Field notes will be recorded in partnership with interviews and further observation. This process will be ongoing for following three years till the remaining students begin their class sessions. Each school year will begin and end with a pretest and posttest to determine progress, such as knowledge retainment, engagement, and effectiveness. This volume is organized into five areas: introduction, documenting the prevention intervention, measuring the efficacy of prevention interventions, assessing effectiveness, and consensus development. Process evaluation, which focuses on assessing the service operation of a prevention program and includes descriptions of the program’s prevention services, use of resources, and costs; (2) outcome evaluation, which is used to determine if a prevention
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The analysis was limited by a number of factors. Firstly, the sample size was extremely small to existent to the proposed situation. Secondly, there will be more boys than girls or vice versa and finally, this study might not be as diverse as other studies have been. Specifying the target audience is also important in understanding the limitations of the intervention and the anticipated outcomes (Leukefeld & Bukoski, 1991). Anticipated Results
It is anticipated that a long-term comprehensive drug education program will demonstrate that the hypothesis, “Does introducing a long-term comprehensive drug education program at an earlier age reduce drug abuse in adolescents?” is supported in this study. Programs that are long-term along with being all-encompassing illustrate higher success rates among adolescence.
According to Johnson (2016):
From the literature, it appears that interactive programs that are intensive in their training (meaning they last from 10 – 30 sessions) and include skills training and competency enhancement appear to be the most effective in drug education and prevention (Cuijpers, 2002)
The analysis was limited by a number of factors. Firstly, the sample size was extremely small to existent to the proposed situation. Secondly, there will be more boys than girls or vice versa and finally, this study might not be as diverse as other studies have been. Specifying the target audience is also important in understanding the limitations of the intervention and the anticipated outcomes (Leukefeld & Bukoski, 1991). Anticipated Results
It is anticipated that a long-term comprehensive drug education program will demonstrate that the hypothesis, “Does introducing a long-term comprehensive drug education program at an earlier age reduce drug abuse in adolescents?” is supported in this study. Programs that are long-term along with being all-encompassing illustrate higher success rates among adolescence.
According to Johnson (2016):
From the literature, it appears that interactive programs that are intensive in their training (meaning they last from 10 – 30 sessions) and include skills training and competency enhancement appear to be the most effective in drug education and prevention (Cuijpers, 2002)