Le's Site: Drug Information: Just Say No vs Just Say Know

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“I can't understand why people are frightened of new ideas. I'm frightened of the old ones.”
- John Cage, music writer/performer

vs.
Every Friday afternoon during my 6th grade year, the D.A.R.E. program's Officer Young came into our classroom and taught us about self-esteem, how bad drugs were, marketing techniques used in alcohol and tobacco ads, and even showed us cartoons of kids being offered drugs by street corner thugs. This program, combined with other influences, kept me away from all substances (including alcohol and tobacco) throughout my teens. I did not touch any drugs legal or illegal until trying ecstasy at the age of 19. But unfortunately for the D.A.R.E. program, most kids - including some of my closest friends - weren't affected at all by a damn anti-drug lesson they were taught. In fact, Mrs. Jackson said during our graduation ceremony and in front of several Oakland police officers awarding us our certificates that some of us would still grow up to use drugs. I was a late bloomer, but eventually, I learned that she was right.

Fortunately, when I got to college and began doing drugs, I was introduced to an alternative strategy: Just Say Know, which is based on the idea that young folks are intelligent and responsible enough to receive honest information about drugs and should be able to talk freely about their curiosities and choices, instead of being scared and scolded down the minute they bring up any decision other than to just say no.
Watch my short video on Just Say Know

JUST SAY NO JUST SAY KNOW

Stage I: Obtaining Info Miseducation Power of Knowledge

Insults intelligence by using simplistic messages with no further tips or facts to back them up (i.e. Just Say No, Drugs Kill, Drugs Are Bad, etc).

Repressive obsession over abstinence; Discussing positive forms of use or confessing to own use too controversial; Disrespectful of personal freedom to learn and choose.

Equates use with abuse; Exaggerates negative behaviors and omits positive ones; Fears and expects any disclosure of positive drug use will cause abuse, thus assuming youths are inherently irresponsible.

Recognizes wide range of use and abuse with both negative and positive examples; Medicinal, religious, spiritual, and other serious forms of drug use included to teach youths that drugs aren’t all about reckless fun.

Allows individuals to ask questions and discuss their own experience; Respectful and realistic of what youths want out of the education.

Assumes and trusts that youths are inherently intelligent and have the desire and ability to make responsible decisions; Does not fear that uncensored info will be abused.

Stage II: Making the Decision Misguidance Freedom of Choice

Driven to use by rebellion and curiosity; No desire or care for safe use in the process.

Choice made in resistance to propaganda and threat of legal and social punishment.

Distracted by shame and fear as a result of lack of self-respect.

No sense of controlling or moderating behavior due to equation of use with abuse and assumption that drug users are automatically bad people.

Gives individual unlimited space to make own decision without threat of guilt or regret, thus building self-confidence and self-respect.

Encourages exploration into one’s own personality, physical health, and personal goals.

Individual inspired to consider risks and consequences if freed to make the decision all on his/her own.

Stage III: Consequences Misjudgment Sense of Responsibility

Guilt and regret primary feelings after use, instead of joy and fulfillment.

Drug scapegoated as cause of harm, in addition to unlimited other sources of blame – parenting, peer pressure, subcultures, etc.

User portrayed as poor, innocent, and overpowered victim; Absolutely no mention of personal choices or behaviors as cause of harm; Individual given no need to assume accountability and thus never learns responsible ways of using drugs.

Knowledge of risks and freedom to choose reduces opportunity to place blame on other people or things, thus allowing one to reflect on personal behavior as result of use or abuse.

Proactive attitude taken to change behavior instead of scapegoating others or passively expecting the situation to improve itself.

Builds ability to teach others based on self-confidence of personal knowledge, decision-making, and experience.

© 2004

Feel free to email me at lesliu@gmail.com for questions or feedback. WEB HOSTING GENEROUSLY PROVIDED BY EDDIE CODEL

	JUST SAY NO	JUST SAY KNOW
Stage I: Obtaining Info	Miseducation	Power of Knowledge
	Insults intelligence by using simplistic messages with no further tips or facts to back them up (i.e. Just Say No, Drugs Kill, Drugs Are Bad, etc). Repressive obsession over abstinence; Discussing positive forms of use or confessing to own use too controversial; Disrespectful of personal freedom to learn and choose. Equates use with abuse; Exaggerates negative behaviors and omits positive ones; Fears and expects any disclosure of positive drug use will cause abuse, thus assuming youths are inherently irresponsible.	Recognizes wide range of use and abuse with both negative and positive examples; Medicinal, religious, spiritual, and other serious forms of drug use included to teach youths that drugs aren’t all about reckless fun. Allows individuals to ask questions and discuss their own experience; Respectful and realistic of what youths want out of the education. Assumes and trusts that youths are inherently intelligent and have the desire and ability to make responsible decisions; Does not fear that uncensored info will be abused.
Stage II: Making the Decision	Misguidance	Freedom of Choice
	Driven to use by rebellion and curiosity; No desire or care for safe use in the process. Choice made in resistance to propaganda and threat of legal and social punishment. Distracted by shame and fear as a result of lack of self-respect. No sense of controlling or moderating behavior due to equation of use with abuse and assumption that drug users are automatically bad people.	Gives individual unlimited space to make own decision without threat of guilt or regret, thus building self-confidence and self-respect. Encourages exploration into one’s own personality, physical health, and personal goals. Individual inspired to consider risks and consequences if freed to make the decision all on his/her own.
Stage III: Consequences	Misjudgment	Sense of Responsibility
	Guilt and regret primary feelings after use, instead of joy and fulfillment. Drug scapegoated as cause of harm, in addition to unlimited other sources of blame – parenting, peer pressure, subcultures, etc. User portrayed as poor, innocent, and overpowered victim; Absolutely no mention of personal choices or behaviors as cause of harm; Individual given no need to assume accountability and thus never learns responsible ways of using drugs.	Knowledge of risks and freedom to choose reduces opportunity to place blame on other people or things, thus allowing one to reflect on personal behavior as result of use or abuse. Proactive attitude taken to change behavior instead of scapegoating others or passively expecting the situation to improve itself. Builds ability to teach others based on self-confidence of personal knowledge, decision-making, and experience.