International e-Journal of Community & Industry Engagement

Vol.1, No.2, December 2014, 22–30

Empowering Youth in Drug Prevention Education

Programmes through Motivational Camp Retreat
Razak Lajis1, *, Nur Afni Amir1, Noor Azimah Zainol1, Nurul Syahidah Adnan1, Abd. Harris Abd.
Wahab2, Azizah Hamzah3, Suriati Ahmed Rasidi3, Siti Nadhilah Abdullah4, Roslizawati
Muhammad Alias4, Muhammad Ali Syafii Abdul Razak 5
1
National Poison Centre, Universiti Sains Malaysia, Malaysia
2
Drug Control and Research Centre, Universiti Sains Malaysia, Malaysia
3
National Anti-Drug Agency, Penang, Malaysia
4
Teluk Kumbar Secondary School 2, Penang, Malaysia
5
Teluk Kumbar Secondary School, Penang, Malaysia

Abstract

Drug-related problems have always been a major plight among youths. Effective approaches
are therefore essential to counter the problem of illicit drug use. This paper focuses on the
promotion of a camp retreat as a drug prevention education programme for school children.
The camp, facilitated by trained teachers and peer facilitators, incorporated physical and
spiritual team-building activities, effective communication, life and refusal skill trainings. High-
risk students were informed on the dangers of drug use, about religious and social perception
on substances of abuse, negative influence of social media in the form of info-games, role-play,
problem-solving, group exercises and discussions. At the end of the programme, participants
evaluated the effectiveness, appropriateness and lessons learned from the camp’s activities.
The outcomes strongly indicate that youths are more receptive to this approach of learning,
information sharing and character building programmes.

Keywords: drug-related problems, youth, camp retreat, drug prevention educational programme

Introduction

Developing tobacco and drug prevention educational programmes is a challenge faced by many
communities and countries in the world today (Fagorala, 2013; Thomas, McLellan, & Perera,
2013; Jain et al., 2014). Various policies, regulations and legislations have been gazetted and
implemented but due to varying differences in culture, beliefs and economic status, the effects
of these measures rarely achieve the desired results (Evans-Whipp et al., 2002). Tobacco and
drug prevention efforts require strategic coordination, resources and enormous political
commitment to deal with it. Tobacco, inhalants and other substances of abuse create chains of
problems socially, physically and mentally. As far as any cessation programme is concerned,
there has been little or no clear evidence of what comprises the “best practices” to curb children

* Corresponding author. Email: [email protected]

e-ISSN 2289 3091

© 2014 Division of Industry & Community Network, Universiti Sains Malaysia
http://iejcie.usm.my
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and teenagers from getting involved in these bad habits. The challenge, therefore, is to come
out with an effective and sustainable intervention programme to address the problem.
Although several series of health educational and intervention programmes have existed,
they appear to have little impact on the target population (Jones, Fisher, Greene, Hertz, & Pritzl,
2007; Morgan, White, & Mun, 2002). These interventions include policies, law and regulations,
community and school-based health education and health promotion programmes. There are
already existing rules and regulations implemented in schools to penalise students found in
possession of substances of abuse such as tobacco, inhalants and drugs (His Majesty’s
Government Gazette, 2004). However, as often the case, prosecuting a few offending students
does not seem to discourage other students from being involved in smoking or drug-taking. The
initiation stage of these behaviours may seem rather complex particularly when product
advertisement, easy access to certain substances (tobacco and inhalants), role modelling and
peer influence are factored in. Therefore, an appropriate programme is required to address
some of these factors which include peer influence, capacity building, communication skills, self-
confidence and self-awareness towards knowledge and information on substance of abuse.

Literature Review

Many studies have suggested that school-based programme can be an effective means of
preventing tobacco use among youth (National Cancer Institute, 1990; Glynn, 1989; Walter,
Vaughn, & Wynder, 1989). However, some of these efforts could have ended with mixed results
(Lantz et al., 2000). According to numerous independent studies, school-based tobacco and
drug prevention education programmes that focus on skills training approaches have proved
effective in reducing the onset of smoking. Given the diversity of cultures represented in the
community, it is important to tailor prevention education programmes for particular ethnic/racial
sub-population. Hence, programmes should be sensitive to, and representative of, a population
that is multicultural, multi-ethnic, and socio-economically diverse. School-based programmes to
prevent tobacco use can also contribute to the prevention of use of illicit drugs especially if such
programmes are also designed to prevent the use of these substances (Errecart et al., 1991).
Some community-based prevention educational programmes reportedly are able to provide
positive impact on decreasing drug use in high-risk adolescents (Chou et al., 1998). Therefore,
training modules for the target population need to be developed which primarily provide the
teenagers knowledge about substance of abuse, health, economic and social impacts of these
substances. It primary objective is to provide adequate understanding and information of the
issues. At the same time, it also provides additional aids for those who wish to quit.
Perhaps since tobacco and drug issues are perceived in different manners by teenagers,
organised programmes and activities should therefore be tailored to suit their interest and liking
while incorporating all the educational components in them (Coleman & Cater, 2006). High-risk
adolescents may require a different approach (Mackenzie, Hunt, & Joe-Laidler, 2005; Slesnicka
& Prestopnikb, 2005)). Therefore this programme was designed as an alternative method to
develop personal skills of the teenagers to fight against substance of abuse and to raise their
awareness and self-resilience against it.

Methodology

Forty students (age 13–15 years) from two secondary schools were selected based on
recommendation and consent of the school authorities. The students were from “high-risk”
group identified as having been socially involved with smoking. Some, among them, have
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experienced inhalants and drugs. Demographic and socioeconomic data were gathered. The
students’ knowledge and attitudes towards smoking and substance of abuse were determined.

Various sessions of talks, group counselling, workshop and motivational camp were carried
out with the group. At the motivational camp, the students participated in a number of activities
aimed at strengthening their knowledge, awareness and rejection ability towards substance of
abuse. Various topics on substance abuse were discussed with officers from the National Anti-
Drug Agency, teachers and trained facilitators. These included:
a) The acute and long-term effects of substances of abuse on the health.
b) Why people smoke and use drugs and why they find it difficult to quit.
c) Recognising misleading information about smoking and substances of abuse.
d) Understanding that prevention and cessation of smoking and substances of abuse are
both medically and cost effective.
e) Social and religious components and why the use of these substances are detrimental to
the community.

The information were shared and disseminated throughout the session called World Café,
adopted from a component of the “Visualisation in Participatory Programme” (ViPP) training
programme. It is designed to encourage active participation of all team members. The camp
also included team-building activities in the form of jungle-trekking, survival lunch, games and
community outreach. The objectives of these activities are to create self-confidence, promote
cooperation and friendship among the team members, and empowering them to make
responsible and correct decisions.
At the conclusion of the programme, participants were asked to evaluate the appropriateness
and the effectiveness of the programme.

Results

Preliminary data shows that the most closely associated variables to substance abuse appear to
be the lack of good self-motivation and negative peer group influence. The majority of the
students who refrained from indulging in this habit knew the hazardous effects of these
substances.
The motivational camp retreat was organised to help students quit or stay away from
substances of abuse using a number of training modules. In most instances, smoking and
substance of abuse were associated with social desirability and acceptability, sophistication,
adulthood, personal appearance and the feeling of independence. In addressing these issues,
the training modules in the motivational camp were designed to provide knowledge about
substances of abuse, its health and social aspects, and ways to quit and abstain from smoking
and drug taking.
Thirty-six out of the 40 identified students participated in the motivational camp. Evaluation of
the camp’s activities was required of them at the conclusion of the camp. The findings indicated
the programme was well received by the students and the camp objectives had been met.
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Figure 1: Ice-Breaking Activity

In the jungle trekking activity, participants spent about three hours in the jungle with trained
guides learning basic jungle surviving techniques.

Figure 2: Educational Jungle Trekking

Figure 3: Participants’ rating of the “Survival Lunch” activity

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In this activity, participants were required to cook a meal with limited cooking material and
resources provided by the trainers.

Figure 4: Sharing and dissemination of information from activities of World Café

Figure 5: Participants’ approval rating for the futsal game activity

For community work, participants were required to clean various designated areas including
rubbish collection and all other un-degradable items for proper disposal (Figure 6). The
community provided the tools required for this activity.
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Figure 6: Community work

The location of the camp was on a small island, Pulau Aman (Peace Island) situated about
5km from the mainland of Penang. Common camping facilities are available in this small fishing
village.

Figure 7: Location of motivational camp

Figure 8: Effectiveness of the activities

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Figure 9: Objectives of programme achieved

Discussion

The main objective of this motivational camp is to provide an alternative way to impart
knowledge to the target group with active involvement of the participants in various interactive
modules and outdoor activities. The programme also involved the participation of various
governmental and non-governmental organisations (NGOs) and the community. It also aims to
heighten the ability and awareness of the students to quit or refrain from the bad habits.
Additionally, it serves as a starting point to establish the involvement of youths in drugs
prevention and tobacco control efforts. The camp was able to provide the students with
knowledge, communication skill (rejection and assertiveness) and awareness on various social
influences related to use of substances of abuse (Razak, Rahmat, Abd. Harris, Yusoff, & Lim,
2004).
The main challenge of this programme was to ensure that the students remained focused
and maintained their interest in the programme. Although the initial findings showed that the
programme was well-received and has achieved its objectives, it also had to be sustainable and
able to generate adequate interest for the students to be associated with it long term. Multi-
prong approaches are therefore employed. Tohid et. al. (2012) rightly pointed out that as far as
smoking is concerned, it should include strategies beyond educating teenagers about smoking
and restricting their access to cigarettes. Strategies to manage the cunning behaviour of
teenagers and strategies to improve their self-efficacy should also be implemented (Tohid et al.,
2012). Other drug prevention programmes should also follow the same course.
The relevant authorities should also emphasise more on capacity building and training of
human resources when dealing with drug prevention and tobacco control programme. In order
to create a conducive environment for this programme to be effective, various quarters in the
community should also play their respective positive roles, particularly the community leaders
such as religious leaders, teachers and parents. They should portray good behaviour and act as
role models to the younger generation.
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Summary

Structured and coordinated tobacco and drug prevention educational programmes could be one
of the most effective strategies to reduce the burden of physical, emotional, and monetary
expense incurred by substances of abuse.
To achieve optimum effectiveness, programmes on preventing substance abuse should be
carefully planned and implemented systematically. Well-designed school and community
programmes could effectively reduce teenage involvement with substances of abuse if schools
and community leaders are committed in implementing and ensuring sustainability of these
programmes. The programmes should embrace broader social environment that includes the
general community, parents and relevant organisations outside the school compound.
Development of effective tobacco (drugs) prevention and control practices requires concerted
effort from all quarters since there is no single practice that can be introduced as the best
practice ever. Any comprehensive measure must be specific, especially when dealing with a
special group(s) of population such as the young people and adolescents.

Acknowledgements

The project is a joint effort of the National Poison Centre, Universiti Sains Malaysia; the Drug
Prevention Education Unit Penang State Education Department; the National Anti-Drug Agency,
Penang Division; and the Bayan Lepas Community Sports Club.
The project is implemented under the Knowledge Transfer Programme (KTP) of Malaysia
and supported by the Ministry of Education (MoE) Malaysia and Malaysia’s Economic Planning
Unit (EPU). The grant for this project bears the number: 203/CRACUN/6750025

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