FACTORS THAT INFLUENCE DRUGS ABUSE AMONG BOYS IN HIGH SCHOOL: A CASE STUDY OF NAKURU NORTH DISTRICT

WILLIAM G.M.GITURU ADM NO: C50/62964/2010

SU ER!ISOR DR G. G. WAIRIRE

RESEARCH RO"ECT SUBMITTED IN ARTIAL FULFILLMENT OF THE RE#UIREMENTS FOR THE AWARD OF A DEGREE OF MASTER OF ARTS IN SOCIOLOGY$COUNSELLING% UNI!ERSITY OF NAIROBI.

NO!EMBER% 2012

DECLARATION This project is my original work and has not been presented for the award of a degree in this University or any other Institution of higher learning for examination.

Signature !illiam ". #."ituru $%&'()*(+'%&

. ate

This project has been submitted for examination with my approval as the University Supervisor.

Signature ,.".".!-I,I,. epartment of Sociology University of /airobi.

. ate

ii

ACKNOWLEDGEMENT
!riting this paper has been challenging and a very good learning experience. There are several people who contributed greatly for this work to be a reality. "od comes first. I would also like to thank my supervisor r !airire for his professional guidance and very constructive criticism. 0e was very sincere and patient. I would also like to sincerely thank my wife -lice and children .udias and Susan. #ay the lord bless you. 1inally thanks to all my friends and employers who kept on encouraging me.

iii

DEDICATION
This research project is dedicated to my loving and committed wife -lice and children .udias and Susan. #ay the lord bless you.

iv

ABSTRACT
The main objective of the study was to investigate the factors that influence drug abuse among boys in high school with a specific focus on /akuru /orth district. The descriptive research design was adopted for the study. The target population comprised of students2 head teachers2 school counselors2 class teachers and a local chief. The data was collected using 3uestionnaires and interview schedules. 4uantitative data was analy5ed using descriptive statistics and 3ualitative data was analy5ed through content analysis.

The study findings revealed that drug abuse among boys in high school is influenced by factors such as peer pressure2 curiosity2 influence from family members2 influence from mass media and celebrities2 lack of knowledge about the dangers of drug abuse2 easy availability of drugs2 low cost of drugs2 excessive pocket money2 the wish to increase intelligence and lack of good role models in teachers and parents. 6ther factors are lack of strictness on adherence to school regulations2 lack of ade3uate guidance and counseling services2 permissiveness in the society. The study recommends that the education programs aimed at addressing drug abuse among students should be holistic and address both the risk and protective factors7 school programs aimed at prevention of drug abuse should be on8 going from 1orm 9 to 1orm + for students and include teacher7 skill development needs to be a

central element in programmes addressing drug abuse7 full cooperation between teachers2 community and government in eradication of drug abuse7 #inistry of .ducation should mount intensive training for all those directly involved in counseling students to give them confidence in service delivery7 and mass media should use their programmes to disseminate information that would curb drug abuse among students2 youths in the country and general public.

vi

T-:;. 61 $6/T./TS .$;-,-TI6/.............................................................................................................................ii -$</6!;. ".#./T..............................................................................................................iii . I$-TI6/................................................................................................................................iv -:ST,-$T ....................................................................................................................................v ;IST 61 T-:;.S..........................................................................................................................xi ;IST 61 1I"U,.S.......................................................................................................................xii -::,.=I-TI6/S.....................................................................................................................xiii 9.+.9 "eneral objective.................................................................................................................% ).>.9 ?sychosocial Theory.........................................................................................................)@ ).( $onceptual 1ramework............................................................................................................)( ,.S.-,$0 #.T06 6;6"A...................................................................................................)* @.9 Introduction..........................................................................................................................)* @.) ,esearch esign...................................................................................................................)* @.@ Target population.................................................................................................................@& @.+ Sampling and sampling procedure......................................................................................@& @.% ata $ollection.....................................................................................................................@) @.%.9 ata $ollection Instruments....................................................................................@) @.%.) ata $ollection ?rocedure......................................................................................@+ @.( .thical $onsiderations.........................................................................................................@% @.> ata -nalysis.......................................................................................................................@% $0-?T., 16U,..........................................................................................................................@(
vii

-T- -/-;ASIS -/ ?,.S./T-TI6/...............................................................................@( +.9 Introduction .........................................................................................................................@( +.) emographic $haracteristics of the Students......................................................................@B +.).9 ,elationship between emographic $haracteristics of Students and rug -buse @* +.@ /ature and .xtent of drug abuse among high school boys in /akuru /orth district..........+& +.@.9 ?roportion of student who abuse drugs...................................................................+& +.@.@ rug -buse among 1riend .....................................................................................+9 +.@.) uration of rug -buse..........................................................................................+) +.+ $ommonly -bused rugs among 0igh School :oys in /akuru /orth istrict.................+% +.+.9 Types of drugs abused.............................................................................................+% +.+.) Sources of drugs .....................................................................................................+> +.+.@ .ase of access of -bused rugs.............................................................................+B +.% ,isk factors in the school environment that promote drug abuse........................................+* +.%.9 #oney given to Students ........................................................................................+* +.%.) StudentsC experimentation on drugs........................................................................%& +.%.@ ?arental or family influence....................................................................................%& +.%.+ ?eer Influence..........................................................................................................%& +.%.% #ass #edia.............................................................................................................%9 +.%.( Influence from celebrities.......................................................................................%@ +.%.( 6ther factors influencing use of substances............................................................%+ +.( $onse3uences of drug abuse ..............................................................................................%+ +.> #ethods used to isseminate Information on drug abuse among boys in secondary schools in /akuru /orth district.............................................................................................................%% +.B Strategies Used in Secondary Schools to -ddress rug -buse ..........................................%>
viii

+.(.9-lcohol $ontrol -ct D#ututho ;awE and the new bill.............................................%B +.* ?roposed methods of disseminating information on drug abuse in schools.......................%* $0-?T., 1I=............................................................................................................................(@ $6/$;USI6/S -/ ,.$6##./ -TI6/S........................................................................(@ %.9 Introduction..........................................................................................................................(@ %.) The <ey 1indings of the Study............................................................................................(@ %.).9 /ature and .xtent of drug abuse high school boys in /akuru /orth district........(@ %.).) ,isk factors in the school environment that promote drug abuse...........................(+ %.).@ $ommonly -bused rugs by Students and their Sources .....................................(+ %.).+ $onse3uences of drug abuse..................................................................................(+ %.).% #ethods used to isseminate Information on rug -buse....................................(% %.).( Strategies Used to -ddress rug -buse in Schools ..............................................(% %.).> $hallenges 1acing Schools in -ddressing rug -buse ........................................(( %.).B ?roposed #easures to disseminating information on rug -buse in Schools ....((

%.@ $onclusions ........................................................................................................................(> %.+ ,ecommendations for policy intervention...........................................................................(B %.% ,ecommendations for 1urther ,esearch ............................................................................>) %.( The Study ;imitations..........................................................................................................>) -??./ IF IG 4U.STI6//-I,. 16, STU ./TS ..............................................................9 -??./ IF IIG 4U.STI6//-I,. 16, T.-$0.,'$6U/S.;;6,....................................9 -??./ IF IIIG I/T.,=I.! "UI . 16, 0.- T.-$0.,S..........................................9& -??./ IF I=G I/T.,=I.! "UI . 16, . U$-TI6/-; "6=.,/#./T 611I$-;D IST,I$T . U$-TI6/ 611I$.,E.......................................................................9
ix

-??./ IF =G I/T.,=I.! "UI . 16, $0I.1..................................................................9 -??./ IF =IG I/T.,=I.! "UI . 16, T.-$0.,S 16, 16$US ",6U? IS$USSI6/ .................................................................................................................................9 -??./ IF =IIG ;IST 61 S.;.$T. S.$6/ -,A S$066;S I/ /-<U,U /6,T0 16, T0. STU A...................................................................................................................................)

LIST OF TABLES
Table 9Target ?opulation and Sample Si5e...................................................................................@) Table )G The response rate for the study........................................................................................@> Table @G emographic characteristics of Students.........................................................................@B Table +G The relationship between demographic characteristics of the Students and drug abuse. @* Table %G ?roportion of student who abuse drugs...........................................................................+& Table (G rug -buse among 1riend...............................................................................................+9 Table >G "eneral situation of drug abuse among high school boys in /akuru /orth district........+@ Table BG $ommonly -bused rugs among 0igh School :oys in /akuru /orth istrict.............+% Table *G Sources of drugs..............................................................................................................+> Table 9&G StudentsC responses on proposed methods of addressing drug abuse............................(9 Table 99G TeachersC responses on proposed methods of addressing drug abuse...........................(9

xi

LIST OF FIGURES
1igure 9G uration of rug -buse.................................................................................................+) 1igure )G !hether the drugs are easy to access in school..............................................................+B 1igure @G !hether friends influence drug abuse............................................................................%& 1igure +G #edia Influence on rug -buse....................................................................................%9 1igure %G Influence from celebrities...............................................................................................%@ 1igure (G #ethods used to isseminate Information on rug -buse...........................................%% 1igure >G The most effective methods of disseminating information on drug abuse as per the students..........................................................................................................................................%( 1igure BG !hether students think itCs necessary to fight drug abuse through prevention rather than cure.........................................................................................................................................%*

xii

ABBRE!IATIONS -.$.<8 -nglican church of <enya #$ SG8 #inisterial $ouncil on rug Strategy U/6 $G8 United /ationsG 6ffice of rugs and $rime #SS#G8 #odified Social Stress #odel /-$- -G8 /ational $ampaign -gainst rug -buse D-uthorityE U/ $?G 8United /ations rug $ontrol ?rogramme

xiii

CHA TER ONE INTRODUCTION 1.1 B&'()*+,-. +/ 012 S0,.3 rug use and abuse remain critical problems in most countries and are associated with several social and economic conse3uences. The use of illicit drugs fre3uently starts among schoolchildren during adolescence. The types of drugs abused by youth are diverse. In the US2 studies indicate that B&H of late adolescents have tried alcohol7 >9H have tried a cigarette7 +)H have used #arijuana or hashish7 >H have used some form of cocaine while7 9(H have used some other illegal drugs $obb D)&&9E. In -frica particularly2 drug abuse is a major concern since rural and urban people abuse drugs DU/ $ )&&+E 0yttel noted that -frica particularly #orocco2 is a major source of cannabis sativa which is found in the black market. The major cities and ports of -frica are known to be transit points for global trafficking of heroin from the 1ar .ast and cocaine from ;atin -merica. -ccording to Aambo and -cuda D9*B@E drug use is harmful to personal health of the consumer2 other persons and a burden to society. The user may justify the use of drugs by claiming that drugs bring a feeling of enjoyment or having fun. Students justify the use of drugs by claiming that the behaviour could be a stimulant for doing studies for a long time leading to improvement in performance. <enya has not been spared either in drug abuse and trafficking cartels. /dirangu D)&&&E for instance observers that drug abuse among the <enya youth is a social time bomb. -ccording to /-$- - D)&&+E drug and substance abuse in <enya was widespread and cut across all social groups with the youth being the most affected. /-$- - D)&&+E observed that the youth seemed to increasingly abuse drugs such as heroin2 cocaine and madrax which are in the class of narcotics and also opium and inhalants. /-$- - D)&&+E also observed that alcohol2 tobacco2 bhang2 miraa and inhalants were the commonly abused substances by #atatu workers Ddrivers and toutsE of )9 8@% years. The problems of drug abuse especially among the youth need to be addressed urgently in order to save the youth who play a key role in the development of society. The youth represent a
1

significant portion of society and its imperative that we prepare them for the roles they will play in future. problems. rug abuse has many diverse effects on both the young abusers and also the rug abuse has also been associated with accidents2 suicides2 family conflicts and community. -ccording to D?hillips 9**+E2 drug abuse may result to mental2 emotional or social crimes D<ramer and $ameron 9*>%7 <I. )&&+E. 6ther conse3uences of drug abuse include death2 paranoia2 and depression2 riots2 fire and fights among students D$ommission for higher education2 )&&@E according to the commission for higher education D)&&@E2 those who seriously engage in drugs are between the ages of )98 @% years. These are the secondary school students and those who have just completed their secondary education. -ccording to the report of the taskforce on student discipline and unrest in secondary schools D)&&9E one of the nastiest incidents occurred in /yeri high school Din 9***E and school prefects were locked up and burnt by their fellow students .It was believed that the rioting students were under the influence of drugs. #any <enyan secondary schools have also been experiencing student riots whose causes are shortage of faclilities2 poor administration and abuse of drugs.D6dalo 2 aily /ation #arch > 2 9**BG9%E.#any strikes have also been blamed on drug use. In #eru /orth district over seventy girls were raped in #ay 9**9 and nineteen killed by their male schoolmates D#eru district board report2#ay 9**)E. This was in a school called saint <i5ito which was a mixed school . In many cases the strikes in the boysC schools seem to be more violent involving rape2 destruction of property and physical harassment.

The use of chronic drug abuse is also associated with health problems such as sexually transmitted diseases2 transmission of 0I= and also viral hepatitis #okdad2 Stroup and "erberding D)&&+E. ifferent scholars have come up with some of the factors that contributed to drug abuse among the youth in general. These include social psychological and cultural factors2 economic factors and institutional factors. -ccording to /-$- - D)&&+E2 the contributing factors include socially and economically unstable families2 peer pressure influence and psychological state within the individual such as search for identity2 fun2 curiosity and negative self image Dlow self esteemE. -ccording to ?hillips D9**+E intervention methods can be through education2 confronting the drug addict about the behaviour2 showing love2 helping families and friends of addicts2 chemical
2

dependency treatment detoxification among others. rug and substance use and abuse in general has detrimental effects at both individual and societal levels. The condition increase morbidity2 social exclusion and causes interpersonal problems and suffering. -lcohol is undoubtedly one of the most popular drugs of abuse in <enya2 more so affecting the youth who have curiosity and want to adventure. The use of alcohol and cigarettes cuts across the population strata but at high risk are the youths D/-$- - )&&+E

-buse of drugs not only holds back the economy because control of supply and reduction of demand are expensive undertakings2 but is also a blow to the country as its youth become less productive. -ccording to the #inisterial $ouncil on rug Strategy D)&&%E2 drug abuse2 including smoking and drinking alcohol2 imposes substantial costs on users and their families2 taxpayers2 on the national economy and the community as a whole. International studies show that half of the long8term smokers will die prematurely2 half of these in middle age D oll2 )&&+E. The studies also argue that2 smokers are four times more likely than non8smokers to suffer from a heart attack before age +& D#ahonen2 )&&+E. In addition2 the earlier young people start smoking2 and the more they smoke over their lifetime2 the more likely they are to suffer from smoking8related diseases. 1.2 S0&0242-0 +/ 012 *+5624 -lthough a lot has been said about drugs and their abuse in the media2 seminars2 books and maga5ines2 the number of youths using them has been on the increase. The rising rates of drug and substance abuse has been reported in <enya in recent years. -ccording to ;iambila and !ekesa D)&&>E2 >>.9H of non8students were reported to be on long term abuse of alcohol7 (%.>H on tobacco2 @+.*H were on bhang2 %%.9H were taking miraaDkhatE while 9).%H were on inhalants. rug abuse amongst the youth in <enya has become a serious problem affecting all the people of the country. -ddiction leads many people2 young people prominent amongst them2 into downward spiral of hopelessness that in some cases ends fatally. They range from glue8 sniffing street children and teenage ecstasy users2 to hardcore heroin and cocaine addicts D/-$- -2 )&&%E. rug abuse is responsible for lost wages2 destruction of property in schools2
3

soaring health care costs and broken families. It is a problem which affects us all as parents2 children2 teachers2 government officials2 taxpayers and workers. The continued abuse of drugs such as marijuana2 miraa2 cocaine2 heroine and alcohol are actually a menace to the youth since they lead to strong addiction and insanity. The use of substance and drug abuse needs to be addressed urgently to save the future of the youth in our country. In /akuru a study done by /dege D)&&%E showed @@.>H of students in the study reported having been bullied by students abusing alcohol tobacco or other types of drugs. The study was conducted by center for addiction studies in -frica. In the same study2 9%.* of the students reported use of alcohol before the study and a total of 9&&& students were involved.They were from one to form four students in the study. 6verall *.(H of the students in the study recorded having used some drugs. In another study by 6teyo and <ariuki D)&&*E done in public day schools in /akuru2 it was established that peer group influence had the greatest influence on high alcohol and cigarette abuse among high school students. The study was meant to establish the social influences that promote the use of drugs. -mong the factors they looked at were parents2 siblings and peers. rug abuse is a problem which affects us all as parents2 children2 teachers2 government officials2 taxpayers and workers. The continued abuse of drugs such as marijuana2 miraa2 cocaine2 heroine and alcohol are actually a menace to the youth since they lead to strong addiction and insanity. The use of substance and drug abuse needs to be addressed urgently to save the future of the youth in our country. -lthough a number of studies have been done on some of the influences of drug abuse in /akuru no studies have been done to identify the most effective methods of passing information on drug abuse to the students and also to evaluate the effectiveness of the strategies used to pass on the information. 1.7 R282&*'1 #,2809+-8 The study will attempt to answer the following 3uestionsG i. !hat methods are used to disseminate information on drug abuse among boys in public secondary schools in /akuru /orth districtI
4

ii. iii. iv.

!hat are the strategies used in secondary schools to address drug abuse2 their effectiveness and shortcomingsI !hat are the risk factors in the school environment that promote drug abuse in /akuru /orth districtI !hat are the new strategies that could help curb drug abuse in public secondary schoolsI

1.4 S0,.3 O5:2'09;28

1.4.1 G2-2*&6 +5:2'09;2 The main objective of the study is to investigate the factors that influence drug abuse among boys in high school with a specific focus on /akuru /orth district. 1.4.2 S<2'9/9' O5:2'09;28 The specific objectives of the study areG i. ii. iii. iv. To identify methods used to disseminate information on drug abuse among boys in public secondary schools in /akuru /orth district. To identify strategies used in secondary schools to address drug abuse2 their effectiveness and shortcomings. To establish risk factors in the school environment that promote drug use in /akuru /orth district. To propose new strategies that could help curb drug abuse in public secondary schools

1.5 ",809/9'&09+- +/ 012 S0,.3 The study will help the #inistry of .ducation D#.6...E to better understand the current situation and accordingly make changes to address the factors that contribute to drug abuse in secondary schools. <enya2 like many other developing countries2 is faced with the social problem of high rates of drug abuse. To make matters worse2 the percentage of drug abusers in the population increases yearly despite the efforts to eradicate the problem. 1ailure to solve this problem not only
5

threatens the life of individuals2 but also the economic and social development of the country as a whole. The study is useful in contributing to the general body of knowledge in this area. :eyond that2 however2 it also explores the potential of schools to curb the drug problem. The study focuses on the secondary school level. rug abuse has been singled out as one of the major challenges threatening the future of the <enyan youth including students. #any students in high schools are aged between 9) and 9B years2 a stage best described as adolescence DyouthE. -dolescence is a time of transitions and experimentation2 sometimes including experimentation with drugs. ?ubertal spurt2 sexual maturation and bodily changes characteristic of this uni3ue period of growth and maturation2 are associated with progressive psychological development and various social milestones. Studying young people at secondary school thus coincides conveniently with studying them during the sometimes turbulent adolescent period. -ccording to .isenstein D)&&%G99>E2 the proximity of adolescence to biological maturity and adulthood provides optimal opportunity to implement drug preventive activities designed to decrease long8 term adult problems related to drug abuse. The study will help to make policy makers2 administrators and teachers aware of the factors hindering the effectiveness of the approaches which attempt to curb drug abuse and2 where possible2 create opportunities to eradicate the problem. The proposed programme would be useful in educating all <enyans2 youth and adults2 on the risks of drug consumption. Thus2 this study would play an important role in reducing2 or even preventing high rates of drug use and abuse. 1.6 D2/9-909+- +/ K23 T2*48 D*,): -ny product other than food or water that affects the way people feel2 think2 see2 and behave. It is a substance that due to its chemical nature affects physical2 mental and emotional functioning. It can enter the body through chewing2 inhaling2 smoking2 drinking2 rubbing on the skin or injection. D*,) &5,82G Use of drugs for purposes other than medical reasons. It refers to misuse of any psychotropic substances resulting in changes in bodily functions2 thus affecting the individual in a negative way socially2 cognitively or physically. Social effects may be reflected in an individualCs enhanced tendency to engage in conflicts with friends2 teachers2 and school
6

authorities. $ognitive effects relate to the individualCs lack of concentration on academic work and memory loss such as blackouts. D*,) &..9'09+-G -ddiction to drugs or alcohol means that a persons body can no longer function without these substances. The addictive substances usually have negative effects2 for example2 they can alter mental state and behaviour to a point where the individual becomes a threat to himself and others. 6nce a person becomes addicted2 it is hard to stop using drugs. -ccording to :awkin and :awkin D9*>)G 9&%E2 an addicted person may show a decline in academic performance2 fre3uently fails to attend classes2 loses interest in school work and displays weakened motor coordination2 poor health2 and lack of interest in old friendships. D*,) *26&02. <*+56248G This term is used to describe all negative effects associated with drug abuse such as violence2 conflicts with friends or school authorities2 destruction of school property and academic underperformance. D*,) <+69'3: - brief statement outlining a schools stand or position on procedures for dealing with drug8related issues. It may be reflected in the school rules and guidelines2 and is also often a reflection of the laws of <enya. In <enya2 drug trafficking and abuse is considered a criminal offence under the /arcotics rugs and ?sychotropic Substances $ontrol -ct of 9**+. I662)&6/62)&6 .*,)8G In this study illegal drugs refer to the substances that the government regards as harmful to the mental and physical well being of the individual2 hence controlling or discouraging their consumption by law. ;egal drugs refer to those such as alcohol and tobacco that are potentially dangerous but whose consumption the government allows. I-02*;2-09+-G -ttempts to help drug users to positively modify their behaviour and change their attitude towards misuse of drugs. It also includes activities and programmes put in place to address drug abuse. 83'1+&'09;2 S,580&-'2: ,efers to any substance that when taken by a person can modify perception2 mood2 cognition2 behaviour2 or motor functions D!062 )&&&G@E. S,580&-'2 &5,82G ,efers to the use of all chemicals2 drugs and industrial solvents that produce dependence Dpsychological and physicalE in a percentage of individuals who take them. It can
7

also be used to refer to repeated non8medical use of potentially additive chemical and organic substances

CHA TER TWO LITERATURE RE!IEW 2.1 I-0*+.,'09+This chapter presents the major themes that constitute the literature review of the study. It looks at the historical developments in the study of drug abuse2 causes of drug abuse2 risk factors in the school environment and the conceptual framework. . The information presented in the literature review is derived from diverse sources such as government documentations2 journals2 unpublished research works2 newspapers2 internet2 and library books. There is need to carry out this study on the e investigate the factors that influence drug abuse among boys in high school since it is not comprehensively addressed. In order to see the problem in a broader perspective and provide a wider conceptual understanding of it2 a critical review of literature on related issues and theories was undertaken. The final part of this chapter gives an account of the main theories employed in addressing the effects investigate the factors that influence drug abuse among boys in high school. These are the phychosial theory and the modified social stress theory. 2.2 T12 C&,828 +/ D*,) A5,82 &4+-)80 S0,.2-08 Substance use and abuse by young people2 and problems associated with this behaviour have been part of human history for a long time. !hat is different today is increased availability of a wide variety of substances and the declining age at which experimentation with these substances take place D!062 )&&%G+%E. - number of authors and researchers have shown that there are many contributing factors to drug abuse among students. ,ice D9*B9E2 states that in a school setting2 drug abuse affects the children of the rich as well as those from poor families. Shoemaker D9*B+G%(E argues that drug abuse is caused by a combination of environmental2 biological2 and psychological factors. -ccording to the United /ations D9**)G9%E2 drug users2 like other people seek approval for their behaviour from their peers whom they attempt to convince to join them in their habit as a way of seeking acceptance. !hether peer pressure has a positive or negative impact depends on the 3uality of the peer group. Unfortunately2 the same peer pressure that acts to keep a group within an
9

accepted code of behaviour can also push a susceptible individual down the wrong path. - study carried out by <ariuki D9*BBGB%E in /airobi secondary schools indicated that the majority of drug users had friends who used drugs. Schaefer D9**(G9@&E and :e5uidenhout D)&&+G9))E assert that there are various factors that cause young people to abuse drugs and even become addicted. These include family networks2 interaction and home environments. :e5uidenhout D)&&+G9)@E says that adolescents with substance abusing parents experience a higher rate of parental and 'or family problems than do adolescents whose parents do not abuse substances. This may cause poor parent8child attachment2 which may in turn lead to a lack of commitment to conventional activities2 thereby at times leading to adolescent drug taking. Schaefer D9**(G9@@E adds that youths with poor home support tend to seek support and understanding elsewhere. #any find affection2 understanding and support in the lifestyle of a drug abusing subgroup. Society is always changing2 and being a unit of society2 the family has undergone many structural and role changes. ,apid social2 economic and technological changes may2 under certain circumstances2 weaken family relationships and reduce the sense of belonging in various social spheres. -frican family structure has been and is still changing from the mainly extended to the smaller nuclear family plus immediate relatives. Unlike in the past2 sociali5ation of the young has been neglected. #any children are left in the care of house helps because the parents have to work. -ccording to /-$- - DSunday /ation -pril 9)2 )&&BG9&E there is a strong link between alcohol'drug abuse by young people and the break8down in family values. In the indigenous society2 drunkenness was frowned upon. In todayCs setting2 binge drinking is becoming an acceptable pastime with parents freeing the children from restrictions that once governed alcohol consumption. -ccording to the same report2 children as young as 9& are not only consuming alcohol2 but are suffering the attendant conse3uences. Stories of children barely in their teens undergoing rehabilitation due to alcohol problems are a cause of concern D/-$- -2 )&&BE. The problems certainly reflect a bigger problem and they are a direct product of how children are sociali5ed in relation to alcohol and drug use. ue to the diverse sociali5ation agents such as the peer group2 teachers2 mass media2 the "overnment and the $hurch and interaction with different people2 individuals are ac3uiring values that go beyond those of their immediate locali5ed culture. Since the family is less
10

involved in sociali5ation of the young2 very little is communicated to the young in the way of values and customs. -s a result the traditional value system has been eroded leading to moral decadence. In school2 children spend most of their time with the peer group. -ccording to :lum D9*>)GB%E2 peers have a high degree of influence only when parents have abdicated their traditional supervisory roles. 0ence2 active and involved parents may be able to limit the influence of peer groups on young peopleCs attitudes towards drug use2 and therefore have a crucial influence on childrenCs behavior. Stability of family relationships2 environment and expectations are powerful forces in helping people2 especially children and young adults2 manage their lives. Strong family relationships are a source of support for the young members of the family2 and may prevent children from engaging in drug abuse. ;ack of household stability2 income or employment for a parent may increase stress on the family and heighten its vulnerability2 pushing marginal individuals to find JsolutionsK or solace in alcohol or drugs D-ntonyG 9*B%G 9+@E. ?revention of drug problems among the youth should employ knowledge about factors likely to influence young peopleCs behavior. 1amily factors that may lead to or intensify drug use are thought to include prolonged or traumatic parental absence2 harsh discipline2 and failure to communicate on an emotional level2 the influence of disturbed family members and parental use of drugs. These will provide a negative role model for children D!06 9**@E. Studies in Ireland D$orrigan 9*B(E found that disrupted family life appears to be a major risk factor for drug abuse among some young people7 and that as many as 9& percent of the young people between 9% and )& years of age in north ublin were addicted to heroin. The school is the first large8scale sociali5ing organi5ation of which the child becomes a member. Unlike in the family2 its members are mostly unrelated2 and in some cases2 teachers may not necessarily belong to the childCs ethnic community. The element of social heterogeneity2 coupled with its large si5e2 makes the school a secondary social group. Therefore2 whereas the family is essentially an informal sociali5ing agent2 the school combines formal De.g. classroom teachingE and informal De.g. peer group influenceE processes of sociali5ation. The school uses among other methods suspension2 expulsion2 official mention and rewards as modes of behaviour control.

11

ue to rapid technological2 social and economic changes2 the child spends the major part of his'her most active hours in school. The implications for teachers are clear. They need to nurture the emotional and social needs of the children under their care2 particularly when the family environment for certain children is lacking. The teacher thus has to take the role of parent and counselor2 both in academic and social matters. The parents expect the teacher to guide the children on social norms and values in relation to societyCs expectations. This is based on the assumption that communication of knowledge2 attitudes and skills will guide the child in the right direction. This is only possible if school discipline is maintained. The disruption of such discipline may lead to protests2 demonstrations2 strikes2 riots and to some extent drug abuse D atta 9*B>GBBE. It is important to reali5e that fostering responsible attitudes among students will bring about a greater sense of self8actuali5ation and this can also be a check on drug abuse. The school environment plays a part in deviant behavior including drug abuse. <enkel D9*B&G +*E argues that school activities are a focal point for adolescent behavior. These activities include poor school performance and conflict between the school system and the values of lower class youth. ;ower8class youth have low performance expectations as compared to high and middle class youth. Shoemaker D9*B+GB>E says that effects of low expectations on drug abuse cannot be ignored. Similarly2 <arechio D9**(G+*E asserts that low performance in class may lead to misuse of drugs such as marijuana2 which is believed to improve understanding and insight. This misconception is based on the belief that people who use or abuse substances will become bold2 confident or courageous2 when they are under the influence. -vailability and cost of drugs is associated with drug abuse. -ccording to <aguthi2 the /-$- - director in )&&+2 availability of illegal drugs such as heroin2 cocaine and mandrax2 together with availability of legal substances such as cigarettes and alcohol may lead to drug abuse. This encourages the use and the eventual abuse of substances by the youth. -ccording to the report2 the ready availability of most drugs appears to be the most important cause of the prevalence of substance use and abuse amongst <enyan youth. The report also established that 2two widely used substances are grown in the country. They are bhang2 which is grown in secret because it is illegal and khat2 which is cultivated2 used and exported openly because <enya legali5ed it in 9**>. 6ther drugs easily available are heroin2 cocaine and mandrax which find
12

their way into <enya because the countryCs major international entry points 8 /airobi and #ombasa 8 are on transit routes for traffic in illegal substances2 some of which find their way into the country2 and conse3uently2 to students and youth in general. Social pressure from media and friends is a universal risk factor for substance use and abuse among adolescents in developed and developing countries D-delekan2 9**( in 6bot2 )&&%G 9&*E. This is especially common in urban areas where there is widespread exposure to advertising on radio2 television and billboards. Aoung people in urban areas are more exposed to images and messages promoting tobacco and alcohol than their counterparts in rural areas. In addition2 it is also argued that the media has played a role in first time tobacco use. -ccording to the then <enyan 0ealth #inister2 0on. $harity /gilu D aily /ation2 #ay ))2 )&&(E2 when children watch their JheroesK smoking on television and movies2 they also want to copy them without knowing the dangers and addictive power of tobacco. - study by <ombo D9**>G99*E in selected schools in <enya showed that the type of schooling has an influence on drug abuse among students. -ccording to him2 experimentation with common drugs was more fre3uently reported by <enyan youth who have attended day schools rather than boarding schools. The reasons given were that2 boarding school learners are more closely monitored2 while day school students are often more exposed to drug abuse as they move to and from school daily. The above studies have shown that various factors contribute to drug abuse among school learners. <nowledge about the factors causing the problem is crucial in the development of intervention programmes to address it. 0owever2 we cannot assume that these are the only factors responsible for drug abuse among <enyan youth in secondary schools2 especially in #achakos istrict where the current study was carried out. It was therefore important to carry out a study and establish the actual factors which are uni3ue to the district with a view to proposing intervention measures. In addition2 the study attempted to critically analy5e the factors that have hindered the effectiveness of strategies used by schools in addressing this problem2 with a view to developing a programme for intervention and prevention. 2.7 T12 N&0,*2 &-. E=02-0 +/ D*,)8 A5,82. B3 L2&*-2*8
13

rug abuse among young people is a global phenomenon and it affects almost every country. -lthough it is difficult to authenticate the actual extent and nature of drug abuse amongst learners2 research indicates that most adolescents experiment with alcohol or other drugs prior at school. It is estimated that about )% percent of male adolescents and 9& percent of female adolescents abuse alcohol at least once a week D"illis2 9**(G9&>E. - study in 9**B conducted by University of #assachusetts researchers on the smoking habits of (B9 teenagers between 9) and 9@ years revealed that several of them were addicted to cigarette smoking D::$ /ews2 September )&&&E. Symptoms that indicated addiction included craving for more nicotine2 withdrawal symptoms and loss of control over tobacco intake. The study established that (@ percent of the teenagers had one or more symptoms of nicotine addiction2 while some children could smoke up to five cigarettes a day without showing any signs of addiction. The 1orum on $hild and 1amily Statistics D)&&&G9E report says that2 seven percent of male learners in grade B smoke daily while 9( percent of tenth and )+ percent of twelfth8grade males do so. 1or females2 the rates were B2 9(2 and )) percent for learners in grades B2 9& and 9)2 respectively. 6n alcohol abuse2 the Institute for Social ,esearch at the University of #ichigan D9**>E points out that by the time learners in the US reach grade 9)2 approximately B in 9& will have consumed alcohol at some time in their lives. 6f these2 (& percent will have consumed it to the point of intoxication. Some of the problems associated with youth drinking include violence2 suicidal behaviour2 and high8risk sexual activity D$ookson2 9**)G@(&E. The /ational Survey on rug Use and 0ealth D/S U02 )&&)G9*E revealed that B.@ percent of

the -merican population roughly 9*.% million people were current users of an illegal drug2 while countless more individuals used and abused legal drugs. #oreover almost one half of the US population D+( percentE of 9) years age and older had used an illegal drug at least once at some point in their lives. This is evidence that the country continues to be deeply affected by substance abuse. The most commonly abused drugs were found to be marijuana2 cocaine2 heroin2 inhalants2 alcohol and tobacco. The projected economic cost of illicit drug use to US society in )&&) was estimated at L9(&.> billion.

14

-lcohol and drug abuse among the youth are implicated in a range of social and economic problems in South -frica. - speech delivered on behalf of the #inister for 0ealth at the launch of the International $ommission on ?revention of -lcoholism DI$?-E South -frica $hapter2 in ?retoria2 on )> Mune )&&(2 revealed that there is an increase in demand for treatment for illicit drugs in substance abuse treatment centres. -lso of concern is the reported increase in the proportion of younger patients coming for treatment. The #inister added that2 nationally2 almost one of eight learners has had their first drink before the age of 9@. In addition2 @9.B percent of learners had drunk alcohol on one or more days in the month preceding interviews by the South -frican /ational Aouth ,isk :ehaviour Survey D)&&)E. The results also showed that one in five learners had smoked cigarettes on one or more days in the preceding month. The most commonly abused drugs were said to be alcohol2 mandrax2 marijuana2 heroin and tobacco in the form of cigarettes. In <enya2 drug abuse has threatened the lives of the youth of )* years and below. !hile addressing the opening of the /arcotics rugs and ?sychotropic Substances $ontrol Seminar2 !ako D)&&9E said that (& percent of drug abusers are youth less than 9B years of age and recommended that drug users should be made to reali5e the dangers of drug abuse. The 6ffice of the /ational -gency for the $ampaign against rug -buse D/-$- -E in <enya was created in #arch )&&9. :etween )&&9 and )&&)2 /-$- - commissioned the first ever national baseline survey on the abuse of alcohol and drugs in <enya. The study targeted <enyan youth aged between 9& and )+ years. The summary of the unedited report2 which was released in )&&)2 revealed that substances of abuse2 both illicit and licit were forming a sub8culture amongst <enyan youth. $ontrary to common assumptions2 the survey demonstrated that substance abuse was widespread and that it affected the youth mostly and cut across all social groups. 6verall2 most commonly abused drugs were found to be alcohol2 tobacco2 khat and cannabis. In addition the youth were also abusing imported illegal substances such as heroin2 cocaine and mandrax. -lthough non8students engaged extensively in substance abuse2 most youth who abuse drugs were in secondary schools2colleges and universities. The report concluded that substance abuse often begins at a very young ageG for example2 for students and non8students2 it starts when they are in primary or secondary school.

15

-nother country wide survey conducted in )&&+ by /-$- - among students and school8 leavers found that hard drugs like heroin2 ecstasy2 cocaine and mandrax were widely abused in schools by children as young as ten years. The survey revealed that some legal substances such as alcohol2 tobacco and khat were commonly abused leading to high incidence of violence in schools D.ast -frican Standard2 #ay ))2 )&&+E. 1orty8three percent of students from !estern <enya confessed to alcohol abuse +9 percent in /airobi2 )> percent in /yan5a2 )( percent in $entral ?rovince and 9> percent in .astern ?rovince. /airobi students led in cigarette smoking followed by $entral2 $oast2 .astern and ,ift =alley provinces. - study by the "reat ;akes University2 <isumu found in )&&* that %BH of the secondary school students in <isumu istrict had consumed alcohol at some point in their lives D aily /ation2 Mune )2 )&&*E. The study interviewed +%B students from nine secondary schools in <isumu and concluded that use of drugs including alcohol2 tobacco2 khat2 cannabis and cocaine had risen drastically in the previous decade. :y age 9%2 according to the study2 some students were found to have already started using drugs and by the time they were 9*2 @@H males and females had already become drug abusers. 2.4 R98( F&'0+*8 9- 012 S'1++6 E-;9*+-42-0 01&0 <*+4+02 .*,)8 Scholars such as <arugu and 6lela D9**@GB>E2 #uthigani D9**%G*%E and <amonjo D9**>G(%E who have conducted studies on the issue of drug use and abuse agree that there is a significant relationship between the subjects drug using behaviour and the involvement of their friends in drugs. -ccording to them2 if an adolescent associates with other adolescents who use drugs2 the risk of involvement with drugs is further increased. -nother survey of youth in southern /igeria2 also found out that the source of drugs for drug using8students was friends in the same or neighbouring schools2 and students who reported using drugs had more drug using than abstinent friends D/evadomsky2 9*B)G>%E. $onfirming this finding2 <iiru D)&&+G>BE argues that peer pressure influences youth to use substances under the false impression that some drugs stimulate appetite for food2 increase strength and give wisdom as well as courage to face life. -lthough it is presumed that there are similarities in the prevalence of psychoactive substance use between young people in rural and urban areas2 it is also generally assumed that2 at least for
16

some drugs2 there are clear differences. 1or example2 a ,apid Situation -nalysis by -delekan D9***E in 6bot D)&&%G9&%E showed that the prevalence of cocaine and heroin use in rural youth populations was generally low. This is in large part due to difference in exposure. -ccording to this study2 young people in urban areas have more opportunity to try new drugs and are exposed to more influences from peers and the media than rural youth. There is no conclusive evidence that for substances that are easily available in both rural and urban areas De.g. cannabis and alcoholE2 there is any significant difference in the rate of use between young people in the different residential settings D6bot2 )&&%G*>E. #uch has been said and written about the relationship between the home environment and drug abuse. The family especially the parents are the childCs basic sociali5ing agents. #uthigani D9**%G9&)E indicates that a child gains his'her first standards of behaviour from the teaching of parents and other grown8up persons around. She argues further that if the child observes a disjuncture between parents teaching and practice2 it creates doubt2 which is carried into adolescence giving rise to deviant behaviour. Shoemaker D9*B+G*BE associates delin3uency2 for example alcohol and marijuana abuse with lax2 inconsistent or abusive parental discipline. The nature of parent8child interaction and the general atmosphere within the home is consistently related to delin3uency among the youth. 1urthermore2 having a parent with a drug problem increases the chances of developing the same problem developing in the offspring. - report by the "lobal Tobacco Aouth Survey 8 <enya D"atonye2 aily /ation2 #ay ))2 )&&(E2

says that about 9@ percent D+&&2&&&E of all school children in <enya smoke cigarettes2 a habit which some of them start as early as seven years old. -ccording to the report2 @& percent of the children D9.% millionE are exposed to tobacco smoke in their homes. The study2 conducted by the ministries of 0ealth and .ducation2 with support from the !06 showed that up to B& percent of boys and girls had seen messages promoting the use of tobacco in newspapers and maga5ines2 and that %& percent of smokers2 and )& percent of the newer smokers2 had seen objects such as T8shirts2 caps and pens with a cigarette logo. The report also showed that )% percent of smokers thought that boys and girls who smoke looked more attractive. 1rom this2 it is clear that advertising links smoking with being JcoolK2 taking risks and growing up and this impacts negatively on young people including students. -s youngsters grow older2 their social networks widen and they are more exposed to expanded opportunity and increased temptation. -ccording
17

to Mohnston D)&&&G9)&E2 social pressures often reinforce drug8taking as a sign of adult behaviour. In addition2 as youngsters grow older2 they become more economically independent and group involved. -s a result they are more likely to indulge in drug abuse. The reasons given for indulging in the vice are2 amongst others2 to relax2 to show independence2 to be part of a group2 to relieve stress2 to satisfy curiosity2 to copy role models2 to be rebellious2 to overcome boredom2 to cope with problems and to keep up with the crowd. 2.5 A..*2889-) D*,) A5,82 I- K2-3& .xcessive indulgence in drugs and crime go hand in hand. In many cases2 drug abusers will go to extreme lengths to obtain enough drugs to satisfy their habit. !hile obviously not all crimes are connected with the ac3uisition of drugs2 individuals while under their influence commit many crimes. - report by the !orld 0ealth 6rgani5ation D9**)E on metropolitan areas of major industriali5ed nations in the world2 found that roughly %& per cent of those arrested on the street had one or more drugs in their system. 2.5.1 G+;2*-42-0 I-02*;2-09+The <enya "overnment has ratified two major United /ations conventions on narcotic drugs and psychotropic substances in its 3uest to protect its citi5ens from the global drug abuse phenomenon. These include the Single $onvention on /arcotic $onvention against Illicit Trafficking in /arcotic substances. In an attempt to fight drug abuse among students in <enya2 about +&&& head teachers gathered in #ombasa in Mune )&&% D aily /ation2 Mune )&2 )&&%E. They supported the governmentCs proposed ban on billboard and television advertising of alcohol and cigarettes. The Secondary Schools ?rincipals -ssociation also supported a plan by the government to ban smoking in public. So far the -ssociation has started a campaign project aimed at fighting drug abuse amongst student and has made efforts to have programmes on the fight against drug abuse featured in the electronic media2 specifically targeting teachers and students. -lso the chairman rugs D9*(9E and the rugs and ?sychotropic Substances D9*BBE.

$urrently the government is working towards ratification of the 9*>9convention on psychotropic

18

of the <enya Schools 0eads -ssociation #r. #uthaithai has urged the "overnment to implement the ban on alcohol and tobacco advertisements2 saying they target the youth. -t the school level2 the #inistry of .ducation D#6.E has integrated drug education components into the existing school curricula2 in Social Studies at the primary level2 and in ,eligious .ducation at secondary level D<enya Institute of .ducation Syllabus2 )&&+G@*E. The #6. has also emphasi5ed provision of training in drug education to heads of schools2 teachers and school inspectors through in8service courses. The main objective is to create awareness of the dangers of drug abuse and its conse3uences2 and to mobili5e school children to participate and take a leading role in drug and alcohol issues. In addition2 it also aims at encouraging teachers to be knowledgeable about drug dangers2 to increase their capacity to intervene including through counseling and to prepare materials for drug education DU/ $?2 )&&)G9%>E. The government2 through the #6. has emphasi5ed provision of guidance and counseling services in schools to help curb drug abuse and other problems that face students. This is in line with the recommendations of the 6minde ,eport D9*(+G9&)E and the "achathi ,eport D9*>(G99>E. 2.5.2 NACADA 9-02*;2-09+The 6ffice of /-$- - was established in )&&9 as part of the .xecutive 6ffice of the ?resident2 to help the government accomplish the national goal of reducing drug use and abuse. -ccording to the /-$- - Service $harter D)&&9E2 its mission is to coordinate the prevention2 reduction and control of drug and substance abuse through public education2 empowerment and enforcement liaison. /-$- - undertakes various activities which include sensiti5ing2 training and empowering the public on matters of drug and substance abuse7 providing resource centre services for information on drug and substance abuse7 creating a forum for stakeholder participation in 3uestions of drug demand and supply of drugs of abuse in the region2 involving communities in identification of drug abuse problems and development of local solutions. In addition2 the -gency also prepares and distributes pamphlets with various messages on the effects of drug abuse to schools and to the public at large. The -gency has been involved in developing a strategic plan to include public awareness campaigns2 interventions for special groups2 counseling services2 rehabilitation and support services for the vulnerable and the youth.
19

,eali5ing that drug abuse is becoming a problem in <enya2 /-$- - has drawn up an action plan the main areas of focus of which are public awareness2 liaison activities and support service. It targets youth in and out of learning institutions. eveloping programmes through the mass media2 passing messages through public Nbara5asC and incorporating drug preventive education in the education curriculum are some of the modes of fighting drug abuse that have been outlined in the action plan D/-$- -2 )&&+E. The plans some of which are so far only on paper appear promising and one can only hope that the implementation phase will be successful. 2.5.7 C1,*'128 I-02*;2-09+Some churches have also established anti8drug programmes. 6ne such is the ;avington United $hurch whose outreach ministry helps in training and teaching about the dangers of drug abuse in schools2 colleges and universities. The youth are taught how to reach others through peer counseling DThe Standard2 Mune )2 )&&@E. The -nglican $hurch of <enya D-$<E has also launched preventive8drug programmes for the youth and adults in each diocese and has organi5ed spiritual crusades to fight drug abuse in schools and colleges. In addition2 the church has established treatment and rehabilitation centres to create awareness2 and bring about physical and inner healing for drug users and addicts D"ithinji2 )&&+G+&E. !hile addressing a church seminar on the drug problem in <enya2 :ishop /5imbi D-$<2 )&&+E emphasi5ed that the church has a biblical mandate2 an obligation and commitment to be involved in the war against drugs and against the vices affecting society. The :ishop went on to say that the drug problem has shaken family foundations and the community at large and that although a lot has been done to address the issue of drug abuse among the youth2 the root cause of the problem must be addressed. The drug problems2 he said2 reflect a bigger problem and are a direct product of how children are sociali5ed in relation to social values. Studies carried out locally and elsewhere D"itahi and #wangi2 aily /ation -pril )2 )&&>G 9&E

indicate a strong linkage between alcohol'drug abuse by young people and the breakdown in family values. The cultures of indigenous society restricted the use of alcohol to senior age groups and special occasions. .ven then2 alcohol was consumed under strict conditions and drunkenness was discouraged. That children as young as 9& years are abusing alcohol D aily /ation2 -pril B2 )&&>G9&E spells danger not only to themselves and their families2 but also to the
20

well8being of the nation. The family and society as whole have the obligation to ensure that children grow up in an environment that promotes moral values and a more disciplined way of life. ;ack of a proper value system in the society is likely to lead to drug abuse2 which in turn would ruin the family life even further. 2.5.4 S'1++68 22* 2.,'&09+- *+)*&4428 In an attempt to curb drug abuse2 some educational institutions in <enya including secondary school2 colleges and universities have started the peer education programmes to address the problem. Institutions have started peer education programmes aimed at reducing irresponsible sexual behavior2 unwanted pregnancies2 sexually transmitted infections DSTIsE including 0I='-I S and drug abuse by improving the 3uality of counseling and service delivery for students. The peer outreach programme is the highlight of the project2 as it trains students to promote responsible behavior among their peers. Some activities carried out in peer counseling include showing videos2 follow8up discussions2 door8to8door counseling and public lectures. -lthough such activities can go a long way in addressing and curbing drug8related problems2 they are secondary to the role of the family in sociali5ing children and the youth in the right direction. The family is the basic building block of every culture. $hildren are not only better sociali5ed at home than in the peer group2 but are also best sociali5ed by parental example and the sharing of social values. ?ositive sociability is firmly linked with the family in relation to childCs self8worth. This in turn depends largely on the values and experiences provided by the family2 at least until the child can reason consistently. The basic role of the family is therefore to ensure that children grow up in a loving and secure environment where they can be taught sound values. -ccording to a !orld :ank report D aily /ation2 ecember 9%2 )&&%E2 the majority of <enyan

youth are into theft2 violent crime and drug abuse2 and many are likely to suffer from 0I='-I S. This situation is associated with poverty and joblessness. In spite of measures taken by the government to curb drug abuse2 it is on the increase in schools and threatens to affect learning programmes and discipline. - fresh and concerted effort by the authorities and the public is therefore re3uired to curb the menace locally2 especially among the youth DU/ Secretary2 <offi -nnan2 )&&(E. !hile addressing a regional meeting on tobacco2 organi5ed by the 1ramework
21

$onvention -lliance2 the then minister for health2 0on. $harity /gilu2 reported that more than one million <enyan minors could be smoking their way to an early grave. The minister revealed that about 9@ percent of primary school pupils smoked cigarettes. In addition2 )> percent of the <enyan population is addicted to tobacco D aily /ation2 /ovember 9&2 )&&%E. -ccording to the minister2 tobacco addiction must be fought and overcome to bring down tobacco8related deaths and promote health. In another incident2 a fire gutted a dormitory in /yeri 0igh school as students scampered for safety. -ccording to 6gutu and /jogu DThe Standard2 #ay 9>2 )&&%E2 some boys who were smoking in their room were believed to have dropped a cigarette butt suspected of sparking the bla5e. 6n the same note2 while giving an address on the International ay of the 1amily on 9+ #ay )&&%2 the then sports minister 6chilo -yako said that parents needed to play a more active role in the fight against drug abuse. 0e noted that many youths in <enya were exposed to drugs through advertisements on television. -ccording to him2 the mass media were glorifying smoking and alcohol abuse as indicators of success and stardom DThe Standard2 #ay 9>2 )&&%E. 6nce a top school in #achakos2 .astern ?rovince of <enya Tala 0igh school is today a shadow of its former self. The school is now infamous for fre3uent student riots. In )&&%2 the school experienced its worst strike when rampaging students destroyed property worth <enya Shillings % million2 leading to the closure of the institution. -ccording to the school principal2 #r. Samuel $hepkole2 the declining academic performance of the school can be attributed to rampant drug abuse among students2 laxity among staff and embe55lement of funds set aside to improve facilities by former school heads DThe Standard2 Manuary 9)2 )&&(E. -ccording to a study carried out by the "reat ;akes University in <isumu2 the use of drugs among secondary school students has doubled in 9& years D"athura2 aily /ation Mune )2 )&&*E. - )&&9 study by /-$- - indicated that about ))H of high school students were using alcohol. 0owever2 the "reat ;akes University study found that a staggering %BH of respondents had consumed alcohol2 @+H had used tobacco2 @)H khat2 9BH cannabis and %H cocaine. The age group at most risk was put at between 9( and 9B. If the above scenario is anything to go by2 then it is clear that drug abuse is a threat to the general public as well as the youth in <enyan schools. It is therefore necessary that drug abuse amongst
22

students and society in general must be fought so as to reduce the criminality and social dysfunction that tends to accompany drug abuse at all social levels. In view of this2 the current study sets out to establish the way information is passed2 nature and extent of drug abuse amongst students in /akuru north istrict with a view to proposing a programme for prevention and intervention. 2.> T12+*209'&6 F*&42?+*(

2.>.1

83'1+8+'9&6 T12+*3

-ll experts2 including those who believe in the disease model2 agree psychological2 social and environmental events are important elements in the development of drugs abuse patterns. ,esearch shows that learning has a great effect on the development of harmful drug abuse. ?eople learn how to drink2 what to expect from drinking and to use drinking purposes. ?eople who have experienced rules about appropriate drinking and drug abuse learn those rules and rituals Dalthough they may not always use what they have learnedE. Those who see mostly uncontrolled drinking with the intention of intoxication learn to drink that way. D=andello O $ohen )&&+E. -ccording to this theory2 it is easy to understand the drug problem better if both risk and protective factors are considered at the same time. ?robability of drug abuse is determined by these factors. The framework is useful as a way of planning interventions to prevent or treat problems related to drug abuse. 6nce the risk factors are identified2 work can begin on reducing the risks and strengthening the protective factors. In addition to the above risk and protective factors there could be others which contribute to the present scenario in families2 schools and communities2 as suggested in the literature review. ?eople are also shaped by the conse3uences of drinking. 0uman beings continue to behave in certain ways if they get positive conse3uences for the behavior. If a personCs social group DpeersE drinks heavily and s'he gets positive feedback from friends for drinking the same way2 s'he will be more likely to continue the pattern. If a person gets other rewards from drinkingPfor example2 s'he is more social or less anxiousPs'he may also learn to use alcohol as a way of getting that reward and as a way of coping with uncomfortable and painful feelings. These positive

23

conse3uences may be more emotionally powerful than negative ones like hangovers or family problems. It is important to note that in this study we shall be examining how well the schools have used different strategies to deal with the problem of drug abuse and the most effective strategies used .This makes the theory very relevant. 6ne of the models that is used in addiction recovery is the addiction model. It focuses on learnt behavior as one of the causes of drug abuse. ?eer pressure is one of the variables that is important in schools in influencing drug abuse. This is one of the variables that will be analy5ed plus others that that also relate well to learnt behavior. 2.>.2 M+.9/92. S+'9&6 S0*288 M+.26 The #odified Social Stress #odel D#SS#E for understanding drug use and abuse guides this study. The model was developed by ,odes and Mason D9*BBE and modified by !orld 0ealth 6rgani5ation'?rogamme on Substance -buse D!06'?S-E to include the effects of drugs or substances2 the personal response of the individual to drugs and additional environmental2 social and cultural variables. ,esearch has shown that in order to prevent substance use and abuse2 two things must be taken into considerationG factors that increase the risk of developing the problem must be identified2 and ways to reduce the impact of these factors must be developed. The theory maintains that there are factors that encourage drug abuse called risk factors. 1actors that make people less likely to abuse drugs are called protective factors. The key to health and healthy families is increasing the protective factors while decreasing the risk factors. -ccording to this model2 if many risk factors are present in a personCs life2 that person is more likely to begin2 intensify and continue the use of drugs2 which could lead to drug abuse. The model identifies risk factors as stress Dwhich could be due to the schoolE. /ormali5ation of substance could be seen in terms of legality and law enforcement7 availability and cost of drugs7 advertising2 sponsorship and promotion through media2 as well as the cultural value attached to various drugs. In addition2 there is also the experience derived from the use of drugs2 which could be positive or negative. This can be reinforced by peer pressure.

24

The model also shows that the more protective factors are present2 the less likely the person is to become involved with drugs. ?rotective factors are identified asG attachments with people such as family members2 peers and institutions such as religion and school. In addition are skills2 which refer to physical and performance capabilities that help people succeed in life and reduce incidents of drug abuse. -vailability of resources2 within the person or the environment2 which help people meet their emotional and physical needs2 are said to reduce dependence on drugs. .xamples include positive role models2 religious faith2 anti8drug campaigns plus guidance and counseling services. In this study the independent variables that will be looked at are peer pressure2 rules and regulations in school and other factors like family background. "overnment policies will also be looked at in terms whether they are risk factors or whether they discourage drug abuse.

25

2.6 C+-'2<0,&6 F*&42?+*( F9),*2 2.1: C+-'2<0,&6 F*&42?+*( C&,828 +/ D*,) A5,82 &4+-)80 S0,.2-08 ?eer pressure ;ack of regulation 1amily :ackground ?oor ,ole modeling ?oor "overnment policies ;ack of proper information

DRUGS ABUSE

W&38 +/ A..*2889-) D*,) A5,82 "overnment Intervention /-$- - intervention $hurches Intervention Schools ?eer education ?rogrammes

26

22* <*288,*2 The interest and expectation of the peer groups have an important bearing on whether or not a person will try dependence producing drug. - friend or peer group is likely to be the source of Information for drug users about the availability of drugs and their allegeable effects. The age factors majority of students are adolescents2 a stage of transition from childhood to adulthood. It is a momentous period of life filled with changes2 difficulties and special problems. It is described as period of NstormC and NstressC2 a time of self8discovery and self8assertion. This is the stage the Aouth tend to experiment a lot D6kech2 9*>>E. $uriosity'modern day rite of passage $uriosity is one of #ans outstanding characteristics. It is not surprising then that many young persons will wish to try some drug in order to determine the effects for themselves. ++* R,62 &-. *2),6&09+School administration factors related to rules and regulations will refer to how those who are charged with the setting of rules2 regulations and management of studentCs affairs are prepared and e3uipped to plan mobili5e2 allocate and instill the necessary control of the attainment of the institutional goals. 0igh handedness2 of school administration2 harsh rules2 treatment2 lack of freedom on the side of and studentsC failure to have their grievances addressed creates stress which can lead to the abuse of drugs. F&4963 B&'()*+,-. The availability of cash to the youth as pocket money and travel allowances especially if excessive can be redirected into purchasing of drugs. The money is usually not put into proper use and when opportunities arise they team up with friends2 taste drugs and eventually become drug addicts.

27

R+62 4+.269-) ?arental influence ?udo D9**BE noted that children from homes where parents take drug tend to imitate the behavior of their parents by taking illegal drugs. Aoung people learn from what they see by imitating what parents and other people in the community do. G+;2*-42-0 <+69'928 In 9**+2 the /arcotics rugs and ?sychotropic Substances D$ontrolE -ct2 9**+ was enacted. The -ct is the latest legislation on drug trafficking and abuse in <enya. In 9**B2 the development of the national rug #aster ?lan was completed. The plan was thereafter approved in )&&9. uring the same year /ational $ampaign -gainst rug -buse D/-$- -E was formed to advocate against drug abuse in <enya. It was renamed /ational $ampaign -gainst rug -buse -uthority D/-$- --E and ga5etted as a state corporation DparastatalE in Mune )&&>.

28

CHA TER THREE RESEARCH METHODOLOGY

7.1 I-0*+.,'09+,esearch methodology is an approach and a set of supporting methods and guidelines to be used as a framework for doing design research D:lessing O $hakrabarti )&&*E. ,usell D)&&&E explains that research methodology applies to ways the researcher comes close to problems and seeks answers to those problems. The author further argues that the success in the research depends on whether the researcher specifies what to find out and the best way to do it. -ccording to #ugenda and #ugenda D)&&@E2 research methodology includes research design2 population and sample2 data collection procedures2 data analysis procedures and measurement of variables. This chapter outlines the methodology to be used in the research study. It describes the type of research design that will be used2 the population of the research study2 target population2 sample si5e2 sampling design2 and finally pre8testing of the research study. It further describes the data collection instruments2 procedures to be used in collecting the research data2 research analysis and presentation of the research findings.

7.2 R282&*'1 D289)$handran D)&&+E describes research design as an understanding of conditions for collection and analysis of data in a way that combines their relationships with the research to the economy of procedures. <rishnaswamy D)&&*E suggests that research design deals with the detailing of procedures that was adopted to carry out the research study. 4uantitative data was collected from the schools in /akuru. !hite2 D)&&&E states that2 4ualitative research is a descriptive2 non8 numerical way to collect and interpret information. It aims at investigating how people react2 work2 live and manage their daily lives. The author further states that this serves the study well since it seeks to investigate the factors that influence drug abuse among boys in high school with a specific focus on /akuru /orth district

29

0air D)&&>E observes that descriptive survey research is intended to produce statistical information which will be useful in the information researched. The descriptive research design was preferred in this study because it allowed for analysis of different variables at the same time and enabled the researcher to describe the influence drug abuse among boys in high school with a specific focus on /akuru /orth district. The use of the descriptive research design led to a better understanding of the phenomenon being studied and help to view issues and problems from the perspective of those being studied. -ccuracy is particularly important in descriptive research in that the real information relating to the strategic role of branding in building competitive advantage in the wine sector.

7.7 T&*)20 <+<,6&09+The target population for this study were students2 head teachers2 school counselors2 class teachers and a local chief. 1orms @ and + students were selected because they have been in school for some time and are likely to be more familiar with the strategies used to address drug abuse problems2 and better placed to evaluate the effectiveness of these strategies. In addition2 they are mature enough to suggest ways of dealing with the issue from their own experiences2 and make suggestions for improvement. To survey the opinions of experts and students2 ten schools was utili5ed. 1our head teachers2 9( school counselors'teachers2 in the selected schools were involved. - total of 9(& students were randomly selected for this study from ten schools. In each of the selected schools eight students will be selected from form @ and another eight from form four. Therefore2 the total number of expected participants in the study was 9B) respondents. The others were two leaders i.e. chief and district education officer. 1our focus group discussion was be done with the teachers.

7.4 S&4<69-) &-. 8&4<69-) <*+'2.,*2 -ccording to :reakwell D)&&(E2 Sampling is the process of selecting a number of individuals for a study in such a way that the individual represents a larger group from which they are selected. Sampling procedures provide a valid alternative to a census where it is impossible to survey the whole population. The researcher applied census to conduct this study. - total of 9(& students
30

was randomly selected for this study. Therefore2 the total number of expected participants in the study was 9B) respondents. These included data for four focus group discussions of four teachers and also four principals of different schools. - chief was also be interviewed and the district education officer.

31

T&562 1T&*)20 +<,6&09+- &-. S&4<62 S9@2

T&*)20 G*+,< Students in form @ per school Students in form + per school 0ead teachers Teachers per school for 1" CS istrict .ducation officer D .6E ;ocal $hief "rand Total

S&4<62 89@2 B B + + 9 9

N+. +/ 8'1++68 9& 9& + + 8 8

T+0&6 8&4<62 +/ 80,.2-08 B& B& + 9( 9 9 9B)

Ten public schools were selected from the existing )) schools which have boys though they were mixed schools. !e do not have any boys only school in /akuru north2 1rom each school B students were selected in form @ and B in form four. 1our headteachers were selected from four schools2 one schools. istrict .ducation officer2 one local chief and four teachers per school from four

7.5 D&0& C+662'09+This section presents the data collection instrument used in the study and the procedures used during data collection.

7.5.1 D&0& C+662'09+- I-80*,42-08 -ccording to #ugenda and #ugenda D)&&@E2 in social science research2 the most commonly used instruments areG 3uestionnaires2 interview schedules2 observational forms standardi5ed test and content analysis. The commonest research instrument that I used is the 3uestionnaire.0owever2 there are disadvantages in using this method since the researcher cannot probe further 3uestions to get further information and cannot control respondents that fill the 3uestionnaire and the response
32

rates D<othari2 )&&@E. The advantages of the 3uestionnaire are that it saves time and it is economical in terms of money2 it is convenient in that respondents can respond based on the contents2 and it is easier to administer because each item is followed by alternative cause D#ugenda O #ugenda2 )&&@E. 6ther disadvantages are that it confuses respondent to the nature of information re3uired2 it may discourage the respondents to the extent of discarding the 3uestionnaire2 and it may leave important information re3uired in the research study D#ugenda O #ugenda )&&@E. !ith this research study2 the researcher pretested the 3uestionnaire on a selected public school which was not part of the actual study since subjects in the actual sample should not be used for pre8testing. It is vital for the researcher to pretest research instruments to enhance clarity of the instruments to be used. The purpose of enhancing clarity is to ensure collection of accurate information and to correct any deficiencies revealed during pre8testing exercise D#ugenda O #ugenda 9***E. The interview is another of the most fre3uently used methods of collecting 3ualitative data. Structured interview and in8depth interviews are the two types of interviews used in this research.. In structured interviews emphasis is on obtaining answers to carefully phrased 3uestions while in in8depth interviews2 the interviewers seek to encourage free and open responses2 and there may be a trade8off between comprehensive coverage of topics and in8depth exploration of a more limited set of 3uestions. 0owever2 this method re3uires a substantial amount of pre8planning2 the 3uality and usefulness of the information is highly dependent upon the 3uality of the 3uestions asked and there is a possibility that the presence of the researcher may influence the way a respondent answers various 3uestions hence introducing biasness in the responses. -ccording to Mupp D)&&(E an in8depth interview is a dialogue between a skilled interviewer and an interviewee. Its goal is to elicit rich2 detailed material that can be used in analysis Dsuch interviews are best conducted face to face2 although in some situations telephone interviewing can be successfulE. ?atton D)&&)E asserts that2 the 3uality of the information obtained is largely dependent on the interviewerCs skills and personality. In8depth interviews also encourage capturing of respondentsC perceptions in their own words2 a very desirable strategy in 3ualitative data collection. This allows the evaluator to present the meaningfulness of the experience from
33

the respondentCs perspective. In8depth interviews are conducted with individuals or with a small group. 0owever2 the disadvantages of in8depth interview method are that it is expensive and time consuming2 need well 3ualified and highly trained interviewers and also the interviewee may distort information through recall error2 selective perceptions and desires to please the interviewer2 flexibilities may result in inconsistencies across interviews. ata for this study was collected using 3uestionnaires and interview schedules which were structured based on the research objectives. The 3uestionnaires contained mostly closed ended 3uestions and a few open ended 3uestions. The 3uestionnaires facilitated the determination of the relationship between the independent variables and the strategic role of branding in building competitive advantage. Secondary data was obtained to reinforce collected data from brochures2 text books and supplements in newspapers covering the organi5ation under study. -ccording to 0arper2 ;aws2 and #arcus D)&&@E2 a 3uestionnaire is a written list of 3uestions2 either given or posted to respondents2 who fill it by themselves. Information is gathered directly from people through a series of 3uestions2 many which are likely to offer the respondent some possible replies to tick. 4uestionnaires are commonly used to obtain important information about the population. .ach item in the 3uestionnaire is developed to address a specific objective2 or research 3uestion of the study. The researcher must also know how information obtained from each 3uestion item will be analy5ed D#ugenda and #ugenda2 )&&@E. The researcher will primarily select data which will be collected using the 3uestionnaires.

7.5.2 D&0& C+662'09+- *+'2.,*2 The research was done in such a way that the researcher prepared a 3uestionnaire and the interview schedule which was used to collect data from the respondents. The researcher sought permission from the management of the selected school situated in <enya. The researcherCs next step was to get a letter from /airobi University department of the postgraduate department as a confirmation of the purpose of the research. - brief introduction of the purpose of the research was always given to the selected school.The researcher therefore made appointments with the
34

respondents when ready to begin the data collection. 0e made the selection of the eight students randomly.0e then administered the 3uestionnaire.The 3uestionnaires administered and collected were recorded in the process of determining the flow of distribution and making them ready for analysis.The selection of teachers was done based on their work in guidance and counseling . I reali5ed that each school has a panel of four teachers who are involved in guidance work.

7.6 E019'&6 C+-89.2*&09+-8 <othari D)&&>E states that ethics are norms governing human conducts which have a significant impact on human welfare. It involves making a judgment about right and wrong behaviour. :ryman D)&&>E states that it is the responsibility of the researcher to carefully assess the possibility of harm to research participants2 and the extent that it is possible7 the possibility of harm should be minimi5ed. The author further states that2 the researcher must take all reasonable precautions to ensure that the respondents are in no way directly harmed or adversely affected as a result of their participation in a research project. The researcher recogni5ed that the issue under study is sensitive because it involves the relationship between students and teachers. Therefore2 there was need to protect the identity of the respondents as much as possible. This means that the 3uestionnaires did not re3uire the respondentCs names or details that may reveal their identity. The term ethics has something to do with the expected practices of community and its individual members. It describes what a society believes to be right or wrong. In this study2 it was ethical to have confidentiality. $onfidentiality was therefore upheld for all respondents. The names of the respondents were not disclosed.

7.> D&0& A-&63898 ata analysis is the process of bringing order2 structure and meaning to the mass of information collected. It involves examining what has been collected and making deductions and inferences <ombo and Tromp D)&&(E. This study employed descriptive statistics to analy5e the data obtained. escriptive statistics involves the collection2 organi5ation and analysis of all data relating to some population or sample under study. 1or 3uantitative data analy5ing and processing2 <umar2 D)&&%E2 prescribes the following stepsG
35

ata cleaning DeditingE to ensured that the data was free from inconsistencies and any incompleteness. -fter cleaning2 the data was coded. $oding of data followed the following stepsG developing a code book2 pre8testing code book2 coding the data and verifying the coded data. 6nce the data was coded2 a few instruments were selected and the responses recorded to identify any discrepancies in coding. 1inally2 content analysis2 which is the process used for analy5ing 3ualitative data2 was carried out. It followed the following stepsG identification of the main themes2 assignment of codes to the main themes2 and classification responses under the main themes. The 3ualitative data collected was organi5ed into topics and files. Themes were then developed. -ccording to :reakwell D)&&(E2 descriptive research design is commonly represented by use of fre3uency charts2 graphs2 and pie charts to tabulate the information gathered appropriately. Statistical ?ackage for Social Sciences DS?SSE was used to analy5e the data. This package is known for its efficiency and ability to handle large amounts of data. "iven its wide spectrum for statistical procedures purposefully designed for social science2 it developed appropriate holding frame to come up with reliable results according to the responses in the 3uestionnaires.

CHA TER FOUR DATA ANALYSIS AND RESENTATION

4.1 I-0*+.,'09+This chapter entails presentation2 analysis and interpretations of study findings. The main objective of the study was to investigate the factors that influence drug abuse among boys in high school with a specific focus on /akuru /orth district. To achieve the main objective2 the study investigated2 methods used to disseminate information on drug abuse among boys in secondary schools7 the strategies used in secondary schools to address drug abuse2 their effectiveness and shortcomings7 the risk factors in the school environment that promote drug abuse among boys in secondary schools7 and new strategies that could help curb drug abuse in secondary schools.
36

The public schools that participated in the study were 9& mixed day schools Dappendix viiE. The mixed day schools form BB H of the schools in the district. Table ) presents the response rate for the study.
T&562 2: T12 *28<+-82 *&02 /+* 012 80,.3

T&*)20 G*+,< Students D1orm @ and 1orm +E Teachers ' $ounselors 0ead teachers istrict .ducation 6fficer D .6E ;ocal chiefs Total

S&4<62 S9@2 9(& 9( + 9 9 9B)

R28<+-.2-08 9(& 9( + 9 9 9B)

R28<+-82 R&02 ABC 9&& 9&& 9&& 9&& 9&& 9&&

The study managed to collect data from the entire target sample of 9B) respondents. This constituted 9&&H response rate. 0owever the study encountered challenges such as lack of cooperation from some teachers2 the researcher was forced to meet students during lunch hours or after classes. Some students were afraid to tell the truth especially those who abuse drugs for fear of being punished by teachers.

37

4.2 D24+)*&<19' C1&*&'02*9809'8 +/ 012 S0,.2-08 This section presents the demographic characteristic of the students. The characteristics include age duration of stay in the school2 religion2 and persons responsible for payment of school fees.
T&562 7: D24+)*&<19' '1&*&'02*9809'8 +/ S0,.2-08

D24+)*&<19' C1&*&'02*9809'8 AGE AY2&*8C 9( 9> 9B 9* )& -bove )& Total DURATION OF STAY IN THE CURRENT SCHOOL AY2&*8C 9 ) @ + -bove + Total RELIGION $hristians #uslim 0indu Total ERSON WHO AYS SCHOOL FEES ?arents :rother'Sister Sponsor "uardian Total

F*2D,2-'3 99 >) +B )) % ) 9(& 9& ( >) (* @ 9(& 9@* 9( % 9(& ** )9 9@ )* 9(&

2*'2-0&)2 > +% @& 9+ @ 9 9&& ( + +% +@ ) 9&& B> 9& @ 9&& () 9@ B 9B 9&&

The findings in table @ indicate that majority D>%HE of the students who participated in the study were aged between 9> and 9B years while >BH of the students who participated in the study had been in their current schools for periods between @ and + years. #ajority DB>HE of the students who participated in the study were $hristians. The findings further show that school fees for majority D()HE of the students who participated in the study were paid by parents.
38

4.2.1 R26&09+-819< 520?22- D24+)*&<19' C1&*&'02*9809'8 +/ S0,.2-08 &-. D*,) A5,82 $hi s3uare test was carried out to determine the relationship between demographic characteristics of the Students and drug abuse. The level of significance was set at pQ&.&% D*%H level of confidenceE and the probability values below pQ&.&% were considered significant and values above pQ&.&% were not significant. Table + presents the summary of the study findings.
T&562 4: T12 *26&09+-819< 520?22- .24+)*&<19' '1&*&'02*9809'8 +/ 012 S0,.2-08 &-. .*,) &5,82

DEMOGRA HIC CHARACTERISTICS -ge uration of stay in the current school ,eligion "uardianship

E2 B.)+ B.)( 9.+) >.*(

;&6,2 AS9). 2$0&962.C .&&) .&&9 .&%B .&&@

The study findings in table + indicate that drug abuse among high school boys in /akuru /orth district is influenced by age of the students2 duration in which the student has stayed in his current school and the person taking care of the student at home or is responsible for fee payment. 0owever2 the study did not establish the relationship between religion and drug abuse among high school boys in /akuru /orth district The study established that drug abuse among students increases as the student nears the ages of late teens and as they enter the ages of early twenties. The increase in drug abuse with the increase in age is attributed to the peer influence that student experience during adolescents. rug abuse among boys also increases as the student stay longer in school. #ajority of the students who abuse drugs are mainly in form two and form three. This may be explained by the fact that as students stay longer in school2 they make new friends some of whom introduce them into drug abuse. 0owever2 the study findings show that as the students approach form four2 the incidents of drug abuse reduces. The students in form four are mainly engaged in the preparations for the final exams hence the low incidents of drug abuse. The study further established that drug abuse vary with the person who takes care of the students. The respondents said that drug abuse is more rampant among students in broken homes where the parents are
39

separated or divorces. 1ewer incidents are reported among student whose parents are together and they have proper upbringing. Students whose fee responsibility is at the hand of a guardian who is not strict on moral values also tend to abuse drugs.

4.7 N&0,*2 &-. E=02-0 +/ .*,) &5,82 &4+-) 19)1 8'1++6 5+38 9- N&(,*, N+*01 .980*9'0 This section presents the nature and extent of drug abuse high school boys in /akuru /orth district.

4.7.1 *+<+*09+- +/ 80,.2-0 ?1+ &5,82 .*,)8

T&562 5: *+<+*09+- +/ 80,.2-0 ?1+ &5,82 .*,)8

E;2* ,82. .*,)8 Aes /o Total C,**2-063 ,89-) .*,)8 Aes /o Total T2&'12*8 *28<+-82 +- 2=9802-'2 +/ .*,) &5,82 9- 0129* 8'1++68 Aes /o Total

F*2D,2-'3 (9 ** 9(& %> 9&@ 9(&

2*'2-0&)2 @B () 9&& @( (+ 9&&

9+ 9& )+

%B +) 9&&

The study findings in table indicate that @BH of the students who participated in the study have ever abused drugs and @(H were abusing drugs at the time the study was conducted. The study findings also show that majority D%)HE percent of teachers said that drug abuse exist among students in their schools. The study established the proportion of students using drugs is still high among boys in secondary school. -ccording to the findings2 alcohol is the preferred drug of choice for among
40

boys in secondary school. - teacher was 3uoted saying that J Drug abuse among boys in Kenyan schools is our nations number one public health problem.K and other devastating health and social consequences. - head teacher stated that JSmoking, drinking and using other drugs at young ages dramatically hikes the risk of addiction

4.7.7 D*,) A5,82 &4+-) F*92-. The respondents were asked whether they know of friends who take drugs in their school and to state the number of friends who take drugs.
T&562 6: D*,) A5,82 &4+-) F*92-.

W12012* 80,.2-08 (-+? +/ /*92-.8 ?1+ 0&(2 .*,)8 Aes /o Total T12 -,452* +/ /*92-.8 ?1+ 0&(2 .*,)8 -ll %P( @P+ 9P) /one Total

F*2D,2-'3 9&+ %( 9(& 9& @+ )( @% %( 9(&

2*'2-0&)2 (% @% 9&& ( )9 9( )) @% 9&&

Table ( shows that the extent to which students indicate that their friends abuse drugs is 3uite high with a proportion of (%H of the total respondents. The study findings also show that majority of students have 9 or two friends who take drugs. These findings suggest that a large proportion of the sampled student population have peers who abuse drugs. ?eer influence has been found to be among the strongest determinant of drug use among boys in secondary schools. The head teachers argued that peers initiate youth into drugs2 provide drugs2 model drug8using behaviors2 and shape attitudes about drugs. There was a study done to determine how much peer pressure affected adolescent drug use. The strong relations between
41

peer variables and the fre3uency of drug use found within this study replicated the findings of previous studies that have found peer variables to be among the strongest predictors of drug use among boys in secondary schools. This finding supports that of /-$- - D/-$- -2 )&&+E which report that the majority of drug users were amongst the youth.

4.7.2 D,*&09+- +/ D*,) A5,82 The study en3uired about the duration that the students had been abusing drugs. 1igure shows the study findings.
F9),*2 1: D,*&09+- +/ D*,) A5,82

The study findings in figure 9 shows that majority D%)HE of the students who participated in the study had been abusing drugs for 98 to years followed at @+H by those who had been abusing drugs for more that two years. The findings reveal that many students have been involved in drug abuse for periods longer than one year. The duration of drug abuse among boys in secondary school increases as drugs become more accessible. The prescription drug abuse is a growing trend on most students. - teacher stated that J Students are using these drugs inappropriately to not only get high, but to help with concentration when cramming for papers or tests, to self
42

medicate for an!iety or depression, and even to enhance their stamina when playing sports" The increased durations of abuse among students is shaped by the physical2 social2 economic2 and legal environment in the country which is permissive enough to allow students access drugs. +.@.@ "eneral situation of drug abuse among high school boys in /akuru /orth district The study findings in table % illustrates students and teachers7 perception on general situation of drug abuse among high school boys in /akuru /orth district.
T&562 >: G2-2*&6 890,&09+- +/ .*,) &5,82 &4+-) 19)1 8'1++6 5+38 9- N&(,*, N+*01 .980*9'0

W12012* .*,) &5,82 98 '+44+- &4+-) 5+38 9- 19)1 8'1++6 S0,.2-08F *28<+-82 Aes /o Total T2&'12*8F *28<+-82 Aes /o Total C6&8828 01&0 &5,82 .*,)8 4+80 S0,.2-08F *28<+-82 1orm 9 1orm ) 1orm @ 1orm + Total T2&'12*8F *28<+-82 1orm 9 1orm ) 1orm @ 1orm + T+0&6

F*2D,2-'3 9)9 @* 9(& 99 % 9( B %9 (9 +& 9(& & % > + 9(

2*'2-0&)2 >( )+ 9&& (> @@ 9&& % @) @B )% 9&& & @) +) )( 9&&

The study findings in tables % indicate that majority of students D>(HE and teachers (>HE perceived drug abuse as common among boys in high school. The study findings also indicate that drug is mostly abused by boys in 1orm @ followed by 1orms + and ). The least involved is perceived as 1orm 9 classes. These figures seem to indicate that drug abuse is perceived as becoming a problem as students advance to higher classes. The situation could be attributed to the fact that in 1orm ) and 1orm @ classes2 students are experimenting with drugs out of curiosity
43

and peer pressure. In addition the students may think that they have enough time before sitting for their final examinations in 1orm +. The practice appears to decline in 1orm + as students become more mature and prepare for their final secondary school examinations. The students also become more focused in relation to their future careers as they move to higher levels. -s part of the 3ualitative approach to the research design2 interviews were conducted with four deputy8head teachers on the general situation of drug abuse. They perceived that drug abuse problem does exist. The general perception among the four interviewees was that the drug abuse problem was not extensive. #ixed day students spend relatively little time at school and it can be argued that students who abuse drugs will do so off the school grounds without teachers being aware of the habit. The study established that parents perceived the problem of drug abuse to exist but did not know of particular cases. It can be argued that their lack of knowledge might be attributed to the fact that they are not directly involved in the day today affairs of the school.

44

4.4 C+44+-63 A5,82. D*,)8 &4+-) H9)1 S'1++6 B+38 9- N&(,*, N+*01 D980*9'0 This section presents information on the most commonly abused drugs by high school boys in /akuru /orth district. <nowledge of the most fre3uently used drugs by students was regarded as important in recommending possible prevention and intervention measures. The assumption was that cheap drugs are more fre3uently abused. The variables considered in this section included types of drugs abused2 their sources and ease of access.

4.4.1 T3<28 +/ .*,)8 &5,82. Table > shows the types of drugs abused among high school boys in /akuru /orth istrict.
T&562 G: C+44+-63 A5,82. D*,)8 &4+-) H9)1 S'1++6 B+38 9- N&(,*, N+*01 D980*9'0

T3<28 +/ .*,)8 S0,.2-08F 2*8<2'09;2 -lcohol Tobacco <hat $annabis Sleeping pills Total T2&'12*8F 2*8<2'09;2 -lcohol Tobacco <hat $annabis Sleeping pills Total

F*2D,2-'3 >& )( @> 9* B 9(& B @ @ 9 9 9(

2*'2-0&)2 ++ 9( )@ 9) % 9&& %9 9( 9B ( * 9&&

The study findings in table > show that alcohol is the most fre3uently abused drug with a percentage response of ++H among students and %9H among teachers. <hat came in second with percentage response of )@H and 9BH among students and teachers respectively followed by tobacco at 9(H2 cannabis' bhang D9)HE and sleeping pills2 D% HE. The respondents did not

45

mention glue. This could possibly be ascribed to the fact that glue is mostly used by street boys and therefore most students would not want to be associated with it. The findings concerning alcohol2 khat and tobacco as the most commonly abused drugs possibly reflect the overall current situation of drug abuse among the youth in the country D/-$- -2 )&&+7 )&&>E. 1or example in )&&+2 /-$- - reported that the national prevalence of substance misuse among the youth was (&H alcohol2 %BH tobacco2 )@H cannabis and ))H khat among others. In addition2 use of drugs such as alcohol2 khat and tobacco is culturally2 socially and legally acceptable in <enya and these drugs are locally produced. Such factors have compounded the problem of substance abuse and dependence among students. ;ike the teachers and students2 deputy8head teachers D+E reported that among the most commonly abused drugs are alcohol and cannabis. In addition2 they also said that JkuberK2 an Indian traditional tobacco is abused by both male and female students. They argued that the drug is cheap and locally available therefore the students can easily access it from the local community and shops. They argued that all these drugs are readily available which contributes in their common use by students.

46

4.4.2 S+,*'28 +/ .*,)8

The respondents were asked to name the main sources of commonly abused drugs. The responses are presented in tables B below.
T&562 9: S+,*'28 +/ .*,)8

S+,*'28 +/ .*,)8 S0,.2-08F 2*8<2'09;2 0ospitals 1amily members 1riends Touts Shops :ars ?harmacies Total T2&'12*8F 2*8<2'09;2 1amily members 1riends Touts Shops :ars ?harmacies Total

F*2D,2-'3 ( 9@ @B 9* +) %9 9& 9(& 9 + 9 + % 9 9(

2*'2-0&)2 + B )+ 9) )( @) ( 9&& ( )% ( )% @) ( 9&&

,esults in table B indicate that the main sources of drugs are bars D@)HE2 shops D)(HE2 and friends D)+HE. 6ther sources of drugs include slum areas Dlow economic areasE2 watchmen2 family members2 drivers2 shoe8cobblers2 cooks2 cinema halls and hospitals. Students who abuse drugs also ac3uire them from their peers. The following responses from students who abuse illicit drugs such as bhangG J #y friend told me that taking bhang increased the confidence to approach and woo girls" $e offered me one and % accepted it, cited a male student abusing drugs7 J#y friend had a prescription for depression and he gave me two tablets to use during e!aminations and % have never stopped abusing the prescription said a form four student in one of the secondary school. The head teachers added that occasional student abusers
47

of pain relievers obtained the pills from a friend or relative for free or took them without asking while other gets them through prescription from one or more doctors. The sources of illegal drugs such as bhang are secretive areas. rugs are taken in secretive areas

where abusers may never be found by school authorities and even parents. The choice of secret places for drug abuse could be necessitated by strict school rules where discovery would lead to serious conse3uences as spelt out in copies of school rules made available to the researcher. J &he illegal status of some drugs of abuse in the country could e!plain why drugs are taken in secrecy or in hidden places considered safe said one of the head teachers.

4.4.7 E&82 +/ &''288 +/ A5,82. D*,)8. The respondents were asked whether the drugs are easy to access in school. 1igure below illustrates the study findings
F9),*2 2: W12012* 012 .*,)8 &*2 2&83 0+ &''288 9- 8'1++6

!hen students were asked whether these drugs are easy to get in school %BH said yes and +BH said no. These responses suggest that society outside the school is contributing to drug abuse among students by making drugs easily available. This finding is further supported by /yassy
48

DSunday /ation2 1ebruary B2 )&&*G(E2 who says that the general trend in the country is for drug sellers target younger people2 with children as young as 99 and 9@ years are being recruited into drug use. The study finding reveals that students access drinking joint or a pub where they buy alcoholic drinks and cigarettes. The study findings also show that there is no strict implementation of legal action against bar'pub owner who sell alcohol to school going students. .ven though students see signs'posters in shops'supermarkets or bars indicating that alcoholic drinks should not be sold to persons less than 9B years and they read the health messages on cigarette packaging they still go ahead and use substances are. ,estrictions prohibiting purchase of alcoholic drinks by students as stipulated by the act on sales to persons under the age of 9B years needs stringent measures to be implemented and prosecute offenders.

4.5 R98( /&'0+*8 9- 012 8'1++6 2-;9*+-42-0 01&0 <*+4+02 .*,) &5,82 The study aimed at establishing the risk factors in the school environment that promote drug abuse drug abuse among male high school students. The study findings are presented in the following subsections.

4.5.1 M+-23 )9;2- 0+ S0,.2-08 The study findings revealed that shows the amount of pocket money given to students plays an important role in access to substances. Students who are given excess money can use the extra money to ac3uire drugs. Such students can easily influence their colleagues who have little money into use of substances. The students accessed the drugs within their budget limits and varieties were available across social groups. Students who had little money accessed cheap substances and those with more money accessed more and expensive and also sponsored their friends.

49

4.5.2 S0,.2-08F 2=<2*942-0&09+- +- .*,)8 Students take drugs because they want to experiment on how they feel. .xperimentation with mind8altering substances appears to be part of the adolescent rites of initiation. Similarly2 Tsitsi and Simbarashe D)&9&E showed that there is substantial burden of experimental cigarette smoking among secondary school children in 0arare. <ombo D9**>E reported difference in the school types in terms of experimentation with mixed schools reporting high fre3uency.

4.5.7 &*2-0&6 +* /&4963 9-/6,2-'2 Some students said that their close family members take drugs. Aoung people learn from what they see by imitating what parents and other people in the community do. Therefore if the home environment has people who take drugs2 there is a good chance they will take drugs. The family environment is important in drug abuse. Some of the experiences teachers had were than aunt'uncles and parents would have students share drinks on occasions and some had wine after meals as a family tradition. The study findings indicate that parents advocated for their children not to consume any substances. 0owever2 they admitted that the students would hide their habits from the parents. :rothers and sisters would be involved in helping them cover for the substance intake. Some students admitted that they brew local brews at home and hence would have access to these brews especially during the school holidays. The main constraint was that students indulged in substances in a very discrete way hence parents would only know through other sources e.g. friends2 neighbors etc and majority of the students would deny. #oreover2 family ties are significant in drug abuse. Students from broken families or with strained relationships took drugs. The guiding and counseling teacher verified that majority of those coming for counseling had broken family ties and were taking drugs for consolation.

4.5.4 22* I-/6,2-'2 1igure @ shows the study findings on whether friends influence drug abuse.
F9),*2 7: W12012* /*92-.8 9-/6,2-'2 .*,) &5,82 50

1rom the study findings2 majority of the respondents D(%HE said that their friends take substances while @%H said that their friends do not take substances. The study findings are in agreement with previous studies that established the influence of peers on substance abuse. ?eer8group influence is significantly associated to alcohol and cigarettes use D:ahr et al", )&&%E. ?eer8group influence is due to both sociali5ation and selection effects D:erndt and ?erry2 9**&E.

4.5.5 M&88 M2.9& The respondents were asked to say whether media programmes and advertisements influence use of drugs. The study findings are presented in figure + below.

F9),*2 4: M2.9& I-/6,2-'2 +- D*,) A5,82

51

1rom study findings in table indicate that majority of the respondents D>( HE indicated that advertisement has influence on them. There is an association between exposure to pro8alcohol and cigarettes mass media advertisements and alcohol and cigarettes use among the respondents. ?ersons who watch pro8alcohol and cigarettes television advertisements and videos have a tendency to use the drugs. $igarettes and alcoholic advertisements influenced them adversely. -s they imitate their role models Jcelebrity figuresK2 who feature in the adverts2 they ape everything.

The study established that the major reason for studentsR indulgence in drug abuse is the belief that it brings relaxation and feeling high as portrayed in media advertisements. rug advertisements have significant influence on drug abuse among students particularly alcohol and cigarettes advertisements. $ow drugs, alcohol, and tobacco are portrayed on television, in movies, in songs, and in other forms of media greatly influence their intake among students, said the adults. istrict .ducation 6fficer in /akuru. #edia containing scenes or conversations about drugs can affect drinking2 smoking2 and illicit drug use2 especially among children and young

52

4.5.6 I-/6,2-'2 /*+4 '2625*90928 The respondents were asked to say whether celebrities influence use of drugs. The study findings are presented in the figure below.
F9),*2 5: I-/6,2-'2 /*+4 '2625*90928

1rom the study findings2 majority of the respondents D>%HE said that celebrities influence them to use substances. $elebrities act like a role model to students. Therefore2 student tend to experiment on the activities observed from celebrities leading to drug abuse. - student from one of the public schools said that JI developed the urge to experiment on drugs as a result of watching actors and musicians portray substance in a fashionable wayK. - teacher added that in this era of widely applied information and communication technology2 celebrities serve as role models to young people who tend to emulate their actions. Therefore2 students will experiment with substances they see their favorite celebrities take.

53

4.5.6 O012* /&'0+*8 9-/6,2-'9-) ,82 +/ 8,580&-'28 6ther factors that lead to substances use or abuse include curiosity2 to have fun2 availability of drugs7 unawareness of dangers2 for medicinal use2 to relieve stress2 excessive pocket money2 to fit in with friends and influence from role other members of the society

4.6 C+-82D,2-'28 +/ .*,) &5,82 The study established that using drugs lead to 3uarrels among students. There are students who try to coerce their colleagues to join them in abusing drugs and when they disagree2 conflicts ensue. Using substances adversely affect relationship with other students2 parents2 teachers2 peers and other members of the society. Using drugs also lead to low self8esteem. The findings revealed that substance abuse adversely affect social behaviors as it leads to truancy aggression2 sleeping in unplanned places2 unplanned or unprotected sex2 suspension or punishment2 fighting or bullying and over8eating or lack of appetite. Students would miss lessons as a result of drug abuse. -n incidence on unplanned sex was reported and some students contracted sexually transmitted diseases after having relations with women at the shopping centers. Teachers confirmed the lack of concentration in class of students who were involved in substance use and abuse. Using drugs is one of the reasons that lead to poor performance in schools. The are adverse impacts due to drug abuse on academic performance e.g. disorgani5ed classwork2 poor concentration and understanding in class2 low academic performance .6ften the lowest performers in class are often sent home for indiscipline and in the long run get poor grades in the final exams. There are students who breakdown during examinations leading to failure and eventual drop8outs2 some become rude and arrogant to teachers and parents and occasionally causing riots and chaos in their schools while some grow up to become criminals in the society landing them in prison8yards.

54

4.> M201+.8 ,82. 0+ D988249-&02 I-/+*4&09+- +- .*,) &5,82 &4+-) 5+38 9- 82'+-.&*3 8'1++68 9- N&(,*, N+*01 .980*9'0 6ne of the main objectives of the study was to explore the methods used to disseminate information on drug abuse among boys in secondary schools in /akuru /orth district. The study findings are presented in figure belowG
F9),*2 6: M201+.8 ,82. 0+ D988249-&02 I-/+*4&09+- +- D*,) A5,82

The study findings shown in figure ( show that the widely applied method of disseminating information on drug abuse among boys in secondary schools in /akuru /orth district is guidance and counseling as indicated by @)H of the respondents. "uidance and counseling is followed by talks by teachers D)%HE and talks by invited motivationl guests D)+HE. The study findings show that there is little use of both print and electronic media D9)HE and peer education in disseminate information on drug abuse among boys in secondary schools in /akuru /orth district.

55

The students were further re3uested to indicate the most effective methods of disseminating information on drug abuse among boys in secondary schools. 1igure > below illustrates the study findings.
F9),*2 >: T12 4+80 2//2'09;2 4201+.8 +/ .988249-&09-) 9-/+*4&09+- +- .*,) &5,82 &8 <2* 012 80,.2-08

!hen asked about the most effective methods of disseminating information on drug abuse majority of the respondents D+9HE said that motivational talks by invited by guest speakers was the most effective methods of disseminating information on drug abuse. #otivational talks by invited by guest speakers was followed by guidance and counselling D@&HE and talks by teahers D9+HE. The least effective methods were peer education D*HE2 print and elecronic media D(HE. 1rom the study findings on methods of disseminating information on drug abuse2 it is clear that guidance and counseling is seen as the most commonly used method by the teachers2 head teachers and the students. The study speculated that the main reason why guidance and counseling is the widely used method for addressing drug abuse could be attributed to the fact that there is heavy emphasis on the introduction of guidance and counseling in all schools by the "overnment. 0owever2 majority of the students do not regarded guidance and counseling as the most effective method in addressing drug abuse among students. #ajory of students view
56

motivational talks by guest speakers as thre most effective methods of disseminating information on drug abuse. The students hold the opinion that information on drug abuse is delivered most effectively by persons who have overcome the problem of drug addiction. The real life experiences and the struggle through health2 social and economic challenges brought about by drug above serve as an aid in delivery of information on drug abuse to the students. The study findings also reveal that peer education has not been pririti5ed as a methods of disseminating information on drug abuse. The role of peer education has not been ephasi5ed irrespective of the method being a generally a low8cost intervention. It is a good approach for conveying information in natural settings Di.e. schoolsE where target groups of students are located and a peer is much more likely to appear credible than other parties. The emphasis put on guidance and counseling as the widely used method for addressing drug abuse is not uni3ue to this study. It is also a reflection of one of the methods highly emphasi5ed in helping drug addicts in rehabilitation centres DShauri2 )&&>E. -ccording to Shauri2 counseling in regard to drug abuse is an art in which knowledge of human relations and skills in relationships are used to help a drug dependent person find personal will power and resources in the community so that he or she can adjust2 cope and lead a productive life free from such dependence.

4.G S0*&02)928 U82. 9- S2'+-.&*3 S'1++68 0+ A..*288 D*,) A5,82 The study findings show that schools sometime use strategies such as strict school regulations2 guiding and counseling on substance abuse2 teaching substance abuse related topics in the syllabus2 2 expulsion of those in possession of substance and prohibition of drug use through school regulations. Some school clubs also assist in tackling drug abuse in secondary schools. Some of the schools had guiding and counseling teachers who were termed as very useful to this issue. 0owever majority were untrained which was a source of concern. 6ther measures reported included parents being advised to take students to rehabilitation centers2 suspension of students and expulsion in extreme cases. Some head teachers stated that expulsion was not preferred as this did not remedy the student and no further follow up could be done2 the
57

preference was to involve the parent in addressing the issue which had its challenges depending on the parents. The #inistry of .ducation was involved in addressing the issue of drug abuse only in the cases that would not be handled or were beyond the head teachers. !hen reported2 they would visit the school and investigate the case and especially where the substances came from2 the student will be suspended for two weeks and bring their parents at the end of the suspension period. They would then talk2 counsel and advice the student and parents if this are not extreme. If extreme2 parents are advised to take students to a rehabilitation center where they can be monitored. The #inistry of .ducation also encourages studentsC welfare in schools who can organi5e talk shows by external speakers. Some of the officers had personally been involved in the talk shows and claimed they were working well though it was slow and recording impact would take a little longer.

4.6.1A6'+1+6 C+-0*+6 A'0 AM,0,01+ L&?C &-. 012 -2? 5966. The study established that most students and parents are of the opinion that <enyan -lcoholic rinks $ontrol -ct2 )&9& Dalias #ututho ;awE has not been effectively implemented. Students and the parents are of the opinion that if the act is fully implenmented2 it can be apppropriate in minimising sustance abuse amomg students. The -ct prohibits some modes of promotion of alcoholic drinks. 1or instance2 it prohibits promotion of an alcoholic drink except as prescribed in law2 it prohibits promotion of an alcoholic drink by means that are misleading or deceptive2 or that are likely to create an erroneous impression about characteristics2 health effects2 health ha5ards or social effects of an alcoholic drink. It prohibits publishing2 broadcasting or dissemination of any prohibited promotion under the -ct. It prohibits promotion of an alcoholic drink so as to create the false impression thatG link exists between consumption of that drink and social or sexual success7 consumption of that drink is acceptable before or while driving2 operating machinery2 sports or other activities that re3uire concentration in order to be carried out safely7 the alcoholic drink has therapeutic value or that it has ability to prevent2 treat or cure any human disease7 and it is wrong or foolish to refuse to drink D,epublic of <enya2 )&9&E.The upcoming new bill on alcohol control should also focus on strengthening the implentation of
58

laws touching not only on the drinking hours but also how we can strengtthen programmes by government that target schools.

4.9 *+<+82. 4201+.8 +/ .988249-&09-) 9-/+*4&09+- +- .*,) &5,82 9- 8'1++68 The study attempted to find out measures that respondents wished to see instituted to curb drug abuse in schools. Suggestions from respondents were considered important because they would help broaden the researchers understanding of the various prevention and intervention approaches needed to address drug abuse in schools.
The students were re3uired to propose ways of dealing with the drug abuse problem in schools. !hen asked whether drug abuse should be fought through prevention rather than cure2 they responded as shown in figure B below.
F9),*2 G: W12012* 80,.2-08 019-( 90F8 -2'288&*3 0+ /9)10 .*,) &5,82 01*+,)1 <*2;2-09+- *&012* 01&- ',*2

-s shown in figure B2 majority of the students D*>HE overwhelmingly supported the idea that prevention is better than cure. 1urther2 the students were asked which methods should be used to prevent the practice.
59

The studentsC responses on proposed methods of addressing drug abuse are shown in Table *.

60

T&562 10: S0,.2-08F *28<+-828 +- <*+<+82. 4201+.8 +/ &..*2889-) .*,) &5,82

S+,*'28 +/ .*,)8 "uidance and counseling Teaching about drug use and abuse as a subject $onducting seminars and debates Inviting medical practitioners'experts Total

F*2D,2-'3 %% )* @B @B 9(&

2*'2-0&)2 @+ 9B )+ )+ 9&&

Table 9& shows that the largest proportion of students preferred guidance and counseling2 D@+HE7 followed by conducting seminars and debates2 D)+HE2 inviting medical experts2 D)+HE and lastly teaching about drug use and abuse as a subject2 D9BHE. -sked to propose measures for addressing drug abuse2 the multiple8choice responses by teachers were as shown in Table 99.
T&562 11: T2&'12*8F *28<+-828 +- <*+<+82. 4201+.8 +/ &..*2889-) .*,) &5,82

S+,*'28 +/ .*,)8 "uidance and counseling ?eer counseling Integration of drug education into other subjects Strict adherence to school rules Increasing motivational talks by guest speakers Total

F*2D,2-'3 + + @ ) ) 9(

2*'2-0&)2 )% )% 9* 9* 9) 9&&

-s shown in Table %.)%2 teachers proposed the methods as guidance and counseling D)%HE7 peer counseling D)%HE7 incorporating drug education as a subject D9*HE7 strict school rules and regulations D9*HE and use of guest speakers or invited guests D9)HE. 6n the same issue2 the head teachers agreed with the students and teachers that guidance and counseling should be strengthened. They also recommended the use of guest speakers2 peer counseling and incorporation of parents in school counseling sessions especially those with
61

special expertise in the area of drug use and abuse. -ll deputy8head teachers said that parents should make time at home and to talk to their children on general conduct including the dangers of drug abuse. :ased on the results of the survey and interviews up to this point2 it is clear that guidance and counseling and peer education are perceived to be the best methods for disseminating information drug abuse among school youth. It can be argued that this could most likely be attributed to the general understanding that the students are assured of privacy in this context which makes it easy for them to open up and share their problems. It might also suggest that students do not know of other methods which the schools can use to curb drug abuse. This could be interpreted as suggesting that there is need to expose the students to more effective awareness programmes to avoid risky behaviours that can expose them to drug abuse.

62

CHA TER FI!E CONCLUSIONS AND RECOMMENDATIONS

5.1 I-0*+.,'09+This chapter presents a summary of the study and the research findings. $onclusions are drawn and recommendations made on possible ways of improving approaches to drug abuse among the youth in schools. ?ossible areas for further research are also proposed.

5.2 T12 K23 F9-.9-)8 +/ 012 S0,.3 The following are the key findingsG

5.2.1 N&0,*2 &-. E=02-0 +/ .*,) &5,82 19)1 8'1++6 5+38 9- N&(,*, N+*01 .980*9'0 The study showed that drug abuse is widespread among students. The greatest proportion of drug abusers was aged between 9> and )& years and there were relatively few cases below 9( years. It was also established that the proportion of drug abusers increases with age from )& years and above. -sked whether they knew of friends who abused drugs2 majority of the students said they had friends who also abused drugs. This shows that the extent to which students abuse drugs is 3uite high. This is in agreement with /-$- - s findings in )&&+ that the majority of drug users were amongst the youth. 4ualitative data obtained through interviews from deputy8head teachers and parents on the general situation of drug abuse showed that the problem existed especially in boysC schools. The findings indicated that drug abuse becomes a problem as students advance to higher classes. Teachers and students agreed that students in 1orm @ abused drugs most followed by 1orm + and 1orm ). Those least involved in drug abuse were perceived to be 1orm 9.

63

5.2.2 R98( /&'0+*8 9- 012 8'1++6 2-;9*+-42-0 01&0 <*+4+02 .*,) &5,82 The most commonly perceived reasons for drug abuse by students were peer pressure2 curiosity2 influence from family members2 influence from mass media and celebrities2 lack of knowledge about the dangers of drug abuse2 easy availability of drugs2 low cost of drugs2 excessive pocket money2 the wish to increase intelligence and lack of good role models in teachers and parents. ;ack of concern by school administrators was also considered a possible reason for drug abuse. The teachers cited two main reasons for drug abuse among students. The reasons were breakdown of family units and excessive pocket money. These are problems beyond the schools control as perceived by the teachers. 0owever2 3ualitative data from interviews with head teachers and parents revealed the causes as lack of role models2 easy availability of drugs2 peer pressure2 curiosity2 legali5ation of drugs2 no leisure time because of the over loaded curriculum2 lack of ade3uate guidance and counseling services and un3ualified school counselors2 parenting2 unrealistic expectations within the home and school environment especially for weak students2 relaxed school rules and incompetent school heads or managers.

5.2.7 C+44+-63 A5,82. D*,)8 53 S0,.2-08 &-. 0129* S+,*'28 The study established that the commonly abused drugs are alcohol2 khat2 tobacco2 cannabis and sleeping pills. #ajority of the students said that these drugs are easy to access. The students easily access drinking joint or a pub where they buy alcoholic drinks and cigarettes. The study findings also show that there is no strict implementation of legal action against bar'pub owner who sell alcohol to school going students. The students stated that these drugs are taken in secret places where the abusers cannot be found.

5.2.4 C+-82D,2-'28 +/ .*,) &5,82 The conse3uences of drug abuse include conflicts between students and parents2 teachers2 peers or other members of the society2 truancy2 aggression2 unplanned or unprotected sex2 suspension or punishment2 missing lessons in schools2 the lack of concentration in class2 disorgani5ation in classwork2 poor understanding in class2 low academic performance2 school drop8outs2 some become rude and arrogant to teachers and parents and occasionally causing riots and chaos in
64

their schools while some grow up to become criminal in the society landing them in prison8 yards. 6ther conse3uences include physical weakness2 lack of sleep2 lack of appetite2 rejection by friends2 lack of responsible citi5ens2 incompetent national workforce2 poor academic performance and personal negligence. 6ne of the main objectives of the study was to explore the methods used to disseminate information on drug abuse among boys in secondary schools in /akuru /orth district. The study findings are presented in figure belowG

5.2.5 M201+.8 ,82. 0+ D988249-&02 I-/+*4&09+- +- D*,) A5,82 The study established that that the widely applied method of disseminate information on drug abuse among boys in secondary schools in /akuru /orth district is guidance and counseling followed by talks by teachers and talks by invited motivationl guests. The study findings revealed that there is little use of both print and electronic media and peer education in disseminate information on drug abuse among boys in secondary schools in /akuru /orth district. !hen asked about the most effective methods of disseminating information on drug abuse majority of the respondents said that motivational talks by invited by guest speakers was that most most effective methods of disseminating information on drug abuse followed by guidance and counselling and talks by teahers. The least effective methods were peer education print and elecronic media.

5.2.6 S0*&02)928 U82. 0+ A..*288 D*,) A5,82 9- S'1++68 The strategies used to address drug abuse in schools include strict school regulations2 guiding and counseling on substance2 teaching substance related topics in the syllabus2 talks on substance related topics by visiting guests2 expulsion of those in possession of substance and prohibition of drug use through school regulations. 6ther measures reported included parents being advised to take students to rehabilitation centers2 suspension of students and expulsion in extreme cases and involvement of the #inistry of .ducation in the cases that cannot be handled by the head teachers.

65

5.2.> C1&662-)28 F&'9-) S'1++68 9- A..*2889-) D*,) A5,82 The challenges encountered by school administrators in addressing drug abuse include lack of support from parents who side with their children2 lack of role models2 inade3uate knowledge on how to deal with the drug abuse and even to detect drug abusers2 inflexible time schedules for school counselors who are also teachers2 location of schools near market centers which make it easy for students to access drugs2 inability to monitor students out of school especially in day schools2 lack of clear guidelines on what action to take against drug abusers and lack of training on issues related to drug use and abuse. In addition2 most teachers felt ill8e3uipped to handle issues related to drug abuse. The media was also perceived to be a stumbling block to the war against youth drug abuse. The mass media is responsible for indirectly promoting liberal and permissive social values combined with promotion of a sensation8seeking culture2 all of which is instrumental in increasing drug abuse among the youth2 especially students. This is perceived to be in contrast to the moral values emphasi5ed by the community and society in general. -lcohol and cigarettes are legally advertised through the media while attached warning labels are too small to be read by many people.

5.2.G

*+<+82. M2&8,*28 0+ .988249-&09-) 9-/+*4&09+- +- D*,) A5,82 9- S'1++68

The current study attempted to find out measures that respondents wished to see instituted to curb drug abuse in schools. The following measures were proposedG strengthening guidance and counseling2 teaching about drug use and abuse as a subject2 organi5ing seminars and debates2 inviting medical practitioners or other experts as guest speakers2 enhancing communication between administration and students by encouraging a free atmosphere2 and tightening school rules and regulations to avoid loopholes. 6ther measures are training and creating awareness among parents to e3uip them with skills to address drug abuse among their children2 close monitoring of students by teachers2 parents and the community at large2 peer counseling2 incorporation of drug education into other subjects2 incorporation of parents in school counseling sessions especially those with special expertise2
66

forums for parents on open days2 parental guidance at home2 and teamwork between parents and the school.

5.7 C+-'6,89+-8 The study concludes that drug abuse among male students is common and spells danger not only to the youth who abuse the drugs but also to the well being of the nation2 because the youth represent the future of its people. rug abuse is determined by the existence of risk and protective factors. The risk factors associated with drug abuse are many and include lack of family and school role models2 peer pressure2 poor school performance2 conflict between the school system and family values2 easy availability of drugs2 poor parenting2 pressure to perform2 the media2 low self8esteem2 stress2 legali5ation of some drugs2 lack of clear school policies on drug use and abuse and relaxed school rules. ?rotective factors that would make people less likely to abuse drugs include attachments with the family2 peers and institutions2 skills and performance capabilities that help people succeed in life2 and availability of resources that help people meet their emotional and physical needs. The commonly abused drugs are alcohol2 tobacco2 cannabis and khat. The reason for using these drugs is that they are easy to access and also locally produced. Students expressed knowledge of dangers of drug abuse although they still abused drugs. The study concludes that guidance and counseling is the most commonly used method by the teachers2 head teachers and the students. The main reason why guidance and counseling is the widely used method for addressing drug abuse could be attributed to the fact that there is heavy emphasis on the introduction of guidance and counseling in all schools by the "overnment. 0owever2 majority of the students do not regarded guidance and counseling as the most effective method in addressing drug abuse among students. #ajory of students view motivational talks by guest speakers as thre most effective methods of disseminating information on drug abuse. The students hold the opinion that information on drug abuse is delivered most effectively by persons who have overcome the problem of drug addiction. The real life experiences and the struggle through health2 social and economic challenges brought about by drug above serve as an aid in delivery of information on drug abuse to the students.
67

The study draws a conclusion the methods used to address drug abuse were perceived to be ineffective by the teachers2 an indication that there is still need for more effective strategies to address the problem. The least preferred method was talking to students at assembly. The most common methods used to address drug abuse are guidance and counseling2 summoning of parents to school2 suspension2 heavy punishment and expulsion. The study concludes that drug abuse can be eradicated through measures such as strengthening methods of disseminating information like guidance and counseling2 teaching about drug use and abuse as a subject2 organi5ing seminars and debates2 inviting medical practitioners or other experts as guest speakers2 enhancing communication between administration and students by encouraging a free atmosphere2 tightening school rules and regulations to avoid loopholes2 training and creating awareness among parents to e3uip them with skills to address drug abuse among their children2 close monitoring of students by teachers2 parents and the community at large2 peer counseling2 incorporation of drug education into other subjects2 incorporation of parents in school counseling sessions especially those with special expertise2 forums for parents on open days2 parental guidance at home2 and teamwork between parents and the school. The study concludes that school administrators encounter a number of challenges which hider their efforts to eradicate drug abuse in schools. The challenges include lack of support from parents2 lack of role models2 inade3uate knowledge on how to deal with the drug abuse and even to detect drug abusers2 inflexible time schedules for school counselors who are also teachers2 location of schools near market centers which make it easy for students to access drugs2 inability to monitor students out of school especially in day schools2 lack of clear guidelines on what action to take against drug abusers2 lack of training on issues related to drug use and abuse and negative influence from mass media. There is an urgent need to address these challenges and find a solution to the drug abuse problem.

5.4 R2'+442-.&09+-8 /+* <+69'3 9-02*;2-09+The study recommends that peer education shoul be pririti5ed as a methods of disseminating information on drug abuse. The role of peer education has not been ephasi5ed irrespective of the method being a generally a low8cost intervention. It is a good approach for conveying
68

information in natural settings Di.e. schoolsE where target groups of students are located and a peer is much more likely to appear credible than other parties. The study recommends that the education programs aimed at addressing drug abuse among students should be holistic and address both the risk and protective factors. The aim should be to strengthen the protective factors where potential buffers include strong family bonding2 school commitment2 positive role models and a strong belief in ones own efficacy. The proposed programme should use the protective and risk factors approach to help the youth understand how to cope with the problem of drug abuse2 and the factors that lead to it. !hile addressing the risk factors2 the school administration and teachers should start by identifying risk factors within the school environment and cooperatively look for ways of reducing or eliminating these factors. The study recommends that school programs aimed at prevention of drug abuse should be on8 going from 1orm 9 to 1orm + for students and include teachers. This is because most of the programmes like in8service for guidance and counseling teachers as well as peer counselors are short8term and inconsistent. -lthough short8term programmes may produce results7 they may be short8lived. !ithin the school setting2 substance abuse prevention programmes must fit within the formal curriculum and structure of the school. It is also important that drug related issues should be taught separately and not only integrated in other subjects. The current school curriculum should therefore be reviewed to include drug use and abuse as a subject2 and also to give teachers ade3uate time for counseling students. The study recommends that skills development needs to be a central element in programmes addressing drug abuse. This is because teachers and school counselors feel ill8e3uipped to handle drug abuse issues in schools2 and even the students lack the skills to deal with them. To ensure sustainability of the programme2 there is need to ensure availability of continued staff training2 provision of programme materials2 and ade3uate time for counseling and space for all involved. To encourage parents to participate in counseling students2 schools should have an open door policy which will make parents feel free to interact with the school in addressing problems affecting their children2 including drug abuse. ,egular meetings between schools and parents

69

should be encouraged. This will make it possible for the school administration to update parents on school efforts and activities to address drug abuse and other discipline issues. The study recommends that parents should be encouraged to become involved in broad preventive efforts. ?arents have a crucial role to play in preventing drug abuse among students. It is the duty of parents to work with the school in addressing drug problems affecting their children. ?arents can support the school by clarifying and explaining positive values to their children modeling healthy behavior2 taking time to understand their childrens needs and self8 concept2 communicating effectively with their children2 developing problem solving skills2 providing appropriate reinforcement and clear conse3uences for unacceptable behaviour and fostering a democratic environment in the family where children will feel free to express themselves and their problems. They also need to ac3uire accurate information on the various substances of abuse and their effects2 so they can discuss them knowledgeably with their children. This study determined that one of the major reasons for drug abuse among students is easy availability of drugs from the community around the school especially low economic areas slums. ;ack of community support for the war against drug abuse is likely to curtail government support initiatives in preventing drug abuse among the youth in and out of school. It is the role of community members2 starting with the family to instill moral values among the youth to help them become useful members of society. To help the youth ac3uire social moral values2 the community and the schools should work together for example2 by inviting respected community leaders as guest speakers to talk to students in the school. The study recommends that parents #inistry of .ducation should mount intensive training for all those directly involved in counseling students to give them confidence in service delivery. -part from training2 all stakeholders should co8operate with the teachers in addressing the issue of drug abuse in schools. - uniform policy for all schools is needed to guard against disparities in addressing drug abuse in schools2 and to arrest increasing cases of drug abuse among students. It is therefore recommended that a comprehensive and uniform policy for handling students who abuse drugs be put in place by the #inistry of .ducation as a measure to guard against drug
70

abuse among students. This policy would be an important component of a comprehensive drug preventive strategy for youth in schools. The clergy should be in the forefront of addressing the problems of drug abuse among the youth in and out of school. In an effort to address drug abuse among the youth2 the clergy should embrace the youth including those who have been drug abusers and respond to their problems in a positive2 helpful and loving way. In order to deal with the problem effectively the clergy should be e3uipped with skills in counseling2 handling drug8related violence and trauma. They should also be trained on how to come up with prevention programmes aimed at helping young people including students. Sports should be used as a tool in prevention of drug abuse among students. Involvement in sports has many other benefits such as relieving boredom by giving structure to free time2 promote sociali5ation by introducing rules to be followed2 helping students to set goals and cooperate with others to achieve these goals2 making friends and strengthen relationships with others2 and enabling a person to reali5e and express his or her talents. The government should advocate and present sport as an option to prevent substance abuse and related problems. .mphasis should be on developing strengths and skills among the youth who have decided not to use or abuse drugs. uring sports2 key stakeholders such as educationists2 the media2 the church2 team leaders2 community leaders and government officials can take the opportunity to provide the youth in and out of school with structured opportunities to ac3uire factual information about drugs. The study recommends that mass media should use their programmes to disseminate information that would curb drug abuse among students2 youths in the country and general public. #ass media campaigns are a critical component of the nationCs long8term effort to combat drug abuse among the youth in schools. School8based programmes in partnership with the media should reinforce students intentions not to use drugs and to teach specific skills for coping with social pressures to do so. -t the community level2 mass media campaign organi5ers should link up with local advocacy groups and community8based programmes2 with a common strategy of preventing or reducing drug abuse among the youth. .mphasis should be on clearing away
71

misconceptions among the youth2 including students2 about the dangers of particular drugs2 and providing more accurate factual information about drugs in general.

5.5 R2'+442-.&09+-8 /+* F,*012* R282&*'1 The study recommends further study in the effectiveness of government programmes aimed at eradicating the problem of drug abuse in <enyan schools. The study will supplement the findings of this study by identifying the best approaches to be adopted in dealing with drug abuse among students in <enya.

5.6 T12 S0,.3 L9490&09+-8 The study is limited by the small sample si5e which covered mixed day secondary schools in /akuru /orth district2 the small sample si5e therefore limit generali5ation of the study findings to boys and girls boarding schools in the country. This is because different types of schools may have different ways of addressing drug abuse among students. =ariations in risk factors within different communities in the country may also cause variations in the factors leading to drug abuse.

72

REFERENCES -delekan2 #. D9***E. 'apid Situation (ssessment of the Drug Situation at )hin P .tiri2 Ijebu /orth ;ocal "overnment2 6gun State /igeria. ;agosiG U/ $? ::$ /ews. #onday II2 September7 )&&&. Smoking -ddiction Setsin .arly.**+$ome,age"-http.//news"*bc"co"uk/hi/english/health/newsid 012333/012453"stmH :e5uidenhout2 1. D)&&+E. ( 'eader on Selected Social %ssues. Third .dition2 =an Schaik. ?retoria. :lum2 ,. D9*>)E. 0oratio -lgers $hildrenG &he 'ole of the 6amily in the 7rigin and ,revention of Drug 'isk. San 1rancisco2 Mossey. :ogdan2 ,. O :iklen2 S. D9**BE. 8ualitative 'esearch for )ducation. (n %ntroduction to &heory and #ethods" :ostonG -llyn and :acon2 Inc. $ookson2 0. D9**)E. (lcohol 9se and 7ffence &ype in :oung 7ffenders. :ritish Mournal of $riminology2 @)D@EG @%)8@(&. $orrigan2 . D9*B(E. Drug (buse in the 'epublic of %relandG -n 6verview2 :ulletin on /arcotics @B D98)EG *98*>. atta2 -. D9*B>;" )ducation and Society. Sociology of (frican )ducation. #acmillan ?ublishersG ;ondon. oll2 ,. #orality in 'elation to Smoking. <3 years 7bservations on #ale *ritish Doctors. :r #ed M. )&&+7 @)BG9%9*. .merson2 :. Ded. 9*B@&. +ontemporary 6ield 'esearch. :ostonG ;ittle :rown. "illis2 0. D9**(E. $ounseling Aoung ?eople. Sigma ?ress2 <oendoe ?oort. ?retoria "ithinji2 M. and /joroge2 S. eds. D)&&+EG The $hurch Speaks -gainst rugs. &he )ffects of Drugs on :our *ody" -ccess $ode $ommunicationG /airobi. "overnment of <enya D9*(+E. Kenya )ducation +ommission. "overnment ?rinterG /airobi. "overnment of <enya D9*>(E. 'eport of the =ational +ommittee on )ducational 7b>ectives and ,olicies. "overnment ?rinterG /airobi. Imbosa2 #. D)&&)E. (n %nvestigation into Strategies 9sed in (ddressing Drug (buse ,roblems. ( +ase Study of =airobi ,rovincial *oys Secondary Schools. #.. ,esearch ?roject ,eportG <enyatta University.

73

International /arcotics $ontrol :oard DI/$:E ,eportG United /ations 6rgani5ation ,eport 1ebruary2 )&&@. Mohnston2 T. D)&&&E. (dolescent Drug (buse in Kenya. %mpact on 'eproductive $ealth. ?athfinder International2 /ew !orld ?rintersG /airobi. . <enya. <aguthi2 M. D)&&(E. Drug (buse in =airobi ,rovince and =ationally, with Specific 'eference to )ducational %nstitutions" /airobi2 <enya. U/ $? <arechio2 :. D9**(E. Drug (buse in Kenya. U5ima ?ress2 /airobi. <enya <ariuki2 . D9**BE. ?evels, &rends and ,atterns of Drug (ddiction in =airobi Secondary Schools" Unpublished #.. ThesisG <enyatta University. <arugu2 . and 6lela2 -. D9**@E. 6amily ?ife )ducation ,rogramme of )gerton and Kenyatta 9niversity. (n (udience 'esearch 'eport. /airobi. ?athfinder 1und <enkel2 !. D9*B&E. Society in (ction. (n %ntroduction to Sociology. 0arper and ,ow ?ublishersG /ew Aork. <iiru2 . D)&&+E. :outh in ,eril. (lcohol and Drug (buse in Kenya" /-$- - )&&+. <rivanek2 M. D9*B)E. Drug ,roblems, ,eople ,roblems. "eorge -llan and Unwin2 Sydney. #ackay2 M. O #. .ricksen D)&&&E. The Tobacco -tlas. "enevaG !.0.6. #artens2 . D)&&%E. 'esearch #ethods in )ducation and ,sychology. %ntegrating Diversity with 8uantitative (pproaches" @And )d;"Thousand &aksG Sage. #ugenda2 6. O -.#ugenda D9***E. 'esearch #ethods. 8uantitative and 8ualitative (pproaches" /,: 8 -$TS. #uthigani2 -. D9**%E. Drug (buse. ( 'ising +oncern (mong :outh in Secondary Schools in =airobi" Unpublished #.-. Thesis2 $atholic University of .ast -fricaG /airobi. /-$- - D)&&+E. (lcohol and Drug (buse in Kenya" 1inal /ational :aseline Survey2 on Substance -buse in <enya. "overnment ?rinter /airobiG <enya. /dom2 ,. and -delekan2 #. D9**(E. ,sychosocial +orrelates of Substance 9se among 9ndergraduates in %iorin 9niversity, /igeria. .ast -frican #edical Mournal >@ DBEG %+9 P %+> 6C#alley2 ?. D)&&9E. #onitoring the 6uture. =ational Survey 'esults on Drug 9se" 9*>%8)&&& =olume 9G Secondary School Students /I0 ?ublication /o +*)+2 :ethesda2 # G /ational Institute on rug -buse. )&&).

74

6bot2 I. D)&&%E. Substance 9se among Students and 7ut of School :outh in an 9rban (rea of =igeria. !.0.6. "eneva. 6bot2 I. and Shekhar2 S. D)&&%E. Substance 9se among :oung ,eople in 9rban )nvironment" !.0.6. "eneva. 6minde2 M. D9*>(E. (buse of Stimulant Drugs in =igeria" - ,eview of +*9 $ases. :ritish Mournal of -ddictions2 >9G %98(@. ,ice2 ?. D9*B9E. &he (dolescent. Development 'elationships and +ulture. -llyn and :acon Inc. :oston2 ;ondon. ,odes2 M and Mason2 ;. D9*BBE. ,reventing Substance (buse among +hildren and (dolescents. /ew Aork. ?ergamon ?ress. ,ussek2 :. and !einberg2 S. D9**@E. #i!ed #ethods in a Study of %mplementation of &echnology *ased #aterials in the )lementary +lassroom" )valuation and ,rogram ,lanning" 9(D)E2 9@9 P9+) Schaefer2 ?. D9**(E. +hoices and +onsequences. Bhat to do Bhen a &eenager 9ses (lcohol/Drugs. Mohnson Institute. US-. Shoemaker2 . D9*B+E. &heories of Deliquency. (n )!amination of )!planations of Deliquent *ehaviour" 6xford University ?ressG /ew Aork. Stake2 ,. D9*>BE. &he +ase Study #ethod in Social %nquiry. .ducational ,esearch2 >D)E2 %8B. Uba2 -. D9**&E. +ounseling $ints" $laverianum ?ress. Ibadan. United /ations rug $ontrol ?rogramme DU/ $?EG :ulletin on /arcotics. =ol. F;=992 /os. 9 and )2 9**% United /ations D9**)E. &he 9nited =ations and Drug (buse +ontrol, @100A;" U/ ?ublication2 =ienna. United /ations 6ffice of rugs and $rime DU/6 $E. Clobal %llicit Drug &rends A334, 9nited =ations" /ew Aork )&&@. !.0.6. ?ublication D)&&@E. &he $ealth of :oung ,eople. ( +hallenge and a ,romise " " " !eeks2 1. D)&&&E. *ehaviour ,roblems in the +lassroom. ( #odel for &eachers to (ssist ?earners with 9nmet )motional =eeds. Unpublished . .d Thesis2 U/IS-. !06 D9**@E. ,rogramme on Substance (buse, D,reventing Substance (buse in 6amilies. ( B$7 ,osition ,aper" "eneva

75

!06 D9**%E. Street +hildren, Substance 9se and $ealth. #onitoring and )valuation of Street +hildren ,ro>ects" ocument /o. !06'?S-'*%G9@. "eneva 9B. !.0.6 D)&&+EG United /ations 6ffice for $ontrol of $rime and ?revention. :ath ?ress2 "reat :ritain. !06'#S '# ?')&&&G9>. ,rimary ,revention of Substance (buse. ( Borkbook for ,ro>ect 6perators. !.0.6. "eneva. !orld rug ,eport D)&&%E. United /ations 6ffice on rugs and $rime @9=7D+;" .xecutive Summary2 United /ations ?ublication. Aamaguchi2 <. O <andel2 . D9*B+E. ,atterns of Drug 9se from (dolescence to :oung (dulthood" 999. ?redictors of ?rogression2 (merican Eournal of ,ublic $ealth, 5F, 254 2G1" :outh (genda Strategic ,lan, A33< A330.Aouth -genda publishersG /airobi. 6kech ? D9*>>E. rugs and ?revention in School. Unpublished Study for Unesho. ?udo #! D9**BE. ;ets Talk -bout rug -buse. <isumu "lobal :ookmen ?ublishers.

76

ENDIE I: #UESTIONNAIRE FOR STUDENTS

#y name is !illiam "ituru I am conducting research on factors that influence drugs abuse among boys in high schoolG a case study of /akuru /orth district. The purpose for this 3uestionnaire is to gain insight on substance abuse among students. Information gathered through this 3uestionnaire will be made available to legitimate and interested stakeholders in order to establish partners for the development of problem solving strategies in relation to drug abuse. ?lease note that this is not a test but just information collecting exercise. In order to help address the drug problem in schools2 your contribution in this research is important. Therefore2 you are kindly re3uested to provide the researcher with accurate information. ,emember there is no right or wrong answers. Aour responses will be treated as confidential. S.$TI6/ -G :-$<",6U/ -T-

9. .-ge in years . ). 1orm D$lassE . @. Type of school. ay :oarding ST ST

+. !hat is the type of your school :oys 6nly #ixed %. !hat is the type of your school ay :oys 6nly
1

ST ST

ST

ay #ixed

ST

(. !hat is the type of your school :oarding :oys 6nly :oarding #ixed >. 0ow long have you been in this schoolI . ST ST

B. ,eligion $hristian #uslim 0indu 6ther S T ST ST ST

Specify G *. !ho pays your school feesI Tick one only ?arents Sponsor :rother Sister "uardian 6therG ST ST ST ST ST ST

SpecifyG

SECTION B: EETENT OF DRUG ABUSE 9&. 0ave you ever used drugs other than for medicinal purposesI Aes
2

ST

/o

ST 99. If yes2 and not currently using2 for how long did you use them.

9 P ) years ) P @ years @ P + years #ore than + years ST

ST ST ST

9). If yes and currently using2 for how long have you used the drugsI a. ;ess than a year b. #ore than a year c. #ore than two years ST ST ST

9@. o you know of friends who take drugs in your schoolI Aes /o 9+. 0ow many of your friends take drugsI Tick only one. -ll %P( @P+ 9P) /one 9%. Is drug abuse common in your schoolI Aes /o 9(. !hich classes abuse drugs mostI . ST ST ST ST ST ST ST ST ST

SECTION C: CAUSES OF DRUG ABUSE AMONG STUDENTS 9>. !hy do students use drugsI 9B. o you have family members who use drugsI Aes /o If yes2specify ST

9*. !hat do students in your school think about drugsI.

)&. o most students like to use the same drugs as their friendsI Aes /o ST ST )9. o friends encourage others in the school to take drugsI Aes /o )). !here do most students prefer taking drugs DplaceEI ST ST

S.$TI6/ G $6##6/;A -:US.

,U"S

)@. ?lease list down the types of drugs used by students .. )+. !here do students get these drugsI )%. !hich of these drugs do friends encourage others in the school to take I a. -lcohol b. Tobacco'cigarettes c. <hat D#iraa d. :hang e. 0eroine f. $ocaine g. Sleeping pills )(. -re these drugs easy to get in schoolI Aes /o If yes2 please specify ST ST ST ST ST ST ST ST ST

SECTION E: CONSE#UENCES OF DRUG ABUSE )>. In your view2 what effects does drug abuse have on the usersI )B. 0ow does drug abuse affect ones studiesI Aou can tick more than one. a. /ot doing assignments b. #issing classes c. ;ack of concentration d. $onflict with teachers ST ST ST ST

e. 6therG Specify..

SECTION F: METHODS USED TO ADDRESS DRUG ABUSE )*. 0ow are your friends or other students who use drugs in your school treatedI .. .. @&. $an a student with a drug problem be helpedI Aes /o @9. If yes2 in what wayI ........................................................................................................................................................... ........................................................................................................................................................... ..
6

ST ST

In your view2 who can provide the help you indicated aboveI

@). If your friends use drugs2 do the school authorities know that they use them Aes /o @@. If yes2 how did they knowI Tick only one. 6ther students reported them School administration investigated Teachers found them 6ther ST ST ST ST ST ST

6therG Specify

@+. o you think action taken against drug abusers is ade3uateI Aes /o @%. If /62 please specify ST ST

@(. 0ave you or your friends in school ever been exposed to any drug prevention methods'education De.g. $ounseling2 seminars2 etc.EI Aes /o more than one. a. rug prevention talks by invited guests b. $ounseling c. ?osters d. ?revention programmes by the school e. Information by teachers during teaching ST ST ST ST ST ST ST @>. If yes2 which methods have been used to prevent drug abuse in your schoolI Aou can tick

6therG Specify @B. In your own opinion2 which drug prevention methods are most effectiveI Aou can tick more than one. a. ebate amongst students b. Talking to student on assembly c. Teaching about drug abuse is class d. $ounseling ST ST ST ST

6therG Specify @*. 0ave you ever been exposed to any drug prevention methods'education De.g. $ounseling2 seminars2 etc.E in schoolI If yes2 how was it doneI Aou can tick more than one.. a. Through guidance and counseling b. Teaching drug use and abuse as a subject c. $onducting seminars and debates d. Inviting medical practitioners'experts ST ST ST ST

6therG Specify.

&hank you so much for your time

8

ENDIE II: #UESTIONNAIRE FOR TEACHER/COUNSELLOR

#y name is !illiam "ituru I am conducting research on factors that influence drugs abuse among boys in high schoolG a case study of /akuru /orth district. The purpose for this 3uestionnaire is to gain insight on substance abuse among students. Information gathered through this 3uestionnaire will be made available to legitimate and interested stakeholders in order to establish partners for the development of problem solving strategies in relation to drug abuse. This 3uestionnaire is not a test but merely an information exercise. ?lease answer the 3uestions as honestly as possible. ,emember that there is no right or wrong answers. In order to help address the drug problem in schools2 your contribution in this research is important. Therefore2 you are kindly re3uested to provide the researcher with accurate information. Aour responses will be processed by computer and will be treated as confidential. SECTION A: BACKGROUND DATA 9. Indicate your age bracket )& P )% years )( P @& years @9 P @% years @( P +& years +& and above ). "ender #ale 1emale @. Type of school. ay :oarding ST ST ST ST ST ST ST ST S

+. !hat is the type of your school

1

:oys 6nly #ixed %. !hat is the type of your school ay :oys 6nly ay #ixed

ST ST

ST ST

(. !hat is the type of your school :oarding :oys 6nly :oarding #ixed >. Type of school. Tick appropriate ay :oys ay "irls ay #ixed :oarding :oys :oarding "irls :oarding #ixed B. The school is ?rivate ?ublic *. ?rofessional 4ualifications ?9 S9 iploma "raduate De.g. :ed2 :E 9&. -cademic 4ualifications G Tick one only 1orm +
2

ST ST

ST ST ST ST ST ST ST ST

ST ST ST ST

ST

1orm ( "raduate 6ther Specify..

ST ST ST

99. 1or how many years have you taught since you 3ualified as a teacherI Tick appropriately & P % years ( P 9& years 99 P 9% years 9( P )& years 6ver )& years SECTION B: NATURE AND EETENT OF DRUG ABUSE 9). o you ever teach anything about drug use as you teach your subjectsI Aes /o weekI 6ne hour S9T Two hours S)T Three hours S@T #ore than three hours 9+. :esides counseling2 what other duties do you haveI Tick appropriately /one Teaching -dministrative responsibility ST ST ST ST ST 9@. If you are a school counselor2 how many hours do you spend on counseling students per ST ST ST ST ST

9%. 0ave you had any experience in dealing with drug problems in your SchoolI Aes /o ST ST

9(. If your school is co8educational DmixedE2 what is the general distribution of known drug abusers in terms of genderI Tick one only :oys are the main abusers :oth boys and girls e3ually abuse drugs "irls are the main abusers 1orm 9 1orm II 1orm III 1orm I= S T S T S T ST ST ST ST

9>. !hich 1orms are mostly involved in drug abuseI Aou can tick more than one.

9B. !here does the majority of the known drug8abusers come fromI ,ural areas Urban areas 9+. Is there a drug problem in your schoolI Aes /o ST ST ST ST

9*. If there is a drug problem in your school2 is it increasingI /o Aes ST ST

)&. If increasing2 what are the reasons for your answerI Tick one only #ost drugs are available School rules do not prohibit drug abuse School administration is relaxed Students are more stressed due to a wide curriculum ST ST ST ST

)9. !hat is your overall assessment of drug abuse in our secondary schoolsI Tick one only
4

/early 9&&H of students take drugs -bout B&H of students take drugs -bout (&H of students take drugs -bout +&H of students take drugs -bout )&H of students take drugs ;ess than )&H of students take drugs S.$TI6/ $G $-US.S 61 ,U" -:US.

ST ST ST ST ST ST

)). In your own opinion2 which are the main sources of abused drugsI Aou can tick more than one a. #atatu touts b. Shoe cobblers c. Shops d. Slum areas e. $inema halls f. 0ospitals ST ST ST ST ST ST

6therG Specify )@. ,ank the following sources of drugs abused from the most common to the least common source. Indicate the appropriate number in the box Sources #ost common $ommon source aE #atatu touts bE Shoe cobblers cE Shops dE Slum areas eE $inema halls fE 0ospitals source #oderately common source 1airly common source /ot common

)+. In your own opinion2 why do students in your school take drugsI Aou can tick more than one a. ;ack of role models at home
5

ST

b. $onflict with parents c. ?eer pressure d. - lot of work in school DstressE e. To enhance intellectual ability f. :reak down of family units g. .xcess pocket money 6therG Specify S.$TI6/ G $6##6/;A -:US. a. -lcohol b. Tobacco c. <hat DmiraaE d. $annabis sativa DbhangE e. "lue f. Sleeping pills g. ?etrol 6therG Specify.. SECTION E: CONSE#UENCES OF DRUG ABUSE ,U"S

ST S T ST ST ST ST

)%. !hat drugs do most students takeI Aou can tick more than one. ST ST ST ST ST ST ST

)(. 0as your school ever experienced any problem due to drug abuseI /o Aes a. 1ighting amongst students b. Sneaking c. Stealing d. Strikes e. $onflicts between teachers and students f. isagreements among students g. estruction of school property
6

ST ST ST ST ST ST ST ST ST )>. If yes2 what kind of problems has the school experiencedI Aou can tick more than one

h. ?oor performance in examinations 6therG Specify

ST

)B. 0ow does drug abuse affect the students who engage in the viceU Aou can tick more than one. a. They do not concentrate in class b. The steal from others c. They are always punished d. They break school rules e. They are not co8operative f. They are usually absent 6therG Specify. )*. In your own opinion2 what problems would be experienced in schools due to drug abuse among studentsI Aou can tick more than one. a. There are many strikes b. ?oor performance by students c. #ost students are indiscipline d. 0igh rate of absenteeism 6therG Specify @&. !hat problems do the school authorities encounter in dealing with drug abuse in schoolsI Aou can tick more than one. a. ?arents do not support the administration b. Some teachers provide drugs to students c. Some teachers take drugs d. The teachers do not discourage drug taking e. ;ack of ade3uate knowledge on drug use f. Time schedules are not flexible 6therG Specify.. S.$TI6/ 1G #.T06 S US. T6 ,.SS ,U" -:US. ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST

@9. 0ow fre3uently are the measures listed below taken to fight drug related problems in your institutionI Use the ranking key below ,anking keyG a. =6 P b. 6 8 c. /6 8 d. /- 8 #easures .xpulsion Suspension "uidance O counseling -sk parents to come to school 0eavy punishment =erbal warning @). o you think the measures mentioned above are effective in dealing with drug abuseI Aes /o studentsI Aes /o @+. In your own opinion2 are these programmes effectiveI Aes /o can tick more than one. a. $lass teachers b. Teacher of all subjects c. School counselors d. ?arents P Teacher -ssociation D?.T.-.E members
8

very often 6ften /ot often /ot at all =6 6 /6 /-

Indicate the appropriate number in the box

ST ST

@@. oes your institution offer any form of drug education or related programmes to ST ST ST ST @%. !hich of the following people are involved in drug education in your institutionI Aou ST ST ST ST

e. School administration 6therG Specify..

ST

@(. !hat is your overall assessment of the methods used to curb the drug problem in our secondary schoolsI Tick only one. They are very effective They are effective They are moderately effective They are not effective 6therG Specify @>. Suggest ways of eradicating drug abuse in our schools. Aou can tick more than one. a. "uidance and counseling department b. ?eer counseling c. Inco8operate drug education to other subjects d. Strict school regulations e. Invite guest speakers on danger of drug abuse ST ST ST ST ST ST ST ST ST

6therG Specify..

@B. Should drug education be part of the school curriculum or a separate programmeI Tick one only ?art of school curriculum Separate programme T0-/< A6U 16, A6U, ?-,TI$I?-TI6/ ST ST

ENDIE III: INTER!IEW GUIDE FOR HEAD TEACHERS

10

9. "enderI ). -ge in yearsI @. Type of schoolI +. ?rofessional 3ualificationsI %. 1or how long have you served in the schoolI (. $omment on the general situation of drug abuse in your institution. >. 0ow does drug abuse in your school affectG aE The individual studentI bE The school in generalI cE SocietyI B. !hat problems have you experienced as a result of drug abuse in your institutionI *. !hy do you think students abuse drugsI 9&. !hich are the commonly abused drugsI 99. !here do the drugs come fromI 9). $omment on the known drug abusers in the school P which classes2 place of origin2 conduct2 home background2 etc 9@. !hat corrective measures has the school employed to curb the problemI 9+. 0ave you introduced any drug education programmes in your schoolI 9%. If yes2 what are their main objectivesI 0ow are they organi5edI !hom do they target in the school populationI 9(. !hat challenges have you faced when dealing with drug abuse problemI 9>. !hat measures do you take against drug abusers in your schoolI 9B. !hat do you think the #inistry of .ducation D#.6...E should do to minimi5e drug abuse in schoolsI 9*. !hat recommendations would you like to make in relation to the drug ?roblems in secondary schoolsI T0-/< A6U 16, A6U, ?-,TI$I?-TI6/

11

ENDIE I!: INTER!IEW GUIDE FOR EDUCATIONAL GO!ERNMENT OFFICALADISTRICT EDUCATION OFFICERC 9. "ender ). -ge in years @. 1or how long have you been an education officialI +. "enerally what do you think about the issue of drug abuseI %. !hat is the extent of drug abuse in secondary schoolsI (. -re you aware of any cases of drug abuse in your areaI >. !hich are the commonly abused drugsI B. !hat are the causes of drug abuse among studentsI *. In your own opinion2 which are the main sources of these drugsI 9&. !hat measures should the schools take in reducing drug abuse problemI 99. 0ow does drug abuse affect students in generalI 9). !hat should parents do to help address the problem in schoolsI 9@. !hat is the government doing to address the drug abuse problemI 9+. o you think it is possible for parents to work with schools in addressing drug abuse problemI 9%. If yes2 in which way' areas can they work togetherI

T0-/< A6U 16, A6U, ?-,TI$I?-TI6/

ENDIE !: INTER!IEW GUIDE FOR CHIEF 9. "ender ). -ge in years @. ;evel of educationI +. 1or how long have you been a chief in the area I %. "enerally what do you think about the issue of drug abuseI (. !hat is the extent of drug abuse in secondary schools in your areaI >. !hich are the commonly abused drugsI B. !hat are the causes of drug abuse among studentsI *. In your own opinion2 which are the main sources of these drugsI 9&. !hat measures should the schools take in reducing drug abuse problemI 99. 0ow does drug abuse affect students in generalI 9). !hat should parents do to help address the problem in schoolsI 9@. !hat is the government doing to address the drug abuse problemI 9+. o you think it is possible for parents and local leaders to work with schools in addressing drug abuse problemI 9%. If yes2 in which way' areas can they work togetherI T0-/< A6U 16, A6U, ?-,TI$I?-TI6/

ENDIE !I: INTER!IEW GUIDE FOR TEACHERS FOR FOCUS GROU DISCUSSION

9. !hat methods are used in passing on information on drug abuse among boys in secondary schoolsI ). !hat strategies are used in secondary schools to address drug abuse2 their effectiveness and shortcomingsI @. !hat new strategies that could be used to help curb drug abuse in secondary schools +. !hat is the $auses of rug -buse amongst students in schoolsI %. !hat the risk factors in the school environment that promotes drug abuseI (. !hat is the impact of ?eer pressure in the spread of drug users in schoolsI >. -re rules and regulation set in schools effective in reducing drug usageI B. !hat is the "overnment role in fighting drugs schoolsI

ENDIE !II: LIST OF SELECTED SECONDARY SCHOOLS IN NAKURU NORTH FOR THE STUDY

SCHOOL

TY E

TOTAL STUDENT O ULATION

GENDER OF STUDENTS

1. BISHO EDWARD DONO!AN 2. MURUNYU 7. MWIRUTI 4. ST."OSE H KARI$ LANET 5. HESHIMA 6 ".M.KARIUKI MEMORIAL >. KIAMAINA G. MENENGAI HILL 9. ST.FRANCIS BAHATI 10 .ST "OHN BAHATI

DAY DAY DAY DAY DAY DAY DAY DAY DAY DAY

257 254 >G 771 50 796 612 200 >0 76> 2611

MIEED MIEED MIEED MIEED MIEED MIEED MIEED MIEED MIEED MIEED

SOURCE: D.E.O INAKURU NORTH IAUGUST 2012