 S a A B C D 205 Strongly Strongly AgreeAgreeUndecidedDisagreeDisagree

67.1 feel that warnings about drugs 10.6% 22.2% 31. 1% 19.4% 16.7% other than marijuana apply to me. A C D E

68. Teachers are the appropriate per- 10.8% 31.4% 35.6% 13.9% 8.3% sonnel for instructing about drugs. A B C D E 3. 6% 4.4% 16.4% 23.6% 51.9% 69. A person is born an alcoholic. A B C D E 70. There will always be some people who abuse drugs regardless of education, laws, or treatment 36.4% 38.6% 18. 1% 3.3% 3. 6% programs. A E

71. if the law says drug use is illegal then 21.4% 29.2% 25.3% 16.1% 8. 1% all people should live by those laws. A B C D E

72. Brain damage results from alcohol25.0% 36.7% 26.9% 6.7% 4.7% use. A B C D E 32.5% 38.1% 20.6% 5.6% 3. 3% 73. Cigarettes cause cancer. A B C D E 30.6% 41.9% 18.6% 4.2% 4.7% 74. Alcoholism is a sickness. A B C D

75. Drug dbuse cannot be solved by 22. 5% 35.6% 25. 0% 9.7% 7. 2% passing laws. A B C D E

76. The only way to solve drug abuse is18.9% 25.8% 27.8% 19.7% 7.8% to get rid of the drugs. A B C D E

77. There should be stricter laws con- 13.9% 22.8% 31.4% 21.7% 10. 3% trolling the use of alcohol. A E

78. Drug use is an individual choice and 9.7% 13. 1% 30.0% 25.6% 21.7% should be free from legal control. A B C D E 10.8% 10.8% 33.1% 28.6% 16. 7% 79. The use of alcohol should be illegal. A B C D E

80.I feel that warnings about cigarettes17.2% 29.4% 23. 9% 15.3% 14.2% and health apply to me. A B C D

206 Strongly Strongly AgreeAgreeUndecidedDisagreeDisagree 30.0% 42. 8% 18.9% 6.1% 2.2% 81. Alcoholism is curable. A

Smok.ng cigarettes should be 7.8% 13.1% 29.2% 28.9% 21.1% illegal. A

8'.There. should be no laws regulating 6.7% 9.2% 23.3% 30.6% 30.3% d rug use. A D

$ !.Mere is no such thing as a 13.6% 18.3% 32.5% 20.8% 14.7% harmless drug. A

An alcoholic is a sick person and 18. 3% 30.6% 31.7% 16.4% 3. 1% should be treated in a hospital. A B C D E

8b. Smoking is dangerous to your 31. 1% 39.7% 21.4% 4.2% 3.6% health. A B C E

87. Proper instruction regarding alcohol7. 5% 21.9% 41. 1% 21.7% 7.8% will result in decreased use. A B C D E

Please rate the degree to which you believe the use of Amphetamines (stimulants) will probably lead to. Very Negligib High High Modest Plight or No 16.7% 33.9% 32.5% 13.1% 3.9% 88. Addiction A B C D E 18.3% 33. 6% 33. 3% 10. 0% 4.7% Rg. Accidents A B C 0 E 11. 9% 29.2% 33.3% 17.2% 8.3% Fnlharrassment to self or others A B C D E 20.6% 38. 1% 27. 2% 9.2% 5.0% 91.Leila' involvement: arrest A B C D E 18. 1% 28.3% 29.7% 14.7% 9.2% 92. Future career affected negatively A B C D E 23.6% 36.9% 26.1% 8.3% 5.0% 93. Continued use A B C 0 E 17. 5% 36.7% 29.4% 10.3% 6.1% 94. Undesirable change in behavior A B d D E 95. Undesirable change in personal 18.6% 35. 3% 27. 5% 10.8% 7.8% values A B C D E

207 BEST COPY PuRIIABLE

Please rate the degree to which you believe the use of barbiturates (depressants) will probably Read to. Very Negligible High High Modest Slight Or No 24.4% 34.4% 27.5% 8.3% 5.3% Addiction A D E 18.1% 40.6% 27.5% 10.0% 3. 9% 7. Accidents A 13.3% 26.1% 40.3% 15.3% 5.0% 8.Embarrassment to self or others A D E 17.8% 35.6% 31.9% 10.0%% 4.7% 9. Legal involvement: arrest A D E 18.1% 32.2% 30.3% 13.9% 5.6% 1. Future career affected negatively A D E 20.3% 34.4% 30.6% 8.9% 5.8% Continued use A D E 16.4% 36.1% 29.2% 11.4% 6.9% ndes i rabic change in behavior A D E 15.3% 36.1% 29.2% 11.4% 8.1% 5. Uncles i rible change in personal values A D E 31.9% 33.1% 20.0% 5.8% 9.2%

lease rate the degree to which you believe the use of LSD will probably lead to. Very Negligible High High Modest Slight or No 31.9% 33.1% 20.0% 5. 8% 9.2% .4. Addiction A D E 28.3% 38.9% 22.8% 5.6% 4.4% '5. Accidents A D E 19.4% 32.5% 30.0% 11.7% 6.4% Embarrassment to self or others A D E 28.9% 35.3% 20.3% 8. 3% 7.2% 7. Legal involvement: arrest A D E 27.5% 32.8% 26.4% 8. 1% 5.3% 8. Future career affected negatively A D E 26.4% 34.7% 24.7% 7. 5% 6.7% Continued use A D E 23.1% 33.1% 27.8% 8.3% 7.8% 0. Undesirable change in behavior A D E 26.1% 31.9% 26.7% 8.6% 6.7 %© 1. Undesirable change in personal values A D

208 EST COPYMUERf

Please rate the degree to which you believe theuse of fit rain will probably lead to. Very Negligibl High High Modest Slight or No 51.9% 24.4% 14.2% 4.2% 5.3% Addiction A D E 37.5% 34.7% 17.5% 5.6% 4.7% 11 ;.Acct....nt s A D E 31.4% 28.6% 26.9% 7.8% 5.3% 114.Embarrassment to self or others A 41.9% 30.0% 18.9% S. 3% 3.9% 11 I.c gsl involventent: a r rest A D E 36.7% 31.1% 18.9% 7.2% 6.1% I Fut u rt. carevr affected negatively A 13 C D E 40.3% 30.0% 18.9% 5.8% 5.0% 11 7.Continued use A D E 31.4% 34.7% 19.7% 9.4% 4.7% 11 8.Undesirable change in behavior A D E 33.3% 32.8% 19.7% 7.5% 6.7% 110. Undesirable change in personal values A D E

Please rate the degree to which you believe theuse of Marijuana will probably lead to. Very Negligib' High High Modest Slight or Nu 13.9% 16.9% 27.5% 20.6% 21.1% 1 :!(1, AddictiLin A C D E 10.6% 23.6% 28.3% 23.3% 14.2% 1.'1. Accidents A C D E 9.4% 20.8% 30.0% 22.2% 17.5% 122. Embarrassment to self or others A C D E 14.4% 27.8% 30.3% 16.1% 11.4% 12 4. Legal involvement: arrest A C D E 13.6% 18.6% 30.8% 20.8% 16.1% 1.!4. Future career affected negatively A C D E 16.7% 28.1% 29.4% 15.3% 10.6% 12 Cnnt inued use A C D E 10.6% 21.4% 29.7 %© 20.0% 18.3% hang in behavior A C 1) E

7 Undesirable change in personal 11.9% 21.1% 30.8% 17.2% 18.9% values A 209 BEST COPTAVAILABLE

Please rate the degree to which 15m believe the use of Alcohol will probably leadto. Very Negligible High High Modest Slight or No 23.6% 30.0% 27. 5% 13.6% 5. 3% 128. Addiction A B C D E 34.4% 37.8% 18.1% 6. 4% 3.3% 129. Accidents A B C D E 23.6% 33.3% 27.2% 11.9% 3.9% 130. Embarrassment to self or others A B C D E 21.9% 24.2% 34.4% 13.9% 5.6% 131. Legal involvement: arrest A B C D E 20. 0% 27.5% 31.7% 14.4% 6.4% 132. Future career affected negatively A B C D E 25. 3% 34.2% 23. 3% 10.6% 6.7% 133. Continued use A B C D E 20.3% 30.0% 30.6% 11.9% 7.2% 134. Undesirable change in behavior A B C D E

135. Undesirable change in personal 20.8% 27.8% 31.9% 12. 5% 6.9% values A

4. your opinion what is the relative importance of each of the following possible causes )1 drug abuse.

Low High 20.6% 16.9% 32.2% 12.rs% l'i 5% 136. Academic pressure felt by student A B C 15. 3% 10. 8% 25. 6% 22.2% 26. 1% 137. Curiosity, adventure A B C D E 14.7% 12.5% 30.3% 20.3% 22.2% 138. Rebellion against authority A B C D E 14. 2% 12.2% 28.6% 23. 1% 21.9% 139. Social pressure A B C D E 18.9% 15.6% 32.8% 16.4% 16.4% 140. Generation gap A B C D E 18.9% 14.4% 33.9% 16.1% 16.7% 141. Starch for values A B C D E 19. 4% 11.7% 20. 8% 14.2% 33. 9% 142. Desire to be "cool" or "in" or "hip" A B C D E

210 sUMMARY Sts RV EV RESULTS FROM GROUP II

DRUG ATTITUDINAL INVENTORY

Junior High and High School Form Dr. C. E. Box Dr.I. Cockriel

The purpose of this survey is to determine theattitudes and knowledge of students concerning drugs.

This is a completely anonymoussurvey. Do not sign your name on the answer sheets.

This is not a test.Answer each question with the first response that comes to your mind.Please answer the questions as honestly and as sincerely as possible.

The term DRUG in thesurvey will include all stimulants, depressants, narcotics, hallucinogens, and alcoholor any other drugs except tobacco products not prescribed by a physicianor taken as directed for medical purposes. The term ADDICT refers to any person physically dependent on heroin, morphine, opium or barbiturates.

STUDENT DRUG NVENTORY

Please respond to all items on theanswer sheet provided. Mark the -appropriate box with a number 2 pencil.

Indicate your birthdate by completing thearea on the answer sheet with the heading "Birthdate" (upper right handcorner). Indicate your year in school in the columnto the left of your birthdate. Indicate your sex in the column to the right ofyour birthdate. '. Are ytA:, urrently enrolled in health class? A.Yes 13.0% B. N" 86.6% 2. iave you received previousinstruction on drugs and drugabuse? A.Yt 76.8% B. No 23.2% ;. My parcnts Are: A.living tttgether 81.9% 1.dtrorcd or separated,no father in the home 7.5% divor, 00 or 5parated,no mother in the home 1.2% widowed 2.0% E.other 7.5% 4.13.1 you feel that youare accepted and understood inyour family compared to ether voung peopleyour age? A.l t 76.0% N 22.8% Do you feel thatyou havereceived adequate druginstruction? A.Yes 66. 1% B. No 31.9%

Listed below are a number ofstatements. Placea mark on the answer sheet how much you agreeor disagree with each statement.Use only one mark for each e 4 al 4" mnt

Strongly Strongly AgreeAgree Undecided DisagreeEatagrc2e #, 1 'a entshould ht responsible for 10.2% 26.4% 33.1% 21.3% 't.u, t.(Itt k .1t tOtS 9.1% A B C D E .St h414114 should be responsiblefor 19.7% 45.3%22.0% 6.7% ducat ion. 6.3% A B C D E (.!. organizations should be 11.0% 28.0% 35.4% 16.9% 8.7% 3r drug education. A 1.There is a drug abuse problemin 27.2% 34.3%26.4% 8.3% 3. 9% your C, tunity. A The drug shwas laroblernin the schools has b,.n exaLigerated by the media 13. 8% 25.6% 30,. 23.6% 6.3% tocz. radio, T. V.,etc. ) A B C 212 BEST COPY AVAILABLE

Strongly Strongly Agree. Agree, UndecidedDisagreeDisagree. 11. There is a drug abuse problem in 23.2% 35.8% 30.3% 9.1% 1.6% your school. A C D E 12. An important reason for drug abuse 20. 1% 29. 1% 24.0% 20.5% 6.3% is that drugs are easy to get. A C D E 13. Permissiveness ofnarents is the single most important factor in 13.8% 15.4% 33.9% 19. 3% 17.7% drug use by young people. A D E 14. An irnportz.nt factor in drug abuse is31.9% 34.3% 22.0% 7.9% 3.9% the persunality of the individual. A D 15. At moderate amounts, the effectsof any drug are determined more by personal and social factors than by 13.0% 25.6% 40.9% 15.4% 5.1% the deug itself. A B C D E 16. Drug abusers have specific person- 19.7% 20.5% 31.9% 16.1% 11.8% ality problems. A B C D E 17. The drug abuser is a victim of social11.0% 14.2% 37.4% 22.8% 14.6% forces bey.3nd his control. A B C D E 18. Drug abuse is a problem created by 11.4% 14.2% 34.3% 25.6% 14.6% the laws intended to control it. A B C D E 19. The danger of ADDICTION exists in 15.7% 18.5% 26.4% 25.6% 13.8% the person, not in the drugs. A B C D E 10. Young people experiment withdrugs because they have not b..en properly informed or instructed about their 13.8% 20.5% 19.7% 29.1% 16.9% use and abuse. A C D E .1.If people are properly instructed about drug;, the amount of drug 9.8% 21.3% 35-0% 22.0% 11.8% abuse will go down. A .2. Young people whomay be tempted tam who may have the opportunity) to use drugs have the right to 15.4% 28.7% 38.6% 11.0% 6.3% adequate public instruction. A D E 3. There is a typical type of person 10.6% 21.3% 22.0% 24.4% 21. 7% who abuse! drugs. A

213 Ad Strongly St rcingly AgreeAgreeUndecidedDisaxreeDitagree oting people who experiment with drugs do so to prove theyare p3.0%25.6% 26.8% 22.0% 12.6% grown up. A

. Yctung people who experiment with drugs do so from fear of not being 15.4% 33.1% 32.7% 13.0% 5.9% Acet oCi. A

2.t3.Drug abuse is a major factor in 22.0% 33.5% 28.3% 11.4% 4.7% juvenile delinquency. A 47. Young people who misuse alcohol and drugs should be judged by societyin 15.7% 23.2% 31.9% 19.3% 9.8% he same manner adults are judged. A .availability of alcohol and itsuse by society helps create a dependence 10.2% 30.7% 42.1% 13.4% 3.5% upon it to meet social demands. A 24. Marijuana is ued bysome people in the same sense as others woulduse 28.3% 40.6%20.5% 6.3% 4. 3% alcohol. A B C D E 11.0% 17.7% 45.7% 14.6% 11.0% 30. Marijuana stimulates creativity. A B C D E 13.0% 21.7% ; I 44.9% 10.2% 10.2% . mariluana stiniulats the sex drive. A B C D E 11.4% 13.4% 36.6% 23.2% 15.4% 32. Marijuanausers are easily recognized.A B C D E

33. Moderate use of marijuana isnot 12.6% 16.5% 44.5% 13.1% 13.0% harmful. A

34. Most people use LSD to geta greater 6.7% 18. 5% 48.8% 16. 1% 9. 8% insight into their personality. A ;^. 1 1, ei!e%.1 s cif LSDvary widely 19.3% 33.9% 31.1% 10.6% 5.1% individuals. A

36. Marijuana usage is harmful to 20.1% 18.1% 38.2% 13.4% 10.2% /1 eat h. A 37. rht use of marijuana ? hould be 16.9% 15.7% 25.6% 12.6% 29.1% legalizvd. A

414. Ma I' i Mafia, i& frequentlya "stepping stf,nto experimentation with 20.9% 30.3% 29.5% 7.5% 11.8% other drugs. 214 A BEST COPYAVAIIA811 Strongly Strongly Agree Agree Undecided Disagree pi!agree, 39. 1410,ier.itt. use of stimulant drugs to 8.3% 20.1% 34.6% 24.8% 12.2% stay Awake is not harmful to health. A .0.Most people who use LSDuse it in the same sense as others whouse 9.8% 24.4% 40.9% 16.5% 8.3% marijuana. A

U a drug does not cause physical need 11.4% 15.7% 31.9% 20.5% 20.5% (ADDICTION). its use should be legal. A

2. Free drugs for ADDICTS wouldslow 10.6% 17.3% 28.3% 18.9% 24.8% down the crime rate. A

3.''he use of LSD could be helpfulto 7.9% 11.4% 29.9% 24.4% 26.4% mopt person-.. A 4. The use of amphetamines(stimulants) and barbiturates (depressants) )are not as harmful as many common health 7.5% 12.2% 40.2% 22.8% 17.3% hazards such as smoking. A

. Being ADDICTED to drugs should be 16.9% 13.0% 37.4% 21.3% 11.4% against the law. A

.It is more likely that theaverage person will have a good LSD "trip" 10.6% 22.4%48.4% 12.6% 5.9% than a poor -trip. A

.Moderate use of marijuana is not harmful to your body or to the way 11.0% 18.5% 39.0% 17.7% 13.8% you think. A

.There is an increasing need for laws 25.2%25.6%28.7% 15.0% 5.5% to control drugs that are abused. Most people who use marijuanause it for the same reasons othersuse 25.6% 33.9% 22.8% 11.4% 6.3% alcohol. A

The re should be laws controlling the 35.4% 26.0% 26.0% 7.9% 4.7% sale of LSD. A

Those who regularlyuse marijuana 17.3% 23.2% 37.8% 11.0% 10.6% experience emotional problems. A Marijud.ria, or the reaction to it by our sot iitY. pan result in serious 19.7% 31.5% 35.4% 7.5% 5.9% probit.nis for the user. A ' 215 Strongly Strongly AgreeAgree Undecided Disagree 2.12_15aree Methaohetazoine or "speed" has become .t popular alternative to LSD 15. 7% 31. 5% 45. 3% 3. 9% 3. 5% use. A

54. Drug ADDICTS frequently commit 19. 7% 27.2% 36.2% 11.4% 5. 5% violent crimes. A

5S. Drag ADDICTS are more apt to 13.4% 20. 5% 48.4% 9.4% 8. 3% commit Rex c rimes. A

sA. Students begin abusing drugs because13. 8% 25.6% 33. 5% 18. 1% 9. 1% of pushers. A

S7. Onceyou take a shotof Heroin, you 5. 5% 8. 3% 34.6% 26.4% 25.2% will be immediately ADDICTED. A 58. Those who regularly use marijuana experience increasing physical 9.8% 20. 1% 46.5% 12.6% 11.0% problems. A B C D E 8.3% 8.3% 24.8% 27.2% 31.5% 5(1. Once an ADDICT, always an ADDICT. A B C D E 00. Narcotic ADDICTION is a problem because it creates a population of 12.6% 24.8% 42. 1% 15. 4% 5. 1% criminals. A 01. Drug abusers have sex more often and with a gre:r number of different 12.2% 19.3% 50.8% 11.0% 6.7% people than. on-users. A

62. Laws affecting marijuana controlare16. I% 12.2% 32.7% 21.7% 17.3% too strict. A

63.Most drug abusers come from deprived, 9.4% 11.8% 26.8% 29. 5% 22.E Poorit vneighborhoods. People become ADDICTS because no- body stops them from becoming 16. 1% 21.3% 31. 1% 20. 5% 41. 0% ADDICTS. A B C D

35.I feel thAt warnings about marijuana 14.6% 18.9% 38.2% 16. 1% 12.2% affect intt health apply to me. A

. The use of nun- narcotic drugs is a problembecause it creates a popula- 7.5% 13.8% 49.6% 19.7% 9.4% t ion of 4: riminais A 216 Strongly Strongly AgreeAgreeUndecidedDisagreeDisagree

67.I feel that warnings about drugs 12.2% 22.4% 33.9% 16.5% 15.0% other than marijuana apply to me. A 68. Teachers are the appropriate per-8.7% 26.4% 34.6% 18.5% 11.8% sonnet for instructing about drugs. A B C D E 5.9% 7.1% 21.3% 22.1 43.7? 69. A person is born an alcoholic. A B 70. There will always be some people who abuse drugs regardless of education, laws, or treatment 33.5% 37.8% 19.7% 6. 3% 2.8% programs. A B C D E

71.If the law says drug use is illegal then19. 3% 79. 5%28.0% 13.4% 9.8% all people should live by those laws. A

72.Brain damage results from alcohol 23. 6% 29.9% 33. 1% 9. 1% 4.3% use. A B C D E 33.5% 34.6% 22.4% 8.3% 1.2% 73. Cigarettes cause cancer. A B C D E 29.9% 31.9% 26.4% 7.5% 4.3% 74. Alcoholism is a sickness. A B C ID E 75. Drug abuse cannot be solved by 26.8% 34.3% 28.7% 7.9% 2.4% passing laws. A 76. The only way to solve drug ac se is 24. 0% 21.3% 32.7% 13. 8% 8.3% to get rid of the drugs. A 77. There should be stricter laws con- 16. 1% 24.0% 33. 5% 18. 1% 8. 3% trolling the use of alcohol. A 7S. Drug use is an indisAdual choice and 13.8% 15.7% 23.7% 22.4% 19.3% should be free from legal control. A II. 8% 11.8% 31.1% 28.3% 16.9 79. The use of alcohol should be illegal. A

RD.I feel that warnings about cigarettes17.3% 27.6% 27.2% 13.8% 14.2% and health apply to me. A Strongly Strongly Agree As=UndecidedDisagree Disagree 23.6% 39.8% 24.4% 7.5% 4.7% SI.Alcoholism is curable. A B C D E

82.SmdsIng cigarettes should be 10.2% 13.0% 25.2% 29.1% 22.4% illegal. A C D E

S;."here should be no laws regulating 6. 7% 9.8% 26.0% 25.6% 31.9% drug use. A B C D E

S Thor/. is no such thing as a 16. 1% 22.0% 33.9% 16.5% 11.4% harmless drug. A B C 1) E

S. An alcoholic is a sick person and IS. 0% 24.8% 36.6% 16.1% 7.5% should be treated in a hospital. A B C D

86. Smoking is dangerous to your 33.5% 34.6% 20.9% 5.5% 5.5% health. A E

57. Proper instruction regarding alcohol9.8% 17.7% 44.9% 19.7% 7.9% will result in decreased use. A

Please rate the degree to which you believe the use of Amphetamines (stimulants) will probably lead to.

Very Negligible High High Modest Slight or No 22.0% 32.3% 31.1% 7.1% 7.5% 5$. Addiction A B C D F. 26.8% 29.9% 30.3% 7.9% 5.1% 140. Accidents A B C D E 18.5% 25.6% 33.9% 15.0% 7.1% 04) Embarrassment to self or others A B C D E 26.A 8% 34.6% 30.3% 5.9% 2.4% gl.Legal involvement: arrest B C 0 E 24.4% 26.4% 33.5% 10.2% 5.5% 92. Future career affected negatively A B C 134 E 26.8% 35.4% 28.7% 2.8% q3. Continued use A B C 12I E 18.1% 21.5% 34.3% 11.0% 5.1% 94. Undesirable change in behavior A B C 13 E 95. Undesirable change in personal 21.3% 33.1% 31.1% 9.1% 5.5% values A B C D E 21 8 #. BEST COPY AVAILABLE

'lease rate the degree to whichIFbelieve the use of barbiturates (depressants) rill probably lead to.

.Very Negligible High High Modest Slight or No 27.2% 27.6% 30.3% 9.4% 5.5% Addiction A B C D E 28.3% 31.1% 24.4% 11.0% 5.1% Accidents A B C D E 20.1% 29.5% 29.1% 15.4% 5.916 Embarrassment to self or others A B C D E 22.8%29.1% 32.3% 10.6% 5.1% Legal involvement: arrest A B C D E 24.0, 26.8% 30.3% 13.4% 5.5% Future career affected negatively A B C D E 27.6% 28. 0% 28.3% 10.6% 5. 5% Continued use A B C D E 21.7% 30.3% 31.1% 9.1% 7.9% Undesirable change in behavior A B C D E 20.9%28.3% 31.1% 10.6% 9.1% Undesirable change in personal values A B C D E

Base rate. the degree to which you believe the use of LSD will probably leadto. Very Negligible High High Modest Slight or No 37.4% 31.1% 19.7% 5.1% 6.7% . Addiction A B C D E 34.3% 29. 5% 22.8% 7. I% 6. 3% Accidents A B C D E 23.6% 35.4% 28.3% 6.3% 6.3% .Embarrassment to self or others A B C D E 36.6% 27 2% 23 6% 6.11, 6t3% Legal involvement: arrest A i3 t 35.8% 23.6%22.4% 10.2}'0 7.9% Future career affected negatively A B C D E 33.5% 30.3% 21.3% 6.3% 8.7% Continued use A B C D E 28. 0% 30.3% 28. 3% 8. 3% 5. 1% Undesirable change in behavior A B C D E 31.9% 29. 5% 25. 2% 7. 1% 6. 3% Undesirable change in personal values A B C D E

219 Please rate the degree to whichyou believe the use of Heroin will probablylead to.

Very Negligib7 High High Modest Slight or No 48.4% 22.8% 17.3% 6.3% 5. 1% 112.Addiction A B C D E 38.6% 32.3% 19.7% 3.9% 5. 5% 113.Acciii.-sit s A B C D 30.3% 28.7% 27.6% 9.1% 4.3% 114. Embarrassment to selfor others A B C D 40.9% 27.2%20.1% 115. 7.9% 3.9% Legal involvement: arrest A B C D E 37.8% 28. 3% 21.3% 6.7% 5.9% 1 1 ts.Future career affected negatively A B C D E 40.6% 28. 7% 18. 9% 5.5% 6.3% 117. Continued use A B C D E 36.6% 27.2% 22.4% 6.7% 7. 1% 118. Undesirable change in behavior A B C D E 21.9% 21.9%22.0% 7.9% 6.3% 119. Undesirable change in personal values A B C D E

Please rate the degree to whichyou believe the use of Marijuana will probablylead to. Very Negligibi High High Modest Slight or No 20.9% 17.7% 26.0% 19.3% 16. 1% 120. Addiction A D E 16.1% 22.8% 25.6% 21.3% 14.2% 121. Accidents A D E 16.5% 18.9% 28.3% 20.5% 15.7% 122. Embarrassment to self or others A D E 20. 9% 22.0% 12 3, 35. 0% 13.0% 9. 1% Legal involvement: arrest A D E 15.7% 20.5% 31.5% 15.0% 17.3% 2, 4. Future career affected negatively A D E 24.0% 22.0%28.3% 15.7% 10.2% 125. Continued use A 15.7% 17.7% 31.1% 19. 3% 16. 1% 126, Undesirable change in behavior A D E 16.9% 16.9% 34.6% 16. 1% 15. 4% 127. Undesi r e change in personal value*: A D E

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Please rate the degree to which xas believe the use of Alcohol will probably lead to. Very Negligible 2Hiili His 11 Modest Slight or No 2375% 28. fryo 12.2°% 7072214 128. Addiction A B C D E 38.2% 26.0% 21.3% 8.3% 6.3% 129. Accidents A B C D E 29. 5% 29. 5% 24.0% 10.6% 6.3% 130. Embarrassment to self or others A B C D E 23.2% 24.8% 26.4% 15.0% 10.6% 131. Legal involvement: arrest A B C D E 24.8% 25.2% 27.6% 14.6% 7.9% 132. Future career affected negatively A B C D E 31. 1% 29.9% 22.4 % 10.2% 6.3% 133. Continued use A B C D E 28. 7% 23. 6% 24.8% 13. 8% 9. 1% 134. Undesirable change in behavior A B C D E

135. Undesirable change in personal 27.6% 21.7% 25.6% 16. 1% 9. 1% values A

In your opinion what is the relative importance of each of the following possible causes of drug abuse.

Low High 21.3% 16.1% 33.1% 11.0% 18.5% 136. Academic pressure felt by student A B C D E 13.4% 13.4% 29. 5% 16. 1% 27.6% 137. Curiosity, adventure A B C D E 12.2% 14.2% 28.0% 23.2% 22.4% 138. Rebellion against authority A B C D E I S. 0% 15.0% 29.9% 19.3% 20.9% 139. Social pressure A B C D E 15.4% 17.7% 29.1% 1.7% 22.0% i40. Generation gap A B C D E 17.3% 18.9% 35.4% 1 .8% 16.5% 141. Search for values A B C D E 21.7% 11.8% 21.3% 13.8% 31.5% -1-42,___Lesire to be "cool" or "in" or "hip" A B C D E

221 SUMMARY OF SURVEY RESULTS FROM GROUPIII

DRUG ATTITUDINAL INVENTORY Junior High and High School Form Dr. C. E. Box Dr.I. Cockriel

he purpose of this survey is to determine the attitudes andknowledge of students concerning drugs. This is a completely anonymoussurvey. Do not Aim your name on the answer sheets. This is not/ =1 a test.Answer each question with the firstresponse that comes to your mind.Please answer the questions as honestly andas sincerely as possible. The term DRUG in the survey will include allstimulants, depressants, narcotics, hallucinogens, and alcoholor any other drugs except tobacco products not prescribed by a physicianor taken as directed for medical purposes. The term ADDICT refers to any person physically dependent on heroin, morphine, opium or barbiturates.

STUDENT DRUG INVENTORY

Please respond to all items on theanswer sheet provided. Mark the appropriate box with a number 2 pencil. Indicate your birthdate by completing thearea on the answer sheet with the heading "Birthdate" (upper right handcorner). Indicate your year in school in the columnto the left of your birthdate. Indicate your sex in the column to the right ofyour birthdate.

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:. Aro you ,-urrently. enrolled inhealth class? A. 40.3% B. N 59.7% .1.. Have you received previousinstruction on drugs and drug abuse? A. V,. 4 90.0% B. N 8.9% My parents are A. living together 87.9% B.divorced or separated, no father in thehome 4. 8% C.divorct.c separated, no mother in the home 0.0% D.widowed 3.0% E.other 4.3% . Do you feel that you are accepted and understood inyour family compared to other young people your age' A. Yee 85.7% B. No 14.3% Do you feel that you have received adequatedrug instruction? A. Yes 81.8% B. No 18.2%

,sted below are a number ofstatements.Place a mark on theanswer sheet how ch you agree or disagree with eachstatement. Use only one mark foreach tement.

Strongly Strongly AgreeAgree Undecided DisagreeDisagri.e Parents should be responsible for 7.4% 21.6% 34.2% 27.3% 9.5% drug education. A

S..-hoolA should be responsible for 25. 1% 44. 6% 20. 3% 5.6% 4. 3% drug educat A

lit organizations should be 9. 1% 19. 0% 40. 3% 23.8% 7.8% responsible for drug education. A There is a drug abuse problem in 24.2% 32.9% 27.7% 10.4% 4.8% your community. A The drug abuse problem in theschools .as been exaggerated by the media 13. 9% 21.6% 37.2% 19. 5% 7.8% 'e.g. newspaper, radio, T.V.,etc.) A B C D I; Strongly Strongly AgreeAgree Undecided DisagreeDisagre, 11. There isa drug abuse problem in 11.7% you r school. 42.4% 27.3% 13.4% 5.2% A B C D E 12. An importantreason for drug abuse17.7% is that drugs are 32.5% 1.2% 21.6% 6.9% easy to get. A B C D E 13. Permissiveness ofparents is the single most important factorin 10. 0% 19.5% 28.6% 27.7% 14.3% drug use by young people. A B C 14. An important factorin drug abuse is 27.3% 41.6% 18.6% 8.2)% 3.92 the personality of the individual. A B C 15. At moderateamounts, the effects of any drug are determined more by personal and social factorsthan by 13. 9% the drug itself. 28.1% 40.3% 13.4% 4.3% A B C D E 16. Drug abusers havespecific person- 14.7% 22.1% 32.0% 21.6% 9.5% ality problems. A 17. The drug abuseris a victim of social 9.1% 16.0% 34.6% 25.5% 14.7% forces beyond his control. A 18. Drug abuse is a problem created by 6.5% 17.3% 30.3% 30.7% 15.2% the laws intended to controlit. A 19. The danger ofADDICTION exists in 15.2% 30.3%24.7% 19.0% 10.8% the person, not in thedrugs. A 20. Young peopleexperiment with drugs because they have not beenproperly informed or instructed abouttheir 10.4% use and abuse. 15.6% 19.5% 32.9% 21.6% A B C D E 21.If people are properlyinstructed about drugs, theamount of drug 8.7% abuse will go down. 20.3% 30.3% 28.1% 12.6% A D E 22. Young people whomay be tempted (and who nay have theopportunity) to use drugs have the rightto 12. 1% 35.5% adequate public instruction. 38.5% 8.7% 5.2% A B C E 23. There isa typical type of person 7.8% 16.5% 26.0% 22.5% 27.3% who abuser, drugs. A B C 224 Strongly Strongly AgreeAgreeUndecidedEMs4LretDitiagree 24.' cuing people who experiment with 12.6% 20.8% 27.3% 23.8% 15.6% drugs do so to prove they are grown up. A 25. Young people who experiment with drugs do so from fear of not being 13.0% 29.4% 28.6% 20.8% 8.2% accepted. A 2b. Drug abuse is a major factor in 14.3% 35.9% 32.0% 10.4% 7.4% juvenile delinquency. A 27. Young people who misuse alcohol and drugs should be judged by society in18.2% 22.9% 32.0% 18.2% 8.7% the same manner adults are judged. A B C D E 28. Availability of alcohol and its use by society helps create a dependence 12.6% 28.6%42.9% 10.8% 5.2% upon it to meet social demands. A B C D E 24. Marijuana is lied by some people in the same sense as others would use 34.2% 46.8% 13.0% 4.3% 1.7% alcohol. A B C D E 10.0% 26.0% 40.7% 13.9% 9.5% 30. Marijuana stimulates creativity. A B C D E 10.4% 13.4% 54.1% 13.4% 8.7% 41. Marijuana stimulates the sex drive. A B C D E 7.4% 14.3% 35.5% 27.7% 15.2% 32. Marijuana users areeasily recognized. A B C D E 33. Moderate use of marijuana is not 17.3% 22.1% 35.9% 16.9% 7.8% harmful. A

34. Most people use LSD to get a greater6. 9/0 20. 3% 50.2% 16. 9% 5.6% insight into their personality. A B C D E tcs. I !l otloct sof LSD vary widely 14. 7% 45.5% 35. 1% 3.0% 1.7% asti:mg A

36. Marijuana usage is harmful to 16.0% 22.9% 32.9% 16.9% 11.3% health. A

37. The use of marijuana should be 16. 5% 16. 5% 28. 6% 13. 0% 25.5% legalized. A 38. Marijuana is frequently a "stepping stone" to experimertation.wtth, 21.2% 39.0% 22.1% 7.8% 10.0% 225 other drugs. . i t A Strongly Strongly Agree Agree Undecided Disagree, Disagree

39. Moderateuse. of stimulant drugs to 7.8% 19. 5% 39. 4% 24.7% 8.7% stay awake is not harmful to health. A D E 40. Most people whouse LSD use it in the same sense as others whouse 6.9% 27.7% 39. 0% 16.9% 9. 5% marijuana. A D E 41. If a drug does not cause physical need 7.8% 14.7% 33. 8% 29. 0% 14. 7% (ADDIC1 ION), its use should be legal. A B C 42. k ree drugs for ADDICTS would slow 7. 8% 23.4% 30. 3% 19.0% 19.5% down the crime rate. A 13

43. The use of LSD could be helpfulto 6.1% 10.8% 27. 7% 28.6% 26.8% most persons. A B C 44. The use of amphetamines(stimulants) and barbiturates (depressants) )are not as harmful as many common health 4.3% 12.1% 41;1% 25. 1% 17. 3% hazards such as smoking. A D

45. Being ADDICTEDto drugs should be 16. 5% 18.6% 29.4% 23. 4% 12. 1% against the law. A D 46.It is more likely that theaverage pf.rson will have a. good LSD "trip" 5.6%' 12.6% 57.6% 16.0% 8.2% than 4 puor 'trip.- A D E 47. Moderate use of marijuana isnot harmful to your bodyor to the way 7.4% 20. 3% 40. 3% 23.8% 8.2% you think. A

48. There is an increasing needfor laws 20. 8% 29.9% 32.9% to control drugs that are abused. 11.3% 5.2°s4 49. Most people whouse marijuana use it for the same reasons othersuse 20.8% 45.9% 26.0% 4.8% 2.6% alcohol. A 50. The re should be laws controlling the 35. 1% 29. 4% 23. 4% 8. 2% 3. 9% sale of LSD. A 1.Thosf. who regttlar' tlAV marijuana 8.2% 21.2% 45. 5% 13. 9% 11. 3% ,2xper;cnce emotional problems. A 52. Marijuana,or the reaction to it by our society, can result in serious 15.2% 35. 5% 31.6% 11.3% 6.5% problems for the user. A 226 i Strongly St rongly AgreeAgreeUndecidedDisagreeDisagree:' Methaphtamin or "speed" has become' .1 popular alternative to LSD 9.1% 34.2% 46.8% 6.9% 3.0% use. A B C 13

Drug ADDICTS frequently commit 15.6% 34.2% 32.5% 13.0% 4.8% violent crimes. A

Drug ADD1C1S are more apt to 7. 4% 16.0% 55.4% 14. 7% 6. 5% commit sex c rimes. A B C 13 E Studenits begin abusing drugs because 11.3% 27.3% 32.0% 20.3% 9. 1% of pushers. A

Once you take a shutof Heroin, you 4.3% 5.6% 33.8% 29.9% 26.4% wili be immediately ADDICTED. A [-hose who regularly use marijuana experience increasing physical 4.8% 20.3% 44.6% 19.5% 10.8% problems. A B C 13 E 4.3% 11.2% 2t. 7% 29.0% 33.8% Once an ADDICT, always an ADDICT. A 13 E Narcoti. ADDICTION is a problem because it c reates a population of 10.8% 24.2% 42.9% 15.2% 6. 9% criminals. A B C D F. Drug abitsers have sex more often and with h a gre.i.ter number of different 6.1% 19.5% 48.5% 15.2% 10.8% popl than non-users. A

Laws aftecting marijuana control are 13. 0% 12. 1% 32.9% 21.6% 20.3% too strict. A

41,,m drug abusers come from deprived,5.6% 9.5% 29.0% 25.5% 30. 3% poor city neighborhoods. A People become ADDICTS because no- body stops them from becoming 11.3% 24.7% 35.5% 19.5% 9. 1% ADDIC1S. A

I feel 9. Wa ming s about marijuana I 1. 7% 22. 1% 37.7% 15.2% 13.4% att.e cling health apply tee Me'. A B C D F. l'he us, of non-narcotic drugs is a problem beati. it creates a popula- 3. 9% 10.4% 52.4% 22.9% 10.4% t ion 0;

! Strongly Strongly AgeAgreeUndecidedpisagree DisaRre. 67.I feel that warnings about drugs 12. 1% 19.9% 38. 5% 16.5% 13.0% other than marijuana apply to me. A

68. Teachers are the appropriateper 7. 8% 35. 1% 33.8% 1.5.2% 8.2% so nnelfor instructing about drugs. A B C D E 3.9% 4.8% 19. 0% ZS. 50/0 46.8% 69. A person is bornan alcoholic. A B C D E 70. There will always besome people who abuse drugs regardless of education, laws, or treatment 39.8° 39. 0% 16.0% 2.2% 3.0% program,. A B C D E

71.If the law says druguse is illegal then20.8%27.7% 27. 3% 12. 1% 12. 1% all people should live by those laws. A

72.Brain damage results from alcohol 23.8% 35.1% 31.2% 5.2% 4. 8% use. 'A B C D E 30.7% 38.1% 20.8% 6.9% 3.5% 73. Cigarettes causecancer. A B C D E 30.7% 39.4% 19.5% 8.2% 2.2% 74. Alcoholism is a sickness. A B C D E 75. -Drug abuse cannot be solved by 29. 0% 35. 9% 20.8% 8.7% 5.6% passing laws. A

76. The orly way to solve drug abuseis 20. 8% 24. 2% 28. 1% 20. 3% 6. 5% to get rid of the drugs. A

77. There should be stricter lawscon- 17.7% 27.7% 27.7% 18.6% 8.2% trolling the use of alcohol. A

78. Drug use is an individual choice and 13. 9% 12.6% 29. 9% 22.5% 21.2% should be free from legal control. A 10.4% 10.0% 31.2% 26.8% 21.6% 79. The use of alcohol should be illegal. A

80,I feel that warnings about cigarettes 17.3% 30.7% 28. 1% 14.3% 9.5% and health apply to me. A

228 BEST COPY AVRABIE

Strongly Strongly AgreeAgreeUndecidedDisagreeDisagysl.. 25.1% 41.1%1171f, 6.5% 4.8% NI. is eurabl. A 13 C I)

S.:.Sri.,,.. 42 ,;igarettes should be 9.1% 13.4% 24.2% 29.4% 23.8% A

8+. There should be no laws regulating 7.4% 8.2% 27.7% 26.4% 30.3% ,lrur use. A

84. There is no such thing as a 15.6% 26.8% 26.8% 19.9% 10.8% harmless drug. A

75. An alcoholic is a sick person and 16.5% 31.6% 29.9% 14.7% 7.4% should be treated in a hospital. A it). Smoking is dangerous to your 32.5% 42.4% 17.3% 5.6% 2.2% health. A B C D E

+7. Proper instruction regarding alcohol 5.2% 21.6% 51.9% 17.3% 3.9% will result in decreased use. A B C D E

'lease rate the degree to which Youbelieve,the use of Amphetamines (stimulants)will ,robably lead to.

Very Negligible High High Modest Slight or No 19. 0% 37.7% 30.3% 8.7% 4.3% 8.Addiction A 22.9% 37.2% 25.5% 10.0% 4.3% 9.Accidents A C D E 13. 9% 26.0% 38.1% 13.9% 8.2% J.Embarrassment to self or others A 25.1% 34.2% 25.1% 11.3% 4.3% . Legal inolvument. arrest A 19.5% 32.5% 29.9% 12.6% 5.6% Future career affected negatively A 25.1% 34.2% 25.5% 11.7% 3.5% Continued use A 152% 41.1% 26.4% 10. 8% 6. 5% Undesirable change in behavior A i.Undesirable change in personal 17.7% 43.3% 23.8% 10.4% 4. 8% value fi A C D 229 Please rat ,. the iiegree t -.Ouch you believe theuse of barbiturates (depressants) 11! probablv leadto.

Ve ry Negligible High High Modest Slight or No 24.2% 35. 1% qt,. Addl, t ion 27. 3% 9- 1% 4. 3% A 13 C D E 23- licro 34.2% 28.6% 10.4% 3. 0% Ay c ident s A 13 C D E 15.2% 28. 6% 35. 1% 98. 15.2% 6. 1% Embarrassment to selfor others A B C D E o.!. 1.t' al involvement: 20.8% 31.6% 32.0% 11.3% 4.3% arrest A B C D E 16.9% 35.9% 29.4% 11.7% 104i. Putur. career affected 6.1% negatively A B C, D E 21.2% In!.Cont inued use 35.9% 27.3% 10.8% 4.8% A B C D E 19.0% IN.Unties i rable change in behavior 39, 4% 26.4% 10.0% 5.2% A B C D E 19.9% 32.0% 21.6% 11.3% 5.2% 10 %. Undes i ratite change in personalvalues A B C D E

Please rale the degreeto which :tau believe theuse of LSD will probably lead to.

Very Negligible High High _.-.Modest Slight or No 104. Addiction 35A9% 322.5% 200% 5.6% 5.6%, D E 39.0% 31.2% 19.0% 9.1% 1.7% 105. Accidents A B C D E 21.2% 35.1% 26.4% 11 .3 5.6% IN N. Ernba rrd.s smolt to self or others A B C 13 E 35.5% i 07. Legal involvement: arrest 34.2% 20.8% 7. 8% .7.. 7% A B C D E 28.I% 35.5% 20.8% 108. Future career affected negatively 11.7% 3.9% A B C 13 E 31.6% 29.0% 1 wi. Continued use 23.4% 10.4% 5.6% A B C 13 E 28.6% 31.6% 24.2% 13.0% 2.6% I 1 0. Undesirable change in behavior A B C D E 30. 7% 32. 5% 21.6% 11.7% 3. 5% 111. Unriesirablo chance in nersonal values A 13 C ID E 230 BEST COPYAVAILABLE

Please rate the degree to which you believe the use of Heroin will probably lead to.

Very Negligible High High Modest Slight or No 52.4% 25.5% 13.0% 6.5% 2.6% 12.Addiction A 1.) 43. 3% 33.3% 13.9% 7.4% 2.2% I A D E 27.3% 31.2% 25.5% 12. 1% 3. 9% 14.Embar rassment to self or others A 42.0% 32.9% 12.6% 9. 5% 3. 0% 1 Legal involvement: arrest A D E 35.9% 34.2% 17.3% 8.2% 4. 3% Future career affected negatively A D E 46.8% 32.0% 13.0% 4.8% 3. 5% 17.Continued use A D E 38.1% 32.9% 16.5% 10.8% 1. 7% 18.Undesirable change in behavior A D E 37. % 29. 0% 17. 7% 10.8% 4.8% 19. Un4 esirable.. change in personal values A D E

Please rate the degree to which you believe the rise of Marijuana will probably leadto. Very Negligible High High Modest _Slight or No 16.5% 15.2% 26.4% 20. 3% 21.6% 20. Addiction A 13 16.0% 22. 1% 29. 9% 19. 9% 12. 1% . Accidents A 11.3% 19.5% 30.7% 21, 2% 17.34 12. Embarrassment to s .1f or others A 19.5% 30.3% 26.4% 18. 6% 5. 2% 23. Legal involvement: arrest A 12.1% 20.3% 28.1% 23.8% 15. 6% 24. Future career affected negatively A D E 15.6% 24.2% 33.8% 15.2% 11. 3% P Cont inued use A D E 15.2% 19.0% 29.4% 19.0% 17.3% Undesirable change in behavior A D E

Undesirable change in personal 19. 5% 19.0% 26.0% 19. 0% 16. 5% value s A

231 BEST COPY AVAILABLE Please rate the deg re to which you believ,- the use of Alcohol will probably leadto. Very Negligib High High Modest Slight or No 26.0% 26.8% 29.9% 12.6% 4.8% 12 8.Addiction A B C D E 42.0% 28.6% 2 I. 2% 6.1% 2.2% 129. Accidents A B C D E 26.8% 29.0% 27.3% 12.1% 4.8% 130. Embarrassment to self or others A B C D E 20.8% 23.8% 32.9% 13.9% 8.7% 131. Legal involvement: arrest A B C D E 26.0% 25. 5% 26.4% 16. 0% 6. 1% 1 32. Future career affected negatively A B C D E 30. 7% 31, 6% 23. 8% 10.4% 3. 5% 133. Continued use A B C D E 26. 0% 27.7% 25. 5% 13.4% 7. 4% 134. Undesirable change in behavior A B C D E

135. Undesirable change in personal 30. 3% 26.0% 21.6% 13.9% 8.2% values A

In your opinion what is the relative importance of each of the following possiblecauses of drug abuse.

Low High 26.0% 18.6% 32.0% 14. 3% 9. 1. 136. Academic pressure felt by student A B C D E 16.9% 11.3% 26.4% 25.5% 19.91 137. Curiosity, adventure A B C D E 12. 1% 12.6% 35. 9% 24.2% 15. 138. Rebellion against authority A B C D E 13.0% 14.7% 33.8% 19.9% 18. 6! 139. Social pressure A B C D E 16.0% 14.3% 32.0% 17.3% 20.3! 140. Generation gap A B C D E 18. 2% 20. 3% 32.9% 19. 0% 9. V 141. Search for values A B C D E 22- 1% 11.7% 21.2% 13. 9% 31. i... 142. Desire to be "cool" or "in" or "hip" A B C D E

232 SUMMARY OF SURVEY RESULTS FROM GROUP II SECONDARY DRUG USAGE

START 2nd ANSWER SHEET All Students Complete This Section

I. The term drug refers to stimulants (amphetamines),depressants (barbiturates), narcotics (heroin, morphine, etc. ), marijuana, hallucinogens(LSD, peyote, etc.),t ranquilizers or any other drug except alcohol that isnot prescribed by physician or taken as directed for medicalpurposes. If you have used drugs or smoked marijuana,please answer the following questions honestly since this is a completely ANONYMOUSquestionnaire. I. When did you begin using marijuana? A.never used marijuana 63.4% B.during elementary school 7.0% C.during junior high school 20.3% D.during Freshman or Sophomoreyear of high school 7.6% E.during Junior or Senioryear of high school 1.7% 2. When did you begin using drugs other thanmarijuana? A.never used other drugs 70.9% B.during elementary school 2.3% C.during junior high school 16.9% D.during Freshman or Sophomore year of high school 8.7% E.during Junior or Senior year of high school 1.2% 3. About how many times wouldyou say you made a serious attempt to stop using marijuana but continued to do so? A.never used marijuana 66.3% B.never tried 19.2% C.once 8.7% D.twice 1.7% E.three or more times 4. 1% 4. About how many times haveyou made a serious attempt to stop using drugs other than marijuana, but continued to do so? A.never used other drugs 70.9% B.never tried 17.4% C.once 4.1% 1). twice 2, 9% E.three times or more 4.7% 5.Aside from what you actually could do, whichone of these would you most like to do with reference to marijuana? A.novi r used marijuana. 66.3% B.quit using marijuana 6.4% C.cut down 2.3% D.use as much as now 15. 1% E.inc rease in use 9. 9% 233 6. Aside from what you actually could do, whichone of these would you most like to do with referenle to drugs other thanmarijuana? A. never used drugs 72.7% B.quit using other drugs 9.3% C.cut down 4.7% D. use as much as now 9. 3% E.increase in use 4. 1% 7. Are you in anyway concerned about the possible harmful effects of marijuana on your health? A.never used marijuana 63.4% B.not at all concerned 11.6% C.only slightly concerned 12.8% D. fairly conce rned 7.6% E.very concerned 4.7% H. Are you in any way concerned about the possibleharmful effects of drugs other than marijuana onyour health? A. never used other drugs 67.4% B. not at all concerned 5.8% C. only slightly concerned 5.8% D. fairly concerned 8.7% E.very concerned 12.2% 9. How hard do you think it would be to stop usingmarijuana? A. never used marijuana 58.7% B. very hard 9.3% C.fairly hard 7.0% D. fairly easy 12.2% E.very easy 12.8% 10. Out of the people you know best, howmany use marijuana at present? A. none 29.1% B. one. 7.6% C. two 9.3% D. three 5.2% E.four or more 48.8% 11. Out of the people you know best, howmany use drugs in addition to or other than marijuana? A. none 40.7% B. one 9.3% C. two 9.3% D.three 3.5% E.fou: or more 37.2% 12. Has marijuana or taking drugs affected thehealth of anyone you know? A. yes 39.5% B. no 55.8% 234 7 BEST COPY AVAILABLE

13. Has using ma..,ijuana or taking drugs causedanyone you know to become involved in social or legal difficulties? A. Yes 54.7 %© No 41.9%

Indicate your use of the following drugs, assuming theywere not prescribed by a physician or taken as directed for medicalreasons. Mark one answer for each question. REGULARLY - about every day FREQUENTLY - about once a week, but notevery day OCCASIONALLY - once in a while, but notevery week SELDOM - a few times to see what it was like NEVER - not tried at all

Frequency of Use _Regularly Frequently Occasionally Seldom Never 14. Caffeine tablets, no-doze or other non-prescription drugs to stay 6.4% 7.6% 5.8% 7.0%73.3% awake A B C D E 4.1% 4.1% 12.8% 18.0%61.0% 15. cough medicine (with codeine) A B C 0 E 6.4% 4.7% 16. Sleep-eze, Nytol or other non- 9.9% 7.0%72.1% prescription drugs to induce sleep A B C 0 E 1.7% 3.5% 7.0% 8.7%79.1% 17. Dexedrine A B C 0 E 4.7% 0.6% 5.8% 8.1%80.8% 18. Benzedrine A B C 0 E 4.7% 7%6% 8.1% 8.1%71.5% 19. Methedrine (speed) A B C 0 E 3.5% 4.1% 4.7% 9.3%78.5% O. Nembutal (penoharbitol, yellow A B C 0 E jackets) 2.3% 3.5% 4.7% 8.7%80.8% Z.1. Soconai (secobarbital, red birds) A B C D E 1.7% 6.4% I. 7% 8.1%82.0% im Amytal (amobarbital, blue devils) A 3.5% 3.5% 5.2% 8. I%79.7% -3. Tuinal iamobarbital and secobar- A bital,r.tei and blue rainbows) 2.3% 2.9% 2.9% 9.9%82.0% ,4. Phenobarbital A

235

1. Frequency of Use Re t. Fre t...g.__yitl Occasionally SeldomNever 2.3% 2. 9% 2. 9% 4.1 %a 87.8% 25. )`~chianti B C D E 2. A3% 5. 2% 2.9% 5.8% 83.7% 26. Librium A B C D E 2. 9% 1.7% 2.9% 4.1% 88.4% 27. Miltown A B C D E 3.5% 1.7% 5.2% 5.8% 83.7% 28. Valium B C D E Z.A9% 2. 3% 5.8% 5.8% 83.1% 2..-,. Codeine A B C D E 3.5% 1.7% 4.1% 3.5% 87.2% 4". He ro:n A B C D E 4.7% 3% 3. 5% 7. 0% 82.6% 31. Morphine B C D E 2. 9% 1. 7% 4.1% 7.0% 84.3% 32. Airplane glue A B C D E 2. 3% 2. 3% 5.2% 5.2% 84. 9% 33. Nutmeg A B C D E 2. 3% 1.2% 4. 1% 4.7% 87.8% 34. Morning Glory seeds B C D E 14.0%A.0% 7. 6% 9. 910 5. 8% 62. 8% 35. Marijuana (American type) A B D E 7.0% 9.9% 10.C 5% 4. 7% 68. 0% 36. Marijuana (hashish) A B C D E 3.5% 0.6% 3.5% 3.5%% 89.0% 37. Psilocybin A B C D E 3. 5% 4.1% 1.7% 4.1% 86.6% 38. Peyote A B C D E 9. 3% 5. 2% 6.4% 4.7% 74.4% 39. Mescaline A B C D E 5.8% 1.2% 2.3% 7.6%83. It! 41. DMT A B C D E 5.2% 3. 5% 5.8% 9.3% 76.2f 41. LSD A B C D E 3.5% 1. 7% 4. 1% 4.7% 86. 0% 42. ST P A B C D E 9.3% 11.0% 24. % 19. 2% 36.0% 43. Alcohol A B D E 21.5% 7.6% 12. C8% 15. 1% 43. 0% 44. Tobacco A B C D E

236 SUMMARY OF SURVEY RESULTS FROM GROUP III - SECONDARY DRUG USAGE

START 2nd ANSWER SHEET BEST COPYAVAILABLE All Students Complete This Section

1. The term drug refers to stimulants (amphetamines), depressants (barbiturates), narcotics (heroin, morphine, etc. ), marijuana, hallucinogens (LSD, peyote, etc. ), tranquilizers or any other drug except alcohol that is not prescribed by a physician or taken as directed for medical purposes. U you have used drugs or smoked marijuana, please answer the following questions honestly since this is a completely ANONYMOUS questionnaire. 1. When did you begin using marijuana? A.nevi!r used marijuana 70. 5% B.during elementary school 5. 5% C.during junior high school 12. 3% D.during Freshman or Sophomore year of high school 7.6% E.during Junior or Senior year of high school 1. 7% 2. When did you begin using drugs other than marijuana? A.never used other drugs 82.3% B.during elementary school 2.7% C.during junior high school 7. 3% D.during Freshman or Sophomore year of high school 7. 3% E.during Junior or Senior year of high school 0. 5% 3. About how many times would you say you made a serious attempt to stop using marijuana but continued to do so? A.never used marijuana 70.0% B.never tried 20. 0% C.once 4. 1% D.twice 3.6% E.three or more times 2. 3% 4. About how many times have you made a serious attempt to stop using drugs other than marijuana, but continued to do so? A.never used other drugs 79. 5% B.never tried 13.6% C.once 4. 1% D.twice 1.8% E.three times or more 0. 9% S. Aside from what you actually could do, which one of these wouldyou most like to do with reference to marijuana? A.neve r used marijuana 72.3% B.quit using marij..tana 5. 0% C.cut down 1.8% D.Uses as much as now 13.6% E.increase in use .!. 7. 3% 237 6. Aside from what you actually could do, whichone of these would you most like to do with reference to drugs other thah marijuana? A. never used drugs 80.9% B. quit using other drugs 3.6% C. cut down 4. 5% D. use as much as now 5.9% E.increase in use 5.0% 7. Arc you in any way concerned about the possibleharmful effects of marijuana on your health? A.never used marijuana 65. 5% B. not at all concerned 12. 3% C. only slightly concerned 9. 1% D. fairly concerned 8.6% E.very concerned 4. 5% 8. Are you in any way concerned about the possible harmfuleffects of drugs other than ma '-ijuanaon your health? A. never used other drugs 75.5% B. not at all concerned 5. 5% C. only slightly concerned 8.6% D. fairly concerned 5.0% E.very concerned 5.5% 9. How hard do you think it would be to stop using marijuana? A.never used marijuana 66. 8% B. very hard 3.2% C.fairly hard 5. 0% D. fairly easy 8.2% E.very easy 16. 8% 10. Out of the people you know best, howmany use marijuana at present? A. none 37.3% B. one 7. 3% C.two 7.7% D. three 4. 5% E.four or more 43.2% 11. Out of the people you know best, howmany use drugs in addition to or other than marijuana? A. none 48.6% B. one 12. 7% C.two 8.6% D. three 6. 8% E.four or more 23.2% 12. Has marijuana or taking drugs affected the healthof anyone you know? A. yes 34.5% B. no 63.2% 238 BEST COPYAVAILABLE

taki-.-112, cruse.: anyone you know tobecome 0. Has usini mariiu.sna or involve:: in .!- A. Yes 36.8% B. No 57.3% idicate your use of thefollowing drugs, assuming they werenot prescribed by a ysician or taken as directedfor medical reasons. Mark one answerfor each cstion. MULARLY - about every day 1F,QUENT - about once aweek, but not every day =.:CASIONALLY - unct in awhile, but not every week LDOM - a few times to seewhat it was like ;,V Ell - not tried at all Frequency of Use Regularly FrequentlyOccasionally Seldom Never

. Caffeine tablets, no-doze orother non-prescription drugs to stay 4.5% 8.2% 6.4% 6. 8%74.1% D E awake A B C 8.6% 3.6% 15.5% 14.5%57.7% B C D E 5. cough medicine (with codeine) A 5.0% 5.9% 8.6% 5.5%75.0% ). Sleep-eze, Nytol or other non- prescription drugs to inducesleep A B C D E 3.6% 5.0% 4.5% 6.4%80.5% D F. Dexedrine A B C 5.9% 4.1% 3.6% 5.5%80.91:, B C I) E .. Benzedrine A 2.7% 6.8% 4.1% 7.3%79.1% 13 C D E 1. Me tiled rine (speed) A 5.0% 4.1% 5.0% 5.9%80.0% k. Nembutal (peno')arbitul,yellow A B C D jackets) 4.1% 5.5% 5.0% 5.0%80.5% E Seconal (secobarbital, redbirds) A B C D 3. 2% 6. 8% 3. 2%81. 8% 5. Off;, E A.mytal (amobarbital, bluedevils) A B C D 4.1% 5.0% 4.5% 5.0%81.4(7/ A B C D E .1 Tuinal (amobarbital andsecobar- bital, red and blue rainbows) 3.2% 2. 3% 6. 8%82.7n: t7, 1) 1.: ishenobiirb".1:11 A I3 Frequency of Use 17.its.ly Frevently Occasionally Seldom NevtIr 4. 5% 2.7% 4. 1% 3.2% 85. 5% 25. Equanil A B C D E 5. 0% 3.2% 2.3% 5. 5% 84. 1% 26. Librium A B C D E 3.6% 1.8% 4. 1% 4. 5% 85. 9% 27. Miltovni A B C D E 4. 5% 1. 8% 3.2% 4. 5% 85. 9% 28. Valium A B C D E 3.2% 3.6% 7.3% 8.2% 77.7% 29. Codeine A B C D E 3. 6% 1. 8% 3.2% 3. 6% 87. 7% 30. Heroin A B C D E 5.0% 2.7% 2.3% 4.5% 85.5% 31. Morphine A B C O E 3.6% 2.7% 5.5% 5.0% 83.2% 32. Airplane glue A B C D E 4. 5% 1. 8% 4. 5% 3. 6% 85. Sil,;, 33. Nutmeg A B C D E 4. 1% 2.3% 5.5% 5. 0% 83.2% 34. Morning Glory seeds A B C D E 9. 5% 9. 5% 12. 3% 3. 6% 65. 0% 35. Marijuana (American type ) A B C O E 7.3% 8.6% 8.6% 5.5% 70.0% 36. Marijuana (hashish) A B C O E 5.5% 2.3% 3.6% 3.6% 85.0% 37. Ps ilocybin A B C D E 5.0% 3.6% 4.1% 4.1% 83.2% 38. Peyote A, B C O E 6. 8% 4. 5% 5.0% 5. 0% 78. 6% 39. Mescaline A B C O E 5.5% 3.2% 3.2% 5.0% 83.2% 40. DMT A B C n E 5.5% 2.7% 3.6% 6.8% 81.4% 41. 1SD A B C D E 5. 0% 5. 0% 2.7% 3. 2°,1, 84. 1% -12.. Si 1' A B C O E 10. 0';',, 10. 5% 22. 3% 17. 3% 40. 0% 43. Alcohol A B C O E 22.7% 7.3% 5.9% 18.6% 45.5% 44. Tobacco A B C D E

240 SECTION B: EVALUATION INSTRUMENTS UTILIZED WITH THE TEACHER TRAINING PROGRAM

January Workshop Evaluation Form 242 February Workshop Evaluation Form 244 Drug Attitudinal Inventory, Pre-test-- February Workshop 246 Drug Attitudinal Inventory, Post-test--February Workshop 256

241 SUMMARY S111:1.:1- UORKSliOli I 'I-

WORKSHOP EVALUATION FORM

NAME OF YOUR SCHOOL

GRADE OR COURSE YOU TEACH

DIRECTIONS FOR RECORDING RESPONSESON ANSWER SHEET Read each statement carefully.Then indicate whetheryou asam, probably agree,, probably disagree, or clisakree with eachstatement. Mark your answers in the following manner;

If you AGREE with the statement, circle"A". PA PD D If you are somewhat uncertain, but PROBABLY AGREE with the statement, circle "PA". .. PD D If you are somewhat uncertain, butPROBABLY DISAGREE with the statement, circle "PD"...A PA

If you DISAGREE with the statement, circle"D".. A PA PD Ca4

1) The content of this workshopwas what I 29 27 6 4 expected it to be A PA PD D 2) The physical facilities were adequate for 51 10 3 1 this workshop A PA PD D

3) The group participating in the workshopwas 46 II 7 2 about the right size A PA PD D

4) The conductors of this workshopwere 64 4 genuinely interested in answeringour questions.A PA PD D 5) The conductors of this workshop madea clear 28 32 7 statement of goals A PA PD D

t Tht conductors of this workshop knew whatthey q, i I were talking about A PA PD D 7) I felt at ease and able to interact in this 40 22 5 work shop A PA PD D

242 8) This workshop was conducted in a well 58 9 organized fashion A PA PD D

9) The content of this workshop was clearly related18 32 12 4 to my work situation A PA PD D

10) Please list the most important ideas presented in this workshop.

(A)

(B)

(C) 4 11) .1 do not know how to implement the ideas presented 11 26 20 in this workshop. A PA PD D 48 15 2 2 12) This workshop was useful A PA PD D

13 I The procedures and organization for the 51 13 1 workshop were satisfactory A PA PD D

14) 1 would recommend this workshop to my 57 8 1 1 colleagues A PA PD D

1 5) List the ideas you intend to use in your work situation.

(A)

(8)

(C ) Additional Comments:

24 3 FEBRUARYP171

WORKSHOP EVALUATION FORM

NAME OF YOUR SCHOOL

GRADE OR COURSE YOU TEACH ....11==MMIN DIRECTIONS FOR RECORDING RESPONSES ON ANSWER SHEET Read each statement carefully. Then indicate whether you agree, probably Agree, probably disagree, or disagree with each statement. Mark your answers in the following manner:

If you AGREE with the statement, circle "A". (i)PA PD D If you are somewhat uncertain, but PROBABLY AGREE with the statement, circle "PA"... PD D If you are somewhat uncertain, but PROBABLY DISAGREE with the statement, circle "PD" . A PA

If you DISAGREE with the statement, circle "D" ...A PA PDCas

1) The content of this workshop was what I 35 25 4 2 expected it to be A PA PD D

2) The physical facilities were adequate for 37 20 5 5 this workshop A PA PD D

3) The group participating in the workshop was 38 17 10 2 about the right size A PA PD D

4) The conductors of this workshop were 60 4 1 0 genuinely interested in answering our questions . A PA PD D

5) The conductors of this workshop made a clear 32 29 2 3 statement of goals A PA PD D

The conductors of this workshop knew what they58 7 1 were talking about A pA PD D

7) I felt at ease and able to interact in this 41 22 1 1 workshop A PA PD D

244 8) This workshop was conducted ina well 56 14 1 0 organized fashion A PA PD D

9)The content of this workshopwas clearly related 15 38 7 5 to my work situation A PA PD D 10)Please list the most important ideaspresented in this workshop. (A)

(B)

(C) 1 17 31 15 11)1 do not know how to implement theideas presented in this workshop. A PA PD D 35 26 3 0 12) This workshop was useful A PA PD D

13) The procedures and organizationfor the 45 17 0 0 workshop were satisfactory A PA PD D

14)I would recommend this workshopto my 47 15 2 0 colleagues A PA PD D 15) List the ideas you intend touse in your work situation.

(A)

(B)

DRUG AT INVENTORY Junior High and High School Form Dr. C. E. Box Dr.1. Cockriel

The purpose of this survey is to determine the attitudes and knowledge of students concerning drugs. This i% a completely anonymous survey.Do not sign your name on the answer sheet s. This is not a test.Answer each question with the first response that comes to your mind.Please answer the questions as honestly and as sincerely as possible. The term DRUG in the survey will include all stimulants, depressants, narcotics, hallucinogens. and alcohol or any other drugs except tobacco products not prescribed by a physician or taken as directed for medical purposes.The term ADDICT refers to any peison physically dependent on heroin, morphine, opium or barbiturates.

STUDENT DRUG INVENTORY

Please respond to all items on the answer sheet provided. Mark the appropriate box with a numbvr 2 pencil. Indicate your birthdate by completing the area on the answer sheet with the heading "Birthdate" (upper right hand corner). Indicate your year in school in the column to the left of your birthdate. Indicate your sex in the column to the right of your birthdate.

24 0 Ar. urrntiy in health class'? A.Yes 11.3% 88. 7% Have y,,u received previous instruction on drugs and drug abuse? A.Yes 33. 9% B. No 64.5% A. My parents are: A.living toge:her 64.5% 11. ,tivorcd orseparated,no father in the home 3.2% C.divorced or separated,no mother in the home 0.0%

D.wid ()We'd- 17.7% E.other 14.5% Do you feel that you are accepted and understood in your family compared to other young people your age? A.Yes 96.8% Ni, 3.2%

y,,ii to that you have received adequate drug instruction? A.Yes 25.8% B.No 74.2%

-2:-ted below are a number of statements.Place a mark on the answer sheet how -tech you agree disagree with each statement. Use only one mark for each !,oenient.

Strongly St rongly .23 Agree Undecided DisagreeDisatzrec.

slunild he responsible for 19.4% 58.1% 8.1% 12. 0% 1.6% tirui; vflucati,,n A B C 0 E

s, he responsible for 30.6% 62.9% 0. 0% 3.2°,10 3.2% drug 4111, US A B C 0 E

,1:.1; ,11 2.1111...e114,ns sh.iti1(1 be 8.11;, S 1.6% 22.6% 9.7% 8. 1% :,,r iiruc education. A B C D E

. h. d rue pr,thlrsi in 29.0% 48.4% 17.7% 4.8% 0..0% r . A b C 1) E

. T. he ,..ru...ibli,, priibit-ill inthe schools i:;,, I.--....1..v..:- it4-o by- th4. 111041:4 6.5% 22.6% 29.0% 35.5 %® 6.5% -,.. g .), ..,;,,ipe r,:..iiii,), i.V .,et c. ) A B C 11 E

247 BEST COPYAVAILABLE

Strongly St ror..4!%. Agree,qt -tbt1.ntiecidd Disagree

11. 3% 25. 8% 17.7% 25. 8% 19.4% . There 1- a rirtii:abuse proniern in -1-our school. A

rite 4.11t/t1St i8. 7% 14. 5% 25. 8% 8. 111,:, .A,T1 i:11) -t a.n! (4,r th,it .t r.a-iy :got . A

. v. ;la t.oltt.sitit he 12. 9% 58. 1% 6. ,":, :n.2:1.;....:,.,.::1.,),: ,..,1 .a. or in 8. 1% 14. 5% t.: A B C D f;;.1.-.).; us.ily v ,...ntz poopso 8. 1% 3. 2% 0. 0°,1, Asi irmiortant .....tc,r in drugabuse i..4.48. 4% 40. 3% ,. B C D the .7.14.f r f.. on ..t: it v , ifthe incli victual. A ht. eff., Lt s of 3.At -roliltratt d rug ars' dt !i110reby 35. 5% 25. 8% 24, 2% 6. 5°: pt rti'tna:and :actor!, than by 8. 1% the firm: itself. A 17. Tv 45.2%, 21. 0% 14. 5% 1.6°,0 s. .11)ust.rs hay.specific person- A . 13 is: it y of social 4. 8% t.S% 24.2% 53. 2% 11. 7. s ht .firm, abitst.r e .t fore cs byonri ro1. A 4. 8% 16. I% 59. 7% 14. 5% ).rirue. abuse prolil.ri. c7 cc-At ociby 4. 8% the laws inteno....: rf..1 it. A

Youn., people. gxpi.-.r.tent with fi rues boon pron rly btduse t hey have r..): 17.7% intormd 'Jr inst ruttoei about their 3. 2% 12. 9% 9. 7% 56. 5% use and abuse. A . B Hy inst rut tt..d I. II piti)Ii .trt p:..)pi- 43. 5% 12. 141.1 to. ftrut: 4 .15',,. 1 2. 'WI, 2 5. 8% ah-ut .:1-1,...,,,.!o.L:',.,utit 1) V. A B (.... 11)11;41.t4, Ill v 1ilf 1. I. i

S 11in: .1 ':I:" tg.'41 111. . !..111:)t 1,11 .114;ii: A !) 0. Os' .! *18 . 11. 3% 4. 8":, tea ha'.: he r 4U adecithtte ton. A 12. 9°:. 21.0% 37. 191,1 24.2" ; ;,. rt, on 4. llf::, ; .'.t 4t E A B C D 4.i BEST COPY AVAILABLE

Strongly St rong.k Agree Undecided Disagree Disaz reo

24..Young pop: who ,),rity.ent with 6. 5% 22.6% 27.4% 38.7 %t) 4. 8% ilrutzs ,i,) 4) 20 :71: i Ley are L own up. A B C D E -1160. Deorib Wilt) ,Npe' riment with druis d) f rom fear of not being 3. 2% 50. 0% 22. 6% 21.0% 3. 2% A

Drug abu.-It, a ma lir fa, t or in 6. 5% 33. 9% 30. 6% 24. 2% 3. 8% itiV41111 i:i: A. r)..,:); Al.:0 alcohol and

I s h i by society in 8. 1% 21.0% 22. 6% 38. 7% 9.7% h. ; Are judged. A D F

Availabil! v ot. al,',11Old OS use by society lie 1.ns,e r t dependence 16. 1% 56. 5% 12.9% 14. 5% 0. 0% unon itt i !..mands. A Mari ictana is u, ',./,,n1., people in Th. same -itzns.e , rs would title 21.0% 66. 1% 8. 1% 1.6% 3.2% .11,:01-pil. A B C D F 3.2% 8.1% 43.5% 37. 1% 8. 1% D F lt).Ma ripiana st isilti 1.., . r .t ivity. A B C 4.8% 4.8% 40.3 %@ 43.5% 6.5% -.I.M.tr.:1,1.:14, - illiU sox drive. A B C D F 3.2% 4.8 %u 30.6% 45.2% 16.1% '..1..'A.:A. rii:i Ln.l. -. r.. 4,s.ily recognized. A B C I) F

"Itit t 1.1 :titAnti IA not 6. 5% 22. 6% 41.9% 22. 61/0 6. 5°,?4 A B C I)

1,4. :), it):4 'i!) ,_!1 g reatr 3. 2% 16. 1% 45. 2% 27. 4% 8. 1% in wilt the i na tit y. A

fi, vary Widely 14. 5% 58. 1% 21.0% 4. 8% 1. 6% 4.71. :1,: A 13

t. . t 1'11 i:Alt11.11t t) 4. bap, 32. 3% 33. 9% 25. 8% 3. 2% 11 +..s i1 fl. A 13 C1 I)

: be 6, 5% 8. 1% 40. 3% 22.6% 22. 6% A

* I : !.,ttstppine.

.4 , 1., t). ..vit Is 1 1 if% So. 0% 2-1. 12. 9% 1. 6% i,. r if A 249 BEST COPYAVAILABLE

Strongly zaroncly AgreeAgreeUndecidedDisaAreeDisagre.L

Moderate use of stimulant drugs to 9. 7% 9.7% 21.0% 51.6% 8.1% stay awake is not harmful to health. A Most people who use I.SD use- it in the same sinse as others who use 4.8% 17.7% 29.0% 38. 7% 9.7% marijuami. A 1:

It a drutt tau,-'0 physical need3.24;., 14. 5% 24.2% 40.3% 17.7% (AI )l it. use should be. legal. A 13 C ID

Fre. drugs for ADDICTS would slow 1.6% 25.8% 37. 1% 17.4% 8. 1% down the crIoli- rate. A

File use of LSD tout(' be helpful to 3.2% 4.8% 8.1% 40. 3% 43. 5% most persons. A The use of amphetamines (stimulants) and barbiturats ;depressants) are not as harmful as many common health 1.6% 6. 5% 37. 1% 33. 9% 21.0% hazards ,ueh as smoking. A .13

ADDICI ED drugs should be 9.7% 12.9% 25. 8% 32.3% 19.4% against the law. A

itis :nor,. ,Ikely that the .ivtrage pursun will have ..,i,.iiid1....i1) "t rip" 1.6% 6. 5% 51.6% 30.6% 9. 7% than a poort rip. A B C D E NI(Jele, rat k, use ,it' marijuana is not harmful to your body or to the way 1. 6% 16.1% 43. 5% 35. 5% 3. 2% you think. A

There is an increasing need for laws 16. 1% 32. 3% 25. 8% 24.2% 1.6% to control drugs that are abused. A B. Most pviph who use marijuana use it for the ',Am, iitivrr, use 8. /c,: 58.1% 27.4% 3.2% 3.2%

: be urit the30.6% 45.2% 9. 7% 8. I% 6.5% sal, in A 13

, 33.oft;e, :h., 4. Zsc,;. 41..0;0 1 7. 7% tit!;, es.pi. r lei,. (:1 i iiitt.ii:)s. A it by 4i,city, re an `4".0 ifro 22. 6% b. 5% 0. A 1-3 D Strongly Strongly At; reeUndecidedDisare..Disagree

MAthaplict ...Mint. "sp....d'' has be- t unit. 1 op+tl.ir alternative to LSD 3. 2% 32.3% 53.2% 11.3% 0. use. A

54. Drug AI)I)I'; S fr..quently commit 9.7% 50.0% 21.0% 19. 4% 0. 0% vioint c A

Dru. A1)1)it .A ro Apt to 3.2u/0 11.3% 45.4% 33.9% 6.5% (44111111i rime. A 13 1:

Sit-h/it in Abu:, ind rug:, bccause 6. 1 9. 4% 29. 0% 35. Yro 9. 7%, pu:.he rs. A 1)

Once you take a sip itof He roin, you 4.8% 3.2% 14.5% 58. I% 19.4% will be immediately ADDIC1 ED. A

5M. 1 hose who rogularly use marijuana experience increasing physical 3.2% 19.4% 50.0% 25.8% 1.6% problems. A B C D E 6.5% 17.770' 16.1% 35.5% 24.2% 5",. Once an ADDiC-1,alwayt. an ADDICT. A B C U E

1). Na r c ot ic ADDICTION is a problem because itroutes a population of 8. 1% 37.1% 24.2% 25.8% 4. 8% criminals. A 1:

. h.14 t s,. nio rt. often and v. 1.4 t. 411 r bomb.: r root 3. 2% 14. 5% 54.8% 21.0% 6. 5% p..upic than n,,n-us o rs A 1) 1..

af!, t n.a ri Juana coin rol an! 6.5% 19.4%.27.4% 33.9% 12.9% tIP) A

0 3.Most drug abusors corn. t roan deprived, 6. 5% 8. 1% 8. 1% 56.5% 2 1.0% poor city nti,,hborhoods. A ;. ..me ADDICTS be k ause no- si .1i, r. voin 1),euming 4. 8% 17.7% 16.1% 51.6% 9. 7 910 11-11)1("1 S. A B C Cl .E

1 t! 1. ;1111'. t iiistl" 1: itian.t 16. 1":, itS.7°,7,, 6.5% 22.6% 16.1% .II!. 1:111 1:1. A 13 1 :

; ! S,iii 11,1; %11114 47 11:' 17 t.tl# to.11. 1.4.11 4.84';, , tit 54.8% 14.5% I 1401 ' 41;1,.. A 11 BEST CopyAtiAltABLE

Strongly St r ly AgreeAgreeUndecidedDisagreeDisailre#

.I feel that warnings about drugs Z. 38.7% 4.8% 22.6% 11.3% other than marijuana apply tome. A B C D 'E

. 'leachers are the appropriateper- 4. 8% 38.7% 38.7% 16.1% 1.6% simnel for instructing about drugs. A

as rate the degree to which you believe the use of Amphetamines (stimulants) will bably lead to.

Very Negligible High High Modest Slight or No 8.1% 45.2% 25.8% 14.5% 6.5% Addiction A B C D E 14.5% 46.8% 22.6% 16.1% 0.0% Accidents A .13 C D E 6.5% 38.7% 37.1% 12.9% 4.8% Embarra:;sincnt to self or others A B C D E 19.4% 37.1 24.2% 16.1% 3.2% Legal involvement: arrest A B C D E 21.0% 30.6% 37.1% 9.7% 1.6% Future career affected negatively A B C D E 16.1% 58.1% 22.6% 3.2% 0.0% Continued u!,e A B C D E 21.0% 45.2% 27.4% 6.5% 0.0% Undesirable change in behavior A B C D E

Undesirable change in personal 22.6% 40.3% 24.2% 11.3% 1.6% values A

3 BEST COPY AVAILABLE

Please rate the ck to which yeti believe the use of barbiturates (depressants; will probably lea(1 to.

Very Negligible. High High Modest Slight or No 14.5% 50.0% 24.2% 9.7% 1.6% 77. Addi( t ion A B C 1) I: 19.4% 38.7% 32.3% 9.7% 0.0% 78. Accidents A B C I) E 9.7% 32.3% 35.5% 21.0% 1.6% 7 s.Enibar rassment to self or others A B C D E 8.1% 32.3% 37.1% 21.0% 1.6% 80.Legal involvement: arrest A B C D E 22.6% 40.3% 30.6% 6.5% 0.0% ?SI.Future eAreer affected t...gativly A B C n E 12.9% 56.5% 24.2% 4.8% 1.6% 8.1.Continued use A B C 1) E 12.9% 62.9% 16.1% 6.5% I. 6% 83. Undesirable change in behavior A B C 13 E 21.0% 50.0% 14. 5% 11. 3% 3.2% m4. Undesirable change in personal values A B C D E

Please rate the degree to which you believe the use of LSD will probably lead to. Very Negligible High High Modest Slight or No 27.4% 38.7% 14.5% 6.5% i2.9% s D.Ad(1 ICt iOn A B C D 43.5% 40.3% 11.3% 4.8% 0.0% -;',.Atident:, A B C 1) E 30.6% 40.3% 24.2% 3.2% J-.:7. Etobarr.es:-.ment to self or othe rs A B C 1) ;J8.7% 37.1% 16.1% 8.1% 01106:7:11: S'4-4,. 1.02a1 involve ment :arrest A. B C 1) 1-: 41. 'ft% 37.1% 17 .7% 3 .2% 0.0% . ,.' 4i .tillir, d r." atift"ttai nvgat Ivo ly A 13 C 1 I: 33.9% 40.3% 14.5% 11.3% 0.0% 1.) E w.Continued use A B C . 40.3% 45.2% 14.5% 0.0% 0.0% 41.1:n1h-sit-able chang, in behavi

,se rate the degree towhich you believe the use of Marijuanawill probably lead to. Very Negligible High High Modest Slight or No 6.5% 11.3% 40.3% 25.8% 16.I% Addiction A B C D E 8.1% 17.7% 37.1% 27.4% 9.7% Accidents A B C D E 4.8% 21.0% 40.3% 24.2% 9.7% Embarrassment to self or others A B C D E 8. 1% 38.7% 35.5% 16. 1°,!) 1. 617,:, Legal involvement: arrest A B C D E 1.. 7% 17. 7% 33. 9% 29.0% 9.7% D E Future t areer affected negatively .A B C h. I'S 24.2% 40.3% t 7. 7% 9. 741,;, Continued use A B C D E 8.1% 25.8% 27.4% 35.5% 3.2% Undesirable Lhange in behavior A B C D E

Undesirable change in pig rsonal 8.1% 21.0% 30.6% 32.3% 8. I% values A

Z54 Please rate the deg rec to which yubelieve the use of Alcohol will probablylead to. Very Negligible High High Modest Slight or No 9.7% 32.3% 37.1% 17.7% 3.2% 109.Addiction A B C D E 32.3% 43.5% 11.3% 12.9% 0.0% 110.Accidents A B C D 17.7% 41.9% 25. 8% 14.5% 0. 0% 111.Embarrassment to self or others A B C D E 4.8% 37.1% 35.5% 17.7% 4.8% 112.Legal involvement: arrest A B C D E 6. 5% 30. 6% 35. 5% 19.4% 8. 1% 113.Future career affected negatively A B C D E 14. 5% 46.8% 25. 8% 12.9% 0. 0% 114.Continued use A B C D E 11.3% 37.1% 29.0% 19.4% 3.2% 115.Undesirable change in behavior A B C D

116.Undesirable change in personal 6.5% 33.9%27.4% 25.8% 6.5% values A

In your opinion what is therelative importance of each of thefollowing possible causes of drug abuse. Low High 9.7% 27.46 35.5% 22.6% 4.8% E 117.Academic pressure felt bystudent A B C D 8. 1% 16. 1% 14. 5% 35. 5% 25. 8% E 118.Curiosity, adventure A B C D 4.8% 24.2% 19.4% 32.3% 19.4% 119.Rebellion against authority A B C D 9.7% 14.5% 27.4% 32.3% 16.1% E 120.Social pressure A B C D 16.1% 21.0% 37.1% 19.4% 6.5% E 121.Generation gap `A B C D 14.5% 21.0% 30.6% 22.6% 11.3% E 122.Search for values A B C D

255 MM AR Y 01, i I RESU LTS, COMMUNICATIONS WORKSHOP FEBRUARY, 1973

1)1tUCi DINA... IN VE-.1\11 ORY Junior High and High School Form Dr. C. E. Box Dr.I. Cockriel

The purnw. of this survey is to determine the attitudes and knowledge d student soni erning drugs. This is a ,ompletely an4inynious survey.Do not sign y.11ur name on the answer sheets. This is not a test.Answ..r each question with the first response that conies to your nun!.Please answer the questions as honestly and as sincerely as possible. The term DRUG in the survey will include all stimulants, depressants, narcotics. __hallucinogens. and alcohol or any other drugs except tobacco products not pres< ribed by a physician or taken as directed for medical purposes.The term Auntcr refurN to any person physically dependent on heroin, morphine, opium or barbiturates.

S I 17DEN1 DRUG INVENTORY

Please respoild to all itllu- ,,n the answer sheet provided.Mark the appropriate biyx with a nuniber .: pencil. Indicate your birthdate by complcting the area on the answer sheet with the heading -Ilirth(iate" (upper right hand corner). Indicate your year in school in the column to the left of your birthdate. Indicate your sex in the column to the right of your birthdate. BEST COPY AVAILABLE

'611 , 4 L

!, 1 LI 0`)., 84.

cc lo-. rut.'tii,r1 onrugs and drug Abuse" i, 4. ()air

NI%!IA.; .(:. r."

1'.7 ' . r 58.0% v. ,71 n.) fat ht.-17 in t he horn. 4. 0% ,1 .,r se p.t rated, LI() ttloth. r in the 0.0% D. w (Aver! 24.0% E. 4 et h.. r 14.0%

1),1 s, 11,4! )k,L1 art' Act tt7,1 and Ltldt.",rStood In your family compared to

ho r .,1,111L!pi, cipit, A. 98. 0', N,, 2. 0% Is() y..0 f, t hAt. yciu have ived ..ictcitiAte drug Instruction? A. Yes, -38. ()"70 42. 07,,

: .t L : e Hai iti.rk on the Jntir sheet how it v (.11- ciisup rt with t 12 LT se only one mark for each

St rOngly St rongly Agree Undecided pisagrL,- Disagree 14.0% 66.0 %Q 12.0% 4.0% 4.0%

. r. 1.)1it. -.0 1

,7? A

he f MI, 68.0% 4. 0% 8.0% 2.0% ut.;',it,. i.)n.

' I. L' :1 ') 06;i, 14. O' IL. cP10 4.0% .4, :11

Co . . riti, 1, :1 A 14 t: I )

th. ..1,, 4. BEST Copy AVAILABLE

rongiy St rongly .'ndi"4,'4*Uncle eicied rt...

Then. abubt. L. 4. Ocl, ZS. 0% 14.0% 32.0% 22.0% your SchL).r.i. A B C D E

.An 1i:taw-Lint for drug ..&bus b. tt`:,:i 36.0% 8. 0% 34.0% 14. 050 !A th.it i:rti._: 4r. A B C D E is the In h. 0% 12. 0% 18. 0% 58.0% 4.0% DN. v pcopio. A

r'Ul irmsort ant f.t. 46.0% 46.0% 4. 0% 4. 0% 0. 0% the ;:vu f A

At t:Irie:c rat 4 1.1 14. t

441 firli4 a:4' 4;' 4 .'i..4:14 )Y 3704.!.::1 incA r4'. raj.:sA.Lt crr:- than by 'S. 0% 62.0% 6.0% 4.0% 0.0% the drug ItSC'tf. A

1)rug Lill, rk'cson-26.0% 46.0% 12.0% 16. 0% 0. 0% y A B

"i ,?rizi: abeist..r is soc-L.1.14. 0% 8. 0% 22. 0% 56. 0% 10. 0% fort vs beyond ht, A

Drugalit.st Cr;, 16. 0% 16.0% 60.0% 8. 0%, the laws intenor. t(, rc)i it. A

The' 4.1sIN )2. (0,7,, 40. 0% 4. 0% 26. 0% 8. 0% 'he person, not :a A

Younv. 7c.:11. with .1::. 114, hav . 21.4)4. x-!. tr.r., rrit(4. or tnst ruc tct about their 0":0 14. t)":0 10. 00/0 68. 0% 4. 0%

.Lnd A . B

1t .L1' Or;). r 1Itl:1 rti. t 411)..t1/4! I'l .1: 4.),.. I.U.0"4. 34. 0%0 38 4. 0170 a 61,s, wl $: (It 1M%. A :..... (.find -.4.ntrill ti :1. it)tr.: fit;) 8. 0% O. 0% 0. 0% acicquatif A B C D E

.1..r str:. 12. 0%6/1 46. 0% 18. 4 - 0% 217 BEST COPYAVAILABLE

St ruiv, ly St ron-.1 Alree Undecided Disail rt Disagree

24. Young people who t.). pc r ini,ntwith 2.0% 40.0 ',;, 1 6.0% 40.0% 2.0% drugs do so to prove they art. 4 rwn up. A B C D F.

25.Y,Ling 00( plwlttr eN r iment with fi rug., t row l., rt not being 14. trio 60.0% 8.0% 16.0% Z. 0°,111. s.te fit ed. A B C 1)

26.1), Abu, is .t major factor in 6.0% 42,0%22.0% 28,0% 2.0% pivenilt tiel inquny. A 27. y (Jung peopl, who roisti-4t alcoholand drugs shou'A he judged by society in 8.0% 22.0%20.0% 42.0% 8. 0% the sallIt' marintr adults are judged. A 28. Availabilitof alcohol and As use by society helps e reati A tie pt:Ildt'llt: t 1.6.0% 64.0% 6.0% 14. 0% 0. 0% upon itt 4) we.t :-;06,:ial deni.an is. A B C D K

2 i.M.Arijuan.i is al d by 2-.4,ine people in the141)11 b,OtiKO. .Lsit he rs would WIC 46. 0% 70.0% 4.0% 0.0% 0, 0% alt ohol. A 11 C 1) 1-: 4. 0% 8. 0% 18.0% 66.0% 4. 0% C II E if i.1.`.14 ri Juana st imulate,. trf.a.t ivit y. A B 4.0% 4.0% 2 2. 0% 62.0% 8.0% )1.,N14 fijuana st1mui..1.1 4. :-.,the' rit*N et rive. A B C D K 4.0% 0,0% 10.0% 70. 0% 16. 1°10 32. Marijuana ti!.w r s art, easily recognized. A B C D E

31.'Moth- rate use of ma r 1-01,..r.a is no! 10.0% 50.0% 24.0% 14.0% Z. 0% A

4.4 M. peup: use 1.S1.) tt, gi,t g rest. i 0. 0% 34.0% 18. 0% 32.0% 6. 0% insight int, their r sonal it v. A F

i h. .f 1,S1) ry )0. 61., 0% 2.0% 4.0% 0.0114;) .[fete((,g!tti A

, .1,0. tWil, . :1 1.1 1ttt 8.0",;, 1-10% 34.0% -1.(?1'0 1) E 11..t It h. A li L:

7 t), i, . 0",:, 10.0% 34. 0% 38.0% 12. 0% 1..gai 14,1. A 3 C D

J:.:VI. I i'i4,11,1.i ,-t rtCill,:tl: : ci. -.1..p2in: st.,n to ,xperiment at ic,ri with 12.0% 62.0% I'.. 0% 16.0% 2.0% A B C I) F. other ti rub-,. ir...";. ... a.$ 259 BEST CopyIhMIABLE

St. rung 1 y St rongly __AgreeA recCndecidedDisagreen--ESat:

,rif r at,ut-i t; st tit 2On" 2 .0°,1) 10. 0% 62. 0% 0. 0% stay awake is not harmful A

Most pt,ple M,1/11) list' LSI) Cis('it.111 the' tiaii.-111se as of hors who us,: 22.0',". 24. 0% 44. 0% 4. 0% i114 rijuaci.t. A

If a dm ! phy sit ai need4.0% 6.0°1: 24. 0% 44.0% 22. 0% (ADDIC.1 be! 'egad. A B C D 1v

ref (I rugs for Aft lftS woulci cleft" 0".;. 14, 0% 8. 0% 56.0% 20. 0(1,,, clown the a rime r.4.tt.

laq IlSt I Wilt: be htiptul t 4.0% 0.0% 16.0% 50.0% 30. tr,`Lt toot pers,,tis. A

us'' f :11.31t1..t.t.;:1t I: anti ba rbitrate:- sa.r not as harmful as maw; health 2. .0% 24.0% 46.0% 20. 0% haz.ardsat h sill >it int.t. A ,B D E living ADDICT ED t. sh tild be 4. 0% 8.0% 20.0% 52.0% 16.0% against the- law. A D E

Itis mor likely th.t.t raw- porson will have a tow: "t rip" 0.0% 20. 0% 46.0% 26.0% 8. Cr:, than a poort rip. A B C D F.

Moett- rat). ti:-.t r 0%1.111.1, is not harmful t r) your b.,eiyr to tilt- way 4.0'70 44. 0% 30. 0% 20. 0% 2. 0% you think. A

ri.ttiin the rt'..t ne),f las 6 , 40. 0",:, 24. 0% 30.0°.) 0. 0% to control t the .itiustt. A

Most pei/ple 1".1arl jllci.uia 116t it for t cam). rta:-, on, oth.!rri ILNe 74. 0% 8. 0% 0.0% 0. 0% oht,I.

I hi' r.. id 1)4 4. Lint roiling the26. 54. l*Plu 12.0% 6.0% 0. 0% LSD. A

Those ..) Juana I 0. . 32. 0% 28. 0% 4. 0% rit,..mot Iona A 13 G I)

ALIr Ijuar.a. or the.tat t ii.-.1 tea it by ur sou iksty,, n ri- -liltIr.ii loll. I x. 0,;. (1.1. ce; 8. 0% 8. 0":0 2.0% irip,,.,./1,.. . : ..:, A 13 BEST COPYAVAIIABLf

St rungly St rongly rots AEI roeUndecidedDisat!rt Disac rec.

11/4-,.11't 11.4 ;sio 1.411111t t ..;)t 11.t ht Mi11 a popular cittrti.ctIVI' to 1AS1) .tri, 40.0% 38.01%, 12. 0% 2.0% U. A

1.) rut!, ADDIC iy 14. trlo 54.0% 10. 0% 22. 0% 0. 0% violnt crimes. A

Drcw art' iiiort apt to 16. 0% 16.0% 18.0% 48.0% 2.0% cot/unit rimes. A 13

Stud.nt-. .thusing drugs litt au se' 4. 0% 12.0% 4. 0% 56.0% 24.0% fit pushers. A

(Mc'e yttu take a shotof Ile roin, you 4.0% 2.0% 8.0% 62.0% 24.0% will inimdiatly A1)DIC ED. A 58. Thost who ret.tilarly use marijuana experience int_ reariing physical 4. 0% 12.0% 26.0% 54. 0% 4. 0% problems. A B C D E 4.0% 22.0' 12.0% 3&.0% 24.0% 5 "t.Once an ADDICT, always an ADDICT. A. B C D E t)0.Narcotic. AnDic.1 ;,; a prohlm because it creates a population of 14. 0% 44.0% 16. 0% 24. 0% 2. 0% criminals. A 13 C 1)

atiu.:,,1.- ,\ toI rt4 it! (Ai 41.1111, with d 14 re`aLt t` 1.1.11111.1W rt.,tlttE. rtlit 2.0% 36.0% 26.0% 34. 0% 2.0% pft,rilt than non-ti.rs. A B C. 1)

Laws affect n juana. cunt 1-.11 ..tre 8. 0% 28.0% 26. 0% 30. 0% 8. 0% tt.E. strict. A

63. Must drug abusers come from dpri.:.1,6. 0% 12.6% 12. 0% 60. 0% 10. 0% p.,or Lay ne...1:111Ourho..,Is. A Peool lit('om A.1)DiC. IS hecause It, (:.:t1t2. 2.1.P,:r 12.0% 16.0% 64. 0% 6. ay. );(S. A .E

't .I fti II hat mt.; t:: 12. 0% 32. 0% 4. 0% 26. 0% 26. 0% ,ctft tint! t., . A. B 4

It. .1 . 1 11 ./1 I. Ai!" t .k L 11,1i)11 f.). 0% 20. 0% 58. 0(Yu I 2. 0% t ion t intio.cls, li C I' E BEST COPYAVAILABLF

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-S8.1 e.1.4.-11,. rs .1 FA!to'.t pt)! 1..it de r l) .0"..,i 46. 0% 30.0% 14. 0% 4. 0% ,., +min,. 1:Airill: t rii,Ii.:, a!,,,.ii41 rt1,;!, A 11 C. I) S.

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Vi ry N glitlt Ilii11 11101 Modist Slii!lit o: N4) ..: -_ i 4. 0% 46.0% 22.0% .16.0% 2. 0% 'I.Acids, t ion A 13 C 1) F. 12. 0% 54. 0% 28. 0%® 6.0% 0. 0% -3. Act i(lint s A .13 C 1) it:

1 0. 0% 52.0% 28. 0% .0.0%0 0. 017 . 1..n0;4 r r.t!- mcsit t 4,,.1: 1- otti.. r!, A B C 1) K 8. 0",:,; 4S. 0% 28.0% 14.0% 2. 0" ..1.e.gal IT-wok4.111,1,i ,t 1.:,..-4,1 A B C 1) K 14. 0% 52.0% 30.0% 4. 0% 0. Oli, Fu.t urt. ,....rt!t. r...it...',,_ ti'd ni.14...t.tivtly A B C D E

2 4.05",, 56.0% 20. 0% 0. 0% 0. 0% C4)nt in4:4i .,.. A B C D E '2. 0% 58. 0% 16. 0% 4. 0% 0. 0% .UnflEsi raid, .-11..ti,.!, in 1).:,..tvior A B C I) K

I.I 0":,. 62.0% 18. 09 , 2.0% 0. 03/4 . , rti,i h ATI !!, I Ill 01 11 Vdit44!:- A I)

262 th. ff tn. iliVt a:it! 1)arbiturates(r14-.pres sant s P N111proba.i)ly leart t.t).

Vt. ry Neglit!iblo hilocist or No 16 01.2;,) 56.0% 20. 0% 8. 0% 0. 0 %® Arlf:i t tcjil A 13 I) 18. ctrr 50. 0% 28. 0% 4. 0% 0.0% K. At J..crit A 12, 0('/,, 50. 0% 30. 0% 8.0 %0 0. 0% 7 rasnie..nt t(i molt fir utile rs A D E 14. 0% 44. 0% 24. 0% 16.0% 2. 0% 80. rcest A D E 14. 0% 64. 0% 16. 0% 6. 0% 0.0% . k.Futur care-vr aftv cti.d ncgativoly A D E 26. 0% 5b.0% 16. 0% 2. 0% 0.0% C.,ntinued u A F. 14. 0% 62.0% 18. 0% 4.0% 2. 0% 3.TU ric;t rabli Iiltin;.4 a ILIhi 'hat.'tr A I) 20.0% 56.0% 20.0% 2.0% 2.0% -.4.1:mi.'s I ral/1t hat144 vaiti., A I)

Plasrate the rt! t Which htlicvcthe use of LSD will probably lead to. Very High High Modest Slight i)Ntl I 8. 06,,If. 46. 0% 14. 0% 12. 0% 10. 0% 63.Add let ion A B C I) 42. ocf,;, 48. 0% 8. 0% 2. 0% O. 0% 'it,.Act. ident s A B C I) 26. 0% 50, 0% 18. 0% 6. 0% 0.0% r r !,11,I' nit .4c A B C 1) 26. 0% 48: 0% 1$. 0% 8. 070 0.0%

t.1%, Pk. Pii1'Llt : ,tr CO:A A B C t) .! 4. 0r4 54. 0% 18. 0(!4. 4. 0% 0. 0%

.1 tit 111* att. t,1 Li Pk's.1)P A B C II ,..!i=.! 60. 0% 14. 0% 4.0% 0. 0% ' ( .11:t 1 t1P1.1* A B C I) 3i...t.)`;, 54. Ofi?. 8. 0% Z. 0% 0. Undi.4s1rabl.. t.hantle in twhavior A B C D E 30. t4., 50. 0% 16. 0% 4. 0% 0.0% . Undo sr..L!.$1. in pi :- .:.tat!v.111.1..-, A B C D F.

263 BEST COPY AvARABIE se rahe ult ti:4 tri t Lt,ttit h the Use' of Heroin will probably lead to. Very Negligible High High Modest Slight or No 1t1, 00::. ;0, 06-::} 16, 0% 4. 0% 0. 0% Addiction A B C D E 72.0',1, 24.0% 4.0% 0,0% 0.0% Accidents A B C D E 30.0% 44.0% 24.0% 2.0% 0.0% Emb4 r rassnient It, ,Ji" Lir othcrs A B C D E

50. 0% 46. 0% 4. 0% . 0. 0% 0. 0% L,.).1.11 involvcrucnt :.arrest A B C D E 52. 0% 44. 0%. 4.0% 0. 0% 0. 0% Future' s. a rt.c. r i.effek teei negatively A B C D E 64. M.., 34. 0% 2. 0% 0. 0% 0. Orra ::ontinutri use A B C D E 50. WA, 44. 0% 6. 0% 0 0% 0. 0% :Tidos i ratilo cli.tri4+ :n hthwtor A B C D E 60. 0% 1. 00,' 6. 0% 0. 0% O. 0%

,:nfie.sirable chanizt in ricc rs.inal vdlutss A B C D E

se rate the deg re. t.; wht en you believe the use of Marijuanawill probably lead to. Very Negligibl High _High Modest Slight or No 6.0% 10.0% 24.0% 34.0% 26. 0% Add i... i.in A B C D E 4. 0% L.Y.0% 26. 0% 38. 0% 10. Oak At..!.,iont s A B C D E 6. 0% 20.0% 28. 0% 42.0% 4 0% Einb.trras:imont t,1 4,.11.,I-..tt-1. rs A B C 1) E 8. 0"1,, 40. 0% 36, 0% 16. % 0. On: Legal inv()Ivorntnt:.trrfst A B C D E 8. Ori:,, 12.0% i0. 0% 46.0% 4. 0% Future 4 aeor att.., tii1 negatively A B C D E -0`',; 26. 0% .10.0% 26.0% 2.0% Coro inueit us.. A B C D E 4. t1',1 20. 0% 24 0% 46.0% 6.0% I: nft. :: r.iblo changt ..n ht.havior A B C D F 6. (Y!:- 16. 0% 30.0% 38.0% 10.0% Untir-s rabic change in po rson4I value s A Please rate the f:L.g rt.*, to wilt( h bliev the use of Alcohul will crobably lead to. Very Negligibi High High Modest Slight or No 10. 0% 30. 0% 44. 0% 14. 0% 2. 0% 109.Addiction A D E 32.0% 46.0% 18.0% 4.0% 0. 0% 10.Ac ( :dents A 22.0% 46.0% 24.0% 8.0% 0.09

11 L. mbarra,sment to sell or mitt! rs A 10. 0% 26.0% 46. 0% 16. 0% 2.00% 112.Legal involvement: arrest A 12.0% 30.0% 42.0% 16.0% 0. 0% 113.Future career affected negatively A 14.0% 54.0% 26.0% 6.0% 0.0% 114.Continuvit use A 16.0% 36.0% 38.0% 8.0% 2.0% 11 S. lIndosi rdble chango in behavior A D E i 1c,,t;riciestrabl chang.e in personal 10.0% 32.0% 40.0% 18. 0% 0.0% values A

In your opinion what is the relativeimportance of each of the followingpossible causes of drug abuse. Low High 18.0% 20.0% 34.0% 20.0% 8.0% 117.Academic pressure felt by student A B C D E 12.0% 16.0% 22.0% 32.0% 18.0% E I 18.Curiosity, adventure A B C D 6. 0% 22. 0% 28.0% 34.0% 10.0% C 13 E 11"*. vtbellt ,ii against auth,,rity A B 8.0% 20.0% 26.0% 32.0% 14.0% D E 121).S,,, 'al pressure A B C 14. 0% 30. 0% 30. 0% 18.0% B. 0% i '1.Gcne rat ion gap A B C D E 12.0% 16.0% 2J.0' 34.0% 18.0% 122.Search for values A B C D E

265