1

Addicted to Education:
The Power of Knowledge
in Drug Prevention

Deliberation Issue
Guide

March 15th and 16th, 2023

—
Sparks Building 009
9:05-9:55 AM
—
Miriam Arzate, Sophia Balaratna, Benjamin Himmel, Fazil Iqbal,
Sean Lambert, Sagufta Muktadir, Alexandria Rhoads, Sabrina Adler
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INTRODUCTION
The Issue

Drug abuse in America is hardly a niche issue, with how romanticized and
wide scale it currently is it's rare to watch a day of news go by without at least
one drug related headline.

This epidemic of drug abuse has caused damage to communities across the
country. When a community member begins to abuse drugs the impact
extends beyond the user and the burden is shared by everyone. Drugs
abusers can tear apart families, cause strain on the criminal justice system,
and be gateways for greater problems. The epidemic produced a plethora of
shocking statistics that show its true scale and how it has affected many
aspects of the U.S. The opioid and drug crisis has even caused the majority of
students to not be raised by their parents in some counties of West Virginia.
In addition, according to the Federal Bureau of Prisons, a staggering 45% of all
current prisoners that are incarcerated are charged for drug offenses. While
these statistics are shocking in their own right, they don’t mention the 91,799
drug overdose deaths that occurred in 2020, with around 75% of those deaths
being opioid related. Considering the scale of this issue, it's easy to see why
solutions to this crisis have been endlessly debated and deliberated.

Background

The government's early initiatives to

combat drug abuse gained significant
traction in the 1970s with the launch of
President Nixon's "War on Drugs." This
resolute campaign aimed to establish
drug abuse as the topmost threat to the
public, or what Nixon famously dubbed
"public enemy number one" in the
American consciousness. Eventually,
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under Regan’s presidency, these policies would be further strengthened and

lead to Nancy Regan launching the government’s official media campaign
against drugs named “Just Say No”. The “Just Say No” campaign attempted to
persuade people, mainly children, to reject offered drugs by just saying “no”.
This international campaign lasted over a decade and, while it had achieved
one of its goals in that it swayed the American public’s opinion to see that
drug abuse was their nation’s biggest problem, research showed that it did
not show any significant progress in reducing drug abuse.

Following the “Just Say No”

program, more recent efforts
to incorporate drug education
in public schools across the
U.S. are largely attributed to
the D.A.R.E. program. Founded
in 1983, the D.A.R.E. program is
“a police officer-led series of
classroom lessons that teaches
children from kindergarten
through 12th grade how to
resist peer pressure and live
productive drug and violence-free lives.” It originated as a partnership
between the Los Angeles Police Department (LAPD) and the Los Angeles
Unified School District (LAUSD) and was developed for a college audience,
however as years passed different curriculums were developed for middle
schools and high schools across the United States. After establishing its high
school curriculum, the non-profit company D.A.R.E. America was
subsequently founded to coordinate and oversee the program and its
operations across America. To this day D.A.R.E. has been present in schools
throughout the nation and have been constantly changing their policies in
hopes of becoming a more effective program. However, research done on the
program’s effects since its initial creation has shown it to be largely ineffective
overall. While this research is highly disputed by supporters of the program, it
still calls into question the possibility of replacement programs for D.A.R.E.
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Approach Overview
Approach 1

This approach focuses on educating high school students on not only the
dangers of drugs, but also how to be safe regarding drug use. Currently,
students are taught to simply abstain from drugs, but that isn’t a sustainable
method of preventing drug use or abuse. This approach changes that by
suggesting that high school students be exposed to open and honest
conversations regarding drugs.

Approach 2

This approach will focus on educating current drug users and people in rehab
on harm reduction. Some ways to help save drug users lives are teaching and
providing Narcan, fentanyl test strips, clean needles, and more. This education
would focus on opiates more than other types of drugs (such as psychedelics)
since opiates are highly addictive and a drug of choice for many users.

Approach 3

This approach focuses on educating the general public – particularly those

who may live in communities with high drug usage – on the drug crisis.
Through public education campaigns, Americans will be exposed to the
dangers of drug use in order to help those around them who may be battling
with addiction. Moreover, this approach deals with educating Americans on
the legal aspects of the drug crisis, such as criminalization and
decriminalization versus legalization. Educating the general American public
will further encourage the de-stigmatization of drug users and recognize
addiction as an illness rather than mere criminal choice.
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APPROACH 1:
Education of High Schoolers
VALUES: TRANSPARENCY AND DIRECTNESS

Abstinence VS Safety

Most students begin learning about drugs and alcohol in middle school. From
the very beginning, they are told to “just say no”; however, the drug epidemic
cannot be solved with that simple saying. Rather than preaching absolute
abstinence in high school, schools should teach students how to be safe
around substances.

According to The National Center for Drug Abuse Statistics, 62% of high
school seniors have abused alcohol and 50% of all teenagers have misused
drugs at least once in their life. The diagram pictured to the right shows the
breakdown of drug abuse
among college students,
whose abuse is even more
common than high school
students. Because of these
disturbingly high statistics,
school boards should begin
to rethink their current ways
of preventing drug use and
addiction.

DARE and Other

Drug Prevention Programs

As mentioned previously, these types of “just say no” programs don’t solve all
of the problems related to drug use. One way that these programs especially
fall short is by not providing students with the necessary resources to make
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safe decisions or get help if they’re already in a situation involving drugs or

alcohol. An example of this type of
program would most notably be
DARE, which is the program used in
most schools to discourage students
from doing drugs. While it is
important for schools to provide some
sort of drug education program,
programs like DARE aren’t very
effective and can actually have
adverse effects. One of these
unintended consequences of
abstinence-only education is that
students often become “cynical about
any drug information coming from
adults”(Real Drug Education). This is
dangerous because students start
brushing off the valid warnings about
the dangers of drugs that come from
these programs and they don’t take
“just say no” seriously. Students are
given irrelevant reasons to not do
drugs, such as that drugs aren’t cool
and they cost a lot of money, but this information does not make adults seem
credible when it comes to drugs. This could be especially harmful because
the programs never gave any practical information on how students can
reduce risk in these situations. Teaching students about how to protect
themselves and their friends in these situations would help to solve this
problem.

However, some organizations are learning from the shortcomings of DARE

and taking a new approach towards drug prevention. An example of one of
these new programs would be “Safety First: Real Drug Education for Teens”
from the Drug Policy Alliance which focuses on harm reduction. The program
consists of 15 lessons that are aimed at supplementing the existing
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educational standards rather than replacing them. Specifically, “Safety First”

would provide students with other safety strategies in addition to abstinence.
Examples of these safety strategies would include teaching students how to
perform the recovery position in the event of alcohol poisoning, how to
recognize and respond appropriately to an opioid overdose, how to check that
drugs aren’t laced with anything, and how to find resources to help them
cope with mental health issues so they don’t turn to drugs. The overarching
message of this curriculum is still to not do drugs, but it just delivers this
point in a slightly different way than the programs that are currently in place
across the country.

Implementation

Changes must be made to the material that students are taught in school in
order to appropriately inform them about the risks associated with drug use.
Presently, the Pennsylvania State Academic Standards for Health, Safety, and
Physical Education place more of an emphasis on teaching children how to
avoid dangerous situations and how to refuse to participate in dangerous
activities.

Going forward, this suggested method of education would encourage

schools to add an aspect to their health and safety curriculum that would

Teach students how to be safe around substances. The specific additions

would supplement the standards already in place by providing students with
a more in-depth understanding of the dangers of drug use while
simultaneously educating them on safety strategies they can use. For high
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school students, the curriculum would primarily include harm reduction

education regarding alcohol, marijuana, nicotine, and prescription drugs in
addition to general safety information about other illicit substances.

Pros and Cons

Pros Cons
Students will be exposed to the Parents will most likely be
realities of the drug crisis in a unapproving of this method of
controlled setting. prevention.

Being taught how to use safely will Being taught how to use may
prevent overdoses. encourage students to try drugs.

Since abuse rates increase in college, Not all schools will be comfortable
educating before that may decrease with teaching this.
the rates.

Giving reasons other than “just say Organizations like D.A.R.E. might
no” might be more useful in avoiding fight back against this method of
drug abuse. education.

Framing Questions:
● Should we provide more educational opportunities for teenagers in
high schools to teach drug safety rather than abstinence?
● Will teenagers be more likely to abuse drugs if they are taught how to
use safely in school?
● How can we encourage schools to implement this style of education
into their curriculum?
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APPROACH 2:
Education of Drug Users
VALUES: SELF RESPECT AND SAFETY

Substance Use Disorders

Substance Use Disorder (SUD), also known as addiction, is a disease that

causes people to not be able to control their use of drugs. These drugs
include alcohol, illegal drugs, legal drugs, prescription drugs, and more.

Once a person becomes addicted to a drug, they will struggle to stop using it
despite the harmful effects it may have on them, their families, or their
friends. The continuous use of drugs causes those with SUD to need larger
doses to get the same effects, and, depending on the drug, they will
experience withdrawal symptoms if they go too long without the drug.

Substance Use Disorder is very common in the United States; around 20

million Americans are affected by substance use disorders. The estimated
cost of drug addiction in the US is more than 740 billion dollars annually.

Figure 1: Pie Chart of How Substance Use Disorder is treated

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Battling substance use disorder is not as simple as explaining the harmful

effects of drugs. Giving effective and proven education to people with
substance use disorder can save their lives and save billions of dollars yearly.

Harm Reduction

One common education that is given to people suffering from substance use
disorder is harm reduction education. This type of education focuses on
giving the necessary knowledge to current drug users to provide physical,
mental, and social help to prevent overdose. Many of these organizations
combat substance abuse by designing recovery, prevention, and treatment
pathways based on where users are in their recovery. Harm reduction
education addresses common health and social issues among people with
substance use disorders through policies, programs, and practices.

According to the CDC, there have been over 100,000 overdose deaths from
May 2020 to April 2021, which is a 29% increase from the previous year. Harm
reduction services offer humility and empathy to drug users and addresses
substance use disorder as a learning process.

Figure 2. National Drug Overdoses Through Various Ages and Genders, From
Years 1999 - 2021

Harm reduction education focuses on a number of objectives and

implements it through a varied array of services. These can include offering
drug education to affected individuals, providing reverse overdose
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medications such as naloxone to people at risk, educating and decreasing the

harm of behaviors that coincide with drug use to prevent transmission of
infectious diseases (HIV, hepatitis, bacterial infections, etc.), reducing the
stigma of substance use disorders, and promoting a philosophy of hope
through previous users.

With these numerous benefits, many people argue that supplying a safe
space to do drugs promotes further drug usage and leads to an increase in
drug users. When individuals with substance use disorders are criminalized
and stigmatized, it creates a hazardous environment that endangers their
safety. Additionally, it deters them from seeking the necessary assistance and
treatment services, resulting in increased occurrences of overdoses and
transmission of infectious diseases.

Implementation

Harm reduction and other drug education is beneficial in establishing a safe

environment for current users to seek help they require. In order to establish
successful harm reduction programs, funding and government recognition of
this as a problem must be required. Luckily, With Biden's American Rescue
Plan, The Substance Abuse and Mental Health Services Administration
(SAMHSA) aims to provide $30 million in funding harm reduction services
through grant programs to reduce overdoses and other diseases associated
with drug usage. Additionally, SAMHSA plans to allocate $10 million for
funding from the years 2022-2025. Although federal law prohibits funding for
syringes and clean needles, the funding can help to provide the necessary
resources to seek harm reduction education.

It is important to recognize that the goal of abstinence is very difficult.

Punishing clients who relapse produces a greater risk to users and does very
little to reduce the effects of drugs.
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Pros and Cons

Pros Cons
Abstinence only may not be realistic Teaching harm reduction may cause
for some people with addiction, but some people with addiction to
reducing drug use could be. continue using when they otherwise
may have quit.

Offering alternatives could help save Alternatives could enable people

the lives of drug users. with substance use disorder to
continue to keep using.

Using harm reduction education Investing in harm reduction

may reduce the economic strain of education can incur significant
addiction in the US. economic expenses.

Harm reduction may help people Broad implementation of this type of

recover from addiction. education would take a lot of time,
reform, and changing opinions.

Framing Questions:
● To what extent will harm reduction benefit drug users?
○ Do you think it can also be implemented with educating family
and friends of users?
● How can we realistically integrate harm reduction strategies into the
daily routines of individuals who are hesitant to seek treatment for their
substance use disorders?
○ How do we advertise?
● How do we make harm reduction education and services more
approachable?
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APPROACH 3:
Education of the Public
VALUES: COMMUNITY AND PROGRESS

Public Education
Programs

Public workshops and education

programs like the ones offered by
the FDA are a great way to expose
communities and individuals to the
effects of drug and substance
abuse. These programs are free and
could be offered particularly in
at-risk communities. Workshops
offer individuals materials such as
print pamphlets, social media
graphics, and fact sheets.
Individuals learn to recognize the
signs of an overdose and how to effectively respond to one. Community
naloxone programs have helped reverse over 25,000 opioid overdoses
between 1996 and 2014 (Wheeler).

Naloxone or Narcan is a cost-effective and easily accessible medication that

effectively counteracts the effects of an opioid overdose. To broaden access to
naloxone, it can be made available through various channels, such as
pharmacies and law enforcement officers. While it is available for purchase by
individuals in all 50 states, one highly beneficial approach to increasing access
is to distribute it through community-based organizations.
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All in all, this approach allows people to be exposed to educational resources

they can share with other members of their community and their families.
Community programs encourage a sense of community, promote empathy,
and as a result help lessen stigma.

Legalization vs. Decriminalization

Drug abuse violations constitute the majority of public order arrests in the
United States. In 2020, 1,155,610 arrests were made for drug law violations;
1,001,913 of those were related to drug possession alone.

Legalization allows the crisis to be handled through the public health system.
This means that the public’s money goes to rehabilitation programs as
opposed to incarceration, therefore putting less strain on the criminal justice
system. On the other hand, decriminalization focuses on harm reduction.
While no criminal penalties are faced for drug use or abuse, users are subject
to civil penalties. Civil penalties typically result in a fine or drug education
and/or treatment.
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In essence, the current criminal approach to drug abuse often fosters

demonization of drug users. Educating the public on the ways in which they
can help their communities, coupled with education on the impacts of policy,
will promote empathy and a better community response to the drug crisis.

Effect of Media
The tobacco industry has
been known to target
the public, and some
argue that the alcohol
industry does the same
by paying for their
products to be shown in
movies, TV shows, and
books. Young people are
especially influenced by
the media because they
care a lot about how they
look and who they are. This makes them more likely to be influenced by flashy
or exciting things like animations, quick camera cuts, and loud music. The
exact same way, some media portrayals of drugs can glamorize drug use,
making it appear exciting or cool. There are some steps that can be taken to
deal with this issue, including:

● Media literacy: Teaching people how to critically analyze media

messages about drugs can help them better understand how they are
being influenced by these messages.
● Regulation: Governments can regulate media content to make sure
that drugs are not portrayed in a harmful or misleading way.
● Advocacy: Groups that advocate for change can raise awareness about
how harmful media portrayals of drugs can be and encourage more
accurate and responsible representations.
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Implementation
There are many ways to implement drug education. With the purpose of
educating parents and educators on drug misuse prevention, early
intervention, and treatment, workshops can be held. As a result of legislative
laws that can be implemented, drug education can be taught in the
workplace. This ensures that every adult receives the same amount of
information about drugs, their consequences, and measures to avoid drug
misuse. Drug education campaigns might be subsidized by policies. This
ensures that programs have adequate resources and can reach the greatest
number of people. Policies encouraging collaboration among healthcare
providers, community organizations, and educational institutions can be
implemented. As a result, drug education might adopt a more collaborative
and effective prevention strategy. Authorities can explore legalizing or
decriminalizing specific drugs to reduce the negative consequences of drug
use, such as overdose deaths and drug user imprisonment. Agencies can
work with other countries to tackle international drug trafficking and
demand. It should be highlighted that no single strategy is guaranteed to be
beneficial, and that when it comes to legalization or decriminalization, a
combination of strategies may be required to minimize drug usage and its
associated repercussions.

Pros and Cons

Pros Cons

Drug education increases Drug education may cause

awareness about the risks of drug misinformation and
use, which can deter people from misunderstandings if the
experimenting with drugs. information provided is inaccurate
or outdated.
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It can prevent drug abuse and Drug education campaigns may

reduce its burden on society by unintentionally promote drug use
mitigating drug-related health by glamourising or
problems, crime, and social issues. sensationalizing it.

It reduces stigma and encourages Drug education programs may

people to seek treatment, have limited effectiveness in
improving access to treatment reducing drug use, especially in
options and chances of successful high-risk populations.
recovery.

Drug education breaks Drug education demands

stereotypes and misconceptions substantial resources, involving
about addiction. significant funding and time
investment.

Framing Questions
● How can the general public receive accurate and current information
on drugs? What role does it play in effective drug education?
● What are some major drug education program examples from
throughout the globe, and what can be inferred from their execution?
● Is it ethical to use fear tactics in drug education campaigns, such as
graphic images or scare stories, to deter people from using drugs?
● Is it fair to customize drug education programs to specific populations,
such as minority communities, or does this risk perpetuating
stereotypes or discrimination?
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Conclusion
Multiple Approaches

There are multiple options on how to tackle the issue, but what is most
important is that action is taken. As learned in the first approach, many U.S
high school students will encounter illicit drugs during their high school
years. Despite the best intentions and hard work of those educating high
school students about the ills of drugs, Substance Use Disorder is still
extremely prevalent in this country.

In the first approach, when it comes to drug and alcohol education in schools,
many programs rely on a "just say no" approach that emphasizes abstinence
above all else. However, with over half of high school seniors and half of all
teenagers having misused drugs or alcohol at least once, this approach may
not be enough to effectively prevent substance abuse. Programs such as
DARE have been criticized for not providing practical resources to help
students make safe decisions around drugs and for causing some students to
become wary and dismissive of adult warnings. Instead, some organizations
are adopting a harm reduction approach that supplements traditional drug
education with strategies for reducing risk and staying safe. For example, the
Drug Policy Alliance's "Safety First: Real Drug Education for Teens" program
teaches students how to recognize and respond to drug-related emergencies,
avoid laced drugs, and access resources for mental health issues. While some
may object to this approach, arguing that it may encourage drug use, harm
reduction advocates believe that providing students with the knowledge and
tools to stay safe is a more effective way to combat drug addiction.

In the second approach, harm reduction programs proved to be a possible

alternative solution. Substance Use Disorder (SUD) is a disease that causes
individuals to lose control of their drug use, including legal and illegal drugs,
prescription drugs, and alcohol. Harm reduction education is one form of
education given to those with SUD, which focuses on providing knowledge to
current drug users to prevent overdose and offer physical, mental, and social
support. Harm reduction programs can include drug education, providing
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reverse overdose medications, and reducing the harm of behaviors that

coincide with drug use. Harm reduction programs require funding and
government recognition, and while abstinence is the goal, punishing clients
who relapse or utilize drugs in treatment centers does nothing to reduce the
effects of drugs. Harm reduction education offers a potential solution to the
devastating opioid epidemic in the US, with the power to reduce the
economic strain of addiction, help individuals recover, and save lives. However,
while the benefits are clear, the cost of implementation and the possibility of
enabling continued drug use must also be considered. As we strive for
effective solutions to this crisis, exploring harm reduction education as a
strategy is a crucial step towards a healthier future for our communities.

In the third and final approach, public education programs, such as those
offered by the FDA, were shown to be a powerful tool to raise awareness
about the effects of drug abuse. Community-based naloxone programs are a
valuable tool in reversing opioid overdoses, and increasing access to naloxone
through various channels can help save lives. Legalization and
decriminalization offer distinct approaches to addressing drug abuse, with
legalization prioritizing rehabilitation programs and decriminalization
emphasizing harm reduction strategies. However, drug education campaigns
may unintentionally promote drug use by glamourising or sensationalizing it,
and inaccurate or outdated information may lead to misunderstandings.
Despite this, drug education can help prevent drug abuse, reduce stigma,
and break stereotypes about addiction.
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Works Cited
Introduction and Conclusion
Blackford, Meghan. “‘Just Say No’ and the D.A.R.E Program.” FHE Health –
Addiction & Mental Health Care, 8 June 2015,
https://fherehab.com/news/just-say-no-and-the-d-a-r-e-program/.

Bsharah, Megan. “New Statistics Show Larger Percentage of

Grandfamilies in W.Va.” WCHS, WCHS, 10 Jan. 2020,
https://wchstv.com/news/local/new-statistics-show-larger-percenta
ge-of-grandfamilies-in-wv#:~:text=In%20West%20Virginia%2C%20it
%27s%20estimated,West%20Virginia%27s%20Healthy%20Grandfam
ilies%20program.

“D.A.R.E.” D.A.R.E. America, https://dare.org/.

“Death Rate Maps & Graphs.” Centers for Disease Control and Prevention,
Centers for Disease Control and Prevention, 2 June 2022,
https://www.cdc.gov/drugoverdose/deaths/index.html.

“Federal Bureau of Prisons.” BOP Statistics: Inmate Offenses, 25 Feb.

2023,
https://www.bop.gov/about/statistics/statistics_inmate_offenses.jsp.

“Just Say No - History.” History.com, 31 May 2017,

https://www.history.com/topics/1980s/just-say-no.

Young, Graham. “About the 1980's Just Say No Campaign.” Paz Packs, 1
Feb. 2022,
https://pazpacks.com/blogs/blogposts/about-the-1980s-just-say-no-
campaign.
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Approach 1
Academic Standards for Science and Technology - State Board of
Education. The Pennsylvania Department of Education, 18 July
2002,
https://www.stateboard.education.pa.gov/Documents/Regulations
%20and%20Statements/State%20Academic%20Standards/Science
andTechnologyStandards.pdf.

Bonyani, Atoosa, et al. “A High School-Based Education Concerning Drug

Abuse Prevention.” Journal of Education and Health Promotion,
U.S. National Library of Medicine, 6 July 2018,
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6052774/.

Courage to Speak Foundation. “Drug Prevention Education Programs for

High School.” Courage to Speak Foundation, 8 Feb. 2022,
https://couragetospeak.org/the-courage-to-speak-foundation-high-
school-drug-prevention-curriculum-grades-9-12/.

Pastor, Aris. “Prevention through Stronger Education.” The Uproar,

https://nashuproar.org/51354/opinion/prevention-through-stronger-
education/.

“Real Drug Education.” Drug Policy Alliance,

https://drugpolicy.org/issues/real-drug-education.

“Safety First: Real Drug Education for Teens.” Drug Policy Alliance, 8 Oct.
2019,
https://drugpolicy.org/resource/safety-first-real-drug-education-tee
ns.

“Teenage Drug Use Statistics [2023]: Data & Trends on Abuse.” NCDAS, 1
Jan. 2023, https://drugabusestatistics.org/teen-drug-use/.

“Top 10 Reasons to Say No to Drugs Poster.” The Bureau for At-Risk Youth,
https://www.at-risk.com/products/top-10-reasons-to-say-no-to-drug
s-poster.
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Approach 2
“Alcohol and Drug Abuse Statistics (Facts about Addiction).” American
Addiction Centers, 21 Oct. 2022,
https://americanaddictioncenters.org/rehab-guide/addiction-stati
stics.

Coulson, Morgan, and Melissa Hartman. “What Is Harm Reduction?”

Johns Hopkins Bloomberg School of Public Health, 16 Feb. 2022,
https://publichealth.jhu.edu/2022/what-is-harm-reduction.

“Drug Addiction (Substance Use Disorder).” Mayo Clinic, Mayo

Foundation for Medical Education and Research, 4 Oct. 2022,
https://www.mayoclinic.org/diseases-conditions/drug-addiction/sy
mptoms-causes/syc-20365112.

“Drug Overdose Death Rates.” National Institutes of Health, U.S.

Department of Health and Human Services, 9 Feb. 2023,
https://nida.nih.gov/research-topics/trends-statistics/overdose-dea
th-rates.

“Harm Reduction.” SAMHSA, 16 Aug. 2022,

https://www.samhsa.gov/find-help/harm-reduction.

“Harm Reduction: An Approach to Reducing Risky Health Behaviours in

Adolescents.” Paediatrics & Child Health, U.S. National Library of
Medicine, Jan. 2008,
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2528824/.

Lipari, Rachel N., et al. “America's Need for and Receipt of Substance
Use Treatment in 2015.” SAMHSA, 29 Sept. 2016,
https://www.samhsa.gov/data/sites/default/files/report_2716/Short
Report-2716.html.

“Mental Health and Substance Use Disorders.” SAMHSA, The Substance

Abuse and Mental Health Services Administration, 22 Sept. 2022,
https://www.samhsa.gov/find-help/disorders.
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Minkove, Judy F. “New Research and Insights into Substance Use

Disorder.” New Research and Insights into Substance Use
Disorder, 30 June 2022,
https://www.hopkinsmedicine.org/news/articles/new-research-an
d-insights-into-substance-use-disorder.

P., Denning. “Strategies for Implementation of Harm Reduction in

Treatment Settings.” Journal of Psychoactive Drugs, U.S. National
Library of Medicine, https://pubmed.ncbi.nlm.nih.gov/11332997/.

Approach 3
“Addiction Myths vs. Facts.” Www.shatterproof.org,
www.shatterproof.org/learn/addiction-basics/myths-versus-facts.

“Advocacy about Drugs | 5 Major Drug Advocacy and Use Policy Groups.”
Alleva, 5 June 2017,
helloalleva.com/5-major-drug-use-policy-and-advocacy-groups.

Commissioner, Office of the. “FDA in Brief: FDA Announces Public

Workshop to Reconsider Mandatory Prescriber Education for
Opioids.” U.S. Food and Drug Administration, FDA,
www.fda.gov/news-events/press-announcements/fda-brief-fda-ann
ounces-public-workshop-reconsider-mandatory-prescriber-educati
on-opioids.

Commissioner, Office of the. “FDA Launches Public Education Campaign

to Encourage Safe Removal of Unused Opioid Pain Medicines from
Homes.” U.S. Food and Drug Administration, FDA,
www.fda.gov/news-events/press-announcements/fda-launches-pu
blic-education-campaign-encourage-safe-removal-unused-opioid-
pain-medicines-homes.

Committee on the Science of Changing Behavioral Health Social Norms.

“Understanding Stigma of Mental and Substance Use Disorders.”
National Library of Medicine, National Academies Press (US), 3 Aug.
2016, www.ncbi.nlm.nih.gov/books/NBK384923/.
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“Drug War Statistics.” Drug Policy Alliance,

drugpolicy.org/issues/drug-war-statistics?ms=5B1_22GoogleSEM&u
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