Drug addiction disorders are a serious global problem, which have disastrous effects on both the individual user and their immediate social network. Drug addiction is defined as the biological and social capacity to repeat please seeking experiences (Nestler, 2013). As described above, the biological aspect of this disease means that it can affect anyone who succumbs to social pressures. More specifically, the Substance Abuse and Mental Health Service Administration reports that drug addiction has been a national public health concern affecting the lives of nearly twenty-four million Americans each year (NIDB, 2011). Public health efforts have been focused on analyzing the social determinants of health such as social environment, stress, and
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These strategies focus on educating individuals about the risk factors of substance abuse and aim to prevent recreation drug use before the desire to seek them out arises. The curriculum of anti- drug abuse culture in the classroom would focus on illustrating the negative consequences of drunk driving or drug overdose. By implementing this form of primary prevention, it aims to scare high school students from even attempting to succumb to peer pressure and abuse drugs. The strengths of using the social cognitive theory when applied to drug addiction are that it takes a multidimensional approach to implement primary prevention strategies. High school can be a daunting environment to grow socially. At risk high school students should surround themselves with like-minded friends who have common interests. The high school setting also can provide role models who are teachers, administrators or coaches. By utilizing the peer or faculty mentoring program, the desire to abuse addictive substance will be lessened because these students will focus their time and energy on productive tasks such as studying or playing sports. A limitation of applying the social cognitive theory to drug addiction is that it doesn’t use religious beliefs to effect human behavior as used with church biased intervention. Also, in contrast to the theory of reasoned action and planned behavior, the social cognitive theory relies less on behavior intention. Drug addiction affects high school students who are susceptible to adopt other people’s beliefs as what’s popular, not what’s
These strategies focus on educating individuals about the risk factors of substance abuse and aim to prevent recreation drug use before the desire to seek them out arises. The curriculum of anti- drug abuse culture in the classroom would focus on illustrating the negative consequences of drunk driving or drug overdose. By implementing this form of primary prevention, it aims to scare high school students from even attempting to succumb to peer pressure and abuse drugs. The strengths of using the social cognitive theory when applied to drug addiction are that it takes a multidimensional approach to implement primary prevention strategies. High school can be a daunting environment to grow socially. At risk high school students should surround themselves with like-minded friends who have common interests. The high school setting also can provide role models who are teachers, administrators or coaches. By utilizing the peer or faculty mentoring program, the desire to abuse addictive substance will be lessened because these students will focus their time and energy on productive tasks such as studying or playing sports. A limitation of applying the social cognitive theory to drug addiction is that it doesn’t use religious beliefs to effect human behavior as used with church biased intervention. Also, in contrast to the theory of reasoned action and planned behavior, the social cognitive theory relies less on behavior intention. Drug addiction affects high school students who are susceptible to adopt other people’s beliefs as what’s popular, not what’s