EXPERIMENTAL NATIONAL UNIVERSITY

“ROMULO GALLEGOS”
POSTGRADUATE AREA
MASTER'S DEGREE IN EDUCATION MENTION GUIDANCE

PREVENTIVE STRATEGIES TO AVOID DRUG USE IN YOUNG

ADOLESCENTS
Degree Project to qualify for the Master's Degree in Education
Mention Guidance

Author:
Licda. Herminia Cornejo
Tutor:
Dr. Leida Ruíz

Dungeon, October 2009

 EXPERIMENTAL NATIONAL UNIVERSITY
“ROMULO GALLEGOS”
POSTGRADUATE AREA
MASTER'S DEGREE IN EDUCATION MENTION GUIDANCE

GUARDIAN APPROVAL LETTER

In my capacity as Tutor of the Master's Degree Work presented by the

citizen HERMINIA DEL CARMEN CORNEJO RAMIREZ , holder of identity
card 13,851,863 , to qualify for the degree of Master in Education Mention
Guidance, whose tentative title is: PREVENTIVE STRATEGIES FOR
PREVENT DRUG USE IN YOUNG ADOLESCENTS ; I consider that said
Thesis meets sufficient requirements and merits to be submitted to public
presentation and evaluation by the Examining Jury that is designated.
In the city of Calabozo, on the twenty-sixth day of October 2009.

Sincerely,

____________________________
Dr. Leida Ruíz

iii
 DEDICATION

This work is dedicated to very special people, who have always been by
my side, supporting me and giving their best so that I continue to progress
personally and professionally.

To Miguel Antonio Cornejo, my dear and never forgotten Dad, who

from where he is, always gives me strength to achieve all my goals. I love you
very much daddy.

To Ana Isabel Ramírez, my mom who has moved forward with us

regardless of the inconveniences, you are an example of struggle and
dedication. Every day I ask God that you last many years by our side. I love
you.

To my second mother Aura Arevalo, for her unconditional friendship,

she has always been by our side.

To my appreciated brothers Miguel Antonio and Moisés Alejandro, for

being there when I need it most.

To Roberto José Fernández , the father of my daughters, for his

support and company.

To Isaura del Carmen and Romina Isabella, my two most precious

treasures, for being a source of inspiration, all my achievements are
dedicated to them and for them.

To my dear nephew Juan Miguel , the other treasure of the family, this
achievement also belongs to you.

Finally, to each and every one of the people who have been part of my
training in all these years.

iv
 “With all my love, I adore you”…
GRATITUDE

To God, for being a guide and giving me the opportunity to achieve my

goals.
To my parents (Miguel and Isabel), for giving me their unconditional
support and help.
To my brothers (Miguel and Moisés), for their collaboration and
company in all these years.
To my partner and father of my daughters (Roberto), for his help in
moments of tension.
To my daughters and nephew (Isaura, Romina and Juan), for their
patience and understanding.
To my sister-in-law (María E.), for her support and advice.
To my nephew-in-law (José Gregorio), for his help during the completion
of the master's degree.
To Lawyer Pablo Parra, for his selfless help.
To my tutor (Prof. Leyda Ruíz), for her patience, help and contributions
in completing the work.
To the prof. Lorena Di Gangi, for her contribution and collaboration
during the seminars.
To all the teachers who were part of the master's degree, for offering
their knowledge to improve professionally.
To my friends and groupmates (Klever, Alexis, Yelitza and Nazareth)
for making this study time shorter and more fun. Also to Petra and Yusdelly
who, although they did not continue in the master's degree, were of great
help.
To Licda. Audrey Graterol, for the collaboration provided in carrying out
the action plan.
To the 6th “C” students for showing interest and good behavior in
carrying out all the activities.
To EU leaders “Celina Acosta de Viana”, for opening the doors to carry
out the study at the institution.
To the Rómulo Gallegos University for once again being the institution
that will provide me with a new level of instruction at a professional level.

v
 Thank you all a million...
INDEX
pp
Dedication…………………………………………………………………………..iii
Acknowledgment…………………
………………………………………………… ..iv
List of Pictures………………………………………………………….………ix
Summary…………………………………………………………………….….x
Introduction…………………………………………………………………… 1

CHAPTER

YO.-
Diagnosis…………………………….……………………………………4
Purposes……………………………………………………………….15
Importance……… … ……………… …
………………………………..16

II.-

Referential Theoretical Framework………………………………………

… ……. 21
Historical Background………...…………… … ………………….…21
Related Research………………………… …… ………………...23
Description of the Constructs..…………………………….……….27
Definition of Prevention…………………………………………..28
Prevention
Strategies………………………………………………...29
The choice of preventive strategies…………………….…….32

vi
 Conceptualization of drugs……………… …… …………..34
Classification of drugs…………………… …… ……………..37
The preventive school and the role of the preventive teacher…
… ……39
Theoretical Foundations………………………… …
…………………..43
Theory of problem behavior…………………… …………… .43
Theory for Adolescent Risk Behavior… … ..45
Social Learning Theory……………… … ……… … …....46
Theory of Stages or evolutionary model of drug
consumption…………………………………………………………………………
…….47
Psychosocial
Approaches………………………………………………49
Legal References…… …… … … ……………… …… ………………
50

III.-

Epistemological and Methodological Foundations……………………...

53
Epistemological Approach…………………………………………..
…..53
Method…………………………………………………………..………54
Research Subjects…………………………………….
………………...56
Scenario…………………………………………………………..…57
Information Obtaining Technique…………………………………….…
58

vii
 Validity……… … ………..………………………… … …………………
59
Action Plan………………………………………………….………60

IV.-

Development of the Action Plan………………………… … …… … .

……..….77
Description of the Socio-geographic Context…………………...
…….77
Description of Key Informants……………………....………77
Development of the Action Plan……………………………………..
…….78

V.-

Categorization, Structuring, Contrast, Triangulation and Theorization of

the findings……………………………………………………..86
Categorization……………………………………………….………87
Structuring………………………………………… … ….. … …...88
Analysis and Integration of Information……………………………..94
Transformative Action………………………………………………..99
Triangulation and Contrast……………… … …… … ……………100

THEORIZATION………………………………………………….….111
Integrative Conceptual Synthesis…… … …… … ……..…………
111

FINAL THOUGHTS………………………………………115

viii
BIBLIOGRAPHICAL REFERENCES………… … ……………… ..…
………….119

LIST OF TABLES

pp
1.- Interview Categorization Matrix. Key Informant 1……………..88
2.- Interview Categorization Matrix. Key Informant 2……………..90
3.- Interview Categorization Matrix. Key Informant 1………………..92
4.- Data Triangulation Matrix………………………………..…………101

ix
5.- Triangulation Matrix of Methods and Techniques for Obtaining
Information……………………………………………………………………….
….106
6.- Theories Triangulation Matrix.……………………………..…………109

x
 EXPERIMENTAL NATIONAL UNIVERSITY
“ROMULO GALLEGOS”
POSTGRADUATE AREA
MASTER'S DEGREE IN EDUCATION MENTION GUIDANCE

PREVENTIVE STRATEGIES TO AVOID DRUG USE IN YOUNG

ADOLESCENTS

Author:
Licda. Herminia Cornejo
Tutor:
Dr. Leida Ruíz
October 2009
SUMMARY

The fundamental purpose of this study focuses on the need to

implement, through an action plan, preventive strategies to avoid drug
consumption for 6th grade students, section “C” of the II Stage of Basic
Education of the EU. “Celina Acosta de Viana”, based on the management
and understanding of the drug problem. The characteristics of this study are
those of qualitative research under the participant action research (PAR)
method. The research design was developed in four phases: Diagnosis,
Planning, Execution and Evaluation. For this study, (2) students and (1)
comprehensive teacher who regularly attend the aforementioned campus
were taken as key informants, to whom the in-depth interview was applied as
an instrument for collecting information. For the analysis and interpretation of
the information, categorization and triangulation were applied, and then the
corresponding theorization was formulated. The results obtained allowed us
to reach the conclusion that the problem that arises in the Institution is the
risk situation in drug consumption, which the students of the institution
experience daily, which is why it is necessary to implement preventive
strategies. that provide children and adolescents with the necessary tools to
achieve their comprehensive training and the ability to solve their problems
with creative responses adjusted to their reality, it is convenient for the
student to address this problem by generating forms of prevention.

Descriptors : Preventive strategies, consumption, drugs.

xi
 INTRODUCTION

One of the problems facing global society is the drug problem and
Venezuela does not escape this epidemic, where small urban communities in
the country are immersed in this latent problem; Therefore, teachers, as
involved in social work, must exercise preventive action, since there is no
magic formula to defeat the rise of drugs in the country and the world.
Prevention is the most effective measure that can be taken. Therefore, this
prevention requires hard and constant work by all members of the
community, in order to develop students' abilities and skills to prevent them
from falling into the world of drugs.
In this sense, drug consumption is currently presented as one of the
most important problems facing society, both due to the magnitude of the
phenomenon and the personal and social consequences derived from it.
Furthermore, it is no longer something exclusive to a minority but has become
a problem of social, community and public health magnitudes. The
indiscriminate use of substances in periods such as adolescence is especially
worrying, a stage in which it has increased greatly and in which it takes on
special relevance if adolescence is taken into account as a vital period of
special risk for use/abuse. of drugs, in which the first approaches to addictive
substances are carried out and the maintenance of consumption patterns
that, in most cases, are consolidated in adult life.
Furthermore, it is necessary to remember that this evolutionary moment
is a period of transition from childhood to maturity in which a large number of
bodily, affective, cognitive and value changes occur, together with a greater
desire to obtain novel and intense experiences. , by expanding social
networks and the search for autonomy and an identity outside of conventions,
make it a period of special vulnerability and prone to the development of
behaviors associated with drug consumption.

1
 Hence, the author considers that if the need pointed out by young
people to start using drugs is to experience new sensations, adapt to the
social world, combat boredom, manage leisure time, etc., school, In this
sense, it must offer an advantageous framework where alternatives can be
made possible so that the adolescent can satisfy his curiosity and his need
for new experiences, teaching him to plan his leisure and facilitating contact
with his peers, all from a constructive point of view. Hence, preventive actions
against substance use in the school environment must be considered a
priority.
Due to the above, the work presented is focused on the implementation
of an Action Plan for 6th grade students of Basic Education in the EU. “Celina
Acosta de Viana” based on the management and understanding of the
problem of drugs with the aim of avoiding their consumption. The research
work is structured into five (5) chapters based on its content: Chapter I deals
with the diagnosis of the problem; Covering the purpose of the research and
its importance, Chapter II focuses on the theoretical framework which guides
related research, the description of the constructs and the legal references
that support it; Chapter III describes the methodology used to investigate the
problem; It entails the epistemological approach, method, setting, research
subjects, information obtaining technique, validity/reliability and action plan; In
addition, Chapter IV frames the development of the action plan, Chapter V
highlights the categorization, structuring, contrasting, triangulation and
theorization of information; the final reflections and finally, the Bibliographic
References are located.

2
CHAPTER I

3
 CHAPTER I

DIAGNOSIS

Adolescence is a fundamental stage of human growth and development.

It is a period of transition in the bio-psycho-social status of the individual; a
period of physical changes and extensive personality organization. This
indicates that the most apparent characteristic of adolescence is change as a
result of ontogenetic coupling to the environment. From the social point of
view, adolescence must be understood within the context of the historical,
political, cultural, religious, economic and ethnic.
In this way, the process of the adolescent stage is complex and
transcendent, constituting a period of highly variable vulnerability. The health
status of adolescents worldwide decreases as a result of the increase in the
prevalence of risk factors for good health functioning, specifically the use of
inadequate diets and unsafe sex with consequent nutritional deficiencies and
in many cases pregnancies. The importance of this population group has
been the subject of study at all levels, this includes the Pan-American Health
Organization, which in 1990 defined the conceptual framework of adolescent
health, covering all levels of health prevention. Consequently, the role of
education in society is preferably carried out by the family and the school.
In this context, Piaget (1978) points out that, “through education, society
provides the individual with the functions that he must fulfill to obtain correct
development in his growth and constitution of behaviors” (p. 153). It is
through education that behaviors can be shaped. It is also through education
that values are transmitted and cultures remain. Without education the

4
individual does not have the adequate means for survival and development in
society.
Therefore, this education must be imparted to the individual from the
first years of life, since when a child is born he cannot take care of himself
and needs protection and care for his development and growth. Firstly, the
family is responsible for instilling in the individual the first knowledge for
integration into the community. Likewise, Mora (2003) highlights that “it
provides information about its history and origin in a cultural sense, in addition
to preparing it for school” (p.59). It is then, at home where the individual
begins his development and learning about the world around him and has his
first contacts with the other members that make up the family.
Without a doubt, this responsibility does not fall solely on the family. As
mentioned before, school also plays an important role in the social growth of
the individual. Gabaldón, (1987), highlights that “in school the individual
obtains the parameters for social functioning, that is; schedule management,
uniformity in dress, obedience to the teacher, as well as “interpersonal
induction of norms, occupational insertion, ascription of roles and social
status” (p. 56)
It is then when the individual is taught the first habits in his training. For
Aniyar (1983-1984), “he learns the first guidelines that he must follow during
his development, as well as he can obtain the necessary defense
mechanisms when facing tense situations; and it prepares him for his daily
life” (p.65). According to the author's point of view, the formation of the child is
from birth, if he/she has an early education regarding the development of
his/her personality well framed, he/she will not have conflicts in the stage of
adolescence, which is why Parents must spend time with their children in the
early years to see the fruit in the future.
Within this perspective, the growth and development of the individual is
determined by a series of multiple factors in which the environment, heredity,
as well as the relationships that the individual has with the members of his or

5
her family can be found; which is influenced by the models that the infant has
in his environment since these are the ones he will imitate when he grows up;
because these models will determine their behavior according to the
education they receive in their first years of life.
It is clear that we must ensure that children discover that their parents
want to share their problems with them, instead of simply expecting the
opposite; Children must see parents as human beings. Children and young
people feel that they are facing problems that no one else has had to face
before. It can help if you show them that you really appreciate everything that
happens to them. It is not necessary to give them an answer to all their
doubts or questions and even less to bore them with stories from the past.
What matters is showing them that parents care about them, that they try to
see the world through their eyes.
In this sense, parents cannot always be present when their children
need them. They need to work and rest, and they must learn and appreciate
this. But it is also important that they know that the door, even if it is closed at
times, will never be locked, that at any time they need it, they can enter. It is
very important to propose a time or schedule to talk together about your
problems or concerns. Even though parents cannot be with them all the time,
children should know and feel that they will always be interested in them.
It is worth highlighting that today, we live in a drug culture worldwide,
from the morning when we take caffeine or theophylline, at breakfast, until the
evening, when we can relax when we return home with an alcoholic aperitif. ,
or a sleep inducer with a sleeping pill, prescribed by the doctor, different
substances are being used, which affect the central nervous system, to face
these daily adventures. Many also become active as the day goes by,
inhaling nicotine; So, even though drugs have been present in all cultures and
at all times, today there are more people who consume drugs, there are more
quantities and there are more facilities for obtaining them.

6
 In this context, according to studies carried out by Dr. Romero (2004), in
Latin America the consumption of illicit and addicted substances among
adolescents and young people tends to increase; The use of some products
is part of the traditional culture of some of these countries, such as marijuana
in some parts of Brazil and coca in the Andean countries. Dependency
increases in groups that come from disintegrated, unemployed and poor
families. Therefore, in the same study it is estimated that between 10 and
30% of adolescents in Latin America and the Caribbean have had experience
of drug use.
Likewise, the consumption of alcoholic beverages in the world has
increased in the last decade. The socioeconomic crisis in the Central
American Isthmus has been deepening since the 1980s; this responds to
many factors such as inflationary phenomena and the poor distribution of
resources. As a result, there is an increase in unemployment and massive
migration from the countryside to the city, among other effects of the social
scourge. In this order of ideas, it has been observed that drug and crime
problems are concurrent and recurrent phenomena of these social factors
(poverty, unemployment, etc.).
Venezuela does not escape this scourge. When a survey is carried out
and questions are asked about the biggest problems in today's society, the
"drug problem" always comes out in the top 5 places. And when this problem
is consulted it is always mentioned as a problem of the poor and
marginalized. And it stopped being a street and marginal problem a long time
ago, and this happened when drugs were the best business for some and the
worst misfortune for others.
Now, regarding education, Cohen (2002) says: “Education is an
investment good, and as such, it constitutes a relevant contribution to
economic development. Every investment involves facing costs to obtain the
expected benefits” (p.52). In this way, the State will take advantage of the
investment made for its own benefit, providing the individual with an

7
education that will be a total contribution to social functioning. However,
currently the situation in schools is conflictive and there is not the appropriate
environment to provide education that promotes crime prevention as a form of
criminal policy. In research carried out in schools it can be stated that,
according to Baratta (1991):
The school system reflects the vertical structure of society and
contributes to creating and preserving it through selection
bodies,... so individuals are not taken into account for their talent or
aptitude, but for constant social differentiation (p.180) .

This clearly expresses that the school is not exclusively an entity of

education and teaching, but also of control, where students are often
discriminated against or judged based on their social condition and
environment. Baratta (1991) states that: “in school, individuals fit for society
are not formed, but rather socially segregated” (p. 182), therefore, sometimes
(not in all cases), it is the school that trains the criminal, because the
individual is stigmatized depending on the place where he lives, the type of
family he has, his way of dressing , etc.; This stigmatization in some way
contributes to the individual stopping going to school or not feeling
comfortable since the treatment they receive does not guide them to solve
their stigma but rather accentuates it.
In response to the problem presented, a theory that helps explain this
process of segregation and labeling is Quetelet's Relative Deprivation,
developed in the mid-19th century, which Garrido (2001) highlights “refers to
people becoming aware of inequality.” especially to the extent that they
observe that others enjoy greater advantages, an awareness that can give
rise to feelings of injustice and resentment” (p.69). This is applicable to the
school environment, since it is there where children learn about the
differences between them and facilitates segregation.
On the other hand, educating is the issue that most concerns the
current life of all peoples because it is the means of cultural transmission,
adaptation, training and awakening of values of individuals. It is a life process

8
because it is expressed in all manifestations of individual existence, from birth
to death. Every educational process supposes an ideal of perfection, of
improvement. Education proposes an end, it tends to reach a different stage
from what it originally had, it is its duty. Education starts from a being, and
tends to achieve an ought to be, which is the goal of education.
In this sense, the Ministry of Education, Culture and Sports, through the
National Basic Curriculum (1997), establishes that
The purposes of Education are formulated by official organizations
that set the country's educational policies, and will guide education
at all its levels and modalities, and are framed in the Curricular
Model of a normative nature as established in the Organic Law of
Education and its Regulations. (p.4).

From there two sources are taken, on the one hand, the philosophy that
expresses the type of man and the model of society that is proposed. On the
other hand, the investigation of reality that allows establishing the current and
future characteristics and needs of society. In the same order of ideas, the
Constitution of the Bolivarian Republic of Venezuela (1999), provides in its
Article 80 that the educational purpose is the achievement of the cultured,
critical individual capable of functioning in a democratic, fair and free society
because Education is based on the comprehensive formation of man,
reinforcing his personality and identifying the guiding principles of society.
Regionally, it can be said that the Guárico state is affected by the
consumption and distribution of narcotic and psychotropic substances,
directly affecting the student population since they are victims of deception,
threats or blackmail to fall into that world. On the other hand, in the opinion of
the president of the Center for Comprehensive Prevention of Children and
Adolescents (CPI) of the state in question cited by Pérez (2006), she
highlights that the problem of drug consumption is a health problem and
should be treated like a disease; explains that drug use generally begins due
to problems at home that are intrinsically linked to the lack of values and clear
rules inside and outside the family nucleus.

9
 In this sense, it also highlights that generally in the Guárico state drug
consumption originates between 7 and 21 years of age and points out that
education plays a determining role in solving or exacerbating the problem. He
also states that in the fight against drug consumption and distribution, the
participation of communities through community councils is decisive.
It is noteworthy that the town of Calaboza is not exempt from this
problem that is affecting the student population, hence it is evident through
the information presented by the local media on a daily basis, news about the
distribution and consumption of drugs. in the various neighborhoods and
educational institutions in a natural way, without any type of control and
sanction to the people who trade in this business that is affecting society and
the physical-mental health of children and adolescents.
Due to the above, and through interviews carried out with three (3) key
informants, it is reflected that the “Celina Acosta de Viana” Educational Unit
presents the situation described above, noting that there is currently a large
number of school dropouts, young people restricted from their freedom for
belonging to gangs; some are caught red-handed in criminal acts, they also
threaten teachers who notice some strange situation within the school
environment, highlighting that if this situation continues, the time will come
when teachers and the community will not be able to enter the school
because it will be taken over. these small bands that are just forming within
the institution; It should be noted that the environment in which children and
adolescents develop largely favors this training, because they are not well
guided by their parents and the community where they are being trained is
surrounded by crime and drugs; reason that largely supports the research
presented.
Next, we focus on the in-depth interview conducted with one (1)
teacher and two (2) students, who will be identified as ( I1 ), ( I2 ) and ( I3 )
respectively; to reinforce the above, where the informants expressed the
knowledge they have about drugs and the reality lived daily in the

10
aforementioned institution, they also appeared calm and confident because
the researcher works as a teacher in the research setting.

What criminal events do you frequently observe at school?

( I1 ) “In the institution it is observed daily that at night they break in to steal,
in addition it is also seen that many children who do not study or work remain
around the school… a lot of insecurity…” Well… also I can tell you that many
3rd grade kids have an influence on primary school children, many times they
take money from their breakfast and use them to harm other children.”

( I2 ) “ehhh… thefts… and deterioration of the school when they don't have to
steal”

( I3 ) “abuse of the third stage with the first stage children, they don't respect
the teachers, ehhh… what else…”

Why do you think these events occur?

( I1 ) “Because the school is surrounded by areas of high crime risk, they
must attack the school to be able to buy drugs with what they steal, also
because the boys who study at the school live around there and report”
( I2 ) “Because they are angry at the school”
( I3 ) “Because they know when there are things that can be stolen at school”

How do you think school influences your training?

( I1 ) “You know these kids since they enter first grade, and you talk to them,
advise them, many turn out good; “But if this training is not strengthened in
the home, work is often lost.”
( I2 ) “Hey… learning the rules of a good speaker and listener, when we
respect elders and learning every day”

11
( I3 ) “(laughs), when the teacher tells me the same thing that they tell me at
home, it influences because she repeats it to me in case I forget”

What information do you receive about drugs?

( I1 ) “Sometimes I talked to them about this topic, because I know that most
of the boys live in areas declared red (Ali Primera, Vicario, the majority are
from these parts), due to the number of criminal acts that occur in the areas.”
themselves, then when a criminal act happens in the environment; “I advise
and reinforce them a lot because those boys reach those limits.”
( I2 ) “the teacher tells us that they are dangerous, harmful, that we should
avoid contact with people who we suspect are criminals; At home my mom
and dad also talk to me and tell me to be careful about receiving things from
strangers.”
( I3 ) “Very little, my mother doesn't like to talk about it, she always tells me
not to play on the field with the neighborhood kids, the ones who play late
because they aren't good company.”
Do you know where they distribute drugs?
( I1 ) “I really don't know, I suspect that the boys in the 3rd stage belong to
groups in their neighborhood and suddenly they may be distributing outside
the school, although the 3rd stage teachers have expressed that they have
received threats and have I have seen signs in the classrooms that it seems
that they consume inside the school, but you know that this is a delicate topic
and many times one is inhibited from speaking because the walls listen and
suddenly one is exposed to getting into trouble.”
( I2 ) “No, but in the neighborhood there are boys who exhibit strange
behavior and the neighbors say that they consume, but I don't know how to
distribute it, suddenly they distribute it themselves”
( I3 ) “No, I don't know but my mom says that the boys who hang out on the
field distribute drugs, that's why she doesn't like me to go near them”

12
Do you show a risk attitude in your community so that they offer you
drugs?
( I1 ) “Ufff… those children live in constant risk, in these parts crime is
rampant, and there is also a good chance that they may fall into drugs.”
( I2 ) “If I think so”, why? “because there are many lazy people who do not
work or study”
( I3 ) “Yes, of course, that's why my mother takes care of me and protects me
because she knows that there are many boys who are not on the right path.”

Do you think that at school you run the risk of being offered drugs?
( I1 ) “Yes, from what I told you about the 3rd stage students, there is a
possibility that they will begin to influence the first and second stage boys and
girls”
( I2 ) “Yes, there are big boys who subjugate the little ones so they can give
them money, breakfast, and many of them spend their time with the homeless
people in the neighborhood.”
( I3 ) “Yes, I think so, because many in blue shirts spend time with the boys
who spend time on the neighborhood field”

Does the school provide guidance regarding the issue of drug

prevention?
( I1 ) “Rarely, it also influences that there is no guidance specialist, this
influences that there is not much talk about this topic, but teachers on their
own initiative invite specialists to give talks on this topic”
( I2 ) “no, they haven't spoken to us”
( I3 ) “the other time they brought a talk about drugs to the other sixth
graders, but I think it was people from the polar and they also brought a talk
to the eighth graders but other people from outside”

13
How would you avoid a person who offers you drugs?
( I1 ) “Well, it should be saying no, without showing fear, but those people
know who they can influence easily.”
( I2 ) “(Laughter) running”
( I3 ) “I imagine saying no, as long as they don't threaten me”

What strategies do you propose to prevent drug use?

( I1 ) “Make informational posters, talks, show them real-life examples, among
other activities that leave significant learning”
( I2 ) “I think… with fun talks and activities”
( I3 ) “They have to give talks, have work done on drugs, what else?... oh I
don't know... informative... posters, I don't know anything else”

It could be summarized below that within the educational institution

young people learn good and bad things, hence, through the open interview
carried out there, it was possible to show that students in the 3rd stage of
Basic Education can influence to the boys and girls of the first and second
stage to consume drugs, they also believe they know where they distribute
drugs, they also expressed a risk attitude in their environment, therefore, it is
necessary to implement preventive strategies to avoid drug consumption that
consists in giving talks, video-forums, orientations and meetings, with the
purpose of promoting education for health and life, which aims to cover all
grades, but for the purposes of this research it will begin with 6th grade
section “C”, for be the most vulnerable currently to being immersed in this
scourge.
In this sense, the previous approaches show the need to implement an
action plan to prevent drug use in young adolescents; which will be intended

14
for 6th grade students of the “Celina Acosta de Viana de Calabozo Guárico
State” Educational Unit, resulting in the following research purposes:

Plan preventive strategies to avoid drug consumption for 6th grade

students of the “Celina Acosta de Viana” Educational Unit of Calabozo,
Guárico state.
Execute the action plan based on preventive strategies to avoid drug
consumption for 6th grade students of the “Celina Acosta de Viana”
Educational Unit of Calabozo, Guárico state.
Evaluate and systematize the results once the action plan based on
preventive strategies to avoid drug consumption for 6th grade students of the
“Celina Acosta de Viana” Educational Unit of Calabozo, Guárico state has
been executed .
Within this context, drug use prevention is one of the main weapons that
can be used to combat this social vice. It is important that minors be educated
at school in guidelines that protect them from drug use and promote healthy
attitudes and habits. Boys and girls must be educated in a series of values
and must enhance their self-esteem so that they know how to say no to drug
use even though the rest of the group does start. Another action is the advice
and support to schools on the actions to be carried out in terms of health
education and prevention. Training for teachers can also be considered so
that they can develop health education and drug addiction prevention
programs. Furthermore, it must be taken into account that the family is the
main pillar of education and must provide children with skills and values that
strengthen the formation of a good citizen.
However, the influence of the education received in the family and in
educational centers is reduced during the stage of adolescence in which the
relationship with peers begins to have more importance. Unfortunately, in the
case of young people, current free time trends appear linked to the

15
consumption of certain substances. In accordance with the above, Mussen,
Conger and Kagan (1971) state:
Adolescence is a period of great physical, psychological and social
changes, which occur quickly, the age in which drug use can
mean the conscious or unconscious desire to live adventures, take
risks, experience the desire for drugs. , test yourself, know
yourself, be accepted in the group among others. (p. 125).

From the above, it can be deduced that there is a great relationship

between drug use in adolescents and low academic performance, a high
degree of absenteeism, failure, school dropout, and low educational
aspirations. The school that does not respond to the educational needs of its
students, that does not offer instruments to face their problems and those of
today's society, is contributing in some way to drug use and rejection of
school. Given the context of competitiveness that constitutes school, young
people experience failure as the first social experience, which generates a
process of rupture and distancing from the world of adults, increasing their
vulnerability. The rigid, uncompressive and authoritarian skills of the teachers,
the cold and rational relationship with the students, the lack of
communication, the depersonalization of the student causes the loss of
interest in knowledge.
Due to the social and moral commitment that educators have with the
training of adolescents, the need is felt to address this problem of drug
consumption, which is why it is necessary to train them, in the aspect of
knowing all those characteristics that it can adopt. a child, adolescent or
young person who consumes or is in the process of starting to use drugs, the
problems that this entails for him or her and the environment in which he or
she operates. In order to help young people who are within these
characteristics and do not yet consume drugs, to develop positively within
their environment and current society, providing them with timely help through
the development of preventive actions, so that adolescents when getting
involved in this world are incapacitated and do not develop as healthy

16
individuals, reducing their chances of a dignified life within society, often not
being able to fulfill their dreams and goals.
Through the development and execution of the action plan, you can
learn about the importance of the drug issue today, and understand what
symptoms a child or adolescent may present if they are using drugs.
Likewise, what are the main causes that they may have to begin
consumption. It is important to highlight that the family, the social environment
in which a child develops, friends, school, etc. They are factors of vital
importance in the development of a child, both in the use or not of drugs, as
in other aspects. Additionally, learn about the main risk factors that may occur
in the child, both with the family and with society in general. Likewise, learn
aspects that are of great importance for teachers, about the drug use of a
child who is at school. Learn how to identify a case of drug addiction, what
degree of responsibility a teacher should have, what are the main decisions
that must be made, depending on the case, in order to find a solution to the
problem.
These arguments justify the need to share specific knowledge,
concerns and experiences with education professionals who, on a daily basis,
face situations associated with drug use (illnesses, accidents, manifestations
of violence) and reflect on this phenomenon that accompanies the human
beings since its inception, which presents cycles of exacerbation and which
currently seems beyond the control of formally constituted societies.
From any theoretical perspective, primary prevention should be
considered the most desirable, since its objective is to delay or avoid the start
of consumption when it has not yet been established. On the other hand, the
need to carry out specific preventions has been defended that in a concise
way, as Calafat (2005) states, “clearly, concretely and explicitly try to
influence drug consumption” (p. 159). However, the combination of general or
non-specific intervention programs with more specific ones should not be
ruled out.

17
 In this line, there is prevention aimed at risk factors that aims not only
to modify their influence (as is known, in many cases it is not possible), but
also to enhance and reinforce the early presence of protective factors. that
help individuals at risk to avoid drug use. In this order of ideas, the social
relevance is evident because prevention is, without a doubt, the most
appropriate strategy to confront the serious problem of drug addiction, and
requires great efforts. In this sense, we must highlight the decisive role of
teachers, the participation of students, the collaboration of researchers and
social organizations, and the planning work of administrations.
It is also of great importance at the community level because it can
include other activities that work independently, such as school, family, work
prevention, etc., but if they are coordinated within a community plan they can
work synergistically. each other. To this end, it is extremely important to adapt
any community plan to the specific needs of that community and of the
people who are most likely to consume drugs and the people who are already
users.
Likewise, this research is expected to provide an important contribution
or alternative to teachers, which will allow them to solve the problem raised,
such as the prevention of drug consumption that affects children and can also
serve as a starting point for those interested. in research expand and perfect
this work with new ideas and new contributions.

18
CHAPTER II

19
 CHAPTER II

REFERENTIAL THEORETICAL FRAMEWORK

Historical background

Drug consumption is as old as humanity and there have always been

drugs associated with culture in every historical and social context. Today,
the increase in consumption is related to the current social model, which
promotes individualism, consumerism, competitiveness, emphasis on
pleasure and socioeconomic inequality, among others. Hogares Crea from
Venezuela, (2001) in their research “Etiology and perception of the problem
of drug consumption”, establishes the following:

Drugs such as tobacco and alcohol have become part of everyday

life and are part of the lives of many young people. They are linked
to leisure time, dancing, music, topics of conversation and habits...
(p. 3)

According to the above, it can be said that every time a young person
turns to drugs to enjoy life or face its demands, they are limiting the
opportunity to develop their own resources. Drug consumption induces, on
the other hand, uncontrolled behaviors in which the risks or consequences of
what one is doing are not measured, often letting oneself be carried away by
friends, neighbors, or by the personal problems that overwhelm one. . The
environment in which the person moves is also decisive when it comes to
consuming drugs. There are environments in which these substances enjoy
social prestige, it is acceptable to take them, they are associated with leisure
and fun, they are fashionable and, all of this makes their consumption easier.
The information that circulates in these environments is usually biased in a

20
way that minimizes the risks and exaggerates its benefits. It is also known
that certain conflictive or marginal environments have a direct impact on the
initiation of drug consumption. According to the Alliance for a Venezuela
without Drugs (2000):

Our boys, girls and young people from the popular sectors come to
school loaded with frustrating experiences. Living in disintegrated
families, where countless cases of abuse occur; the continuous
download of television combined with the impossibility of meeting
the consumption expectations that it offers,... (p.21)

Seen in this way, the above allows us to deduce that, increasingly, the
world of drugs is within the reach of young people and there are many risk
factors that make them vulnerable, such as the lack of education and
adequate information about the effects. of narcotics. Family disunity and the
lack of dialogue between parents and children also have a negative influence,
as well as social environments, distorting messages broadcast by the media
(especially television), school dropouts and lack of work, among many others.
Therefore, it is essential that young people receive guidance not only
about the harm that drugs cause, but also about their ability and right to
refuse to use them. It will be necessary, then, to strengthen their self-esteem,
the sense of the common good, the value of a healthy body and spirit to be
able to successfully face the challenges, problems and risks that may arise
throughout their lives.
This being the case, it is clear that the consequences of addictions to
drugs and other legal and illegal substances should make us reconsider the
need to undertake a joint effort to highlight its seriousness. All actors in
society must assume this responsibility with absolute clarity and firmness and
the commitment to encourage the values that enhance human beings, not the
vices that degrade and harm them.
It should be noted that these are the causes that have been handled
throughout history, which are related to drug consumption and which have

21
generated innumerable consequences for humanity. According to this
research, if they are not treated preventively, the number will continue to
increase. of consumers.

Related Research

From the previous approaches, it is worth highlighting that for the

purposes of this work, a review of research and documents will be carried out
where theoretical postulates and some specific theories that correspond to
the prevention of drug consumption will be found. In this sense, Méndez
(2004) highlights that, “the background of the research is what takes into
account the previously constructed knowledge, so each research is part of an
already existing theoretical structure” (p. 63).
That is why the work of Fonseca (2004) was taken into account, in his
work entitled "Knowledge, attitudes and practices about drug use in common
cycle students in Soledad, El Paraíso, Honduras" which had the purpose of
obtaining information about what the students of Soledad, El Paraíso know,
think and practice, to provide data that contribute to implementing prevention
strategies, especially in the rural sector.; It was methodologically structured in
a descriptive cross-sectional study, taking as the universe 346 students of the
Common Cycle presented. Likewise, the sample was calculated using the
Statgraphics statistical program, obtaining a sample of 140 students; came to
the conclusion of implementing intervention strategies and prevention
projects to contribute to the solution of the problem at the local level in the
first instance, providing the population with a scientific basis to better
understand the magnitude of this social scourge that is “growing.” ”. The
study is related to research because it focuses on the need to develop and
implement intervention strategies and/or prevention projects that allow
community support to solve the problem.

22
 Likewise, Córdova, Andrade and Rodríguez (2005); In their study called
“Characteristics of resilience in young drug users and non-users”, the
objective was to identify and compare resilience characteristics between
secondary education students (basic and higher), abusers or dependents of
illegal drugs, experimental users and non-users. ; in order to obtain indicators
to guide the development of preventive intervention strategies. It was framed
in a cross-sectional, retroactive comparative study with a non-probabilistic
sample of 1021 young people from 13 to 18 years old. A self-administered
questionnaire was developed with four areas: sociodemographic, family,
individual and drug use, showing good levels of reliability and validity. The
research concludes that the development of interventions should focus on
strengthening the protective elements of resilient young people, that is, young
people willing to overcome their difficulty. The research corresponds to the
study presented because it focuses on the problem of drug consumption, and
also highlights that it must be treated in a timely manner, that is, preventively
to alert young people about this scourge.
On the other hand, Cepero (2005), in his doctoral thesis: “An
international vision of street children. Case study: street children in the city of
Ceuta”; presents as its objective to build and offer to different organizations
involved in the defense of children at risk, a guide for the development of a
multidisciplinary program that addresses and enhances aptitude, attitude and
behavioral components. It focused on non-probabilistic and accidental or
causal sampling; The sample consisted of a total of 43 children, aged
between 9 and 17 years. The author concluded that it is necessary to design
intervention programs for street children; because by approaching these
children with instruments and motivating actions, the reality they have
experienced is known and those circumstances are taken advantage of to be
able to succeed in providing a dignified future in which they choose how far
they can go. It should be noted that the relationship of this study is focused
on the design of intervention programs aimed at boys and girls at risk, where

23
the need for them to be protected and warned about the consequences of
consuming drugs is emphasized.
Likewise, Vallejos (2005); In the research called “Drug consumption and
factors and protection in secondary school students” the objective is to
describe drug consumption and risk and protective factors in secondary
school students in the city of Metropolitan Lima; It was framed in a descriptive
– comparative – correlational study; The variables were considered: age, sex,
level of education, school location and the DUSI (Drug Use Screening
Inventory) was applied to a sample of 2,751 schoolchildren of both sexes.
Finally, the conclusions showed a significant correlation between the level of
education and the risk; between polydrug use and risk; between the
educational center and the risk and protective factors, between the male sex
as a risk factor and alcohol and other drugs; between school location and
alcohol consumption; between the educational center and the consumption of
alcohol and other drugs, between the location of the school and the risk of
consumption. It is related because it covers the protection of drug use in high
school students, locating various risk factors.
Finally, it is worth highlighting the work of Lloret, Gásquez and García
(2006), entitled “Training on drug dependence in third cycle programs in
health sciences”; It consisted of analyzing and describing drug addiction
training in the current doctoral programs assigned to the Health Sciences
faculties of Spanish universities. The methodology used was carried out using
a template developed for each subject with a teaching load on drug addiction,
the information collected was entered into a database, created for this
purpose, the analysis of the doctoral programs was carried out on 51 official
programs of doctorate; reaching the conclusion that drug addiction training in
Spain has experienced significant progress in recent years; Today,
professionals in the different areas of action in drug addiction have a training
offer aimed mainly at the acquisition of skills and intervention techniques for
clinical and/or prevention. The research taken is similar to the work because it

24
deals with the location of various doctoral works that focus on the problem of
drug dependence, highlighting that to attack it, intervention and/or prevention
skills and techniques must be acquired.
According to the studies described above, it can be highlighted that the
topic of drugs has always been considered important at an educational level;
Hence, prevention programs must be implemented whenever necessary, so
that once and for all this evil that traps more and more young people every
day is put to an end, at the expense of the blind eye of the competent
authorities; So as educators and fulfilling the role of counselors we should not
be left with our hands tied.
In relation to drug consumption, Hogares Crea de Venezuela, (2001) in
its research cites the following:

The problems derived from the consumption of tobacco, alcohol

and other drugs especially affect children, adolescents and young
adults from all social sectors. It is an extremely complex problem,
with multiple causes that touches all dimensions of human
development (in the order of social, cultural, economic, legal,
ethical, political, affective, evaluative, productive, labor,
communicative, geographical) and in which a series of aspects
related to the individual, the family, the community and society in
general intervene, without leaving aside the importance of drugs in
themselves, their addictive power and availability.

According to the above, to understand this problem, a series of

elements that interrelate with each other must be taken into account, such as:
drugs, considering their addictive power, types and availability. Another
important element is the person, taking into account their diversity; The
environment would be another element to evaluate where the school, the
community, and the group to which they belong intervene. All these aspects
that, when channeled, become relevant within drug consumption.
In this sense, risk and protective factors can affect children and young people during
different stages of their lives. At each stage, risks occur that can be changed through
preventive intervention. Risks of the school years, such as aggressive behavior, can be

25
changed or prevented with family, school, and community interventions aimed at helping
children develop appropriate positive behaviors. If left untreated, negative behaviors can lead
to additional risks, such as academic failure and social difficulties, which increase children's
risk for future drug abuse. Hence, research-based prevention programs should focus
on early intervention in a child's development to strengthen protective factors before
behavioral problems develop.

Description of the Constructs

The theoretical structure presented below must have a specific logical

and coherent sequence to contrast the findings. In relation to this aspect,
Martínez (2004) states “the theoretical framework must be appropriate in itself
and adequate in terms of its breadth; That is, it cannot be restricted to a
subarea of the discipline nor, even less, focus only on the point of view of
some authors” (p.124). In this sense, the theories are presented to support
this research, of which definitions, functions, profiles, characteristics,
eventualities, processes, structures and other significant contents that will
undoubtedly strengthen the study are described.

Definition of prevention

Following the reflections of the National Drug Plan (2008), prevention

can be defined as “that dynamic network of strategies that aim to eliminate or
reduce as much as possible the appearance of problems related to drug
abuse” (p. 56) (Prevention Accreditation Criteria). For its part, the CSAP of
the National Center for the Advancement of Prevention (2007) defines
prevention or preventive efforts as “attempts to reduce problems derived from
drug abuse before they begin, through a variety of strategies.” .
Due to the above, prevention is always taking measures or carrying out
actions that prevent the appearance of problems or situations considered

26
problematic. Preventive actions take all types of formats: Campaigns, Use of
materials, Recreational events, Standardized programs, National and regional
plans, etc.
Within this order of ideas, it is believed that preventive actions must,
increasingly, be planned, applied and evaluated in a systematic, coherent and
globalized way. It is advisable to raise from the beginning the existing
consensus on the plurality of objectives of drug prevention: One objective
may be to avoid or prevent drug consumption since non-consumption would
automatically imply the disappearance of the problems associated with
consumption. Another different objective may be to avoid drug abuse, or
more euphemistically, their misuse or inappropriate consumption. A third
objective may be the reduction or elimination of problems resulting from drug
consumption, inappropriate consumption or abuse.
The National Drug Plan (2008), in its document on the prevention of
drug addiction in the school community, lists the possible measures to be
taken within this framework of objectives: Measures aimed at reducing the
availability of drugs that therefore seek I do not consume. Measures aimed at
training people so that they do not need to use drugs; again a goal of non-
consumption. Measures aimed at training people not to abuse drugs, even if
they consume them; objective of eliminating problems. Measures aimed at
reducing the problems of people who use drugs; goal of reducing or
eliminating problems
Despite this insistent emphasis on establishing the reduction or
elimination of problems derived from drug consumption and abuse as the
objective of prevention, most public documents almost automatically redirect
their focus towards elimination or reduction. from misuse or abuse, that is,
towards non-consumption.

Prevention Strategies

27
 To begin, strategy is a polysemic concept that different authors direct
both to classification as “nonspecific/specific”, primary, secondary or tertiary,
as directed to “supply or demand” or according to different segments of the
population (general population). , families, school population, at-risk
population,...). Martín (1999) establishes that the term “strategy” should be
reserved to designate what characterizes a preventive intervention in what is
the set of activities, actions and/or services that constitute the intervention,
strategy and intervention model coincide to a large extent. . Therefore, in this
sense, the differentiation between strategies whose objective is: Reducing the
supply of drugs, and those whose objective is reducing demand is relevant.
Thus, on the supply side, any strategy that reduces the presence of
drugs is a preventive strategy . This should include the increase in drug
prices, the confiscation of illegal drugs, the prohibition of advertising and
promotion of legal drugs, regulations restricting the consumption of (legal)
drugs in public spaces, the restriction of places of sale of drugs or the
reduction of the number of premises that sell them, as well as restrictions on
the age to buy or to access said sales and consumption premises, etc.
At the same time, a large part of these prevention measures within the
supply reduction strategy are regulatory measures that have to be agreed
upon by legitimate authorities, normally at the national (or supranational) or
Autonomous Community level. The existence of legal and illegal drugs shows
that this strategy does not work when taken to its logical limit (total restriction
of supply); However, it does constitute a good complement to demand-based
strategies.
Within demand-based strategies there is no consensus on their
typology, nor on the existence of a single strategy to use. Regarding demand
reduction, Martín (1999) presents the currently existing strategies that can be
classified into five classes:
1.- The strategy focused on the dissemination of information about
the characteristics of drugs and their effects, objectively highlighting the

28
negative ones. 2.- The strategy focused on the offer of alternatives to
drug consumption, including alternatives for using free time and leisure. 3.-
The strategy based on the affective component . This strategy affects the
improvement of self-esteem, as well as the modification of attitudes, beliefs
and values related to drugs and their consumption. 4.- The strategy based
on social influence . It is about anticipating and facing social pressures
(friends, advertising, environment...) in favor of drug consumption. The factors
that favor consumption are identified and addressed directly, showing the
process of social influence and developing resistance and rejection skills. 5.-
The development of generic skills for individual competence and social
interaction (life skills).
A useful way to classify preventive programs is to consider three large
groups based on their global strategies : Universal programs , selective
programs and indicated programs . Universal programs; They are aimed
at the general population, or broad segments thereof, and their ultimate goal
is to prevent or delay the onset of drug use. It is assumed that all the people
who make up the given population have the same probability (or risk) of using
drugs, and the program is directed to them without distinction.
In this sense, universal programs have been developed for schools,
families and the community in general. An example of a program aimed at
schools is Botvin's “Life Skills” and another example of a community program
is the “Midwestern Prevention Project (STAR)”.
Selective programs ; They target population groups at higher risk of
drug use. These groups can be defined based on age, place or area of
residence, family characteristics, etc. The basic objective of these selective
programs is to prevent drug consumption by influencing the protective factors
of people who belong to these risk groups.
In these programs, the professionals who apply them are especially
qualified, they have to motivate people in the risk group to participate in the
program, the intervention is more intense and lasts longer than in universal

29
programs and requires prior knowledge both of risk factors and protective
factors.
Finally, the indicated programs ; They target individuals at risk
because they consume drugs and/or present problems associated with said
consumption, without leading to addiction. The objectives of these programs
are usually the reduction of substance use, frequency or quantity, and the
problems associated with it. The first step in the application of these
programs is the identification of individuals at risk through associated
problematic behaviors (antisocial, aggressive behavior, school failure...) or
drug consumption itself.

The choice of preventive strategies

One of the most important components are the strategies used in

preventive interventions currently, which are, on the other hand, those that
have been shown to be most effective. The choice of a specific preventive
strategy according to Martín (1999) must be made based on:
• Existing strategies that have proven their worth. • The characteristics
of the problem on which we intervene. • The needs detected. The “problem”
of drug addiction is not the same in all municipalities and neither are the
needs that will guide the intervention.
From the most general perspective, a given social condition or event, for
example heroin use, becomes a social problem when it is defined by social
actors in accordance with certain values. Therefore, it is logical to think that
the objective social conditions and social values that determine the social
problem may vary from one location to another. Therefore, any prevention
program requires prior knowledge of the following aspects: The social
condition and its characteristics, the problem and the detected needs related
to the social problem. In a logical-necessary sequence, the objective social
condition on which we are going to intervene must become a problem and

30
this, in turn, must be translated into social needs or needs (deficits) that will
precisely guide the intervention to end such deficits. The translation of a
problem into needs involves in parallel the choice of one or more intervention
strategies, as can be seen in the following diagram:

The hypotheses of a program can be developed around: The causes of

a certain behavior or problem. The factors associated with the causes. The
consequences of behavior. Or the factors associated with said
consequences. Although ideally the analysis of the drug-related problem on
which intervention is going to be carried out can and should be separated
from the needs assessment, the truth is that needs assessment and problem
analysis are closely interrelated and must be done together. The needs
assessment must be carried out before having selected an intervention
strategy (once the problem has been identified and known), or it can also be
done afterwards to adjust the intervention program to the needs diagnosed in
the context and place where it will be applied.
Conceptualization of Drugs

31
 Drug consumption constitutes a public health problem, understood in its
broadest sense, to include not only problems of a strictly health nature but
also those that affect the personal and family well-being of those affected and
the social consequences that lead to drug addiction. To understand the
problem of drug consumption, a series of elements that interrelate with each
other must be taken into account, such as: drugs, considering their addictive
power, types and availability.
Another important element is the person, taking into account their
diversity; The environment would be another element to evaluate where the
school, the community, the group to which they belong intervene. All these
aspects that, when channeled, become relevant within drug consumption.
Within all this trio, it is worth asking: What are drugs and what do they
represent for society? According to the Alliance for a Venezuela without
Drugs (2000), they are defined as:
chemical or natural substances that, when consumed by a person,
cause changes in the functioning of both the physical and
psychological part of the organism. Due to their effects, drugs
cause dependence to a greater or lesser degree, according to the
substance consumed and the characteristics of each individual,
such as age, personality and the family and social environment
that surrounds them. (p.4)

It is evident then that drugs are chemical substances that modify the
mood, perceptions, mental functioning and/or behavior of subjects. They are
also usually called psychoactive substances . In almost all known cultures
throughout history, people have consumed some type of psychoactive
substance to alter mood, thinking and/or feelings. The non-medical use of
drugs and the problem of their abuse are as old as civilization itself.
In this regard, CONACUID (2003) expresses the following:
Drugs, also known as pharmaceuticals, are a product or substance
of natural or synthetic origin that forms the active ingredient of a
medication, which is used for curative, suppressive and

32
 prophylactic purposes. Its therapeutic usefulness will depend
primarily on the ability to produce the desired effects with a
minimum of side effects. (p.2)

This concept refers to the fact that the modification can be harmful or
beneficial to the living being, and that it depends on the time of administration
and the dose and the characteristics of the being itself. Paracelsus said in
1500 that all substances are poisons. For him, the difference between a
poison and a medicine was the dose, meaning that a medicine administered
in excessive doses and for an inadequate time becomes a harmful factor that
can lead to the person's death.
Due to the above, the consumption of drugs, legal and illegal,
constitutes a very important public health problem. The risks and harms
associated with consumption vary for each substance. In addition, it is
necessary to take into account personal variables such as the user's degree
of knowledge or experience, motivation, etc. and the specific properties of
each drug as well as the influence of adulterant elements. What makes an
addiction a harmful addiction is that it turns against oneself and others. At first
there is some apparent gratification, just like with a habit. But sooner rather
than later his behavior begins to have negative consequences on his life.
Therefore, addictive behaviors produce pleasure, relief, and other
compensations in the short term, but cause pain, disaster, desolation, and a
multitude of problems in the medium term. The negative consequences
associated with addictions affect many different aspects of a person's life. On
the other hand, in relation to the definition of drugs, the following question
arises: When do drugs present themselves as a problem?
According to CONACUID (2003), it states:
This problem can be approached from two behavioral points of
view, one in which drugs for therapeutic use (benzodiazepine,
amphetamines, barbiturates, etc.) are consumed illicitly or that do
not conform to a specific medical treatment, with the aim to obtain
the psychostimulant or depressant effects of these drugs; The

33
 other point of view is the one that has to do with the consumption
of drugs for non-therapeutic use (illicit drugs), such as cocaine,
marijuana, heroin, etc., through their action on the nervous system.
central, are capable of producing emotional, perceptual,
consciousness and behavioral changes in the individual. In both
behaviors, drug use is excessive, generating physical,
psychological dependence or addiction, which causes, in most
cases, serious psychoorganic deterioration and social behavior.
(p.4)

From the perspective adopted, today's society faces a dangerous

problem: drug abuse. This problem is observed especially in children and
young people, regardless of religion, social position or sex. As has been
mentioned repeatedly, a drug is any therapeutic product whose use or
consumption causes alterations in the individual's central nervous system;
creating psychological, emotional and physical changes, as well as drug
dependence.
Among the possible causes that may motivate a young person to
consume drugs, the following could be listed: to belong to a certain group of
friends (group acceptance), imitation of an artist whom they admire or with
whom they feel identified, to evade a reality that they dislike or to increase
self-esteem (problems at home or relating to other people and under the
influence of drugs they manage to feel uninhibited and good).
Within this framework of ideas, the use and abuse of drugs by children,
adolescents and young adults must be prevented since in their constant
search for emotions or simply to evade realities, they are susceptible to falling
into dependence. Below is a brief description of the classification and effects
of drugs, so that basic information is known. It is recommended not to focus
strategies on drugs and their consequences, to avoid an anti-preventive effect
on the information that is transmitted since it can generate curiosity to
“experience” the effects that one is trying to avoid. It is advisable to work on
the consequences that drug consumption has on your personal life (family,
studies, friends).

34
Drug classification

The World Health Organization (2006) classifies drugs into four

differentiated groups based on the degree of danger, taking as reference the
effects they have on behavior, the creation of dependence and toxicity for the
body. Among them the following stand out:
1. Hallucinogenic : substances that act on the central nervous system,
causing hallucinations, dreaming. Examples of these derogations: LSD,
marijuana, phencyclidine (PCP), mescaline, peyote.
2. Depressants : substances that depress the functioning of the central
nervous system, delaying or reducing the response capacity of mental and
bodily functions. Example of these drugs: opium and its derivatives
(morphine, heroin, codeine, meperidine, methadone, fentanyl), barbiturates
(thiopental, pentobarbital, secabarbital, amobarbital, barbital),
benzodiazepine (alprazolam, bromazepam, clonazepam, lorazepam,
diazepam, etc. ) and ethyl alcohol.
3. Stimulants : stimulates the activity of the central nervous system,
meaning that it produces a state of excitement or acceleration of biological
and psychological functions. Example of these drugs: cocaine and its
derivatives, amphetamines and their structural analogues, nicotine, caffeine.
4. Inhalants : commonly used chemical substances, whose vapors
when inhaled produce euphoria, disorientation, and loss of appetite in the
individual. Example of these drugs: varnishes, glues, solvents, gasoline,
tinner. Etc.
On the other hand, De Breto (2003) cites in his article Dr. María Teresa
Aquino, psychiatrist, director of the Center for Studies and Research in Drug
Abuse Care (NEPAD), belonging to the State University of Rio de Janeiro ,
states that: 90% of the subjects treated are addicted to cocaine, with an

35
average age of 16 years. For this researcher, the use of narcotics is one of
the main causes of violence and cruelty manifested by many young people.
Added to this is the educational crisis of the “family nuclei” that have been
brewing since the 1960s: “prohibition is prohibited, sexual liberation, the
hippie movement…” and in which the emerging psychological and
educational theories were misinterpreted, misinterpreted, understood and
erroneously applied. Great confusion was created about the concepts of
freedom and failures were generated in the orientation of children and young
people, because adults were also confused. They were not clear about what
was allowed and what was prohibited, both in family and social norms.
So, because of the above, there was fear of imposing limits on children
with the fear of frustrating them and causing them psychological trauma. The
truth is that there is no scientific theory that demonstrates that the absence of
limits is an infallible method to educate children without problems.
Permissibility without brakes is disastrous. If the basic values of coexistence
are not transmitted to the future generation, serious behavioral disorders will
appear, the feeling of emptiness in young people who do not know how to fill
that loneliness without compulsive drug use, therefore, this should be
avoided. problematic in all contexts.
The Preventive School and the Role of the Preventive Teacher

The formative action of the school begins from the childhood of the
human being and accompanies him in the changes and crises typical of the
different stages of his growth. From the beginning, this new space
encourages the acquisition of experiences of social interaction, affective and
attitudinal learning; Many of the functions previously performed by the family
have been transferred to the school, which, as an agent of socialization in
contemporary life, plays a role in the prevention of drug consumption.

36
 One of the school's main strengths is promoting the comprehensive
development of children and adolescents. It constitutes a place where
possible risk behaviors presented by students can be detected early: early
corrective action can neutralize future risk behaviors. A school that does not
fulfill its guiding and preventive role presents characteristics in its own
teaching that translate into risk factors for drug consumption.
In this context, for example, an autocratic school, with emphasis on a
merely informative curriculum, acts as a factor that prevents the personal
growth of children and adolescents, creating in them attitudes of passivity,
dependence, little critical thinking and submission to reality. authority figure;
In this order of ideas, the school must be active in relation to the various
problems that the student body may present.
In this sense, it has often been said that in traditional schools ideas are
“imposed” by not training students to analyze and transform them. The
classes do not encourage debate and discussion, and the provision of
information by itself does not provide sufficient elements to give them what is
transmitted. This educational process has been governed by a didactic model
defined as paternalistic, anarchic, directive, informative, vertical directed
towards a person - object.
In relation to the function that the Rivero school must play, (1999) cites
the following:
In an education oriented towards autonomous and responsible
development, knowledge is not the goal of learning, but the result
and consequence of the act of learning. Performing an educational
function aimed at the comprehensive development of students,
turns the teacher into a prevention agent par excellence, who
represents a role model, with teachers being the main executors of
the school's mission, they can count on various strategies to
strengthen their students against the problem of alcohol and other
drug consumption. (p.39)

In this sense, the preventive school must consider:

37
 1. Teacher training in drug consumption prevention: to the extent that
the teacher is trained in this subject, he or she will handle information about
consumption. Teachers need to be prepared to transmit it meaningfully, in a
credible and appropriate way for the student population, according to their
age, level of development and adjusted to the sociocultural differences of
each region. Certain types of information can be inconvenient, since improper
handling of information on drugs can result in what it was intended to avoid.
2. Stopping early risk behaviors: the teacher trained in prevention is able
to identify early risk behaviors such as rebellion, conflicts with authority
figures, difficulties in following rules, aggressiveness, hyperactivity, difficult
temperament, bonding with peers problematic, in which case you must
personalize the treatment with the young person, approaching him, showing
him a receptive and supportive attitude; If you consider it appropriate, you
should refer him to a specialist, in order to complement the efforts to help him
overcome his problems. It is important to remember that it is necessary to
observe carefully, since many of the aforementioned behaviors usually
characterize adolescence.
3. Development of life skills in students: it is about strengthening the
psychosocial competencies of students by stimulating the ability to set goals,
manage peer pressure, make appropriate decisions, establish and maintain
relationships, have a healthy self-concept and self-esteem. , develop
autonomous and critical thinking regarding the problem, among others.
4. Counteract the influence of cultural determinants: the perception that
children and adolescents have about drugs is colored by false stereotypes
that distort reality, such as the association between alcohol-recreation and
free time, the link between tobacco and maturity. , drug use and youth and
many other false beliefs against which the teacher must guide a collective
reflection, which allows students to correct these false beliefs and at the
same time acquire the ability to develop critical thinking, and become aware
of How friends, family and the media influence us.

38
 5. Develop non-consumption commitments: offering students
information about the consequences of drug use and promoting the
development of skills that allow them to identify and act in a healthy way in
situations of risk of consumption, will place them in the capacity to do so.
strong non-consumption commitments.
6. Promote anti-drug social norms within the school environment: the
school must have a very precise school policy regarding the consumption of
tobacco, alcohol and other drugs, and also direct its principles towards the
foundations of preventive school. Given the reality that is being experienced,
regarding the drug problem, it is advisable to use individual or group work
techniques that allow the student to generate forms of prevention and
development around the acquisition of values in classroom.
On the other hand, teachers, preceptors and other members of the
school act as models due to the contact and closeness with the students.
Therefore, the gaze is positioned on the consideration of subjects as
culturally situated beings in a biopsychosocial context that transforms them
and makes them act accordingly. From here it is necessary to define the
space in which these subjects of analysis are developing. Faced with the
current social crisis, where the hegemonic power adjusts and socially
excludes various sectors, the neighborhood and the community are scenarios
for places and spaces of opinion and reflection, from which various policies
imposed by the State are challenged or ratified.
It is then highlighted that the teacher is a central resource in intervention
on the problems that students normally face. The importance given to the
teacher to promote health has not been accompanied by works that try to
elucidate the process to follow in achieving this goal, nor to provide the
teacher with the necessary resources to achieve it; Hence, it is necessary for
teachers to be trained in order to avoid problems that may arise in the
educational field, for this they must be constantly updated on the topics that

39
imply a possible threat to the community, and consequently, to the school
environment. .
Within this context, the teacher, when launching innovative projects in
addiction prevention, must feel personal satisfaction with the teaching, hence
the project is beneficial for both the student and the teacher. The complexity
of the innovation process, understood as a germ of change, derives from its
political, sociocultural and community nature, thus demarcating itself from its
narrow and elementary technical or bureaucratic conception. Its specific
nature refers to the institutional and personal processes that make its
occurrence possible. Therefore, theoretically the importance of the teacher in
the role of counselor and preventer is highlighted.
Theoretical fundament

Although theories concerning the etiology of drug use are abundant, few
of these theories appear to have direct relevance to the development of
effective prevention strategies. As Botvin points out (Botvin et al. 2000) social
learning theory and problem behavior theory seem to provide a useful
conceptual framework to understand the etiology of drug use. From this
perspective, drug consumption is conceptualized as a socially learned,
purposeful and functional behavior, which is the result of the interplay
between various personal and social factors. Like any other behavior,
substance use is learned through modeling and reinforcement processes,
mediated by personal factors such as the cognitions, attitudes and beliefs that
individuals possess.

Problem Behavior Theory

The theory of problem behavior was formulated from the area of social
psychology by Jessor and Jessor (1980) to explain alcohol consumption, but
it has also had support for drug abuse, especially marijuana. The authors
suggest that the likelihood of drug use can be predicted by the individual's

40
general propensity toward the problem behavior. This refers to behavior that
is socially defined either as a problem, as a source of concern or concern, or
simply as something undesirable according to the norms or institutions of
conventional society.
The theory of problem behavior is based on three interrelated and
organized explanatory systems: a) personality (cognitive factors that reflect
meaning and social experience, such as values, expectations, beliefs,
attitudes and orientations towards oneself and towards others); b) the
environment (factors that may be known or perceived to have meaning for the
person, such as support, influence, controls, models and expectations of
others); c) behavior (result of the interaction of personality and environmental
influence, behavior is understood as socially learned purposes, functions or
meanings).
In addition, there are a series of antecedent variables that include both
demographic characteristics (the education, occupation and religion of the
parents and the family structure), as well as the socialization process
(parental ideology, family climate, influence of peers). and the influence of the
media). From this theory, drug consumption is explained at two levels: at a
distal level, by low parental support and control, low peer control, low
compatibility between parents, peer expectations and low parental influence
on the equals; at a close level, due to low parental disapproval of the problem
behavior, having many role models of consumer friends, and high approval by
friends of the problem behavior.
The reason adolescents engage in problematic activities, such as
substance use or premature sexual activity, is that such actions generally
help them achieve personal goals, acceptance, and access to a certain group
of people. equals or the achievement of a certain social status. Thus, the
behavior of drinking, smoking or taking drugs can be, on the one hand, an
acceptable way of coping with real or imagined failures, boredom, social
anxiety, low self-esteem or unhappiness and, on the other, a way of giving an

41
image of greater control and toughness or demonstrating greater
independence from authority figures. To the extent that young people
perceive these activities as functional, they are more motivated to participate
in them, which is why they are at greater risk of using, especially those who
do not find alternatives to solve their problems or achieve their goals. goals.
As a consequence, a good preventive strategy would be to highlight the risks
of substance abuse and provide this subgroup of the population with
alternatives to consumption to confront the problems they encounter.

Theory for Adolescent Risk Behavior

More recently, based on behavioral epidemiology and developmental

and social psychology, Jessor (2001) has proposed a more comprehensive
theory, under the name of the Theory for Adolescent Risk Behavior, which is
based on considering the risk and protective factors (biological/genetic, social
environment, perceived environment, personality and behavior), risk
behaviors (problem behaviors, related to health and school) and risk
outcomes (health, social roles, personal development and preparation for
adult life).
For the appearance of risk behaviors in adolescents, socially organized
poverty, inequality and discrimination are of great importance. Knowing social
behavior, taking into account the specific stage of development, appears
relevant from this perspective, which has led, in turn, to a confluence with
developmental psychology and social psychology (Becoña, 1999). Jessor
advocates a comprehensive and simultaneous view of all risk behaviors,
suggesting that intervention should be aimed at changing the circumstances
that sustain a group or syndrome of risk behavior in adolescence.
More specifically, the objective would be to reduce risk factors and
increase protective factors with the idea of guiding a change in lifestyle,
especially in those young people who live in adverse social environments; In

42
other words, risk factors are considered and programs are worked on or
coordinated where protective factors emerge for each of the diagnosed risk
factors, with the aim of attacking the drug problem in time.
Social Learning Theory

This theory, developed by Bandura (1977), integrates the principles of

classical conditioning and operant conditioning to explain human behavior
(learning, maintenance and abandonment of behavior) and current
psychological trends where the role of cognition (beliefs, attitudes) prevails. ,
thoughts...). In this case, substance use is conceptualized as an intentional,
functional and socially learned behavior through a process of modeling and
reinforcement, in addition to the interaction of other personal and socio-
environmental factors.
Through these influences, the young person learns that smoking,
drinking or taking drugs is a common practice among those around them and,
therefore, it is something socially acceptable and necessary if they want to
achieve certain recognition among their peers. thus, in parallel, increasing
their susceptibility to social influences. Later, Bandura (1986) renamed this
theory as Social Cognitive Theory and introduced the term self-efficacy as an
essential cognitive element, without failing to consider the other variables
mentioned. This term focuses on the thoughts that individuals have about
their ability to act. Self-efficacy is affected by four types of experiences: direct,
vicarious, verbal persuasion, and affective and psychological states. Thus, it
establishes its model of reciprocal determinism between behavior, cognitive
factors and/or other personal factors and environmental influences, in which
some factors interact with others in a reciprocal manner.
From this model, the influence of these three factors varies depending
on the different activities, individuals and circumstances and the existence of
fixed factors in the person, such as predisposing personality or intrapsychic
factors, is rejected. There are four processes through which the individual

43
acquires his own conception of himself and the nature of his thoughts: a) the
direct experience of the effects produced by his actions; b) the vicarious
experience of the effects produced by the behavior of other people; c) the
judgments expressed by others and d) deductions from prior knowledge using
inference rules.
An important aspect of this self-efficacy theory is that, in addition to
analyzing the mediators of change, it provides guidelines to maximize the
effectiveness of treatments and behavior change. Starting from the fact that
self-efficacy influences motivation and execution, we can think that it will also
allow us to predict behavior. Another important aspect is that the theory
explains the influence of the mass media, which constitutes a powerful
influence to learn behaviors of all kinds (including the consumption of legal
and illegal drugs), form attitudes and modulate beliefs (Becoña, 1999).
The approaches of this theory allow us to use, in addition to the
modeling technique, others that today are part of the so-called cognitive
behavioral techniques. For all of the above, this theory has great impact for
the implementation of programs, both for the treatment and prevention of
drug use. In fact, as has been seen in most cases, many preventive programs
are based on it or use part of the components presented in this theory.

Theory of Stages or Evolutionary Model of Drug Use

Based on the escalation hypothesis and first proposed in the 1950s, it

was developed by Kandel (2002). From a psychosocial approach, this author
considers that involvement in substance use necessarily goes through
different stages or phases. Adolescents generally progress sequentially from
beer or wine to stronger liquor and cigarettes, then to marijuana and
cannabis, and on to other more addictive illegal drugs. However, it is
important to note that early use does not necessarily lead to use at later
stages, although it does appear that substance use at one stage is highly
unlikely without use at an earlier stage. The author also proposes that there

44
are specific predictors for different types of substances, which can facilitate
the adaptation of preventive programs.
Thus, in alcohol consumption it is necessary to pay attention to early
participation in deviant behavior and the use of tobacco, beer and wine; in the
consumption of marijuana, to the set of beliefs and values favorable towards
its use and the association with groups of equal consumers and, finally, in the
case of the consumption of drugs such as heroin or cocaine, it is necessary to
take into account antecedent aspects such as the existence of unsatisfactory
relationships with parents, feelings of depression, severe marijuana use,
presence of unconventional attitudes and exposure to drug use by peers.
According to the theory presented, it seems conclusive
that legal drugs are the gateway to illegal drug consumption.
Although this sequence does not occur in all subjects equally,
in probabilistic terms the consumption of a substance in one
phase increases the possibility of moving on to the next phase
of consumption. Likewise, in this model the consumption or
not of illegal drugs is also related to two basic elements: the
family and the peer group, without forgetting other factors
such as personal characteristics. Apparently this model has
been very useful in several follow-up studies and the proposed
evolution pattern presents a high level of generalization,
therefore it is considered relevant for the study presented, in
addition to focusing on the influence of the family and the
group that surrounds the affected person.
Psychosocial Approaches

Psychosocial approaches are more complex than traditional approaches

and direct their actions to the psychological and social factors that mediate

45
drug use. Specifically, its strategies are aimed at training young people's
coping skills, so that they can resist social influences and pressures towards
drug use. Within this approach, Baldivieso and Perotto, (2003), distinguish
two main types of programs: those that aim to promote specific coping skills
for consumption and those that carry out training in general daily
management skills.
Psychosocial approaches have a number of differences with respect to
the traditional approaches mentioned: first, they are based on a broader and
more complete understanding of the causes of substance abuse among
adolescents; second, they are based on recognized theories about human
behavior (e.g. social learning theory); third, they use techniques whose
effectiveness has been empirically proven; Fourth, evaluation studies show
greater methodological rigor and more useful research designs are used. For
all these reasons, this type of approach represents a great advance towards
effective prevention by overcoming many of the constraints of previous
approaches.
Reviewing the existing literature on psychosocial prevention, it is
observed that the majority of programs are aimed at tobacco consumption.
This is because it is the most commonly used drug in society, in addition to
being one of the first steps in the escalation phenomenon that explains the
subsequent involvement in other types of addictive substances. However,
more recent research has also focused on analyzing the impact of this type of
interventions on the prevention of alcohol and other drug consumption.
Legal References of the Investigation

The legal foundations that frame this research are: The Constitution of
the Bolivarian Republic of Venezuela (1999), and the Organic Law for the
Protection of Children and Adolescents (2000). The Constitution of the
Bolivarian Republic of Venezuela (1999); establishes in its article 55 that:
Every person has the right to protection by the State through
citizen security bodies regulated by law, against situations that

46
 constitute a threat, vulnerability or risk to the physical integrity of
people, their property, the enjoyment of their rights and the
fulfillment of his duties.

In relation to the aforementioned, it is considered relevant because it

talks about protection when there is a threat, vulnerability or risk, therefore
the scourge of drugs affects young adolescents, hence the priority of
preventing and protecting them in educational institutions. In relation to the
function that education must fulfill, The Constitution of the Bolivarian Republic
of Venezuela, (2000) cites the following in article 102:

Education is a public service and is based on respect for all

currents of thought, with the aim of developing the creative
potential of each human being and the full exercise of their
personality in a democratic society based on the ethical valuation
of work and in active, conscious and supportive participation in the
processes of social formation consubstantiated with the values of
national identity and with a Latin American and universal vision. (p.
45)

In this context, education is considered the most suitable resource and

the guiding axis of all development and social renewal. Through the
educational process, fundamental values and the preservation of cultural and
civic identity are transmitted; It is the basis of the training and preparation of
the necessary human resources. The school thus becomes the place for the
acquisition and dissemination of relevant knowledge and the means for the
multiplication of productive capacities. For this reason, the illicit consumption
of narcotic substances curtails the creative potential that each human being
has and leads them to commit acts that violate socially accepted values. It
should also be considered that the Organic Law for the Protection of Children
and Adolescents (2000) establishes in its article 51:

…The State, with the active participation of society, must

guarantee prevention policies and programs against the illicit use
of alcoholic, narcotic and psychotropic substances. It must also
ensure permanent special attention programs for the recovery of
children and adolescents dependent on and consumers of these
substances. (p. 65)

47
 The above is essential to motivate young people to join the fight against
drugs, because then the activities or responses mentioned above will be
perceived as their own and it will be easier for them to take them on and
achieve greater permanence of the effect. of each of them over time and have
a positive impact on the values and quality of life of the student as an
individual and future professional. On the other hand, another aspect to
consider in prevention programs is the lack of official educational policies that
promote the permanent training of educators in this area, an issue that is
manifested in the scarce information of teachers about drugs, and in other
cases holding counter-preventive positions when addressing this issue within
the school.

48
CHAPTER III

49
 CHAPTER III

Epistemological and Methodological Foundations

The research is centered within the post-positivist approach , which is

based on the following foundations that, according to Martínez (2004), “try to
identify the deep nature of reality, its dynamic structure, that which gives full
reason for its behavior and demonstrations.” (p.36). In this way, the research
is aimed at evaluating preventive strategies to avoid drug consumption in
young adolescents, for 6th grade students of the “Celina Acosta de Viana”
Educational Unit of Calabozo, Guárico state, which is why it is addressed
within this paradigm, so that through the in-depth interview with the key
informants it was evident that the group presents vulnerability to possibly
consume drugs, denoting the importance of the prevention of this scourge in
the development of new experiences and social interaction with the reality of
the students and the educational environment.
Similarly, Hurtado and Toro (1997) express that qualitative research
manifests itself in a holistic understanding of reality, which cannot be
translated into mathematical terms and places emphasis on depth, analyzed
by capturing all the reality within reality. richness of it, where the role of
subjectivity prevails. It is said that "reality is total as it is lived, felt and
expressed by the subjects" (p.51). Denoting that the key informants live close
to the research setting. In this sense, the research was adapted to the needs
detected.
Consequently, Taylor and Bogdan (1986) point out that qualitative
studies:
They contain rich, descriptive data from people's own spoken or
written words and observed activities. It is necessary to highlight

50
 that these intimate descriptions present in detail the context and
meanings of the events and scenes important to those involved
(p.153).

Based on the above, this study was developed under a critical

approach, since it is considered that it adapts to the object and problem
addressed, and allows social actors a high degree of interaction,
communication with each other, and exchanges to explain reality and
establish new meanings as much as possible. On the other hand, it is
important to point out the role played by qualitative approach researchers.
Within this perspective, Martínez (2004) points out that; “The researcher
acts as an organizer of the discussions, as a facilitator of the process and of
the clear and authentic communication of the process.” (p.229). In
accordance with what was stated above, the researcher deployed an
interactive position within these guidelines, considering in turn the position of
each of the actors involved in the process. On the other hand, the study was
developed through the participatory action research (PAR) method , which
is defined by Martínez (2004) as:

A process through which the investigated subjects are authentic

co-researchers, participating very actively in the formulation of the
problem to be investigated, which will be something that deeply
affects and interests them, the information that must be obtained in
this regard that determines the entire course of the investigation,
the methods and techniques to be used, the analysis and
interpretation of what to do with the results and what actions will be
programmed for the future. (p.223).

In this conceptual order, the research sought to implement preventive

strategies to avoid drug consumption in young adolescents; that is, learning
from experiences without trying to make generalizations. Likewise, it is
important to highlight that action research does not end when conclusions are
obtained, through it it seeks to influence educational action by transforming it
and opening new dimensions and perspectives for richer and more innovative
change. Similarly, Kemmis and Mctaggart (2000) maintain that:

51
 Action research means planning, acting, observing and reflecting
more carefully, more systematically and more rigorously than is
usually done in everyday life; and it means using the relationships
between these different moments of the process as a source of
both improvement and knowledge (p.17).

From the above it is clear that the study from this method represents a
way of approaching the transformative knowledge-action relationship, which
means an effort to generate an alternative research style, based on a
cognitive and operational, critical and intentional dynamic. aimed at
influencing the living conditions of social actors. However, in qualitative
research, theoretical development shows a certain particularity that lies in
assuming it as a reference or guide to understand and synthesize the data,
and not as a structure or framework within which the data are ordered.
It is appropriate to point out that the action research method works with
three models; the technical, the practical and the critical or emancipatory
model. For the purposes of this research, the technical will be considered,
which according to García and Amezcua (1993), "will have to do with those
processes guided by experts in which the practitioners execute the research
designed by them and aimed at obtaining results and predetermined, with a
clear productivist or efficiency concern" (p.258). In this way, action research is
dynamic, flexible and open to change where it seeks to involve the people
who will intervene in the social reality studied, motivating them to take an
active part in the decisions and promoting the direct relationship between
those investigated and the researcher. where this is one more of them, thus
allowing the development of a process of synchronized, bidirectional
communication and feedback, facilitating the organization and, therefore,
promoting learning.
Consequently, the researcher participated in this plan as an expert, the
classroom teachers as companions, and the 6th grade Basic Education
students of the “Celina Acosta de Viana” Educational Unit as participants.

52
On the other hand, it should be noted that action research is presented as a
social process, a process through which it was fulfilled through the activities
of the action plan, where it was possible to verify that the majority of students
positively accepted the suggested changes. Proof of this was evidenced by
the collaboration they provided to carry out all the activities, their level of
acceptance was observed and, therefore, the change in behavior
(cooperative spirit), and at the same time they reflected on the deficiencies or
non-assertive behaviors.
This research was carried out according to the methodological model
offered by Hurtado and Toro (1997), where a general research plan is
proposed contemplating the following phases:
1. A diagnosis, which leads to the identification of the problem
processes that need to be investigated.
2. A planning, delimitation of what you want to change (teaching
procedures, exemplifying), description of the strategies and proposals for the
initial action.
3. An execution, which includes the description of how the planned
strategies were executed, description of the process of recording the
execution of the strategies, including techniques and instruments, through
which the information will be collected.
4. Evaluation, assessment of the actions carried out, theoretical
construction (study topic, action, information), preparation of conclusions and
reflections to start a new cycle; with the understanding that the strategies are
flexible and adaptable to the characteristics and conditions of the problem
situation to be studied, the construction process being permanent.
5. Likewise, it inserts systematization as a phase of action research,
which consists of a work that basically corresponds to the team of
researchers and that consists of carrying out a discussion and reflection on all
the work carried out and a reconstruction of the same that will allow "having a

53
vision more comprehensive and profound practice" in order to obtain
conclusions that will be useful in the future.
The selection of the study group was done intentionally, since the
researcher carried out previous conversations during visits to the selected
classroom, with the selected group and to study the problem; In this sense, it
was decided to work with the 6th grade students, section “C” of the
“Celina Acosta de Viana” Educational Unit located in Calabozo, Guárico
State . On the other hand, this type of study recommends forming a base
group, support and decision-making in the execution and evolution of the
research; For this purpose, the approaches suggested by Bigott (1992) were
considered, who states that: “in qualitative studies the sample size is not
relevant, what is important is to establish criteria that allow the selection of
suitable subjects” (p. 42).
In this sense, the researcher considered the following criteria to select
the key informants: the people who made up the base group were
participatory and committed to the activities to which they were assigned.
Concluding, the base group that gave life to the research was made up of two
(2) students divided into one (1) boy and one (1) girl with similar
characteristics and were close to the aforementioned; In addition, there was
one (1) teacher, dynamic and willing to collaborate with the research. The
need to link the student with his reality was evident. It is not that this captures
knowledge very well prepared by the teacher, as Sierra (1998) expresses it,
“it is a socio-research of academic work objects” (p.289), where the
researcher participates with a role different, which facilitated the active
cooperation of the student in the construction of their learning. Through an
experiential relationship, the knowledge that the student possesses could be
enhanced, either through discussion or action.
The techniques for obtaining information that were used in the
course of the research were: participant observation , interviews and field

54
notes . Participant observation was developed supported by the approaches
of Busot (1996), who suggests that: “the observing researcher is an active
part of the experience, is located within the group and shares with it the
different activities carried out” (p.68 ). In this sense, Martínez (2004)
maintains that: “the observer must have established rapport in advance”, that
is, there must be trust and he must be integrated into the group so that the
rest of the participants do not feel inhibited by their presence” (p.72).
The interview technique was used in the diagnosis and at the end of the
execution of the planned activities, in a way as stated by Martínez (2004),
“qualitative research is descriptive and part of the validity lies in the ability to
paint the whole process with words” (p.74). The unstructured interview is
characterized by being flexible, open, dynamic; As Taylor and Bogdan (1986)
point out, “it consists of face-to-face meetings between researchers and
informants. These meetings follow the model of natural conversation, where
informants express their experiences and perspectives in their own words”
(p.254). ). Likewise, Martínez (2004) agrees that: “the interview is a face-to-
face conversation with the entities involved in the study, where feelings such
as moods can be evident, "very defined purpose" (p.69). , so it was used
during the development of the diagnosis and at the end of the action plan
activities, the opinion of the entities involved was obtained and the actions
carried out in each session were evaluated.
It should be noted that field notes were used throughout the diagnosis,
which, following the reasoning of Martínez (2004), "are key words, diagrams
of events, they are brief and schematic notes; the intention is that they serve
as a reminder for when the observations or interviews are going to be
transcribed" (p.42).
In this sense, as an information analysis technique, the process of
contrasting, triangulation, categorization and theorization was carried
out, where the method of association or comparison of the data obtained was

55
evident, followed by the recommendation of Martínez (2004), which It
consists of each time information is generated, it is compared with each other
in order to categorize. In fact, once the interview was completed, it was
transcribed verbatim, distributing the data in columns and sequentially, listing
it line by line to facilitate the interpretation process to give rise to said
category.
To continue with the systematization of said process, each idea that was
extracted was color coded. Therefore, the use of the categorization procedure
is considered of utmost importance, which will allow the study situation to be
reinterpreted, in light of evidence from the sources obtained by the
observation and interview technique. Categorization as a contrast procedure
contributed to achieving the credibility and validity of the study between the
theoretical aspects, the field results and the interpretation of both.
In this sense, Goetz and Lecompte (1998), “describe that the
instruments to be applied in qualitative research must be open and subject to
modifications according to the detected reality of the object of study” (p.58).
Likewise, for participant observation, the recording sheet will be used, which
will be applied during the development of the daily activities promoted by the
researcher. In order to give faith and credibility to the development of the
investigative process, photographic shots will be taken during the
aforementioned process, which will represent an important link in this
investigation. It should be noted that for field notes it will be necessary to use
the notebook to cite the most relevant aspects during the course of the action
research.

Action plan

For Rodríguez (2005), an action plan “is a type of plan that prioritizes
the most important initiatives to meet certain objectives and goals” (p. 66). In

56
this way, an action plan is constituted as a kind of guide that provides a
framework or structure when carrying out a project.
In this sense, the action plan for the study presented is focused on five
activities aimed at promoting the prevention of drug use in young
adolescents, hence the planned activities are related to the topic of
prevention, highlighting that primary prevention regarding the consumption of
these substances is essential in schoolchildren. In this way, the action plan
for young adolescents in 6th grade section “C” of the “Celina Acosta de
Viana” Educational Unit of Calabozo, Guárico state is presented below.

57
 BOLIVARIAN REPUBLIC OF VENEZUELA
MINISTRY OF POPULAR POWER FOR HIGHER EDUCATION
RÓMULO GALLEGOS UNIVERSITY
POSTGRADUATE AREA
MASTER'S DEGREE IN EDUCATION MENTION GUIDANCE

PREVENTIVE STRATEGIES TO AVOID DRUG CONSUMPTION

IN YOUNG ADOLESCENTS
Author:
Licda. Herminia Cornejo
Tutor:
Dr. Leyda Ruíz

58
59
 PRESENTATION

Adolescence is a transition stage between childhood and adulthood, which is characterized by a

set of physical, psychological, emotional and social changes, where internal and external physical
development occurs in parallel, and modifications occur in the social structure. , the importance of the
group of friends tends to increase and the tendency to imitate the way of dressing, speaking and being of
the group to which they belong is accentuated, choosing habits that harm their health. These actions can
condition the adolescent to drug use. These experiences can cause adolescents to reject or accept
these types of substances, which generates significant problems for individual and family health.
Given this situation, it is important that educational institutions encourage the promotion and
strengthening of "protective factors" to avoid drug use. And in this way they allow the individual to face
the adversities that arise, thereby opening up a range of possibilities, while emphasizing the strengths or
positive aspects of human beings.

60
 RATIONALE

Given the problem of drug consumption that currently exists, it is necessary for educational
institutions to implement strategies that allow adolescents to become aware of the serious problem that
drug consumption represents. For this to be done, it is important that agreements be made with other
institutions, to promote the culture of drug promotion and prevention, but that they be carried out on all
campuses. Where action plans to promote school health are promoted, in addition to having an
articulation between the health and education sectors to establish work plans; construction of an
interdisciplinary and multidisciplinary perspective; understanding of reality; and development of groups of
students, families and teachers. Within this perspective, this action plan is based, which seeks to
promote the prevention of drug use in young adolescents.

61
 GENERAL ACTION PLAN

General Purpose : Present preventive strategies to avoid drug consumption in young adolescents.
Purposes Activities Execution Period Resources Responsible
Recognize that drug use seriously 1st Activity. Video Forum (The Diary 2 hours Movie “The Diary of Researcher
harms life of a Rebel). Film based on a real life a Rebel”
event. Video Bean
Strengthen critical thinking about drug 2nd Activity. Conclusions of the film 1 hour White sheets Researcher
use pencil
Promote creativity in the design of 3rd Activity. Presentation of anti-drug 1 hour Television Researcher
positive alternatives commercials. advertisements with
messages alluding
to drug prevention
Video Bean
Promote creativity around positive 4th Activity. Preparation of 1 hour Cardboards Researcher
alternatives for a better quality of life. messages Markers
Colors
Contribute to enhancing knowledge 5th Activity. Information to students 1 hour Informative talk Researcher
regarding the effects that different about the different types of drugs about the different
drugs have on the body. and their effects. types of drugs and
their effects.
Demonstrate the relevance of the - Evaluate and systematize the approximately 15 Interviews Researcher
activities through evaluation and findings. days Reports
systematization. - Contrast the findings with the Theories
theory and establish theoretical
generalities.
)

62
63
 Video – Forum
“The Diary of a Rebel”

64
 ACTIVITIES

Purpose: Recognize that drug use seriously harms life.

Content :
Fight against drugs

Strategies : Video – Forum

Voluntary interventions

Activities : Greeting and Welcome to students (2 minutes)

Presentation of the activities to be developed, plus the group rules in consensus (8 minutes)
Development of the film based on a real life event (1 hour 40 minutes)
Knowledge inquiry about the film (10 minutes)

Resources : Movie “The Diary of a Rebel”

Video Bean
Computer

65
 Conclusions
“I present my Conclusions on real
life events”

66
 ACTIVITIES

Purpose : Strengthen critical thinking about drug consumption

Content :
Group conclusions

Strategies : Presentation of conclusions about the film “The Diary of a Rebel”

Voluntary interventions

Activities : Greeting (2 minutes)

Explanation of the activity to be carried out (8 minutes)
Preparation of conclusions (40 minutes)
Presentation of conclusions (10 minutes)

Resources : White sheets

Pencil

67
 Commercial Presentation
“How I see Anti-Drug Advertising”

68
 ACTIVITIES

Purpose : Promote creativity in the design of positive alternatives

Content :
Positive alternatives to avoid drug use

Strategies : Presentation of anti-drug commercials

Voluntary interventions

Activities : Greeting (2 minutes)

Explanation of the activity to be carried out (8 minutes)
Presentation of various anti-drug commercials (30 minutes)
Final comments on the commercials observed (20 minutes)

Resources : Video Bean

Various anti-drug advertisements
Computer

69
Preparation of messages referring
to the prevention of drug use
“Creating my Anti-Drug message”
70
 ACTIVITIES

Purpose : Encourage creativity around positive alternatives for a better quality of life.

Content :
Creation of anti-drug advertising

Strategies : Preparation of messages referring to drug prevention

Presentation of the messages made

Activities : Greeting and explanation of the dynamics (5 minutes)

Dynamic “The bag of feelings” (10 minutes)
Preparation of messages related to drug prevention (35 minutes)
Presentation of completed work (10 minutes)

Resources : Cardboards
Markers
Colors

71
 Conversation
General aspects about the
Substances, Narcotic and
Psychotropic Drugs

72
 ACTIVITIES

Purpose : Contribute to enhancing knowledge regarding the effects that different drugs
have on the organism.

Content :
Risk and protective factors on drugs

Strategies : Conversation
Voluntary interventions

Activities : Greeting and introduction of the speaker (5 minutes)

Dynamic “Miming” (10 minutes)
Conversation (35 minutes)
Question and answer cycle - Snack (10 minutes)

Resources : Video Bean

Computer
Power Point presentation

73
CHAPTER IV
 CHAPTER IV

DEVELOPMENT OF THE ACTION PLAN

Description of the Socio-Geographic Context

The socio-geographical context selected was the “Celina Acosta de

Viana” Educational Unit, located in the Pinto Salinas neighborhood on Canal
Street, behind the Chamber of Commerce of Calabozo Estado Guárico, this
institution is close to the Ali Primera and Vicario neighborhoods, areas noted
for high crime rates; risk factor for students from these areas, because they
are young people who are in the stage of experimenting and learning new
things, hence the institution was chosen to propose the study presented,
highlighting that it was prior to the diagnosis and counting on the collaboration
of the staff who work there.

Description of Key Informants

According to the subtitle presented, a brief description of the key

informants who helped support the activities carried out will be made; Among
its main features are:

Informant 1 : Teacher with 5 years of experience, 29 years old, light brown

hair, green eyes, lives in Barrio Vicario IV, and is also collaborative,
participatory and concerned about school problems.

Informant 2 : 6th grade student, section “C”, 12 years old, black hair, dark
brown eyes, lives in the Alí Primera neighborhood, stands out for being
participatory, collaborative, responsible and is concerned about the protection
of his mother keep him away from the homeless people in the neighborhood.

77
Informant 3 : 6th grade student, section “C”, 12 years old, black hair, light
black eyes, lives in the Alí Primera neighborhood, collaborative, responsible
and wants to have knowledge about the issue of drugs.

Development of the Action Plan

The Action Plan proposed for the study presented was executed during
the month of May 2009, with a duration of 15 days, with the participation of
the teacher and the students of 6th grade section “C” of the Celina Acosta
Educational Unit of Viana, was carried out in the morning shift to facilitate the
work of the researcher who works in that shift and also has confidence in the
selected group. It should be noted that the activities were carried out
completely normally in accordance with what had been planned, the students
were participatory and paid attention to all the actions presented. To execute
this action plan, five activities were carried out, which were developed as
follows:
On May 5, 2009, a video forum was held, where the film “The Diary of a
Rebel” based on a real-life event (the life of the famous American writer Jim
Carrol) was presented at the Educational Unit “ Celina Acosta de Viana” at 10
am, aimed at 6th grade students section “C” developing as follows:

Beginning: the activity began with welcoming words from the

researcher, giving a brief introduction to it, followed by a brief explanation of
what the activity to be carried out consisted of.

Development: Projection of the film through a computer and video

bean, the film had a duration of 1 hour 40 minutes. The following impressions
were obtained from the key informants:
( I1 ) get money, plus the suffering of the mother when she sees her son
lost in that world.”

78
 ( I2 ): “The film left us the message that we should not fall into drugs
because we are going to lose family, friends, and also how the person loses
skills as they consume drugs.”
( I3 ): “The film was good because it left us the message that we should
not consume drugs, because it damages our lives.”

Closing: to conclude the activity, all students were given participation

through the brainstorming technique for the exchange of the knowledge
obtained. Finally, they were thanked for the attention given and the good
behavior presented.

On May 6, 2009 , an activity called “I present my Conclusions” was held

at the Celina Acosta Educational Unit in Viana, which consisted of the
students writing the conclusions they reached according to what was
observed in the film.

Beginning: The activity began with a greeting to all those present, then
it was explained to them what the activity consisted of, in order to let the
students know what they should do, where an atmosphere of harmony and
attention to time was presented. to carry out the activity.

Development: the researcher told the students that they had a time of
40 minutes to make the necessary conclusions, she gave them white sheets
so that they could develop the impression on the film developed the previous
day in a minimum of 10 lines.
Closing: To close the activity, the students voluntarily read their
conclusions about what they had learned from the film and the message it
had left them. The key informants concluded the following:

79
 ( I1 ): “I thought it was a very good strategy because the students
managed to grasp the message, and it is also a fact based on real life which
is very helpful in these cases. movie character".
( I2 ): “Well, what I understood was that you don't have to consume
drugs, you have to eliminate them, some are saved from that life and others
aren't and they end up in jail, on the street, in fraud; because the drug is
harmful and cannot be consumed and if one consumes it, one cannot escape
failure and one can die. "Drugs are harmful and can lead to death, we must
all be clear that it is bad to consume drugs and be strong to say no to drugs."
( I3 ): “Drugs bring bad consequences and also death or prison and we
must believe in God, study and prepare to be good citizens in society.”

On May 7, 2009, the III activity was carried out in the “Celina Acosta de
Viana” Educational Unit, in the 6th grade section “C”, it was called “Anti-Drug
Advertising”, the activity consisted of presenting various commercials from
various countries alluding to drug prevention.

Beginning: the activity began with the greeting, then they were asked
what advertising about the prevention of drug use they remembered and what
message it had left. Few participated, because they did not remember many
commercials, however, they did express that they knew they were from the
organization Alliance for a Venezuela without drugs.
Development: Next, the researcher intervened stating that they were
going to be presented with a series of commercials that referred to drug
prevention. She clarified that they were from various Spanish-speaking
countries and that they would pay close attention to the messages they
offered.

80
 Closing: To conclude, the students were asked which commercial had
the most impact on them and why, where they freely expressed their
comments. The following positions were obtained from the key informants:

( I1 ): “The activity was very good, advertising messages that talk about
the prevention of drug use are almost not seen now, well at least not in the
country, I think the activity was productive because that will allow them to
have more arguments to not accept drugs if they are offered them.”
( I2 ): “Hey… all the advertisements were very well done, but I liked the
one the most in the one where all the boys entered the club and then they
didn't let them leave, and I left the message that it is very easy to enter, but it
is difficult to leave.” of drugs.”
( I3 ): “All the advertisements were very cool, they left very clear
messages that we should not consume drugs, the one I liked the most was
the one about the boy who had the bag and they told him where it was, how
he opened it and he didn't understand.” , the final message was that drugs
take away our intelligence.”

On May 12, 2009 , the activity called “Creating my Anti-Drug Message”

was carried out, which consisted of young people promoting the prevention of
drug use through creative messages, with the aim of promoting a better
quality of life. .
Beginning: the activity began with the greeting, then the dynamic titled
“The Bag of Feelings” was applied, for which before the session, papers were
written with feelings, emotions or moods (joy, anger, sadness, boredom,
affection, fear, shame, etc.) and they put themselves in a bag. The course
was then divided into sub-groups. One member of each group had to take a
piece of paper from the bag, read it secretly with their group, and a
representative expressed the group's feeling with gestures and mime.

81
 Next, the other groups guessed what feeling was represented. The
students were asked what they looked at to guess the feeling, how they
positioned their body, face, hands. Questions were directed so that young
people would identify some bodily cues in the expression of feelings. Finally,
the researcher concluded by noting that many times people fall into drug
consumption by not expressing their feelings, their problems to those closest
to them, therefore, the people who distribute these substances take
advantage of the situation by advising them that drugs if they would help him
get out of the problem.

Development: Once the initial dynamic was finished, we proceeded to

explain what the activity of that day consisted of, highlighting that they were
going to create their own message alluding to the prevention of drug use,
highlighting that they had to be creative messages and that they would impact
the public. To begin carrying out the activity, the groups that had previously
formed were left and each group was given cardboard, markers and colors so
that they could prepare their message. They were very excited making their
messages.

Closing: Finally, each group presented their poster expressing what

they had felt when developing the message and they displayed them in the
classroom so that all their classmates could see them. Through the key
informants, the following insights could be obtained:
( I1 ): “It seemed to me that the activity was significant because they
participated in the creation of their own message,… which seems to me that
they will not forget because they are being direct participants in the activity
and they feel like promoters in the school.” "preventing with their messages
about drug consumption."
( I2 ): “I liked creating my own anti-drug message.”
( I3 ): “It was fun because several proposals were heard in the group
and the best message remained.”

82
 On May 13, 2009 , they were given the presentation “General Aspects
of Substances, Narcotic Drugs and Psychotropic Drugs,” material provided by
the National Anti-Drug Organization (ONA) and the talk was given by a
resident doctor at the Calabozo General Hospital; with the purpose of
providing detailed information on the effects of drug consumption.

Beginning: The activity began by greeting the young people, thanking

God for this new day and proceeded to perform the dynamic “Miming” so that
they would express themselves through a mime, without words, so that the
others would guess what the situation was. they were representing, then the
speaker and the topic to be developed were introduced, the speaker began
the activity by asking what knowledge they had about drugs, where they
voluntarily intervened, providing details that helped develop the topic.

Development: Following the order of the presentation, we proceeded to

define what drugs are, some basic concepts related to the topic, classification
of drugs, consequences of drug consumption, risk factors, protective factors,
among other points of interest. . The young people were very interested and
participatory during the presentation.
Closing: For closing, the students were asked questions about the
topic, what they thought of the activity, and a small snack was shared in
gratitude for the behavior presented during the development of all the
activities. The key informants concluded that:

( I1 ): “It is important information because it allows them to obtain the

effects of the drugs more fully, so they can know that drugs are not a game.”
( I2 ): “we definitely have to say no to drugs!”
( I3 ): “drugs are super harmful and do not leave us any benefit.”

83
 Once all the activities were completed, the key informants were
interviewed in depth to structure and categorize the information, in order to
proceed to contrast and theorize the information in order to arrive at the final
reflections of the study.

84
CHAPTER V

85
 CHAPTER V

CATEGORIZATION, STRUCTURING, CONTRASTATION,

TRIANGULATION AND THEORIZATION

For Martínez (2004), these processes are intended to allow the

emergence of the possible theoretical structure, “implicit” in the material
collected in interviews, field observations, recordings, filming, etc. The
complete process involves categorization, structuring itself, contrasting and
theorizing. Precisely, all of these processes are essentially critical and
evaluative; That is to say, in its future, it continually plays with possible
alternatives to choose the best category for a given piece of information, the
structure that provides the most plausible explanations for a set of categories,
and the theory that best integrates the different structures into a coherent
whole. and logical.

In this sense, if the information indicated, which constitutes the primary

or protocol material, is as complete and detailed as possible, the
categorization or classification stage requires a prior condition: the effort to
mentally "immerse" oneself, in the most intense way possible. , in the reality
expressed there. Categorizing is classifying, conceptualizing or codifying,
using a term or brief expression that is clear and unambiguous (descriptive
category), the content or central idea of each thematic unit; A thematic unit
can be made up of one or several paragraphs or audiovisual scenes. Within
this order of ideas, for this study the activities developed will be explained, the
informants' comments will be posted and finally the categorization process
will be carried out.
Categorization

86
 The class conclusions allow us to know the opinion of the different
sectors of the population in relation to the main topics of an investigation, and
from that perspective they represent fundamental information to
epistemologically validate the action of the researcher who supports his
action in a hermeneutic rationality. In this section, field information is
proposed in an organized manner, through the construction of categories,
procedures to analyze the information obtained from an action of ascending
and dialectical triangulation, and criteria to interpret the information.
From this perspective, the analysis and the information obtained entails
the process of describing, analyzing and interpreting those meanings emitted
by the informants, resorting to the study techniques that were applied as
supporting references to structure them and contrast them with the relevant
theories, of Likewise, conceptual integration or theorization, that is, this
process integrates a coherent and relevant whole. Categorization ,
according to Martínez (2004), “has the purpose of summarizing the content of
the interview into a few ideas or concepts that are easier to handle and relate”
(p.135).
For this reason, the interviews were transcribed into a matrix of three
thematic blocks; the first for the line number, the second the textual data of
the verbal protocol by the interviewees and the third presents the categories
that emerged. In effect, a systematic and thorough observation was made. It
should be added that to the extent that a phenomenon or category had an
impact, constant comparison was made with the theoretical construct already
classified, maintaining a relationship with the properties of each dimension
with the intention of refining the data and providing feedback to said process;
As an analytical process, triangulation of significant data was used where the
parts were redesigned in relation to the whole, presenting the integrative
synthesis and final reflections.
Structuring
Table No. 1. Interview Categorization Matrix

87
 Key Informant 1

No. DESCRIPTION CATEGORIES

LINE QUESTIONS AND ANSWERS Subcategories
1 1. Good morning, how are you? Can you tell me
2 what you thought of the activities carried out?
3 1. “Hello, good morning” “Very good, because it
4 showed the students how harmful it can be if PRIMARY
5 they end up using drugs.” PREVENTION
6
2. Do you consider that the topic presented is
7 important for students? Because?
8 2. “Yes, because through the topic and the Importance of
9 activities carried out, a grain of sand was prevention
10 contributed, for these students who constantly
11 live surrounded in a climate of crime and drugs, Risk factor's
12 primary prevention was also applied.”
13
14 3. Do you think that now they can avoid falling
into drugs? PREVENTIVE
15 3. “ Of course now they have knowledge, and if SCHOOL
16 they end up consuming it is not because they
17 were not informed or they were not told
18 Reinforce
anything, now all that remains is to continue
19 reinforcing the information.” information
20
4. What do you think of teachers who do not talk
21 to students about drugs?
22 4. “Well, they are carefree when they see the
23 reality of the school, what else can I tell you, that TEACHER
24 the teacher must first and foremost fulfill his or GUIDANCE
25 her roles, among which the role of counselor COUNSEL
26 stands out, and that we cannot sit idly by in the
27 face of this reality that confronts us.” It
28 overwhelms.” Show interest
29 5. What other activities would you apply to
30 prevent drug use?
31 5. “This… what can I tell you, pedagogical Offer strategies
32 strategies that facilitate the training and learning
33 of students, as well as presenting them with
34 examples from reality.
Cont. Table No. 1. Interview Categorization Matrix
Key Informant 1

88
 No. DESCRIPTION CATEGORIES
LINE QUESTIONS AND ANSWERS Subcategories
35 6. How does the teacher help in his or her role
36 as counselor to prevent any risk of problems?
37 6. “ Well, in many ways, as I already told you in
38 one of the previous answers, we cannot sit idly
39 by while we see that our students are getting PREVENTIVE
40 lost.” STRATEGIES
41
42 7. Do you now feel capable of solving any Provide
problem that arises with your group of information
43 students, how would you do it?
44 7. “If it is within my reach and I can solve it, I
45 will do it, of course it depends on the problem, Viable solutions
46 if it is very serious with the guidance received
47 here I go to a counselor”
48
49 8. If at this moment you had a possible drug
problem with your students, what would you
50 do?
51 8. “Well, I would do everything possible to
52 communicate with him, put myself in his place
53 and find the most viable solution.”
54
55 9. What would be your contribution to promote
the prevention of drug use in your school
56 and/or community? KNOWLEDGE
57 9. “Give them talks, talk to them with examples ABOUT DRUGS
58 from daily life, bring them trained personnel on
59 the subject, who will provide them with Relevant activities
60 complete information, informative billboards,
61 among other things”
62
10. What recommendations would you give to Examples from
63 students on a daily basis so that they do not
64 daily life
use drugs?
65 10. “that they have a lot of willpower, that they
66 try not to spend too much time with people who
67 do not suit them, that they do not receive
68 anything from unknown people, that they
69 provide them with a lot of information and, most
70 importantly, that they always trust their
71 parents.”
Source: Cornejo (2009)
Table No. 2. Interview Categorization Matrix
Key Informant 2

89
No. DESCRIPTION CATEGORIES
LINE QUESTIONS AND ANSWERS Subcategories
1 1. Hello, how are you? Can you tell me what you
2 thought of the activities carried out?
3 1. “Good”, “Cool, because we learned more
4 about drugs.” PRIMARY
PREVENTION
5 2. Do you think that the topic presented was
6 important to you? Because?
7 2. “Yes, because through all the activities we Significant
8 were able to learn about how harmful drugs are” learning
9
3. Do you think that now after having
10 participated in the various activities you can
11 avoid falling into drugs?
12 3. “Yes, I think so, because I already know that
13 drugs can lead us to death.”
14
4. What do you think of teachers who don't talk PREVENTIVE
15 to you about drugs? SCHOOL
16 4. “Well, suddenly they don't know about that
17 issue or suddenly they think that we are not at
18 risk of falling into that problem.” Promotion of
19 participation
5. What other activities would you like to do to
20 prevent drug use?
21 5. “ Billboards, I like mind maps, creating
22 commercials, making a newspaper, and TEACHER
23 informing as many people as I can.” GUIDANCE
24 COUNSEL
6. How does the teacher help you prevent any
25 risk of problems?
26 6. “Well, she talks to us and advises us a lot.” Timely
27 intervention
28

Cont. Table No. 2. Interview Categorization Matrix

90
 Key Informant 2

No. DESCRIPTION CATEGORIES

LINE QUESTIONS AND ANSWERS Subcategories
29 7. Do you now feel capable of facing any drug
30 problem that arises with your group of peers,
31 how would you do it?
32 7. “Yes, because with all the activities we did,
33 I can help a friend who I see is starting to use PREVENTIVE
34 drugs and try to help her get out in time.” STRATEGIES
35
8. If they offered you drugs at this moment,
36 what would you do?
37 8. “I would say no, because I have dreams Spread the
38 and goals to fulfill and drugs are not good.” information
39
40 9. What would be your contribution to promote
the prevention of drug use in your school
41 and/or community?
42 9. “talk about everything I learned these days”
43
44 10. What recommendations would you give to
your colleagues on a daily basis so that they KNOWLEDGE
45 do not use drugs? ABOUT DRUGS
46 10. “That they are bad for the body, that they
47 take away our abilities and even our life, that
48 we try not to fall into this very evil vice.” Effects of
49 consumption
50
Source: Cornejo (2009)

Table No. 3. Interview Categorization Matrix

Key Informant 3

91
No. DESCRIPTION CATEGORIES
LINE QUESTIONS AND ANSWERS Subcategories
1 1. Hello, how are you?
2 1. “Hello, well and you?”…. (Good) “Can you tell
3 me what you thought of the activities carried
4 out? They were good, because uhm.. “an PRIMARY
5 interesting topic was learned.” PREVENTION

6 2. Do you think that the topic presented was

7 important to you? Because? Significant
8 2. “Yes, of course… because we all have to learning
9 know… know about this issue, because it helps
10 to say no to drugs!”

11 3. Do you think that now after having

12 participated in the various activities you can
13 avoid falling into drugs?
14 3. “Yes…, because after everything that was
15 seen, I don't try that thing.” PREVENTIVE
SCHOOL
16 4. What do you think of teachers who don't talk
17 to you about drugs?
18 4. “Could it be that they don't love us, (laughs)?” Promote
participation
19 5. What other activities would you like to do to
20 prevent drug use?
21 5. “The teacher gave us a task where we had to
22 write how we see ourselves now and what we
23 see ourselves doing in the future, I liked it a lot, TEACHER
24 but I like activities where I participate with my GUIDANCE
25 classmates.” COUNSEL

26 6. How does the teacher help you prevent any

27 risk of problems? Timely
28 6. “She always talks to us a lot and treats us intervention
29 with confidence so that we can tell her things,
30 she talks a lot with Brandon, because he is kind
31 of a stranger.” “He paints his nails black.”
Cont. Table No. 3. Interview Categorization Matrix
Key Informant 3

92
 No. DESCRIPTION CATEGORIES
LINE QUESTIONS AND ANSWERS Subcategories
32 7. Do you now feel capable of facing any drug
33 problem that arises with your group of peers,
34 how would you do it?
35 7. “Well yes...because with what I learned I
36 can inform other classmates, saying that PREVENTIVE
37 drugs are not good andyyy... and that they STRATEGIES
38 should not fall into them because they will
39 lose everything beautiful that they have”

40 8. If they offered you drugs at this moment, Spread the

41 what would you do? information
42 8. “ehhh…. I tell them to go somewhere else
43 with their music and not continue distributing
44 that crap.”

45 9. What would be your contribution to promote

46 the prevention of drug use in your school
47 and/or community?
48 9. “I would put posters all over the school KNOWLEDGE
49 saying all the harm that drugs do” ABOUT DRUGS

50 10. What recommendations would you give to

51 your colleagues on a daily basis so that they Effects of
52 do not use drugs? consumption
53 10. “Do not take drugs because it will make
54 you skinny and ugly, practice sports every day
55 so that you have a healthy mind and a healthy
56 body”

Source: Cornejo (2009)

Analysis and Integration of Information

CATEGORY: PRIMARY PREVENTION

93
 Subcategories: Importance of prevention, risk factors and significant
learning

According to the responses obtained once the activities were applied, it

was evident that primary prevention is important because it acts before any
obvious sign that portends drug use, to prevent or delay the appearance of an
event or situation related to the use of drugs. drugs. Primary prevention
actions fundamentally require a non-specific modality of intervention, since in
many cases drugs are very far from the experiences of students. However,
the specific modality should not be ruled out, especially with the student, who,
due to his age or situation, may soon come into contact with drug use
(consumption with friends, places where drugs are offered and consumption).
legal, etc.). Prevention agents at this level must be the people closest to the
individual or group targeted by the intervention: family, teachers and other
social mediators, who have adequate training in drug use prevention.
Perhaps one of the greatest difficulties encountered in the development
and implementation of the action plan was the novelty of the concept of
primary prevention. Many professionals do not see the need to implement a
prevention program in groups of students who are not initiated into
consumption, therefore it is relevant to work in more detail on the objective of
primary prevention, so that everyone understands the importance of acting
beforehand. of the appearance of the problem; Hence, all the informants
agreed that the activities developed were very timely, because they learned
an interesting topic, they were informed, they also had fun and the teacher
acquired novel strategies to work on the topic raised.
CATEGORY: PREVENTIVE SCHOOL
Subcategories: Strengthen information and promotion of participation

According to the comments of the informants, it can be highlighted that

the preventive school must opt for a model based on chained objectives; Try
to reduce the number of consumers, delay the age of initiation of

94
consumption, ensure that those who consume do so with fewer risks, and
ensure that the resulting problems are addressed early. With the aim of being
able to develop more capable, confident, informed and autonomous
personalities. An educational process that must begin from the earliest ages
and be developed at different levels, different spaces and different stages.
Therefore, in this way it will better fulfill its tasks of providing information,
supporting maturation, promoting comprehensive development, promoting
prosocial values or discriminating risks. All of this, with the awareness that
education and prevention are not the same thing: preventive strategies can
be proposed through education; but from prevention, educational models
cannot be proposed. Finally, it is worth remembering some reflections
expressed in other sections of the study:
First, it is necessary to articulate education through non-routine
formulas. We must dialogue with those affected about the issues that affect
them and know how to move them, even with their criticism, from the
individual to the collective. Secondly, society demands more education and
evades the crisis of the educational system. In the project of educating,
teachers and parents must go hand in hand. Neither one nor the other will
obtain anything if each one goes his or her own way or insists on going
against the current of external socializing means. We must be aware that the
current educational crisis is not so much structural as an abandonment of
responsibilities, through systematic and generic delegation. Either everyone
commits or no one will be able to do it alone. Everything is open except the
need for critical and operational commitment to the task.
CATEGORY: GUIDANCE TEACHER
Subcategories: Show interest, offer strategies and timely intervention

The informants regarding the position on the convenience of prevention

by teachers showed unanimity in recognizing its importance and necessity.
They highlighted the irrefutable fact of the increase in the consumption of
some substance, the precocity of the first consumption, the incorporation of

95
tobacco, etc. He is faced with a situation that he cannot ignore. The same
thing is that they cannot ignore, nor do they intend to, the effects on attention
in class, the appearance with which students present themselves to class and
many times the sale at the door of the educational center.
Therefore, when relating the issue of attitudes and the importance of
teachers in the preventive task, the importance of a specific analysis of the
cognitive, affective and behavioral components must be considered, that is, of
the attitudes of teachers as trainers or participants in shaping the attitudes,
habits and behaviors of students, reflecting on their implications for the
development of actions or programs to address drug use in the school
community, considering the teacher's previously stated He is a role model
above all, which is why it is important that he teaches students by example
and at the same time showing real life cases.
Hence, there is often a generalized conviction among teachers
themselves that a teacher must carry out an educational task with his or her
students that transcends mere instruction. And a component that cannot be
avoided in the face of comprehensive education is drug information and
prevention. However, this does not mean that, for very different reasons, all
teachers have addressed this topic in their classes; duly fulfilling his role as a
counselor, based on the current terms of what primary prevention is,
intervening effectively before the problem arises.
Category: PREVENTIVE STRATEGIES
Subcategories: Provide information, viable solutions and disseminate
information.

In relation to preventive strategies, the key informants highlighted that

there are a variety of strategies that exist, which is beneficial because
teachers adapt them to the situation that arises. It is then understood that the
concept of strategy linked to the educational process must assume the
development multiple and as broad as possible of the human being, taking
into account the individual and social characteristics of each subject and

96
sociogroup. In addition, it must take into account the specificity of the type of
educational intervention developed and the goals proposed in the planning.
In this case, it will be necessary to have the most suitable
means/resources and methods to direct, advise, guide, etc. the educational
process itself, contemplating each and every one of its respective phases.
Furthermore, the selection of educational strategies must be carried out
based on the contents that are proposed to achieve the planned objectives,
towards which progress will be made considering the most relevant didactic
principles (individualization, socialization, activity, globalization, co-
responsibility, etc.), as well as the needs and expectations of the participants
and the context itself.
On the other hand, the evaluation will enable a permanent flow of
valuable, highly formative information. Another aspect that as teachers must
be taken into account is whether it is about working with strategies that
enhance learning aimed at those who intend to move towards more
autonomous formulas. Therefore, there must be strategies that are focused
on the trainer, the trainee and both. It is thought that susceptible educational
strategies should be used in training interventions for the development of
didactic work that can be addressed within the context of the school that must
enhance, enable and respond to the needs that arise.
Category: KNOWLEDGE ABOUT DRUGS
Subcategories: Relevant activities, examples from daily life and effects
of consumption

It is important to focus in this category that both the teacher and the
students must have knowledge about drugs, because many times teachers
are inhibited from talking about this topic due to the lack of information
regarding it, therefore it is necessary to guide them in regarding drugs to
teachers, so that they disseminate and discuss the problem with students,
highlighting that the teacher should not be seen as a mere transmitter of
knowledge.

97
 Given that drugs are in school, that their consumption affects school
results and that the role of educational centers cannot be reduced to
imparting knowledge, the approach is to determine who is in charge of school
prevention. Thus, it is considered that specialized external agents could be
the ones who train or support the teaching staff or perhaps act themselves
with the students. However, there are teachers who maintain that the
specialists do not know the students or the educational task of the teachers
and that therefore it is better for prevention to be carried out only by the
center itself: the management, the ethics teachers and/or or religion, those
who feel motivated or the entire teaching staff.
There is also awareness of the need for fathers and mothers to be
involved in prevention as they are the group that, both by nature and by law,
must have a relationship with the school; Regardless of who must transmit
information about drugs to young adolescents, what must be clear is that it
must be a joint school-community effort to avoid drug consumption, because
at the current time it is difficult to maintain the population far from this
scourge, therefore the best way to attack this problem is by informing and
showing students where they can go if they were to consume drugs.

98
 Triangulation and Contrast

For Denzin (1970), the main objective of any triangulation process is “to
increase the validity of research results by eliminating the intrinsic
deficiencies of a single data collection method and controlling the personal
bias of the researchers.” (p. 55). In this way it can be said that the greater the
degree of triangulation, the greater the reliability of the conclusions reached.
Ultimately, it is about preventing the research results from becoming a
methodological artifact. To do this, multiple and independent measures are
used that do not have the same biases and weaknesses.
In this way, the weaknesses of one research method are compensated
by the strengths of another. Paúl (1996) highlights in this sense that “effective

99
triangulation requires prior knowledge of the strengths and weaknesses of
each of the research methods used” (p. 82). Being able to correctly carry out
the interpretive process is greatly facilitated when starting from basic
theoretical elements, which allow us to think organically and, thus, organize
the argument in a systematized and sequential way.
The hermeneutic triangulation process is then understood as the action
of gathering and dialectical crossing of all the information pertinent to the
object of study that arises in an investigation through the corresponding
instruments, and which in essence constitutes the corpus of research results.
Therefore, information triangulation is an act that is carried out once the work
of collecting information has been completed. The practical procedure for this
study goes through the following steps: selection of the information obtained
in the field work; triangulate the information with the data, triangulate the
information with the instruments and triangulate the information with the
theoretical framework.

100
 Table No. 4. Data Triangulation Matrix

Sources
Theoretical
1 2 3 Reference
CATEGORIES Framework
Subcategories
“Through the “Through “because Primary prevention
topic and the all the we all have is considered one
activities carried activities to know… of the main
out, a grain of we were know about strategies capable
sand was able to this issue, of preventing drug
contributed, for learn about because it consumption, both
these students how helps to say legal and illegal,
who constantly harmful no to from becoming a
live surrounded drugs are” drugs!” serious and serious
PRIMARY in a climate of problem at a social
PREVENTION crime and level. According to
drugs, in Martín (1995), drug
Importance of addition, addiction
prevention primary prevention “is an
prevention was active process of
applied” implementing
Risk factor's initiatives aimed at
modifying and
Significant improving the
learning comprehensive
training and quality
of life of individuals,
promoting
individual self-
control and
collective
resistance to the
supply of drugs.”

101
 Cont. Table No. 4. Data Triangulation Matrix

Sources
Theoretical
1 2 3 Reference
CATEGORIES Framework
Subcategories
“Now they “because I “because The school
have already know after acquires a strategic
knowledge, that drugs everything position since, on
and if they can lead us that was the one hand, it is
end up to death.” seen, I one of the social
consuming it don't try entities that brings
is no longer that thing.” together an
because they important sector of
were not the youth
informed or
population, a risk
they were not
PREVENTIVE told anything, group, and which is
SCHOOL now all that frequently the
remains is to scene of risky
Reinforce continue behavior and
reinforcing unrelated youth
information
the demonstrations. to
information.” substance
Promotion of consumption and,
participation on the other hand,
it has its own
human and
organizational
resources to offer
the opportunity to
comprehensively
develop young
people and
promote healthy
lifestyles.

102
 Cont. Table No. 4. Data Triangulation Matrix

Sources
Theoretical
1 2 3 Reference
CATEGORIES Framework
Subcategories
“In many “who “She It is assumed as
ways, as I suddenly always obvious that the
already told don't know talks to us teaching task is not
you in one of about that a lot and limited solely to the
the previous
issue or treats us mere transmission of
answers, we
cannot sit suddenly with a series of content
idly by while believe that confidence or formal knowledge,
we see that we are not so that we but that it is logical
our students at risk of can tell her to grant it a certain
are getting falling into things, she comprehensive
lost.” that talks a lot training
GUIDANCE “If it is within problem.” with responsibility, which
TEACHER my reach “She talks to Brandon, includes, among
and I can other dimensions,
solve it, I will us and because
Show interest advises us a he is kind education. to health.
do it, of
course it lot.” of Drug addiction is the
Offer depends on strange.” health problem that
strategies the problem, “He paints most worries society
if it is very his nails in recent years and
serious with black.” that affects a large
Timely the guidance part of young
intervention received people, therefore,
here I go to a the success or
counselor” failure of the
“Well, I would
do everything implementation of
possible to preventive actions,
communicate as well as the results
with him, put of them, they
myself in his depend largely on
place and the educational staff.
find the most
viable
solution.”

103
 Cont. Table No. 4. Data Triangulation Matrix

Sources
Theoretical
1 2 3 Reference
CATEGORIES Framework
Subcategories
“What can I “ Billboards, I “The They are all those
tell you, like mind teacher aids proposed by
pedagogical maps, gave us an the teacher that are
strategies creating assignment provided to the
that facilitate commercials, where we student to facilitate
the training making a had to write a deeper
and learning newspaper, how we see processing of the
of students, and informing ourselves information.
as well as as many now and “Every real
presenting people as I what we see intervention
them with can.” ourselves program must refer
examples “because doing in the to a context
from reality.” with all the future. I given and meet
PREVENTIVE “Give them activities we liked it a lot, specific needs.
STRATEGIES talks, talk to did, I can but I like Therefore, they
them with help a friend activities cannot
Provide examples who sees where I follow
information from daily
life, bring that she is participate recommendations
them trained starting to with my that are followed to
Viable personnel on use drugs classmates. the letter. The only
solutions the subject, and try to ” thing I know
who will help her get Inform other can offer are
Spread the provide them out in time” classmates, models and
with saying that recommendations
information complete drugs are that serve as
information, not good suggestions
informative
billboards, and that to apply them to a
among other they should specific context
things” not fall into once they have
them undergone
because appropriate
they will adaptations”
lose (Bisquerra, 1992).
everything
beautiful
that they
have.

104
 Cont. Table No. 4. Data Triangulation Matrix

Sources
Theoretical
1 2 3 Reference
CATEGORIES Framework
Subcategories
“that they “That they “I would put Frequently,
have a lot of are bad for posters all parents,
willpower, the body, that over the educators and
that they try they take school other
not to spend away our saying all professionals who
too much abilities and the damage live in the
time with even our that drugs environment of
people who lives, that we do” young people and
do not suit try not to fall “Do not take adolescents at
them, that into this very drugs risk ages do not
they do not evil vice.” because it have the
KNOWLEDGE receive will make necessary and/or
ABOUT DRUGS anything you skinny updated
from and ugly, knowledge to
Relevant unknown practice develop an
activities people, that sports every informative and
they provide day so that training process
Examples from them with a you have a that can be useful
daily life lot of healthy and appropriate
information mind and a for this population.
Effects of and, most healthy . Furthermore, the
consumption importantly, body” lack of information
that they that young people
always trust and adolescents
their have about drugs,
parents.” in general, the
difficulties that
their use can
cause and their
tendency not to
ask for information
or help from
adults.

Source: Cornejo (2009)

105
 Table 5. Triangulation Matrix of Methods and Techniques
Information Obtaining
CATEGORIES
Depth interview
Subcategories
“Through the topic and the
activities carried out, a
grain of sand was
contributed, for these
students who constantly
PRIMARY PREVENTION live surrounded in a
climate of crime and
Importance of drugs, in addition, primary
prevention prevention was applied”
“Through all the activities
Risk factor's we were able to learn
about how harmful drugs
Significant learning are”
“because we all have to
know… know about this
issue, because it helps to
say no to drugs!”
“Now they have
knowledge, and if they
end up consuming it is no
longer because they were
not informed or they were
not told anything, now all
that remains is to continue
PREVENTIVE SCHOOL
reinforcing the
information.”
Reinforce information
“because I already know
Promotion of that drugs can lead us to
participation death.”
“because after everything
that was seen, I don't try
that thing.”
106
Participant observation
It was noted that the
participants grasped the
idea of applying the
activities developed,
achieving the proposed
objectives, where it is
about prevention, in the
broadest sense of the
word. The object is to
prevent the problem from
appearing. The strategies
used from this perspective
were based especially on
general promotional
activities, without
disregarding a specific drug
intervention in certain
cases. For this reason, he
addressed young
adolescents.
The informants agreed that
education and prevention
must strive to provide
young people with
foundations and tools to
discern the offers of
meaning in life that are
presented to them and in
particular
those manufactured in
consumer societies, and
construct their own
meaning.
 Cont. Table 5. Triangulation Matrix of Methods and Techniques
Information Obtaining
Categories
Depth interview
SubCategories
GUIDANCE TEACHER “We cannot sit idly by
while we see that our
students are missing out.”
Show interest “Well, I would do
everything possible to
Offer strategies communicate with him,
put myself in his place
and find the most viable
Timely intervention
solution.”
“She talks to us and
advises us a lot.”
“She always talks to us a
lot and treats us with
confidence so that we can
tell her things, she talks a
lot with Brandon, because
he is kind of strange.” “He
paints his nails black.”
PREVENTIVE “Give them talks, talk to
STRATEGIES them with examples from
daily life, bring them
trained personnel on the
Provide information subject, who will provide
them with complete
Viable solutions information, informative
billboards, among other
things”
Spread the information
“ Billboards, I like mind
maps, creating
commercials, making a
newspaper, and informing
as many people as I can.”
Inform other classmates,
saying that drugs are not
good and that they should
not fall into them because
they will lose everything
beautiful that they have.
107
Participant observation
According to the reality
presented, the author
considers that teachers
should be linked to the
process as companions, as
a strategy that allows them
to form knowledge and
relationships of trust with
young people, to interact
with relevance, while
achieving appropriation of
the contents and creative
methodologies and
emerging expression, so
that they incorporate them
into their daily practice.
According to what was
observed in the application
of the activities and what
was expressed in the
interview, actions must be
applied that
enhance creativity,
individual and collective
expression, responsibility
for the options made,
decisions and tasks
agreed upon as a group.
The experience of doing
allows them to experience
work as a production of
themselves and discovery
of their
potentialities, and helps
them overcome the self-
perception of helplessness
and meaninglessness that
accompanies many young
people, especially from the
popular sectors.
 Cont. Table 5. Triangulation Matrix of Methods and Techniques
Information Obtaining
Categories
Depth interview
Subcategories
KNOWLEDGE ABOUT “that they have a lot of
DRUGS willpower, that they try not
to spend too much time
Relevant activities with people who do not
suit them, that they do not
receive anything from
Examples from daily life unknown people, that they
provide them with a lot of
Effects of consumption information and, most
importantly, that they
always trust their parents.”
“That they are bad for the
body, that they take away
our abilities and even our
lives, that we try not to fall
into this very evil vice.”
“I would put posters all
over the school saying all
the damage that drugs do”
“Do not take drugs
because it will make you
skinny and ugly, practice
sports every day so that
you have a healthy mind
and a healthy body”
Source: Cornejo (2009)
108
Participant observation
Taking into account the
aspects observed and the
opinions of the key
informants, it can be said
that, despite the
educational activities
offered through different
media, knowledge about
drug addiction and the
tendency to alcoholism
among young people is
quite growing. which
constitutes a health
problem that must be
resolved, the ideal strategy
for adequate health
promotion to increase
knowledge about drug
addiction has not been
found. However, the work
must be arduous and
continuous, so that young
adolescents stay away
from drugs.
 Table 6. Theories Triangulation Matrix
Researcher Position
The teacher in his role as
counselor, rather than predicting,
must intervene before the problem
arises, therefore, knowing that
currently young adolescents are
prone to drugs in any environment,
it is important to constantly present
various strategies where it is
addressed. the subject and in turn
that they are promoters of the
information obtained, so that they
achieve meaningful learning and
help other people avoid drug use.
It is important to consider that risk
factors for a given behavior are
those variables whose presence
makes it more likely, and protective
factors are those conditions that
make such behavior less likely.
Therefore, the existence of
protective factors explains why
different people subjected to
similar risk factors react differently.
From this theory, risk factors
should be reduced and protective
factors increased with the idea of a
change in lifestyle, especially in
those young people who live in
adverse social environments,
hence educational institutions
develop early prevention programs
taking taking into account the
surrounding need.
Cont. Table 6. Theories Triangulation Matrix
RESEARCHER POSITION
109
Theoretical Support
Theory of behavior Problem
The authors suggest that the
likelihood of drug use can be
predicted by the individual's general
propensity toward the problem
behavior. This refers to behavior that
is socially defined either as a problem,
as a source of concern or concern, or
simply as something undesirable
according to the norms or institutions
of conventional society. Jessor and
Jessor (1980).
Theory for risk behavior in
adolescents
It is based on considering risk and
protective factors (biological/genetic,
social environment, perceived
environment, personality and
behavior), risk behaviors (problem
behaviors, related to health and
school) and risk outcomes (health,
roles social, personal development
and preparation for adult life). The
intervention should be aimed at
changing the circumstances that
sustain a group or syndrome of risk
behavior in adolescence. More
specifically, the objective would be to
reduce risk factors and increase
protective factors with the idea of
guiding a change in lifestyle,
especially in those young people who
live in adverse social environments.
Jessor (2001).
THEORETICAL SUPPORT
 The theory proposes modeling
techniques to acquire and
eliminate behaviors, through
learning models; This type of
learning can be done through real
or symbolic models (for example:
video movies). Training in social
skills is based almost exclusively
on modeling techniques.
This theory is essential,
underlying prevention programs
and its starting point is that if it is
achieved that there is no prior
consumption of a legal addictive
substance, there will be less
consumption of illegal ones or no
such consumption will occur.
consumption. It makes it easier to
develop a sequential theory of
involvement in drug use along
similar lines to the theory of
escalation of consumption.
The programs carried out from
this perspective have had great
significance since they allow both
the possibility of carrying out a
global primary prevention
program in a natural setting and
being able to reduce substance
consumption in school
populations, from this
perspective. All elements that
could influence this population
must be considered.
Source: Cornejo (2009)
THEORIZATION
Integrative Conceptual Synthesis
The adolescent will encounter alcohol and other drugs in his daily life
and will have to decide whether to consume or not, and if he consumes to
Social Learning Theory
This theory integrates the principles of
classical conditioning and operant
conditioning to explain human behavior.
In this case, substance use is
conceptualized as an intentional,
functional and socially learned behavior
through a process of modeling and
reinforcement, in addition to the
interaction of other personal and socio-
environmental factors. Bandura (1977).
Theory of the Stages of Drug Use
The author considers that involvement
in substance use necessarily goes
through different stages or phases.
Adolescents generally progress
sequentially from beer or wine to
stronger liquor and cigarettes, then to
marijuana and cannabis, and on to
other more addictive illegal drugs. The
author also proposes that there are
specific predictors for different types of
substances, which can facilitate the
adaptation of preventive programs.
Kandel (2002).
Psychosocial Approaches
They are based on a broader and more
complete understanding of the causes
of substance abuse among
adolescents; They are based on
recognized theories about human
behavior, they use techniques whose
effectiveness has been empirically
proven; evaluation studies show
greater methodological rigor and more
useful research designs are used.
Baldivieso and Perotto (2003)
110
what extent, he is faced with a new style of being young, until now non-
existent in aspects such as leisure, the use of free time and the consumption
of alcohol and drugs; Substance use is becoming a common phenomenon,
for example alcohol consumption on the weekend. On the one hand, social
permissiveness regarding this problem has increased; On the other hand, a
feeling of helplessness arises to tackle the problems it produces (e.g.,
drunkenness, traffic accidents, mortality, family problems, etc.).
In this sense, the permanent attention and concern of parents for what
their children do is the main factor of protection against drug consumption, in
addition to an academically demanding environment with clear rules, oriented
to the care of their students, in the establishments. educational are the most
favorable to prevent drug use. From the above, it is conceived that drug use
limits young people's opportunities in life and harms their personal
relationships and psychological well-being. It is necessary to strengthen
preventive skills in children and young people and promote healthy lifestyles.
Regarding the role of schools in the preventive task of drug
consumption, it has received worldwide recognition. Thus, the teachers are
located right in the center of all the gazes that flow around the students in all
aspects of their lives and especially in conflictive issues such as drug use.
However, there are few works that address the specific opinion of education
professionals, from their own perspective.
From this perspective, some characteristics of the adolescent stage
facilitate the consumption of alcohol and other drugs, which generally begins
during this evolutionary period. The problem of substance abuse has a multi-
causal origin, so preventive actions must combine multiple variables. It is
precisely for this reason that the prevention of drug consumption must be
inserted into a much broader work model, flexibly setting more appropriate
methods and objectives, without being guided by the same model that is
applied in the case of infectious diseases with a known and generally

111
combatable pathogenic agent. The factors involved suggest the convenience
of intervening at the family, school and social level.
Therefore, a challenge for school drug abuse prevention is its
transversal integration into primary and secondary education. The
development of topics and activities in the classroom requires, on the one
hand, the continuous training of teachers and, on the other, the supply of
teaching materials and means to successfully carry out this work. Although
there has been notable progress in this field in recent years, in addition to
developing preventive programs based on a solid theoretical basis, their
effectiveness must be assessed. However, despite the volume of research, a
large part of the studies suffer from serious methodological deficiencies, such
as lack of control group, use of evaluation instruments without psychometric
guarantees, poverty of quantitative measures, etc. However, according to
Espada (2002), “follow-up evaluations reveal that the effectiveness of
prevention tends to increase over time” (p. 103).
In this context, it is necessary for young people to develop a critical
attitude towards the challenges and situations that society presents to them.
Thus, they must be able to question the role of the news media and adopt
positions of conscience regarding the reality that they present, opting for
healthier entertainment options in the medium and long term. The media
should not be left aside in efforts towards effective preventive education. In
the same way, in the fight to reduce drug consumption, the entire civil society
has been incorporated, fostering ties between different social institutions such
as schools, health centers, companies, factories, NGOs, documentation and
communication centers. .
From the point of view of prevention, finding the action plan presented
highlights, from the focus on risk factors, how the school environment aims to
reduce the risk factors that have been significant in previous analyzes and
promote development. of protective factors. The action plan that has been
presented and executed has focused both on preventing and managing those

112
psychological characteristics that place the adolescent in a situation of
greater risk, while at the same time promoting those others that protect them
against the onset of consumption. In addition, specific activities were devised
to confront and manage the powerful influence that peers exert on substance
use. In this sense, tasks have been included to prepare young people to have
sufficient and effective resources to resist group pressures when they begin
to appear, including training in both general skills (assertiveness) and specific
skills (learning to say no, knowing reject offers).
On the other hand, the proven importance of variables such as the type
of activities carried out by the group of friends has led to mentioning healthy
alternative leisure and free time activities that satisfy personal needs (search
for novel situations, curiosity) and that achieve, to some extent, create other
different sources of gratification that add to what today is practically the only
means of youth enjoyment that exists (bars, discos). If the research in the
area is accurate, the programs will be effective in reducing drug consumption
as well as preventing adolescents who do not currently consume from being
immersed in the difficult world of drug addiction, since to the extent possible ,
all the variables that in some way contribute to a school drug prevention
program being effective and maintaining its long-term results have been
taken into account.
However, despite the efforts invested in prevention, the consumption of
alcohol and other drugs in adolescence raises concern in society. The
situation is similar to that of other developed countries. It is currently known
that an effective intervention must include at least a phase of knowledge
acquisition through the persuasive transmission of certain content, a phase of
skill acquisition through various training and homework assignments, and a
phase of finalized personal position-taking. in a public commitment on
substance use. Fortunately, there are several programs that have proven to
be effective with the school population. It is therefore urgent to continue
research in a field where consumption patterns evolve rapidly.

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 FINAL THOUGHTS

The prevalence of drug use in adolescents leaves no doubt in this

regard. The consumption of some drugs, whether legal or illegal, has become
normalized in adolescence, that is, it has taken on a habitual character in the
adolescent socialization process. Drug consumption has been mythologized
with a complex network of rituals and symbols that must necessarily be
fulfilled to establish the passage from childhood to adolescence and early
youth. Since the beginning of this new way of understanding psychoactive
substances, prevention has been seen as the best way to control this
consumption.
In this sense, initially it was thought that the best way was to completely
distance the youth population from drug consumption, but given the
ineffectiveness of this type of utopian objectives, less ambitious and
unrealistic goals were established, stating that if the goal of non-consumption
It was very difficult and meaningless in a large adolescent and youth sector,
at least prevention should be programmed to delay the age of initiation of
experimenting with consumption; At the same time, develop effective
strategies to reduce the harm and risks of consumption if these were already
established.
In this order of ideas, the school has been considered the preferred
space for interventions in universal prevention, as it guarantees continuous,
long-term access for large young populations. The possibility, not only of
developing structured prevention programs but also of working on essential
areas to develop coping strategies for consumption, led to promoting
prevention and considering that these programs should facilitate the school's
promotion of the development of personal and social skills that enable young
people to cope with conflictive situations and peer pressure, such as
promoting critical attitudes.

114
 Nowadays, no one understands school as a mere transmission of
knowledge, where students come to collect lessons and be prepared to
obtain knowledge, but rather the school has become the space in which
Education pivots. A boy or girl must receive to be an adult, acquiring the
necessary skills to act with autonomy and freedom, including what is involved
in the acquisition of values, attitudes, socialization, etc. The school has
subsumed some of the educational tasks that other social strata performed,
such as the Church, the extended family and even parents.
At the same time, the school has had to assume a leading role in the
education of other issues that until a few years ago practically did not exist.
They speak precisely of the drug phenomenon; Drug education is a task that
has been fully entrusted to schools and in it teachers acquire a relevant role.
At the end of the day, the issue of drugs and the uses made of them is a
socio-educational issue. Certainly, drug use by young people and
adolescents is something that worries parents, teachers, various
professionals, those responsible for public health, etc.; From this dimension it
is necessary to propose their attempts at solutions and thus the
administrations take measures, the teachers are increasingly more aware of
the matter and the parents are more overwhelmed.
Likewise, the fact that the different levels (different administrations,
parents, teachers, etc.) assume their co-responsibility and intervene from
various fronts is already a great step, but while the next one arrives, which
could be the coordination to address this issue , it will be good to know what
those responsible for the institution that is pointed out from the first moment
this matter is raised think about it: the school. This study implied a small
contribution for teachers to approach the problem of drugs without taboo or
complications.
Within this perspective, the modern pedagogical paradigm presents
learning as something significant for the student, useful for their daily life. The
school must, in this scheme, be complemented with other training institutions

115
such as the family. The school must provide social capital, that is, the set of
norms of cooperation and solidarity culturally sustained and shared by a
community, and provide its members with cultural capital, in addition, the set
of effective skills that allow a person to achieve their goals. objectives in the
community in which he lives in this framework, the school is not designed
only to transmit knowledge and culture, but also life skills.
In this framework, the teacher must choose teaching strategies that give
rise to different ways of internalizing. That is to say, here we can talk about
misuse as a transversal issue. The drug problem must be addressed
preventively and institutionally, which means that the responses are also
institutional. The school space is traveled and occupied by various
institutional actors, each with their underlying basic assumptions, therefore
with diverse perspectives on a topic as complex as drugs. It is from this point
that it is imperative that every preventive program aims at the active
participation of all institutional actors.
Likewise, for school drug abuse prevention to be successful, it must try
to reach consensus, to move from personal approaches to operational team
positions. That is, strengthen communication in the school from all levels,
both horizontally and vertically, achieving clear, objective communication. If
this can be achieved, it will already be beginning to be prevented. This will
result in the implementation of a referential and operational conceptual
scheme that will be managed at the institutional level. Prevention is a problem
for the entire society, which is why coordination or network prevention with
other state or private organizations is necessary to expand and promote it at
different levels. Any intervention resource on drug problems in the school
environment must always be articulated in a preventive education program
that is firmly continuous and sustained over time. Effective programs require
sustained efforts in the medium and primarily long term. Drugs are not going
to disappear completely and therefore you must learn to live with them, which
in no way means accepting them.

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 In short, you don't need to be an expert in drug addiction to do
prevention. It is enough to believe in the potential for change of an education
inspired by some basic principles; First, promote meaningful learning that
allows students to critically analyze their opinions, values and attitudes
regarding drugs, favoring more reflective and critical decision-making.
Secondly, promote the analysis of specific situations related to drugs, in
order to clarify the attitudes and values of students based on their daily
experiences and thirdly, based on the beliefs and experiences of students to
promote constructive reflection on drug use. drugs and lifestyles related to it.
To materialize these principles, educators must assume the role of
mediators. Its main contribution consists of helping students develop
knowledge, attitudes, values and skills that enable them to make reasoned
and autonomous decisions when faced with the supply of drugs. To do this,
they need to have easy-to-use teaching instruments, created from the
evidence regarding effective prevention, and tested successfully.

117
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