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that the use of a uniformed officer to teach DARE is a good idea, <br />and that they supported DARE's goals. <br />Finally, as to whether the DARE students can successfully resist <br />peer pressure to use tobacco, alcohol or drugs, the evidence from <br />the videotaped role-plays is very encouraging. We cannot tell <br />whether the role-plays are truly comparable to the real -world <br />situations in which students might be pressured to try drugs, <br />away from the watchful eye of the camera and the evaluators. But, <br />as the last chart shows, the judges scored 87% of the students as <br />demonstrating full refusal skills after the fifth week of the <br />DARE curriculum. After the fourteenth week, 921 of the students <br />demonstrated full refusal. <br />In addition to teaching refusal skills, according to 80% or more <br />of the teachers and the principals, DARE had also had the follow- <br />ing positive results: <br />1. Students are more willing to talk abou, problems relat- <br />ing to drugs; <br />2. Students are more likely to say "no" to negative behav- <br />ior; <br />3. Students have more positive 7,- tudes towards police <br />officers; and, <br />4. Students have more negative at ­.:des about drug use. <br />