A pilot study of a neuroscience-based, harm minimisation programme in schools and youth centres in Australia

Abstract

ObjectivesThe primary aim is to evaluate the feasibility of a newly developed, neuroscience-based, alcohol and other drug (AOD) use prevention programme, ‘The Illicit Project’, in Australian older adolescents. The secondary aim is to investigate the impact of the programme on students’ drug literacy levels (a combination of knowledge, attitudes and skills).DesignA pilot study examining the feasibility of The Illicit Project in Australian schools was conducted.ParticipantsStudents aged 15–19 years from two secondary schools and a youth centre and 11 teachers and health professionals from various organisations in Sydney were recruited.InterventionThe intervention consisted of three 90 min workshops delivered by trained facilitators within a month.Primary and secondary measuresStudents completed a drug literacy questionnaire before and after intervention. All participants (students, teachers and health professionals) completed an evaluation questionnaire postprogramme delivery. A paired-sample t-test and descriptive analytics were performed.ResultsStudents (n=169) demonstrated a significant increase in drug literacy levels from preintervention to postintervention (t(169) = −13.22, p<0.0001). Of students evaluating the programme (n=252), over threequarters agreed that The Illicit Project was good or very good (76%), that the neuroscience content was interesting (76%) and relevant (81%), and that they plan to apply the concepts learnt to their own lives (80%). In addition, all teachers and health professionals (n=11) agreed that the programme was feasible and valid for schools and perceived the programme to be effective in reducing the harms and use of AOD.ConclusionsThere is evidence to suggest that The Illicit Project is credible and feasible in the school environment and there are preliminary data to suggest it may help to improve drug literacy levels in young people. A large-scale evaluation trial of the intervention will be conducted to determine the programme’s effectiveness in minimising the harms of AOD in older adolescents.

Neuroscience-Informed Psychoeducation for Recovery: A Program to Promote Metacognition in People With Substance Use Disorders

“…These deficits might be more apparent to the individual to perceive and detect in the everyday functioning even before receiving the NIPER (e.g., extended sleep onset latency, more nighttime awakenings) (Hasler, Smith, Cousins, & Bootzin, 2012) NIPER is among the first attempts to translate the brain-related topics in the field of addiction into a standalone psychoeducational program with therapeutic intention. In parallel to our study, similar neuroscience-based approaches were used to develop prevention program to reduce the risky use of drug and alcohol in young students through providing them with neuroscience-based information on addiction (Debenham, Birrell, Champion, Askovic, & Newton, 2020). Following this feasibility study, further studies are necessary in order to conclude about the efficacy of the NIPER in addiction medicine.…”

Neuroscience-Informed Psychoeducation for Recovery (NIPER): A Program to Promote Metacognition in People with Substance Use Disorders

“…NIPER is among the first attempts to translate the brain-related topics in the field of addiction into a standalone psychoeducational program with therapeutic intention. In parallel to our study, similar neuroscience-based approaches were used to develop prevention program to reduce the risky use of drug and alcohol in young students through providing them with neuroscience-based information on addiction (Debenham, Birrell, Champion, Askovic, & Newton, 2020).…”

Enhancing Cognitive Resilience in Adolescence and Young Adults: A Neuroscience-informed Approach

“…• Brain challenge scenarios: Each session starts with a cartoon-based scenario which narrates common problems that arise from deficits in the specific cognitive function targeted in the session (Debenham, Birrell, Champion, Askovic, & Newton, 2020;Ekhtiari, Rezapour, Aupperle, & Paulus, 2017). These scenarios explain how these cognitive deficits impact our everyday life.…”