Module 5 Overview

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Module 5
Overview Context Content Area Policy Decisions
about Drug Use/Abuse Issues Essential Question
(Generic) What should be done when
preventable
causes of disease are found? Essential Question
(Drug Abuse Specific) What should be done
when
preventable causes of drug abuse are
found? Enduring Epidemiological Understanding
Policy decisions are based on more than the
scientific evidence. Because of competing values
- social, economic, ethical, environmental,
cultural, and political factors may also be
considered. Synopsis In Module 5, students
explore specific drug policy questions and become
aware of the factors that influence their own and
others' positions on those questions. Lessons L
esson 5-1 Individual and Societal Decision
Making Lesson 5-2 Drug Policy Question - Should
needle exchange programs be implemented? Lesson
5-3 Drug Policy Question - Should high school
students be drug tested? Lesson 5-4 Drug Policy
Question - Should D.A.R.E. be taught in all
schools? Lesson 5-5 Drug Policy Question -
Should marijuana be legal for medical
purposes?
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• Module 5 - Policy Decisions about Drug Use/Abuse
• Lesson 5-4 Should Dare be Taught
  
  in All Schools?
• Content
• How scientific literacy is connected to
  individual
  and societal decision-making
• Definitions and discussion about policy, risk
  perception and the acceptability or
  unacceptability of risk
• Application of Drug Policy question Assignment to
  question, Should D.A.R.E. be taught at all
  schools?
• Big Ideas
• In a democratic society, a scientifically
  literate population is better able to make
  informed decisions about issues of public health
• Societal decisions about acceptability versus
  unacceptability of risk often consider other
  factors besides the actual magnitude of that risk
• The issue of whether or not D.A.R.E. should be
  taught in all schools is controversial with
  powerful arguments on both sides

This project is supported by a Science Education
Drug Abuse Partnership Award, Grant Number
1R24DA016357-01,

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

are based on more than the
scientific evidence. Because of competing
values
social, economic, ethical,
environmental, cultural, and
political factors may also be considered.
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Individual and Societal Decision Making
Scientific Literacy
A scientifically literate person is someone who
 can ask, find, or determine answers to
questions derived from curiosity about everyday
experiences  has the ability to describe,
explain, and predict natural phenomenon  is
able to read with understanding articles about
science in the popular press and to engage in
social conversation about the validity of their
conclusions  can identify scientific issues
underlying national and local decisions and
express positions that are scientifically and
technologically informed  (is) able to
evaluate the quality of scientific information on
the basis of its source and the methods used to
generate it  (has) the capacity to pose and
evaluate arguments based on evidence and to apply
conclusions from such arguments appropriately
National Research Council.  (1996)  National
Science Education Standards, Washington, DC
 National Academy Press.
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Individual and Societal Decision Making
Policy
A course or principle of action
adopted or proposed
by
a government, party,
business, or individual
John M. Last, A Dictionary of Public Health
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Individual and Societal Decision Making
Policy
A course or principle of action
adopted or proposed
by
a government, party,
business, or individual
John M. Last, A Dictionary of Public Health
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Individual and Societal Decision Making
Drug Policy
A course or principle of action
adopted or
proposed by
a government,
party, business, or individual
that affects drug use
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Individual and Societal Decision Making
Pre-Drug Policy Question Assignment Survey Summary
Should D.A.R.E. be taught at all schools?
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Should D.A.R.E. be taught in all schools?
Drug Policy Question
Should D.A.R.E. be taught in all schools?
A. Orientation to the Enduring Understanding
Slides
B. Drug Policy Question Hip Pocket Slides
C. Drug Policy Question Summary Slides
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Should D.A.R.E. be taught in all schools?
HP
14
Should D.A.R.E. be taught in all schools?
HP
15
Should D.A.R.E. be taught in all schools?
Outcome
HP
16
Should D.A.R.E. be taught in all schools?
D.A.R.E. is
Community PolicingD.A.R.E. is universally
viewed as an internationally recognized model of
community policing. The United States Department
of Justice has identified how D.A.R.E. benefits
local communities D.A.R.E. "humanizes" the
police that is, young people can begin to relate
to officers as people D.A.R.E. permits students
to see officers in a helping role, not just an
enforcement role D.A.R.E. opens lines of
communication between law enforcement and
youth D.A.R.E. Officers can serve as conduits to
provide information beyond drug-related
topics D.A.R.E. opens dialogue between the
school, police, and parents to deal with other
issuesThe bottom line - to combine the best
research and science with the world's most
effective delivery system - D.A.R.E.
HP
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Should D.A.R.E. be taught in all schools?
Public Support
HP
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Should D.A.R.E. be taught in all schools?
?
Evidence of Effectiveness
HP
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Should D.A.R.E. be taught in all schools?
HP
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Should D.A.R.E. be taught in all schools?
HP
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Should D.A.R.E. be taught in all schools?
HP
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Should D.A.R.E. be taught in all schools?
Opportunity Costs
HP
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Should D.A.R.E. be taught in all schools?
HP
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Should D.A.R.E. be taught in all schools?
Case-Control Study
Controlled Trial
Cohort Study
Cross-Sectional Study
National Study of the New D.A.R.E. Program
Launches Six US Cities to Test State-of-the-Art
Prevention Curriculum
HP
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Should D.A.R.E. be taught in all schools?
Controlled Trial
Case-Control Study
Cohort Study
Cross-Sectional Study
HP
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Should D.A.R.E. be taught in all schools?
Relative Risk
Risk of Drug Use
Total

90
10
or
b
a
1
d
c
90
10

or
HP
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Should D.A.R.E. be taught in all schools?
Relative Risk
Risk of Drug Use
Total

90
10
or
b
a
gt 1
d
c
90
10

or
HP
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Should D.A.R.E. be taught in all schools?
Relative Risk
Risk of Drug Use
Total

90
10
or
b
a
lt 1
d
c
90
10

or
HP
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Individual and Societal Decision Making
Drug Policy Question
Should D.A.R.E. be taught in all schools?
A. Orientation to the Enduring Understanding
Slides
B. Drug Policy Question Hip Pocket Slides
C. Drug Policy Question Summary Slides
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Individual and Societal Decision Making
Should D.A.R.E. be taught at all schools?
In Favor of
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Individual and Societal Decision Making
Should D.A.R.E. be taught at all schools?
In Favor of
Against
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Individual and Societal Decision Making
Should D.A.R.E. be taught at all schools?
In Favor of
Against
Scientific

Social
Economic

Ethical

Environmental

Cultural

Political
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Individual and Societal Decision Making
Should D.A.R.E. be taught at all schools?
In Favor of
Against
Policy decisions

are based on more than the scientific evidence.
Because of competing values

social, economic, ethical, environmental,
cultural, and
political factors may also be considered.
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Individual and Societal Decision Making
Write a Brief Statement
Forces that Influenced Your Position
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Individual and Societal Decision Making
Post-Drug Policy Question Assignment Survey
Should D.A.R.E. be taught at all schools?
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Individual and Societal Decision Making
Pre-Drug Policy Question Assignment Survey
Should D.A.R.E. be taught at all schools?
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Individual and Societal Decision Making
Pre-Drug Policy Question Assignment Survey
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Individual and Societal Decision Making
Pre- and Post Drug Policy Question Assignment
Survey Summaries
Should D.A.R.E. be taught at all schools?
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Individual and Societal Decision Making
Citizen - Kings / Citizen - Queens
Democracy
It is both the glory and the burden of democracy
that lay citizens must
make the final choice.
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Individual and Societal Decision Making
All scientific work is incomplete

whether it be observational or experimental.
All scientific
work is liable to be upset
or modified by
advancing knowledge.
That does not confer upon us the
freedom to ignore the knowledge we already have,
or to postpone the action
that it
appears to demand at a given time.
Sir Austin Bradford Hill, The Environment and
Disease Association or Causation?
Proceedings of the Royal
Society of Medicine January 14, 1965
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Individual and Societal Decision Making
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Re-Cap

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

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