skip navigation


Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.


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

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.