國民中學反毒教育承辦人員之個案研究：以McDonnell政策反饋模式分析

A Case Study of Educators'Perspectives on Anti-drug Education in Junior High Schools Analyzed by Policy Feedback Model of McDonnell

有鑑於藥物濫用個案人數自小學至國中階段急遽的增加，及反毒教育政策相關研究較為不足，本研究即應用L. M. McDonnell於2009年提出的政策反饋模式，統整反毒教育相關計畫，並訪談某縣市四所國中與政府相關業務承辦人共17位教育人員，為反毒教育政策實踐作探究。反毒教育政策具跨部會治理與決策之特徵，受訪教育人員認同政策規範學校「預防」的功能，亦具有反毒知能提升與增進反毒業務辦理等政治學習效果，整體而言支持反毒教育政策的制定與實施，惟制式化政策要求對政治信任有負面影響。受訪教育人員亦肯定政策規範之學校外部各部會相關資源之運用，但時間與經費不足則不利於辦理；在培訓家長志工入班宣導、校內教師增能與特定人員管理方面有差異的利益動員；未來政策宜整合教師宣導與培訓融入學科教學、鼓勵實物導向與參訪形式教育活動的辦理。

This study adopted policy feedback model proposed by L. M. Mc-Donnell in 2009 to investigate junior high school related educational administrative staffs' practice of anti-drug education. Suggestions based on data collected from 17 interviewees including school and government staffs were proposed for future policies. Findings indicated that anti-drug education is with interagency co-operation as policy characteristics and institutional structures and rules. Interviewees were with political identity of educators as drug-abuse pre-venters, indicated that political learnings include improvement of drug knowledges, student counseling, and administrative strategies, and showed high political trust of anti-drug education policies, but standard-ized policy requirements would reduce the trust. Interagency resources were recognized, while insufficient time and funding were challenges for the staffs. Differential mobilizations of parents' and volunteers' training for in-class anti-drug advocacy, teachers' empowerment and manage-ment of specified personnel were discussed. Recommendations for future policies were practical oriented empowerment for teachers, and anti-drug related field trips.