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individual to have an (imparted) sense of limits, so that, even if the individual experimentswith drugs, he or she does not become addicted.Contents and manner of implementation that students wish for in prevention programmesRegarding the preferred manner of implementation of programmes, most students wish thatthey could talk to (former) addicts, and participate in various activities – especially debates,visits to actual treatment programmes, etc. They would like to participate in discussionswhere they could ask questions, especially small group discussions, as they do not dare toask questions in large groups – “That’s it, I’m afraid to ask if there are too many peoplearound.” They think that professional workers should talk to them about the basics, e.g.classification of drugs and their effects and ingredients; they would also like to hearpractitioners working in an addiction-related professional field speak about their personalexperience.According to some participating students, media can also have preventive effects – “Maybeeven greater than these lectures and stuff.” Therefore, they think it sensible to show studentsa film, followed by a discussion. Some focus group participants consider social skillsenhancement a good start of a continuous programme that could be upgraded over the yearswith other, more specific contents which would not be connected only with addiction, butwould also include other topics that students are interested in (physical and psychologicalviolence, sex education, etc.). They also wish to get specific information about where to turnfor help. In their opinion, prevention programmes should start as early as possible, betailored to the age of the target population and upgraded in a meaningful manner.51Programmes intended only for certain studentsMost students believe that 'special' selective and indicated prevention programmes intendedonly for certain students would be a subject of mockery, and their participants stigmatizedand too exposed “if they attended these lectures, workshops, like a class of drug users, so tosay, I mean, very figuratively.” “They would feel excluded, I don’t know, it probably wouldn’tbe fair.” Students think that whole classes, and not only ‘offenders’, should participate inpreventive activities to address current problems at school. They also believe that offenderswould really ‘learn their lesson’ if there were more students present. Students were notenthusiastic about peer education; they consider lectures boring, “they always tell us thesame things...”, and they would rather have discussions with somebody who hasexperienced drug use.Prevention for parentsSome students believe that parents are largely responsible for their children’s actions. Theythink that parents should reprimand their children and deprive them of certain benefits whenthey ignore agreements or rules (e.g. when to be home, etc.). In students’ opinion, parentsshould also be familiar with the signs of drug use, so that they could recognize them and actaccordingly in such a situation. Parents set important examples for children, thereforestudents consider them as having a potential preventive role; on the other hand, they seeparents who have an unhealthy lifestyle as risk factors. Most participating students agree that