Newsgroup: it.salute
Titolo: Le Star di Hollywood ripristinano la vitalità ai volontari di Ground Zero (DISINITOSSICAZIONE DA TOSSINE)

Le tossine non calcano sul corpo solo in Sardegna ma anche la dove meno 
si aspettano.
Alimenti certi contaminati sono: Pandoro Motta: Alluminio, Argento - 
Salatini Tiny Rold Gold (USA): Ferro, Cromo, Nichel (cioè acciaio), 
Alluminio - Biscotti Offelle Bistefani: Osmio, Ferro, Zinco, Zirconio, 
Silicio-Titanio - Biscotti Galletti Barilla: Titanio, Ferro, Tungsteno- 
Macine Barilla: Titanio - Granetti Barilla: Ferro, Cromo - Nastrine 
Barilla: Ferro - Plum cake allo yogurt Giorietto Biscotti: Ferro. Cromo 
- Ringo Pavesi: Ferro, Cromo, Silicio, Alluminio, Titanio - Pane carasau 
(I Granai di Qui Sardegna): Ferro, Cromo - Pane ciabatta Esselunga: 
Piombo, Bismuto, Alluminio - Pane morbido a fette Barilla: Piombo, 
Bismuto, Alluminio - Paneangeli Cameo: Alluminio, Silicio - Pane Panem: 
Ferro, Nichel, Cobalto, Alluminio, Piombo, Bismuto, Manganese - Cornetto 
Sanson (cialda): Ferro, Cromo e Nichel (cioè acciaio) - Biscotto 
Marachella Sanson: Silicio, Ferro - Omogeneizzato Manzo Plasmon: 
Silicio, Alluminio - Omogeneizzato Vitello e Prosciutto Plasmon: Ferro, 
Solfato di Bario, Stronzio, Ferro-Cromo, Titanio - Cacao in polvere 
Lindt: Ferro, Cromo, Nichel - Tortellini Fini: Ferro, Cromo - Hamburger 
McDonald’s: Argento - Mozzarella Granarolo: Ferro, Cromo, Nichel - 
Chewing gum Daygum Microtech Perfetti: Silicio (cioè vetro) - 
Integratore Formula 1 (pasto sostitutivo) Herbalife: Ferro, Titanio - 
Integratore Formula 2 Herbalife: Ferro, Cromo, sicuramente ve ne sono 
ancora centinaia eppure dei citati le prove sono state accertate. Le 
prove della sorgente di leucemia, parkinsonismo, sclerosi multipla e 
cancro vengono sempre più messe in primo piano a questa causa. non da 
ultimo alccol, cocaina, eccesso di medicine , dopo la chemio terapia per 
  rimuovere l'ultima chimica e la causa.
Vedi video del Dottor Stefano Montanari libero ricercatore dei cittadini
http://www.youtube.com/watch?v=9mNem3LvzBI
 il quale mostra le crude 
realtà che i giornali o i media non sempre desiderano mostrare.
Disintossicarsi significa alzare notevolmente non Solo L'IQ ma anche il 
nostro Élan vital scoperto da enri Bergson. Inquanto le droghe come le 
tossine abbassano notevolmente la nostra vitalità.
Ogni anno una personalità celebre di Hollywood  deve organizzare il 
“New York Rescue Workers Detoxification Project Charity Event”  dove 
vengono raccolti altri fondi i quali garantiscono il mantenimento dello 
stesso progetto, quest'anno è toccato a Danny Masterson (un attore) 
l'evento tenutosi in due giorni diversi presso il  Beso come anche al 
Geisha House (un noto ristorante.) sempre ad  Hollywood.
Tra i noti invitati anche Eva Longoria , Charlie Sheen  ,  Jenna Elfman 
  , Leah Remini , Laura Prepon , Jenny McCarthy , Steve Mona , Michael 
Pena  ,  Terry Seymour,  Simon Cowell, Wilmer Valderrama, Bradley Cooper 
e Poppy Montgomery tutte star di  Hollywood come i due pompieri 
responsabili del progetto.  Da non dimenticare  Paul Newman, Paul 
McCartney, Adam Sandler, Will Smith , Jada Pinkett Smith i quali hanno 
donato considerevoli somme da casa senza essere presenti all'evento.
Amministrato in modo corretto questo programma non ha prezzo.
Il programma di disintossicazione Narconon rende la vita ad una persona!
Una volta che è stata liberata da residui di droghe e residui tossici 
una persona può veramente conseguire miglioramenti mentali e spirituali.
La terapia di disintossicazione è la stessa come viene usata 
giornalmente per drogati o alcolizzati presso i centri italiani narconon 
http://www.narconontop.org/
 .
Cosa dicono i medici specialisti del ramo:
"Il metodo Narconon è diventato l' unico metodo di disintossicazione 
umana usato ampiamente a scopo clinico. I rapporti pubblicati dalla 
Regia Accademia Svedese delle Scienze, dall' Agenzia Internazionale per 
la Ricerca sul Cancro, che dipende dall' Organizzazione Mondiale della 
Sanità, e altri, hanno dimostrato quanto questo metodo sia sicuro ed 
efficace nel ridurre, nel corpo, la quantità di sostanze contaminanti 
che si trovano comunemente nell'ambiente, e per alleviare i sintomi che 
accompagnano l' esposizioni alle suddette sostanze."
Ann C. Law, Medico Gerald T. Lionelli, Medico Chirurgo
"Molti approcci sono stati usati per indirizzarsi a questo problema 
(delle esposizioni a prodotti chimici). Questi metodi non riducono 
significativamente il sovraccarico chimico del corpo, il che richiede 
una migliorata mobilitazione dei grassi tossici nella circolazione, 
immediatamente seguita da escrezione forzata. Questa sequenza è la 
maniera in cui viene portata avanti, sono ciò che rende il Metodo 
Narconon così efficace."
Dott. David E. Root Specialista di Medicina occupazionale
"Il programma Narconon ha svariate caratteristiche che, a mio parere, 
giustificano il fatto che sia stato implementato. Un aspetto importante 
è l' applicazione sistematica delle tecniche per migliorare l'abilità 
nella comunicazione e nei rapporti personali con i tossicodipendenti, 
includendo l'addestramento nei valori personali, integrità e principi di 
etica. Questo aspetto del programma utilizza una metodologia sviluppata 
da L. Ron Hubbard ed è, a mio parere, cruciale nel trattamento delle 
persone afflitte da disordini derivati dalla dipendenza."
Dott. Alfonso Peredes Professore di Psichiatria Scuola di Medicina UCLA
"Il programma Narconon ha svariate caratteristiche che, a mio parere, 
giustificano il fatto che sia stato implementato. Un aspetto importante 
è l' applicazione sistematica delle tecniche per migliorare l'abilità 
nella comunicazione e nei rapporti personali con i tossicodipendenti, 
includendo l'addestramento nei valori personali, integrità e principi di 
etica. Questo aspetto del programma utilizza una metodologia sviluppata 
da L. Ron Hubbard ed è, a mio parere, cruciale nel trattamento delle 
persone afflitte da disordini derivati dalla dipendenza."
Dott. Alfonso Peredes, Professore di Psichiatria, Scuola di Medicina UCLA
"Le nostre conclusioni sono che il programma offerto dal Narconon è 
efficace, forse più dei programmi basati su droghe, e certamente più 
sicuro... La perpetuazione dei centri Narconon, che noi crediamo sia 
l'unica istituzione nel Regno Unito che usa questo approccio, getta le 
premesse per ciò che potrebbe rivelarsi un importantissimo passo avanti 
nel trattamento e ulteriore prevenzione dell' abuso di droga."
Patrick Holford, Direttore dell'Institute for Optimum Nutrition, Londra, 
Inghilterra
"In veste di medico che, nel corso degli anni, ha sottoposto ad esami 
molti di coloro che si recavano al Narconon per fare il Programma, ho 
avuto un' occasione unica di osservare quanto questo programmma sia 
efficace. Alcune di queste persone hanno continuato a consultarmi come 
loro medico personale, così sono stato in grado di seguire da vicino le 
loro condizioni nel corso degli anni dopo il completamento del 
programma. Posso affermare senza riserve che il programma Narconon offre 
la miglior possibilità di pieno recupero che ci sia, per coloro che 
hanno abusato di alcool o di droghe. Il fatto che nessuna droga venga 
usata, e l' uso della sauna e dei complementi nutrizionali per 
disintossicare la persona da droghe e tossine accumulatesi nei tessuti, 
rendono il programma unico nel suo genere."
Dott. Paul Jacomello, MedicoToronto, Canada
vedi articolo completo
Le Star di Hollywood ripristinano la vitalità ai volontari di Ground Zero
http://www.ecplanet.com/blog/archive/2009/05/05/le-star-di-hollywood-ripristinano-la-vitalita-ai-volontari-di-ground-zero.html
Anche oltre oceano sulle isole Hawai  l'attrice Kelly Preston. ( 
cresciuta a Oahu 
http://www.visit-oahu.com/
   e moglie di John Travolta 
  ) invece si impegna alla prevenzione alle droghe presso i minori vedi 
http://www.drug-free-kids.org/
 , e ha contribuito alla organizazione di 
un centro Narconon in sede 
http://www.narcononhawaii.org/
 .
http://it.wikipedia.org/wiki/Kelly_Preston
http://www.kellypreston.com/

 inquinate d'Italia e d'europa, non e' che la gente se ne vada ad
Diventare immuni dalle tossine questa � la strada...
Strano che in sardegna vi sia una altissima concetrazione di tumori come 
da nessun altra parte!
http://www.google.com/search?q=%22Quirra%22+%2Btumori&btnG=Cerca&meta=
video....
http://www.youtube.com/results?search_query=Quirra

 una barzelletta. La Sardegna e' sicuramente una delle zone meno
Evviva arrivano le vacanze in Sardegna come si chiama il Vostro 
Animatore? Signor Tossine......
Per il prossimo articolo ho giï¿½ i link.... :-)
http://www.google.ch/search?as_q=molluschi&hl=it&client=firefox-a&rls=org.mozilla%3Ait%3Aofficial&hs=F97&num=10&btnG=Cerca+con+Google&as_epq=&as_oq=&as_eq=&lr=&cr=&as_ft=i&as_filetype=&as_qdr=all&as_occt=any&as_dt=i&as_sitesearch=sardegnasalute.it&as_rights=&safe=images
http://www.sardegnasalute.it/
http://www.sardegnasalute.it/index.php?xsl=316&s=9&v=9&c=4695&na=1&n=10
http://www.sardegnasalute.it/documenti/9_99_20070220100104.pdf
PSP  non ï¿½ il video gioco!
TOSSINE PSP
Saxitossina e suoi derivati. Attualmente sono noti oltre 20 costituenti 
PSP che si dividono in tre gruppi: carbammati, composti 
N-solfocarbamilici e decarbamilici. Complessivamente essi hanno 
proprietï¿½ chimiche simili a quelle della saxitossina. Le tossine del 
tipo carbammato sono i principali costituenti presenti nei molluschi 
bivalvi, mentre i N-sulfocarbamilici sono il gruppo dominante nelle 
cellule di dinoflagellate. Tutte queste tossine sono termostabili.
Per quanto riguarda la loro tossicitï¿½, i vari costituenti differiscono 
ampiamente: le tossine carbammate sono le piï¿½ tossiche, mentre le 
n-sulfocarbamiliche (B1, B2, C1, C2) sono le meno tossiche (5-100 volte 
inferiori); il gruppo dei composti decarbamilici ha valori di tossicitï¿½ 
intermedia.
Diventare immuni dalle tossine questa ï¿½ la strada...
Strano che in sardegna vi sia una altissima concetrazione di tumori come 
da nessun altra parte!
http://www.google.com/search?q=%22Quirra%22+%2Btumori&btnG=Cerca&meta=
video....
http://www.youtube.com/results?search_query=Quirra
http://www.youtube.com/view_play_list?p=386AB206F684339B&search_query=Quirra
http://www.youtube.com/watch?v=sU0RcVSBpTo
http://www.youtube.com/watch?v=HTAiDHKT74I
http://www.youtube.com/watch?v=C4OPfL89oaQ
http://www.regione.emilia-romagna.it/crm/descr_biotossina_psp.htm
ï¿½Sindrome di Quirraï¿½
Documentario televisione svizzera italiana
Oltre il giardino
http://www.youtube.com/watch?v=Y-E515cSY9s
Documentario rai 3 L'inchiesta
http://www.youtube.com/watch?v=RLqYKpgI09M&feature=related
BBC World vuoi anche il video in inglese?
Google Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, 
Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, 
Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, 
Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, 
Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, 
Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, 
Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, 
Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, 
Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, 
Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, 
Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra, Quirra,
Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, 
Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, 
Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, 
Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, 
Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, 
Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, 
Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, 
Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, 
Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, Sardegna, 
Sardegna, Sardegna, Sardegna, Sardegna, Sardegna,

 fabbriche c'e' una maggior incidenza di tumori, ma pensa che scoperta.
E dove � stato pescato il tonno al mercurio?
di 
http://www.sardegnasalute.it/

Danny Costa ha scritto:

lo studio scientifico su 1000 persone con il metodo NARCONON™
http://www.substanceabusepolicy.com/content/3/1/8
The NARCONON™ drug education curriculum for high school students: A 
non-randomized, controlled prevention trial
Substance Abuse Treatment, Prevention, and Policy 2008, 
3:8doi:10.1186/1747-597X-3-8
The electronic version of this article is the complete one and can be 
found online at: 
http://www.substanceabusepolicy.com/content/3/1/8
Received: 	22 August 2007
Accepted: 	19 March 2008
Published: 	19 March 2008
© 2008 Lennox and Cecchini; licensee BioMed Central Ltd.
This is an Open Access article distributed under the terms of the 
Creative Commons Attribution License 
(
http://creativecommons.org/licenses/by/2.0
), which permits unrestricted 
use, distribution, and reproduction in any medium, provided the original 
work is properly cited.
Abstract
Background
An estimated 13 million youths aged 12 to 17 become involved with 
alcohol, tobacco and other drugs annually. The number of 12- to 17-year 
olds abusing controlled prescription drugs increased an alarming 212 
percent between 1992 and 2003. For many youths, substance abuse precedes 
academic and health problems including lower grades, higher truancy, 
drop out decisions, delayed or damaged physical, cognitive, and 
emotional development, or a variety of other costly consequences. For 
thirty years the Narconon program has worked with schools and community 
groups providing single educational modules aimed at supplementing 
existing classroom-based prevention activities. In 2004, Narconon 
International developed a multi-module, universal prevention curriculum 
for high school ages based on drug abuse etiology, program quality 
management data, prevention theory and best practices. We review the 
curriculum and its rationale and test its ability to change drug use 
behavior, perceptions of risk/benefits, and general knowledge.
Methods
After informed parental consent, approximately 1000 Oklahoma and Hawai'i 
high school students completed a modified Center for Substance Abuse 
Prevention (CSAP) Participant Outcome Measures for Discretionary 
Programs survey at three testing points: baseline, one month later, and 
six month follow-up. Schools assigned to experimental conditions 
scheduled the Narconon curriculum between the baseline and one-month 
follow-up test; schools in control conditions received drug education 
after the six-month follow-up. Student responses were analyzed 
controlling for baseline differences using analysis of covariance.
Results
At six month follow-up, youths who received the Narconon drug education 
curriculum showed reduced drug use compared with controls across all 
drug categories tested. The strongest effects were seen in all tobacco 
products and cigarette frequency followed by marijuana. There were also 
significant reductions measured for alcohol and amphetamines. The 
program also produced changes in knowledge, attitudes and perception of 
risk.
Conclusion
The eight-module Narconon curriculum has thorough grounding in substance 
abuse etiology and prevention theory. Incorporating several historically 
successful prevention strategies this curriculum reduced drug use among 
youths.
Background
Effective education is needed to address today's burgeoning substance 
abuse problem
Although the annual, benchmark study, Monitoring the Future (MTF) [1], 
has measured small declines in drug use during the past few survey 
years, the estimated 13 million youths aged 12–17 in the U.S. who become 
involved with alcohol, tobacco and other drugs annually remains high 
compared with the declining trend seen during the 1980's which ended in 
1992 [2].
Problem areas include the estimated $22.5 billion that underage 
consumers spent on alcohol in 1999 (of $116.2 billion total) [3]; an 
alarming 212 percent increase in the number of 12- to 17-year olds 
abusing controlled prescription drugs between 1992 and 2003; and youth 
initiation of pain relievers estimated at 1,124,000 in 2001, second only 
to marijuana initiation at 1,741,000 [2]. Controlled prescription drugs 
(including OxyContin, Valium and Ritalin) are now the fourth most abused 
substances in America behind only marijuana, alcohol and tobacco.
When prevention efforts fail it is not at small cost. In 2005, lifetime 
prevalence rates for any drug use were 21%, 38%, and 50% in grades 8, 
10, and 12, respectively [1]. Although it can be argued that not all 
students who try drugs will develop problems, in 2002 the alcohol abuse 
and dependence-related costs for lost productivity, health care, 
criminal justice, and social welfare were estimated at $180.9 billion [4].
For many youths, substance abuse precedes academic problems such as 
lower grades, higher truancy, lower expectations, and drop out decisions 
[5]. In fact, the more a student uses cigarettes, alcohol, marijuana, 
cocaine and other drugs, the more likely they will perform poorly in 
school, drop out [6,7] or not continue on to higher education [8].
Consistent with the goals and public health agenda of the Office of 
National Drug Control Policy (ONDCP) and the Department of Education, 
the Narconon program's ultimate goal is to prevent and eliminate drug 
abuse in society. Research has shown that preventing or delaying 
initiation of alcohol or other drug use during early adolescence can 
reduce or prevent substance abuse and other risk behaviors later in 
adolescence and into adulthood [9,10]. However, there is still much 
discussion regarding what policy and strategies to employ toward this goal.
For the past 30-years, Narconon drug prevention specialists have 
delivered seminars aimed at supplementing existing prevention efforts by 
further illustrating materials covered in school curricula. In 2004, 
Narconon International developed an eight-module drug education 
curriculum for high school ages based on the research and writings of L. 
Ron Hubbard as incorporated into the secular Narconon drug 
rehabilitation methodologies. Program developers analyzed post-program 
student feedback, surveys collected as a quality management practice 
that has been in place since program inception and continues today, in 
light of evidence-based practices and prevention theory to create a 
stand-alone, universal (all youths) drug education curriculum for high 
school ages aimed at addressing key problem areas.
The eight module Narconon drug education curriculum for high school ages 
incorporates a unique combination of prevention strategies with content 
addressing tobacco, alcohol, marijuana and common "hard drugs." Health 
motivation, social skills, social influence recognition and 
knowledge-developing activities address a number of risk and protective 
factors in the etiology of substance abuse and addiction. The aim of 
this study was to assess the program's ability to change drug use 
behavior, attitudes and knowledge among youths and evaluate the 
components of the Narconon drug prevention curriculum against prevention 
theory.
Methods
Description of the sample
The Narconon program recruited 14 schools from two states. Schools were 
assigned to education or control groups based on similarity of school 
size, community size and general ethnicity. Schools also agreed to 
complete three testing points: Baseline, approximately one month later, 
and a six month follow-up. The full Narconon drug education curriculum 
was implemented either after completion of the baseline survey 
(education condition) or after completion of the final six month survey 
(control condition). Fidelity of curriculum delivery was verified by 
facilitator report.
After obtaining parental consent, there were 236 control group and 244 
experimental group students in Oklahoma, with 295 control group and 220 
experimental group students in Hawai'i. Voluntary assent and 
confidentiality were explained to the students. After the baseline 
survey, one charter school of 26 participants withdrew from the study 
for scheduling reasons. No provision was made to adjust representation 
by gender or potentially interesting ethnic or risk groups.
The study protocol and consent forms were reviewed and approved by 
Copernicus Group IRB (Protocol HI001). Human participant protections 
certified survey staff assigned each student a unique identification 
number based on a classroom roster. For confidentiality, students marked 
their answers on standard bubble answer forms labeled only with their 
unique identification number. The roster and identification code was 
used to give students the same identification number at each survey 
point, thus permitting comparison of answers given on each measurement 
occasion – a sampling strategy that provided the necessary statistical 
power to identify differences in tested variables among a universal 
classroom population, where the majority of youths do not use drugs. 
Completed answer forms were placed by each student into a security 
envelope, sealed, and returned to survey staff for mailing to the 
Principal Investigator for scanned data entry, data management, and 
statistical analysis.
Drug education intervention
The study design called for each of the schools recruited to the 
experimental conditions to receive the complete drug education 
curriculum. Professionally trained facilitators followed a codified 
delivery manual and completed a daily compliance report. Codified 
Narconon drug prevention curriculum materials help the facilitator 
implement the program according to specific standards, maintaining 
program fidelity.
Outcome measures
The primary outcome measure was last 30-day substance use using the 
Center for Substance Abuse Prevention (CSAP) Participant Outcome 
Measures for Discretionary Programs designed for outcomes evaluation in 
CSAP funded substance abuse prevention programs which is recommended for 
use in a pre-test/post-test design. (Form OMB No. 0930-0208 Expiration 
Date12/31/2005) [11]. Questions were directed to frequency of use of 
twenty two drugs of abuse including twelve questions from the Monitoring 
the Future Survey [1].
Secondary outcomes assessed by the CSAP instrument included perception 
of risk, attitudes and decisions about drug use including five questions 
from the Monitoring the Future Survey that ask about perceived harm from 
substance use; and four questions from the Student Survey of Risk and 
Protective Factors [11] that ask about drug use attitudes. In addition 
to calculating change in behavior and beliefs among individuals, these 
questions permit comparisons to state and national norms.
Additionally, the program developers recommended 25 questions that were 
appended to the CSAP survey for the purpose of assessing whether drug 
education concepts covered by the Narconon program are correctly 
understood by each program recipient, to what extent they are retained 
at follow-up points, and whether or not students could apply key program 
concepts. The program developer questions were designed to examine 
proximal effects including the ability of the program to educate by 
examining recall of program material, as well as give an impression of 
student capacity to apply program skills such as self-reported ability 
to communicate their beliefs on substance use, recognize and resist 
pressures to use substances, and make decisions.
Statistical analysis
The non-randomized design – where it cannot be assumed that groups 
assigned to experimental and control conditions will be equal – calls 
for a conservative analysis. For this reason the study utilized Analysis 
of Covariance (ANCOVA) of the change scores from baseline, controlling 
for initial drug use as well as changes in the school populations as 
covariates. The autocorrelation among the classroom clusters was 
statistically accommodated through use of a nested treatment effect, in 
which the treatment effect was nested within the classroom effect. Type 
III sum of squares deviations between the baseline characteristics of 
both groups were used in all post-treatment statistical comparisons of 
the treatment and control group, thus statistically controlling for any 
differences existing at baseline and removing any effects caused by 
pre-existing differences between the two test conditions that might 
confound the results. In this way, the analysis is aimed at establishing 
the statistical strength and reliability of assigning any measured 
differences at the six-month post-treatment follow-up to the drug 
education received by the experimental group rather than any attempt to 
quantify those changes.
Results
Evaluation of Narconon curriculum components
Table 1 outlines the eight curriculum sessions against key constructs 
used by many drug prevention programs. The interactive curriculum 
imparts science-based information from fields as diverse as toxicology, 
forensic science, nutrition, marketing, pharmacology, and many others. 
Program materials include audiovisual support and clear lesson plans 
that are to be delivered in their entirety combined with quality 
management tools such as anonymous student questionnaires for each 
session and a facilitator's log sheet to list any session problems 
and/or questions. Facilitator training emphasizes the importance of 
effective communication as well as creating an environment in which 
students may ask questions, discuss personal situations, and actively 
participate.
Table 1. Constructs in the Narconon Drug Education Curriculum for high 
school students.
Tests for selection bias: Demographic representation and drug use 
characteristics of groups at baseline
A total of 995 students out of a possible 1106 were recruited based on 
informed parental consent. Of these 726 completed both the baseline 
assessment and the six-month follow-up. The main sources of attrition 
were students not available on the day of survey and students no longer 
enrolled at the study school at the six month follow up.
Although selection of sites for "no treatment" attempted to match the 
demographic composition at intervention sites with respect to residence 
state, age, and general economic group, this strategy does not guarantee 
that the two types of sites are free from selection bias. Table 2 
presents demographics composition of the control and treatment groups. 
Students frequently indicated several ethnic categories. The ethnic 
make-up of this group is particularly interesting as the evaluation 
includes a number of typically under-represented groups; however, the 
size and scope of this study do not make analysis of individual ethnic 
groups feasible.
Table 2. Demographics.
The drug use portion of this questionnaire determines general usage 
levels for the various drugs (except for cigarettes and smokeless 
tobacco). For example, "On how many occasions during the last 30 days 
have you used marijuana ..." is answered on the scale: "1" = 0 
occasions, "2" = 1–2 occasions, "3" = 3–5 occasions, "4" = 6–9 
occasions, "5" = 10–19 occasions, "6" = 20–39 occasions, and "7" = 40 or 
more occasions. From this, Table 3 shows the means for both groups to be 
slightly higher than 1 or "0 occasions", indicating some degree of drug 
use but a high proportion of individuals not using substances, or that 
substance.
Table 3. Drug use at baseline: Comparison of means between treatment and 
control groups.
Comparison of the means on the drug use measures between the treatment 
and control groups prior to receiving any drug education, as seen in 
Table 3, show that the two groups do not differ significantly on any of 
the drug abuse measures, suggesting that any difference seen at 
follow-up was unlikely to be caused by pre-existing differences.
Effects of the Narconon drug education curriculum on drug use compared 
with sites that have not yet received the curriculum
At follow-up, as shown in Table 4, students in the drug education 
program, but not the control group, had moved toward less drug use for 
virtually all of the drug use types. Given the similarities of group 
drug use behavior measured at baseline, this pattern alone supports the 
reliability of the differences created by the drug education curriculum.
Table 4. Drug use at six month follow-up: Comparison of means between 
treatment and control groups.
A number of drug use reductions achieve statistical significance. 
Characteristics of the specific tests indicate the effectiveness of the 
program. The areas of alcohol, tobacco and marijuana use in the past 30 
days are particularly relevant to high school populations: Amount of 
cigarette use showed the strongest effect (F = 3.89, df = 11, p < 
0.001,) followed by use of smokeless tobacco (F = 3.39, df = 11, p < 
0.001) and cigarette frequency (F = 3.35, df = 11, p < 0.001). Frequency 
and amount of Marijuana were also statistically significant (F = 2.28, 
df = 11, p = 0.010 and F = 2.12, df = 11, p = 0.017, respectively). 
Differences in alcohol usage and being drunk produced marginal effects 
(F = 1.87, df = 11, p = 0.040 and F = 169, df = 11, p = 0.073, 
respectively).
Among the "hard drugs," use of amphetamines was somewhat prevalent among 
these youths and was significantly reduced by the curriculum (F = 2.35, 
df = 11, p = 0.008). Reduction in use of amphetamines without a 
prescription approached significance (F = 1.59, df = 11, p = 0.098).
The differences between the drug education and control groups are 
consistent with the literature on universal, classroom-based types of 
intervention [12] where drug use data is obtained by self-report and 
levels of substance use are high among only a small subgroup of youths [13].
Influence of the Narconon drug education curriculum on perception of 
risk and attitudes about drugs or drug use compared with sites that have 
not yet received the curriculum
Survey questions for decisions regarding drug use, changes in 
perceptions of risk and attitudes regarding drug use and means of the 
answers for each group at follow-up along with the significance values 
are presented in Table 5. Corresponding percents of students answering 
in an anti-drug fashion are presented for each question in Tables 6, 7 
and 8.
Table 5. Means of attitudes and beliefs responses at six month follow-up.
Table 6. Decisions regarding drug Use: Percent of students in each group 
who gave a "drug free" answer.
Table 7. Perception of "harmfulness" of drugs: Percent of students in 
each group who answered "great risk."
Table 8. Disapproval of drug use: Percent of students in each group who 
answered "wrong" or "very wrong."
Six months after participating in the program, controlling for baseline 
differences, there was a much greater tendency for the control group to 
plan to get drunk in the year following the six-month follow-up compared 
with the drug education program group (F = 1.65, df = 11, p = 0.003) as 
well as a stronger decision to smoke cigarettes among the control group. 
(F = 1.33, df = 11, p = 0.008) In comparison, the drug education 
treatment group stated a stronger commitment to a drug free lifestyle 
than the control group (F = 1.82, df = 11, p = 0.048).
At six month follow-up, four out of five questions assessing risk of 
harm were statistically significant. Significantly more students in the 
drug education group indicated great risk to the question "how much do 
people risk harming themselves (physically or in other ways) if they try 
marijuana once or twice (F = 6.55, df = 11, p < 0.001) or smoke 
marijuana regularly (F = 9.41, df = 11, p < 0.001). These attitudes are 
also reflected in the developer-suggested questions with youths who 
received the drug education program gaining the attitude that drugs are 
bad (F = 1.91, df = 11, p = 0.035).
Although a greater percent of students who received the Narconon drug 
education curriculum indicated great risk of harm from smoking one or 
more packs of cigarettes per day, and having one or two drinks each day, 
the mean answer for that group indicated slightly less risk than 
answered by the control group (F = 5.79, df = 11, p < 0.001 and F = 
2.27, df = 11, p = 0.010 respectively).
Among the questions assessing whether students believed drug use was 
"wrong" or "very wrong" for someone their age, the drug treatment group 
felt that dinking liquor, smoking cigarettes, and using LSD, etc., were 
more wrong at follow-up than did the control group (F = 3.15, df = 11, p 
< 0.001, for drinking liquor, F = 4.12, df = 11, p < 0.001 for smoking 
cigarettes, and F = 3.96, df = 11, p < 0.001 for using LSD and other drugs.)
Competency in absorbing the material covered in the Narconon drug 
education curriculum compared with sites that have not yet received the 
curriculum
The ability of the intervention to impart knowledge was tested by 
examining students' ability to correctly answer nineteen items designed 
to assess assimilation of program content and six questions assessing 
their ability to apply program messages to drug use decisions and behaviors.
As shown in Table 9, six-months after receiving the drug education 
program, significantly more students who received the drug education 
curriculum were able to give answers consistent with the program content 
for all nineteen items, controlling for differences at baseline. Of 
interest, students in the drug education program improved their 
understanding that alcohol is a drug (F = 6.03, df = 11, p < 0.001) and 
that drug abuse includes both legal and illegal substances (F = 4.24, df 
= 11, p < 0.001). At baseline, most students had a poor appreciation of 
the effects of drug use on nutrient status which was corrected by the 
program (F = 8.79, df = 11, p < 0.001). The curriculum also corrected a 
common misperception about marijuana – that because it grows naturally 
the chemicals it contains are not harmful (F = 3.53, df = 11, p < 
0.001). Students also correctly identified a major source of social 
influence to use drugs as media advertisements (F = 5.73, df = 11, p < 
0.001). Answers to many of these questions indicate that students who 
received the drug education curriculum showed a greater understanding of 
the broad effects of drugs on the mind and body.
Table 9. Percent of students who gave a correct answer to program 
content questions.
However, "addiction only happens once you can't stop," was scored "true" 
more often among the control group than among the treatment group (F = 
2.95, df = 11, p < 0.001). This is likely due to the wording of the 
question itself as well as a curriculum emphasis on addiction as 
compulsive behavior despite known negative consequences.
Of the six questions assessing student decisions and behaviors, three 
produced significant change. Students in the drug prevention group were 
more likely to indicate that they knew enough about drugs to make 
decisions (F = 2.77, df = 11, p = 0.002,). Interestingly, recipients of 
drug prevention indicated a greater current ability to resist pressures 
to take drugs (F = 2.77, df = 11, p = 0.002) although the question 
assessing past resistance to drug use pressures was answered similarly 
between both groups at all time points. There was also a larger shift in 
the number of students who indicated "false" to the statement "drugs 
aren't really that bad" (F = 1.91, df = 11, p = 0.035).
Because a rather large percent of students in both groups answered the 
questions correctly at baseline, no further analysis was done to 
separate groups based on competency.
Discussion
The purpose of this study was to evaluate the capacity of the Narconon 
drug education program to produce a long-term impact on students' drug 
use behaviors in a universal (all student) classroom setting. To a large 
degree, baseline survey responses were similar to drug use patterns seen 
in large national surveys. After controlling for pretest levels of use, 
at six months after receiving the drug prevention curriculum students in 
the drug education group had lower levels of current drug use than 
students in the comparison group. Significant reductions were observed 
for alcohol, tobacco, and marijuana – important categories of drug abuse 
for this population – as well as certain categories of "hard drugs" 
including controlled prescription drugs, cocaine, and ecstasy. The 
results in Table 4 show a clear and reliable tendency among every 
category tested for the drug education program to produce reductions in 
drug use behavior.
This is encouraging in light of the evaluation being designed to provide 
a "real world" test of the Narconon program under the normal conditions 
of operating a classroom based intervention. Inherent barriers to 
administering the program and evaluation while schools were in session, 
including assessing its effectiveness with self-report questionnaires, 
leads to modest measurable differences between the drug education groups 
and the control groups with relatively large error terms.
The use of the CSAT survey methodology does not make quantifying the 
reductions in drug use possible and that was not an aim of this 
evaluation. Importantly, by testing a universal audience, rather than 
selecting groups of high risk students, the mathematical differences 
between student responses in each category remained modest due to the 
majority of students indicating no drug use at baseline.
The CSAP questions testing the hypothesis that changes in attitudes and 
beliefs would be modified by the drug education program, argue for a 
mediating effect on substance use. Interestingly, the questions aimed at 
discerning whether new knowledge was obtained and retained over time, 
although indicating an overall pre-existing acquaintance with the data, 
nonetheless categorically produced the most statistically significant 
changes.
Primarily an education strategy (Center for Substance Abuse Treatment 
classification [14]), the Narconon program includes approaches that 
align with key prevention theories. Throughout the curriculum, 
persuasive communication is emphasized as the means to impart each 
component [15]. Competency enhancement is accomplished through student 
interaction [16] and after-school personal inspection of media and other 
environmental influences aimed at addressing social influences. Science 
based information is presented, and students complete exercises aimed at 
developing their ability to assess the correctness of messages presented 
as information from a variety of sources.
Originally researched on cigarette use by Evans and colleagues in 1976, 
social influence theory was one of the first strategies to produce an 
impact on drug use behavior. This theory posits that alcohol and other 
drug use among young people is primarily a social behavior strongly 
influenced by social motives, a complex and reciprocal interaction 
between both personal and environmental factors including both overt and 
covert pressure from friends and others to conform to what is depicted 
as the group norm. A major departure from previous approaches to 
tobacco, alcohol, and other drug abuse prevention; Evans work emphasized 
increasing awareness of the various social pressures promoting drug use, 
including media influences [17,18].
One well-popularized aspect of today's social influences model is the 
focus on social resistance skills training. However, programs based 
primarily on resistance training have shown mixed results [19,20]. While 
this is not a focus of the Narconon program, students who received the 
curriculum were more likely to say they could now resist pressures to 
use drugs compared with those who did not receive this program. 
Interestingly, both groups answered similarly about their ability to 
resist pressures in the past.
Instead of directly practicing resistance skills, the Narconon drug 
education curriculum provides an opportunity for youth to inspect a 
myriad of positive, negative and often conflicting messages regarding 
drugs and their abuse, messages that often include incorrect and 
conflicting information about drugs and their effects. Program 
developers believe that prevention effectiveness is currently 
compromised by the pervasiveness of conflicting messages, including 
popular prevention approaches that do not communicate a consistent message.
Attempts to promote abstinence contrast with other messages heard in and 
out of school. For example, the notion that "everyone will experiment" 
has lead to various, sometimes controversial, practices aimed at 
reducing harm [21]. Goodstadt argues that dichotomies such as "licit" 
versus "illicit" drugs, or simply "good" versus "bad" drugs, result in 
ambiguities and problems [22]. Petosa adds that legal definitions 
designating certain recreational drug as "licit" for adults but 
"illicit" for adolescents may encourage young people to use those drugs 
to demonstrate their transition to adulthood [23]. The current 
prevalence of media advertising for prescription medications sends 
another powerful message [24], one complicated by the fact that commonly 
prescribed medications are too often used in ways substantially 
inconsistent with diagnostic guidelines [25,26].
Although students may "know" a certain datum about drugs, conflicting 
messages such as these may cause that datum to be minimized or rejected 
entirely unless placed in correct context or inspected relative to other 
information. To address this, the program teaches about the often subtle 
pro-drug advertising and other environmental messages aimed at 
increasing tobacco, alcohol and other drug consumption; contrasting 
these pro-drug messages with true scientific facts about drug effects on 
the body, mind, emotions, and enjoyment.
Program facilitators purposefully encourage students to arrive at their 
own conclusions regarding the data presented based on each student's own 
observation of the topic under discussion. Facilitators do not tell 
students what to think, rather, they teach students how to observe.
Another environmental influence addressed by the Narconon program 
includes more accurate awareness of family and peer drug use patterns. 
The program includes modules to review and discuss personal observations 
and provide opportunity for youth to work out what are correct and 
pro-survival norms.
Media, family, peer and other environmental influences become the 
subject of competency enhancement activities included in the Narconon 
curriculum. Competency to observe is applied during after-school 
practicals and becomes subject of the subsequent group discussion. These 
take home assignments and classroom activities are also aimed at 
developing broader personal and social skills with peers, family and 
community members. Research supports the use of activities that improve 
interpersonal relations, self esteem, communication, and other skills as 
directly applicable to substance use as well as many other adolescent 
problems. Such activities appear to generally enhance program effects 
[27,28].
With respect to the importance of knowledge, while many early prevention 
programs gave individuals accurate facts about the harmful effects of 
alcohol and other drugs, theorizing that those individuals would reduce 
or avoid drug use because it was in their own best interest to do so, 
studies of this generic information-only or awareness model have led to 
one of the very few universally agreed-upon facts in the prevention 
field: That is, for the vast majority of individuals, simple awareness 
through passive receipt of health information is not enough to lead them 
to alter their present behavior or reduce their present or future use of 
drugs [29,30].
According to Botvin and Botvin [12,16]., inclusion of information 
remains a necessary component of substance abuse education, although 
information alone is not sufficient to reduce or prevent use. Evans 
stresses the importance of attention and comprehension of the contents 
of the message [15]. Narconon program developers posit that true 
information correctly communicated can lead to changed behavior by 
changing the perceived value or social acceptance of that information.
Since inception, Narconon prevention training materials have emphasized 
correct communication of information and interaction with the 
communicator. Facilitator training aligns with the five component 
communication persuasion model described by McGuire [31]. According to 
this theory, to be effective an educator must get and hold the 
listeners' attention, must be understandable (comprehension), must 
elicit acceptance on the part of the person exposed to the message 
(yielding), the acceptance must be retained over time (retention), and 
thereby be translated into action in appropriate situations. Testing the 
ability to choose a correct answer only begins to answer the question of 
the perceived value and usefulness of that information. To that end, the 
incorporation of persuasive communication into facilitator training and 
multi-media program components is suggestive. In theory, the 
communication of science-based information regarding the nature and 
effects of drugs can assist students in developing judgment and 
awareness, but only to the extent that the message sent is very real to 
youths and delivered in a way that students respect and can appreciate. 
Measurements of student satisfaction that include affective reactions 
(e.g. enjoyment, content value) should be further explored as they may 
reveal important shifts in perceptions about the information itself that 
would not be detected in simple "true/false" questions.
This theory is supported by a previous evaluation of 1045 post-program 
student surveys, published in 1995, with findings that the Narconon 
program format was engaging and appreciated by youths [32]. Participants 
also reported heightened perceptions of risk – including a shift in 
attitude among the borderline group of students who held the view that 
they might use drugs in the future. Eighty six percent of the students 
in this category stated that the session they had attended changed their 
mind; most stating that they were now more concerned about the effects 
of drugs or that they had not realized that drugs were so damaging.
In addition to analyzing elements of content and implementation, a 
recent synthesis of characteristics common to exemplary prevention 
programs by Winters, et al. [33] raises the issue of management 
structure and sustainability. Narconon International's corporate and 
regional offices provide centralized management and assistance to ensure 
that local prevention offices receive meaningful attention and support. 
In addition to the questionnaire used in this study, Narconon program 
staff continued to collect their own feedback evaluations for ongoing 
quality management. Staff interaction with teachers and community 
members helped the schools further reinforce the prevention messages.
The report by Winters, et al. [33] points out the broad lack of programs 
aimed at high school years and, interestingly, the need for multiple 
sessions in future years to reinforce the message. The Narconon high 
school curriculum helps fill this need. Existing materials for younger 
ages should also be developed into an age appropriate curriculum to 
provide a continuum of educational resources. As the program further 
develops its training materials for professional facilitators it may 
consider also making them appropriate for peer leader groups who may 
particularly benefit through improved communication skills. The program 
should also develop appropriate universal booster sessions and provide 
educator consultation.
Project findings may have policy implications regarding both setting 
goals and objectives for prevention programs as well as evaluating their 
success. For example, the Safe and Drug-Free Schools and Communities act 
of 1994 includes "slow recently increasing rates of alcohol and drug use 
among school-aged children by 2000" among the six performance indicators 
chosen for assessing program accomplishments. It also expects prevention 
to "realize continuous improvement in the percentage of students 
reporting negative attitudes toward drug and alcohol use between now and 
2002". Further, this act is subject to requirements of the Government 
Performance and Results Act of 1993 (GPRA) in requiring local and state 
education agencies to monitor program effectiveness, for which the CSAT 
instrument is a recommended tool sanctioned by the National Institute on 
Drug Abuse (NIDA), and the Substance Abuse and Mental health Services 
Administration (SAMHSA). Unfortunately, the instrument is unable to 
quantify change in drug use and does not assess completely the factors 
that might lead to such a change, factors that may include change in 
knowledge and the perceived value of that knowledge.
As current youth drug use levels remain high, it is clear that much more 
remains to be learned regarding effective drug abuse prevention. What 
works best; what goals additional to reduction in youth drug use – if 
achieved – constitute an effective program; how to measure achievement 
and the extent to which a school-based implementation strategy can 
counter other influences remains under discussion.
Conclusion
As an intensive, eight-module, educational curriculum, the Narconon 
program has thorough grounding in theory and substance abuse etiology, 
incorporating several important and historically successful prevention 
components. This supports the prediction that participants in this 
classroom-based program would change their behavior regarding drugs of 
abuse. Further, the Narconon network provides a strong organizational 
structure to foster sustainable and high fidelity program implementation.
In this evaluation, the Narconon drug education curriculum produced 
reliable reductions in drug use a full six months after completion of 
the drug education program and in every category of drug use tested. A 
third of these questions – those assessing the drugs most commonly used 
by youths; alcohol, tobacco and marijuana as well as "hard drugs" – 
showed statistically significant reductions in use. The reductions 
achieved with both amphetamines and non-prescription use of amphetamines 
are important given recent increases in availability and initiation of 
these drugs. The reliability of the reductions measured in drug abuse 
behavior provide the most relevant support for the Narconon drug 
education curriculum.
The program's ability to produce reductions in drug use behavior appears 
to be through correcting prevalent but false messages while empowering 
youth to observe, draw their own conclusions, and potentially also 
improves interpersonal skills contributing to the development of 
appropriate group norms. These changes may result in shifts in 
perception of risk and corrected attitudes as individuals and as a 
group. However, the mechanisms of action for this program should be 
further explored using sensitive instruments and analyses designed to 
test this hypothesis. Although the CSAP questionnaire underwent an 
extensive development process, isolating effective components of drug 
prevention programs may require a more robust methodology, particularly 
in light of the theory constructs of this program.
The Narconon drug education curriculum for high school grades shows 
clearly positive results and sends an important and powerful message 
promoting abstinence. Given the significant reductions in drug use 
behavior, the scientific content and social influence theory underlying 
the program materials and their implementation, and the strong, 
centralized management by Narconon International, this program is very 
promising and fills a vital need in substance abuse prevention.
Competing interests
M Cecchini wishes to disclose that between 2000–2002 she was the 
Executive Director of a Narconon center engaged in delivering substance 
abuse prevention programs; familiarity with program operations made it 
possible to coordinate independent field data collection with ongoing 
prevention efforts and assisted in describing the history and 
development of the program.
Authors' contributions
RL is Principal Investigator and developed the study design, statistical 
analysis and interpretation, and drafted sections of the manuscript.
MC coordinated the independent field data collection staff with 
scheduled drug education program delivery, ensured compliance with 
procedures to protect human subjects, and drafted sections of the 
manuscript.
Both authors read and approved the final manuscript.
Please send all reprint/proof correspondence to Marie Cecchini, 10841 
Wescott Avenue, Sunland CA 91040.
Acknowledgements
The authors acknowledge the Association for Better Living and Education, 
Narconon International, Narconon of Hawai'i and Narconon of Oklahoma for 
project support.
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 Bergson.
Visto che sei svizzero non conosci nemmeno l'ortografia
della tua lingua madre (si fa per dire)? "enri" Bergson?
Ma seppellisciti che è meglio.
Inoltre, Bergson, come tutti i filosofi non ha scoperto
niente e ha contribuito in misura quasi nulla alla
conoscenza umana; delle due, fosse per i filosofi
l'umanità regredirebbe ancora più rapidamente di quanto
non stia facendo già. Come tutti i filosofi si è limitato
a fantasticare per poi pretendere che il mondo si
adattasse alle proprie fantasticherie. Non esiste nessuna
prova scientifica del vitalismo in sé e per sé, né di come
lo intese lui. Sai, magari uno sprovveduto ti crede,
meglio mettere i puntini sulle "i".
Ma scementology riduce tutti così come te?