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the pharmacological action and the toxicology of drugs, and with an understanding of people and disease, he has an expertise that is unique and effective and one that will complement psychological, sociological and other medical contributions to the program. His skill and intellect can be utilized at all levels in an educational program. Moreover, because of his background in analysis of drugs, he could serve on programs concerned with detection of drugs. The pharmacist is the only health professional whose exclusive specialization is drugs and their action--including drugs of abuse. Few pharmacists are given commissions, and no pharmacists have ever been drafted. The Department of Defense must be informed of the needs of our servicemen with regard to adequate drug delivery services and the utilization of the pharmacist as a component of a health education team concerned with drug misuse.

Arthur E. Schwarting, Dean
Un iversity of Connecticut
School of Pharmacy

and

President, American Association

of Colleges of Pharmacy

July 5, 1971

ATTACHMENT C

STATEMENT PREPARED BY GEORGE P. HAGER, DEAN-SCHOOL OF PHARMACY, THE UNIVERSITY
OF NORTH CAROLINA

The abusive use of drugs in the Armed Forces, as elsewhere, is a many-faceted problem which requires a multilateral solution involving various types of professionals and specialists in the Military. Crisis intervention and treatment constitute a medical problem and require the supervision and services of physicians. Behavioral scientists should be primarily responsible for rehabilitation. Prevention and control of drug abuse, involving both education and regulatory procedures is a principal and, perhaps, most productive measure for dealing with the drug abuse problem. The pharmacist should have primary responsibility for the education phase and, in the controlphase, he should work very closely with legal and police personnel and he should consult regularly with physicians regarding prescribing practices that may predispose toward abusive utilization.

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The pharmacist is qualified for a leading role in prevention and control of drug abuse for a number of reasons: (1) the nature of his drug distributive mission requiring his surveillance of the utilization of many controlled substances and providing to him an insight into developing drug abuse problems at an early stage; (2) his education (B.S. in Pharmacy) and his daily experience with drugs; and, perhaps, most importantly (3) his sensitivity to the drug abuse problem and his motivation to contribute toward its solution.

The pharmacist's motivation is clearly demonstrated by the active involvement of schools of pharmacy and of practicing pharmacists at the local level in efforts aimed at the relief of the problem. One specific example will be presented as an indication of the general situation. At the end of the academic year, 1968-69; under the aegis of the local Student Branch of the American Pharmaceutical Association, a group of twenty upper classmen in the School of Pharmacy, The University

of North Carolina, indicated a desire to engage in a drug abuse education program during the following year. A carefully selected compilation of drug abuse information materials was given to each of them for study during the summer. During the first six weeks of the fall semester, 1969, seventeen of the students were provided intensive training by experts on the drug abuse problem. Through the remainder of the year, 1969-1970, the specially trained students, usually in small groups, made 65 presentations throughout the State and reached substantial numbers of junior and senior high school students. At a meeting of the heads of various State departments in the spring of 1970, the official representing the North Carolina Department of Public Instruction stated that the pharmacy students' project at that time was the principal thrust in the secondary schools toward preventive education of secondary school students in the area of drug abuse. Because of this experience, the North Carolina Department of Public Instruction requested the School of Pharmacy to provide an intensive training program for a cadre of secondary school personnel in the summer of 1970 and also requested that specially-trained pharmacy students make presentations at all of the 500 secondary schools in North Carolina. A DRUG ABUSE EDUCATION PROGRAM, including a TEACHER DRUG ABUSE EDUCATION PROJECT and a STUDENT-TO-STUDENT DRUG ABUSE

EDUCATION PROJECT, was planned as a cooperative effort of the School of Pharmacy, the N.C.Department of Public Instruction, and the N.C.Pharmaceutical Association. Support for the PROGRAM was provided by the Z. Smith Reynolds Foundation. Partial support of the TEACHER DRUG ABUSE EDUCATION PROJECT also came from a grant to the N. C. Department of Public Instruction via the National Drug Education Training Program. During the summer of 1970, three week-long training programs were held at the School of Pharmacy and they were attended by a total of 173 teachers, counsellors, principals, and other administrative personnel, representing almost every school district in the State. A copy of the program appears in APPENDIX A and a copy of "Proceedings

Teacher Drug Abuse Education Project" accompanies this statement. During the academic year, 1970-1971, approximately

seventy specially-trained pharmacy students made presentations at 225 secondary schools and reached approximately 55,000 secondary school students (APPENDIX B). The effectiveness of this STUDENT-TO-STUDENT DRUG ABUSE EDUCATION PROJECT is attested by numerous comments of the personnel in the secondary schools visited. A feature of the presentations was a question-and-answer period in which student audiences submitted many of the questions in writing. Some of these have been compiled in the booklet, "Kids 'n Drugs" by Leonard Berlow, the faculty director of the PROJECT (A copy accompanies this statement). Mr. Jesse M. Pike, Jr.,

as student director of the PROJECT, worked closely with Mr. Berlow. In June, 1971, a day and a half program was presented in three locations in different parts of the State for secondary school personnel as a follow-up on last summer's TEACHER DRUG ABUSE EDUCATION PROJECT (program appears in APPENDIX C). At the follow-up program, attended by a total of 145 teachers, etc., secondary school personnel described local programs in which they were intimately involved pursuant to their training in the summer of 1970. What they have accomplished indicates the effectiveness of the TEACHER DRUG ABUSE EDUCATION PROJECT. The 1971-1972 STUDENT-TO-STUDENT DRUG ABUSE EDUCATION PROJECT is already underway with more than fifty pharmacy students involved at this stage.

The foregoing description of the DRUG ABUSE EDUCATION PROGRAM is an example of similar programs conducted by other schools of pharmacy. It demonstrates the sensitivity of the pharmacy profession for the drug abuse problem and the motivation, in the pharmacy profession, to prevent drug abuse through education. The pharmacy student participants, as they graduate, will swell the ranks of the many pharmacists already in practice who are most active in the education of the people in the communities they serve as a measure toward prevention of drug abuse.

The same motivation of military pharmacists to engage in educational activities that help to prevent drug abuse is exemplified by a presentation by

Captain Dean L. Peyton (pharmacy officer at USAF Medical Center, Scott AFB)

and Captain David R. Stevenson (pharmacy officer at 317 Tac Hospital, Lockbourne AFB). A copy of their manuscript, "Better Living Through Chemistry", presented at the 1971 USAF Pharmacy Seminar, Brooks AFB, is attached.

Crisis intervention, treatment, rehabilitation, and prevention through education and control require collaboration of physicians, behavioral scientists, legal and regulatory personnel and pharmacists,- with the fully trained, professional pharmacistleading the way with regard to preventive measures. An assessment of the drug abuse problem locally and an evaluation of relief measures is a component of the program that is often neglected. Accurate assessment of the problem and evaluation of effectiveness would confirm the pharmacist's leadership role in dealing with the drug abuse problem in the Armed Forces military pharmacists, fully qualified by professional education in schools of pharmacy and by the experience (internship) required for licensure are given the opportunity to demonstrate what they can do.

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