Let me bypass the issues of marijuana itself and go straight to the pedagogy:
These are "young adults" who I take it are supposed to demonstrate a level of academic achievement that justifies giving them a GED or equivalent document.
On top of that, you need to emphasize drug prevention as part of the curriculum.
The clear answer in my mind is to give no opinion whatsoever on drug use and only provide empirical data and some social context in which to understand it. Why?
1. Because young adults at that level are able to wrestle with that data and form their own conclusions, and learn better that way than by being told how it is--that's the cognitive stage they should be functioning at, and it's your job in this case to encourage that.
2. Because their "at risk" status means they're more likely to react against heavy-handed statements and generalities, while they might still be open to being treated like an adult for the first time in their lives.
3. Because the most effective prevention courses for adolescents and teenage students are those that are frank and stick to empirical data, not those that use scare tactics, personal experience, or unsubstantiated conjecture based on "common sense" or even, as much as we romanticize about it, an instructor's own passion.
Ignoring all other advice, just have them watch the
These are "young adults" who I take it are supposed to demonstrate a level of academic achievement that justifies giving them a GED or equivalent document.
On top of that, you need to emphasize drug prevention as part of the curriculum.
The clear answer in my mind is to give no opinion whatsoever on drug use and only provide empirical data and some social context in which to understand it. Why?
1. Because young adults at that level are able to wrestle with that data and form their own conclusions, and learn better that way than by being told how it is--that's the cognitive stage they should be functioning at, and it's your job in this case to encourage that.
2. Because their "at risk" status means they're more likely to react against heavy-handed statements and generalities, while they might still be open to being treated like an adult for the first time in their lives.
3. Because the most effective prevention courses for adolescents and teenage students are those that are frank and stick to empirical data, not those that use scare tactics, personal experience, or unsubstantiated conjecture based on "common sense" or even, as much as we romanticize about it, an instructor's own passion.
Ignoring all other advice, just have them watch the