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Psychology and Law
2019. Vol. 9, no. 4, 103–119
https://doi.org/10.17759/psylaw.2019090408
ISSN: 2222-5196 (online)

Regulatory and Ethical Basis of Primary Prevention of Drug Addiction in the Education System

 
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Abstract

Drug addiction is a mental illness and is included in the list of socially significant diseases that cause significant damage to society. From the expert point of view, adolescence is one of the sensitive periods for the contraction of the disease development. Prevention of drug addiction in the student community is one of the activities of the university, ensuring the preservation and strengthening of the health of students. The main concern of primary prevention of drug addiction in the university is the construction and development of students' values of their own health and motivation to maintain a healthy lifestyle. The article provides an analysis of the regulatory legal documents of the Russian Federation governing the organization of primary prevention of drug addiction in the educational institution of higher education. The necessity of an integrated approach to the organization of preventive activities at the university is emphasized, based on the requirements of the legislation of the Russian Federation in the field of drug prevention in the youth environment and taking into account the ethical principles of the organization of psychological and pedagogical support in an educational organization.

General Information

Keywords: primary prevention, drug abuse prevention in the student community, regulatory legal framework for drug abuse prevention in a university, ethical principles of drug abuse prevention.

Journal rubric: Legal Psychology

OpenAlex citations: 4

OpenAlex trends: Psychology of Development and Education, Educational Innovations and Challenges, Educational Methods and Teacher Development

Information about the work in OpenAlex

Number of citations: 4

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational Innovations and Challenges

This cluster of papers explores the digital transformation and its impact on higher education institutions, focusing on topics such as educational technology, distance learning, e-learning, university management, and student experience. It discusses the challenges, opportunities, and risks associated with the integration of digital technologies in higher education, as well as the pedagogical approaches driving this transformation.

Number of works: 86064  |  Total number of citations: 128385

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/psylaw.2019090408

Published

For citation: Milekhin, A.V., Umnyashova, I.B., Egorov, I.A. (2019). Regulatory and Ethical Basis of Primary Prevention of Drug Addiction in the Education System. Psychology and Law, 9(4), 103–119. (In Russ.). https://doi.org/10.17759/psylaw.2019090408

© Milekhin A.V., Umnyashova I.B., Egorov I.A., 2019

License: CC BY-NC 4.0

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Information About the Authors

Andrey V. Milekhin, Candidate of Science (Psychology), Assistant Professor at the Department of Pedagogical Psychology named after professor V.A. Guruzhapov Faculty of Psychology of Education, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-3030-2053, e-mail: milehinav@mgppu.ru

Irina B. Umnyashova, Candidate of Science (Psychology), Associate Professor, Chairman of Moscow Regional Office, Russian Public Organization “Federation of Psychologists of Educational of Russia”, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-4132-3362, e-mail: mofpor@gmail.com

Igor A. Egorov, The Chief of Department on Work With Staff, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-1229-2955, e-mail: egorovia@mgppu.ru

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