NCJ Number
170440
Journal
Journal of Alcohol and Drug Education Volume: 43 Issue: 1 Dated: (Fall 1997) Pages: 46-62
Date Published
1997
Length
17 pages
Annotation
The Empowerment Model is discussed with respect to its nature and theory to its emerging role as a prominent paradigm for prevention generally and for drug prevention specifically.
Abstract
Drug abuse is a complex, multiply determined, multifaceted problem. However, most drug prevention and education programs on university campuses have not been evaluated and lack a theoretical perspective to help define and interpret relevant data. Programs need to be linked to a theory that articulate the relationship between essential components of a program and short-term, intermediate, and longer-range goals. The Empowerment Model considers empowerment to be the process for achieving the goal of prevention. This model has four postulates. First, it insists on the primary participation by the target group in formulating any intervention affecting them. Second, the process of empowerment takes place over time. Third, it is important to understand the context in which a person, program, or policy operates. Fourth, detailed longitudinal designs and qualitative approaches that allow for the study of people, organizations, and policies in depth and over time are necessary. The model makes it clear that empowerment of both students and staff is an essential ingredient for successful drug prevention programs. It also suggests that personnel designing programs need to consider numerous questions concerning the definition and ownership of the problem, the development of skills and competencies, the development of a sense of community, and other issues. 44 references