An Interdisciplinary Approach for the Integration and Diffusion of Substance Abuse Prevention Programs

Bechtel, Lori J.; Vicary, Judith R.; Swisher, John D.; Smith, Edward A.; Hopkins, Abigail M.; Henry, Kimberly L.; Minner, Daphne

doi:10.1080/19325037.2006.10598906

Cited by 4 publications

(12 citation statements)

References 6 publications

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“… Australia Primary and secondary school students Implementation, mechanisms of change, acceptability and context O’Toole [ 37 ] English classes (no name) Teachers were trained and, working in pairs in the summer, they developed integrated health/English material, with a specific emphasis on the prevention of drug and alcohol use. USA Grades 8 and 9 Fidelity, acceptability, quality and mechanisms of change Holcomb and Denk [ 43 ] Hashish and Marijuana The goal of the curriculum is to develop scientific knowledge of hashish and marijuana and to strengthen students’ problem-solving and decision-making skills through both didactic and participatory learning approaches. Israel Upper secondary school Implementation Zoller and Weiss [ 40 ] Infused-Life Skills Training (I-LST) A substance abuse prevention and competency curriculum that focuses on social and psychological protective factors affecting substance use.…”

Section: Resultsmentioning

confidence: 99%

Interventions integrating health and academic interventions to prevent substance use and violence: a systematic review and synthesis of process evaluations

et al. 2018

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BackgroundWithin increasingly constrained school timetables, interventions that integrate academic and health education to reduce substance use and violence may hold promise as a category of intervention that can positively affect both academic and health outcomes. There are no current systematic reviews exploring the effectiveness of such interventions or factors that affect their implementation.MethodsA total of 19 bibliographic databases and 32 websites were searched. References were also extracted from the reference lists of included studies, and experts and authors were contacted to identify relevant studies.We included reports with no restrictions on language or date. References were screened on title/abstract and those not thus excluded were screened on full report. Data extraction and appraisal followed the Critical Appraisal Skills Programme, Evidence for Policy and Practice Information and Co-ordinating Centre and Cochrane tools. Extracted process data were qualitatively meta-synthesised for common themes.ResultsSeventy-eight thousand four hundred fifty-one unique references were identified, and 62 reports were included. A total of 16 reports (reporting on 15 studies of 12 interventions) evaluated process. Key facilitators of integrated academic and health curricula were supportive senior management and alignment of the intervention with school ethos; a positive teaching environment, including positive perceptions around the ability to be flexible in the adaptation and delivery of integrated academic and health curricula; positive pre-existing student and teacher attitudes towards intervention content; and parental support of interventions, largely through reinforcement of messaging at home. Important barriers were over-burdened teachers, with little time to learn and implement integrated curricula.ConclusionSeveral useful facilitating and inhibiting factors linked to the implementation of interventions that integrate academic and health education for reduced substance use and/or violence were identified, providing tentative but insightful evidence of context-specific issues that may impact intervention success. However, overall, there is still a considerable gap in our understanding of how to achieve the successful implementation of these interventions.Electronic supplementary materialThe online version of this article (10.1186/s13643-018-0886-3) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Interventions integrating health and academic interventions to prevent substance use and violence: a systematic review and synthesis of process evaluations

et al. 2018

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“… Optimal learning occurs when information is embedded in meaningful contexts, applications and multiple representations are provided, and there are opportunities for learners to generate personally relevant questions . ([ 67 ], p. 220) …”

Section: Resultsmentioning

confidence: 99%

“…Several interventions aimed to integrate health and academic education by making learning more experiential, rooting learning in active participation and providing opportunities for practical skill development. For example, in the I-LST programme, ‘teachers were also encouraged to be certain that the activities were developmentally appropriate and that the lessons included facilitation, coaching and behavioral rehearsal of skills as well as student-centred learning strategies’ ([ 67 ], p. 222).…”

Section: Resultsmentioning

confidence: 99%

“… USA Middle/junior high school (ages 12–15) The entire interventions hinges on the effective infusion of health messaging into the core academic curriculum. Bechtel 2006 [ 67 ] Kids, Adults Together (KAT) This programme has a classroom component in which children learn about alcohol, a parent evening in which students prepare presentations for parents and a take-home DVD about alcohol that is to be watched with parents for normalisation of reduced alcohol use. UK Grades 5 and 6 (ages 10–12) The classroom curriculum is delivered across many subjects and students develop academic skills alongside understanding of alcohol at every opportunity.…”

Section: Methodsmentioning

confidence: 99%

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A systematic review and synthesis of theories of change of school-based interventions integrating health and academic education as a novel means of preventing violence and substance use among students

et al. 2018

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BackgroundSchools can play an important role in promoting health. However, many education policies and institutions are increasingly emphasising academic attainment targets, which appear to be diminishing the time available for health education lessons. Interventions that integrate both health and academic learning may present an ideal solution, simultaneously addressing health education and academic development. The theories of change underlying these interventions are therefore of interest, but are poorly studied.MethodsA systematic review of evaluations of interventions that integrate academic and health education for reduced substance use and/or violence was carried out. As part of this, reports describing theory were assessed for quality and data extracted. Theoretical data were synthesised within and across individual interventions using reciprocal translation and meta-ethnographic line of argument synthesis to produce an overall theory of change for interventions that integrate health and academic education to prevent substance use and violence.ResultsForty-eight reports provided theoretical descriptions of 18 interventions. An overarching theory that emerged was that eroding ‘boundaries’ at multiple and mutually reinforcing levels—by integrating academic and health education, by transforming relationships between teachers and students, by generalising learning from classrooms to the wider school environment and by ensuring consistent messages from schools and families—is intended to lead to the development of a community of engaged students oriented towards pro-social behaviour and away from substance use, violence and other risk behaviours.ConclusionsEroding ‘boundaries’ between health and academic education, teachers and students, classrooms and the wider school and schools and families were seen to be the most critical to establishing new frameworks of family, classroom or school organisation that are conducive to promoting both academic and social-emotional outcomes. Whether such interventions are feasible to implement and effective in reducing risk behaviours will be examined in other reports arising from the review.Electronic supplementary materialThe online version of this article (10.1186/s13643-018-0862-y) contains supplementary material, which is available to authorized users.

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“…Twenty-one studies were excluded from the pooled analysis for the following reasons: the outcome of interest (percent of starters) was not reported (eight studies) [ 28 , 29 , 36 , 45 , 54 , 57 – 59 ], the data was not reported by gender (five studies) [ 27 , 30 , 39 , 53 , 60 ], the data was not in a usable format—the number of girls who started smoking was not reported by intervention group (six studies) [ 32 , 34 , 35 , 42 , 52 , 56 ], or they compared a mass media intervention combined with school intervention versus a school intervention alone, so their control group was not usual care (two studies) [ 50 , 51 ]. Therefore, of the 37 included studies (described in 43 articles), 16 were analyzed in the pooled analysis [ 16 , 17 , 26 , 31 , 33 , 37 , 38 , 40 , 41 , 43 , 44 , 46 – 49 , 55 ] (see Fig.…”

Section: Resultsmentioning

confidence: 99%

Systematic review of school-based interventions to prevent smoking for girls

et al. 2015

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BackgroundThe purpose of this review is to study the effect of school-based interventions on smoking prevention for girls.MethodsWe performed a systematic review of articles published since 1992 on school-based tobacco-control interventions in controlled trials for smoking prevention among children. We searched the databases of PubMed, Embase, Web of Science, The Cochrane Databases, CINAHL, Social Science Abstracts, and PsycInfo. Two reviewers independently assessed trials for inclusion and quality and extracted data. A pooled random-effects estimate was estimated of the overall relative risk.ResultsThirty-seven trials were included, of which 16 trials with 24,210 girls were included in the pooled analysis. The overall pooled effect was a relative risk (RR) of 0.96 (95 % confidence interval (CI) 0.86-1.08; I2=75 %). One study in which a school-based intervention was combined with a mass media intervention showed more promising results compared to only school-based prevention, and four studies with girl-specific interventions, that could not be included in the pooled analysis, reported statistically significant benefits for attitudes and intentions about smoking and quit rates.ConclusionsThere was no evidence that school-based smoking prevention programs have a significant effect on preventing adolescent girls from smoking. Combining school-based programs with mass media interventions, and developing girl-specific interventions, deserve additional study as potentially more effective interventions compared to school-based-only intervention programs.Systematic review registrationPROSPERO CRD42012002322Electronic supplementary materialThe online version of this article (doi:10.1186/s13643-015-0082-7) contains supplementary material, which is available to authorized users.

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An Interdisciplinary Approach for the Integration and Diffusion of Substance Abuse Prevention Programs

Cited by 4 publications

References 6 publications

Interventions integrating health and academic interventions to prevent substance use and violence: a systematic review and synthesis of process evaluations

Interventions integrating health and academic interventions to prevent substance use and violence: a systematic review and synthesis of process evaluations

A systematic review and synthesis of theories of change of school-based interventions integrating health and academic education as a novel means of preventing violence and substance use among students

Systematic review of school-based interventions to prevent smoking for girls

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