About a year ago, in Dallas, Texas during the APhA annual meeting, we discussed the drug abuse problem on the nation's campuses. Our discussion led to these conclusions—

Students on college campuses must receive a more balanced presentation of the use and abuse of drugs than they now receive.

Students just won't be preached to-they won't respond to being told only that drug abuse is harmful and against the law (they already know that). Students respond to a balanced presentation of the facts, without overtones of authority, and then make up their own minds.

Students will listen more readily to other students than to faculty members on a topic of this nature; therefore, whatever educational program is developed would be more effective and generate more student enthusiasm if it were organized and conducted by students themselves.

Since the students responsible for any drug abuse education program must be well versed in the use and abuse of drugs themselves, pharmacy students would appear to be the ideal group for the task. If they want to enlist the aid of other student groups, this step would be fine. But pharmacy students alone should be responsible since drugs are the tools of their chosen profession.

Subsequent to the Dallas meeting, we agreed to set up pilot programs on our respective campuses to test the new drug abuse education idea. The proposed programs were explained to the pharmacy school deans and their permission to proceed was obtained. After we found student organizations which were active, imaginative and self-starting, to sponsor the test programs, we helped the students organize and develop their particular programs. To help with the planning, Smith Kline and French Laboratories of Philadelphia prepared a special College Drug Abuse Manual. The manual, an 81⁄2- by 11-inch binder, contained several valuable suggestions and ideas. Following the guidelines set forth in the manual and the advice of the faculty, we put the programs in effect. Implementation of the new drug abuse education idea varied slightly on each campus.

MINNESOTA-THE ICE CREAM HABIT

The drug abuse program at the University of Minnesota was developed after discussions with the student activities bureau, dean of students, student union director and dean of the college of pharmacy. The consensus was that the project must include student participation from the beginning. Consequently, the APhA student chapter was given the responsibility for planning, publicity and programming. The Union Board of Governors (UBOG), a student executive group, agreed to co-sponsor the program and to devote $150 to publicity. Kappa Epsilon, Phi Delta Chi and Kappa Psi each devoted manpower for the project as part of their professional activities.

The sponsors agreed upon a two-day afternoon conference. The time of day was an important factor since 75 to 80 percent of the students are commuters who leave the campus after their last class. October 25 and 26 were selected since these days followed homecoming by 10 days and preceded mid-quarter exams by about a week. The UBOG, which sponsors regular noon-hour programs in the ballroom, permitted use of that facility for the program.

Plans called for a film to be shown during the noon hour of the first day, with the main presentations, a series of talks followed by a panel discussion, to be given the following day. The idea behind a film-only program the first day was that it would serve as a publicity device for building an audience for the next day's major presentations.

Since student advisors felt that a catchy title for the program was necessary, the planners came up with "The Ice Cream Habit," a drug-abuse term, meaning a small, irregular habit. During the summer, members of the university staff made arrangements for speakers, most of whom were drawn from the school of medicine.

In publicizing the program, 30 two- by three-foot tagboard signs were placed in major campus buildings, residence halls and eating establishments. An exhibit was set up in a large display window at the Minnesota Union. One hundred and fifty 8- by 11-inch notices were placed on campus bulletin boards, each housing unit counselor read an announcement at the unit's regular meeting. WMMR, the university residence hall station, taped an interview with the student chapter president and a press release from the university news service aided the advertising and word of mouth communication.

The film, Narcotics, The Decision, which had been obtained from the university's extension film library, was shown twice during the first day of the program,

at 11:30 and 12:30. The first showing drew about 500 students, the second between 350 and 400. Though rather dated, this film was selected because it portrayed the abuse of non-narcotic drugs. A student introduced the film before each showing and explained the purposes of the two-day conference. The main program featured seven half-hour talks followed by a one-hour panel discussion. Each speaker was introduced by a different student chapter representative. The subjects discussed were

Growing problem of drug abuse, drug taker personality, use and abuse of narcotics, use and abuse of stimulants-depressants, use and abuse of alcohol, use and abuse of hallucinogens, and human cost of drug abuse.

The panel, moderated by a student and composed of representatives of government, medicine, police, the religious community and campus officials, discussed the subject "Drugs on Campus." Each person who attended the program was given a copy of the SK and F brochure, The Empty Life. More than 1,900 were distributed.

A tape recording was made of the conference with portions used on WMMR and KSTP, the NBC radio affiliate. News accounts of the proceedings appeared in the Minneapolis Star and the campus newspaper, the Minnesota Daily.

In evaluating the two-day program, the sponsors made the following recommendations

1. For maximum impact, the entire program should be presented in one day. This conclusion was based on the drop in attendance from the first to the second day.

2. The one-day program should be no longer than two and a half hours. It was felt that the individual presentations had been too long and that the four talks on use and abuse could have been given as one presentation.

3. A follow-up program for residence units would carry the message to smaller groups in a more intimate setting.

4. The program should be presented every other year.

TEXAS-DRUG ABUSE ON CAMPUS

Lambda chapter of Phi Delta Chi, the professional pharmacy fraternity at the University of Texas, sponsored the program, a symposium during which five speakers each made 20-minute presentations. A question and answer period followed the last talk. The program ran from 7:30 p.m. to 10:30 p.m. in the student union ballroom. The audience, including pharmacy students, numbered between 350 and 400.

Four of the speaker were drawn from the university faculty; the fifth speaker was the director of the Dallas office of the Bureau of Drug Abuse Control. The faculty members were an associate professor of pharmacology, assistant professor of psychology, assistant professor of sociology and the director of the student health center, a psychiatrist. The moderator was W. J. Sheffield, associate professor of pharmacy.

Press releases were distributed personally to the student newspaper, to newspapers in Austin, Dallas, San Antonio and Houston, to the wire services and to area radio and television stations. All news media were also sent a letter describing press facilities at the program and inviting coverage. Four radio stations used their "Community Bulletin Board" to announce the program from three to five days in advance. One tv station carried some film of the program while it was still in session.

Approximately 120 cardboard signs, 14 by 22 inches, were tied on trees and posted on bulletin boards around campus. The signs, printed on a Line-O-Scribe machine, carried the following copy

Phi Delta Chi, Pharmacy Fraternity Presents Drug Abuse on Campus, An Objective Symposium On College Drug Abuse Today, Wed. Feb. 8-7:30 p.m., Union Ballroom.

An eight- by eight-foot painted wooden sign with similar copy was placed on the west mall, one of the most trafficked areas on campus. Faculty members, of the college of pharmacy and other schools, were encouraged to make announcements concerning the program in their classes.

The sponsors were disappointed by the small turn-out which they attributed to the overabundance of student-sponsored programs, the lack of well-known speakers and a small advertising budget ($15). They concluded, therefore, that a successful program depends on well-known speakers, a topic of vital interest and advertising.

BUTLER-POP DRUGS-DRUGS FOR KICKS

Sponsored by the Phi Delta Chi fraternity at Butler University, the program, "Pop Drugs-Drugs for Kicks," consisted of group discussions in housing units climaxed by a formal symposium. The total program ran one week.

In January and February of 1967, the president of the local chapter of Phi Delta Chi, met with the Pan-Hellenic Council (governing body of the university's sororities), the interfraternity council and residence hall presidents to arrange the times and dates for group discussions on drug abuse.

Before their visits, the Phi Delta Chi men spent approximately three hours in group preparation, with special attention to the pharmacology of amphetamines and barbiturates. The 21 pharmacy students involved were either fourth- or fifth-year students with previous apprentice employment.

From February 16 to February 22, each housing unit was visited by a threeman team from the pharmacy fraternity. These men led group discussions on drugs, their use and misuse and at the same time, explained the purpose of the program to stimulate attendance at the symposium. Each presentation averaged a half hour, followed by a question and answer session. Some of the students brought along charts and diagrams to highlight the discussions.

The speakers—a psychiatrist, pharmacologist, research specialist and inspector for the Indiana State Board of Health-were originally contacted by Dale Doerr, co-advisor for the chapter. Prior to the meeting, the panelists met three times to exchange ideas and make preparations.

The university's public relations director handled initial contacts with the two television stations and two city newspapers. As a result the program received both newspaper and TV coverage. Local and university radio stations gave spot announcements during the week prior to the symposium. Based on the nearcapacity attendance and on audience reaction, the program was judged to be a success. Much of the success was attributed to the preprogram visits which reached one-fifth of the students and helped build considerable interest in the subject of drug abuse.

SUMMARY

What was learned from these pilot programs? Several things. First, the programs represent an ideal way to counter the sensational-and often negativepublicity that the college drug abuse problem has been receiving. Second, that such programs attract the favorable attention of other communities and other campuses to the pharmacy schools involved. Third, the programs highlighted some of the practical problems (e.g., in content, length, publicity and visual aids) which must be ironed out to assure maximum success in the future. Fourth, the programs demonstrated the keen interest of college students in drug use and abuse. Finally-and perhaps most important of all-the programs demonstrated that pharmacy students relish the chance to talk about drugs, the tools of their profession, in real-life situations.

So far, the new pharmacy-oriented drug abuse education program has been extremely successful. This isn't the first program designed to educate college students about drugs; but this is the first educational program designed to be organized by pharmacy students, promoted by pharmacy students and actually run by pharmacy students.

As practicing pharmacists you can do a great deal to extend this educational effort. First, you can offer your support to the campus drug abuse education programs that are getting underway. During the next few months, we will be contacting pharmacy deans across the country and asking them to approve such programs on their campuses. Several pharmacy educators have already written us to ask for assistance in developing such programs.

You can support these efforts by writing to the dean of the pharmacy school in your community to let him know that you recognize the need for more balanced drug education on our campuses; that you know about and approve the new drug education programs being developed by pharmacy students. Your encouragement and support will mean a lot to him-and to the success of the program. Nominal financial support to the student organization for publicity costs would be helpful in some instances.

There is, however, a much more important contribution you can make-you can extend the same balanced drug education message to the young people in your own community. Today, your time-honored role as a dispenser of medication is being expanded. More and more, the modern pharmacist is called upon to dispense

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drug information as well as medication. And rightly so. As pharmacists, you have a better opportunity than any other member of the health team to educate the public about the drugs they take. The late W. W. Charters underscored this fact when he once said "A well-informed pharmacist is the best single individual to disseminate information about public health."

Nowhere is the need for such information more critical than it is with the nation's youth. Existing facilities for educating them about drugs leave a lot to be desired. Smith Kline & French Laboratories has been involved for the past few years in providing drug abuse education and instruction to law enforcement officers throughout the country. This work has carried them into contact with several state agencies responsible for developing the educational materials used to teach children about drugs. As a result, they have had many opportunities to see the materials teachers are using in various parts of the country to teach this subject. Much of the material they examined was outdated, incomplete, misleading, onesided or even worse-totally inaccurate! In many instances, educational agencies had no material on the subject.

This is why your efforts on this behalf are so vital. You have a professional duty to see that the children in your community get the right information about drugs. There are several ways to do this-speaking engagements before high school groups, grade school groups, church groups and other youth organizations: checking on the kind of drug education being offered in your community schools and, if you feel it needs improvement, working with the local parent-teacher organization to improve it. Above all, you should promote your own drug expertise to your patrons. To the average layman, especially the impressionable youngster, drugs are exotic, mysterious substances. He may read or hear that some drugs are capable of producing pleasant effects on his mind, but he doesn't know much more. Because of your professional training, you are better able to explain to him both the good and bad properties certain drugs have, thus keeping them in their proper perspective.

Today's problem of drug abuse among young people, combined with your emerging role as health educators, constitutes a clear call to action.

BIBLIOGRAPHIES

Dale W. Doerr, professor of pharmacy administration at Butler University, earned his BS at Drake University, MS at the University of Illinois and PhD in pharmacy administration at Purdue University, Doerr, a registered pharmacist in Iowa and Illinois, is a member of APhA, Academy of Pharmaceutical Sciences, Academy of General Practice of Pharmacy and Indiana Pharmaceutical Association. He is chairman of the pharmacy administration section of the AACP conference of teachers and is active in Rho Chi and Phi Delta Chi.

Hugh F. Kabat, associate professor of pharmacy and director of the hospital pharmacy graduate program at University of Minnesota, has been active in hospital and community pharmacy as well as in the educational field. He earned his BS and MS from the University of Michigan and his PhD from the University of Colorado. Professor Kabat has held several consultantships and is a contributing editor to Drug Intelligence. Among his professional memberships are APhA, Academy of Pharmaceutical Sciences, AACP and ASHP.

William J. Sheffield is associate professor at the University of Texas college of pharmacy. His pharmacy degrees, a BS, MS and PhD, were earned at the University of North Carolina. From January 1943 to November 1945, Sheffield was a pilot in the U.S. Army Air Force and at present holds the rank of major in the U.S. Air Force Reserve. APhA member Sheffield has been secretarytreasurer and chairman of the section on pharmaceutical technology, Academy of Pharmaceutical Sciences, and also active in AACP, AAAS, Phi Delta Chi and Rho Chi.

William J. Skinner, manager of consumer production at Smith Kline and French, is a native of Indiana. He earned his BS at Butler University and his JD at Indiana University school of law. He is a registered pharmacist in Indiana and Pennsylvania and was admitted to the Indiana and federal bars in 1965. Skinner is on the advisory panel of Columbia University's Respect for Drugs project, on the board of directors of the Greater Philadelphia Council on narcotic and dangerous drug abuse and a member of APhA and ASHP.

ATTACHMENT B

THE PHARMACIST AS AN EDUCATOR IN DRUG ABUSE

(By Arthur E. Schwarting)

Arthur E. Schwarting, Dean, University of Connecticut School of Pharmacy, and President, American Association of Colleges of Pharmacy.

Education of our youth in high schools and colleges about drug use, misuse and abuse has taken many forms. One of the most effective forms has been a program using pharmacy students as educators. They are uniquely qualified, many have an intense interest in the problem and they are youthful. All three of these attributes are necessary for an effective program.

QUALIFICATION

Any effort to deal with the drug abuse problem, regardless of its location, must be based on recognition of two rather separate and distinct topics-why a person uses drugs and the nature of the drug that is used. The person who uses amphetamines to lose weight is unlike the person who uses that drug to "speed." The physiological response and the toxic effects of alcohol are unlike those of LSD. Both parameters-reasons and agents-are amenable to education programs conducted by different qualified personnel.

The pharmacist, and similarly the pharmacy student, makes his greatest contribution to this effort through his knowledge of drugs-their chemistry, their action, their metabolism and their toxic effects. Pharmacists have been given the legal and moral responsibility to oversee the distribution of all legal drugs and to provide authoritative drug information to the public and the health professions. All presently-abused drugs (except marihuana) fall into pharmacological classes which have been studied in depth by pharmacists.

Pharmacists have no bias in their presentation of drug information. They can present accurate information about drugs and the dangers associated with irrational use without emotion. It is quite apparent that most youth reject receiving information from individuals who can be identified as possessing a preconceived bias, as with the clergy (it's immoral, don't do it), the police officer (it's illegal, don't do it), the ex-addict (look what it did to me, don't do it), the school principal (I'll tell your parents, don't do it) or the military commander "I'll bust you, don't do it).

INTEREST

For several years, pharmacy students across the country have volunteered their services in drug abuse programs directed to high school and college groups. At the University of Connecticut students in the second and third professional classes volunteer during the first weeks of classes and demonstrate their sincerity by attending evening training sessions. This program serves to focus their attention on those aspects of their education which best fulfill the needs of pending audiences. Those students with previous experience in the programs discuss successful methods of presentation and pitfalls that should be avoided. Additionally, these students are provided the most recent information on abouse of drugs and are appraised of problems in the communities in which they will appear. Finally, these students are brought to one of the area's drug rehabilitation houses to speak with recovering addicts and to observe rehabilitation techniques. In their first exposure at a school setting, the pharmacy students meet with a dozen students representing a cross section of the student body to learn of the general level of drug interest, types of drugs being used and special interest topics. The pharmacy students then work in teams of couples with 20-30 students in an existing class makeup so that the audience members are familiar with each other. While these discussions proceed (1-6 hrs.) the faculty advisor to the pharmacy students meets with teachers and school administrators to educate these persons and to describe the program that is in progress.

The goal of the pharmacy student is to provide critically needed information about drugs before they are encountered on the street. They also try to dispel any mysticism surrounding drugs by describing in simple terms the physiological and toxicological effects of drugs. In this way they tend to discourage the user.