Application of a Cumulative Strategies Model for Drug Abuse Prevention: Exploring Choices for High Risk Children

Abstract

The current state of knowledge, as indicated by existing literature, is extremely limited in terms of published descriptions of drug abuse prevention programs targeting high risk children, such as children from drug abusing families. A Cumulative Strategies Model posits four basic principals for effective prevention for high risk children and guides prevention program design. Representing a Cumulative Strategies Model, described herein is a multicomponent prevention program that is theory-driven, risk-based, and targets children affected by familial alcohol abuse. Three components of this program and specific methods of implementing each component are discussed, and field reactions are reviewed.

Trabajar con hijos de familias drogodependientes: la intervención de grupo TRAMPOLINE radicada en la comunidad

“…Furthermore, the intervention was informed by international research on interventions designed specifically for children from substance-affected families (Dore, Nelson-Zlupko, & Kaufmann, 1999;Haggerty, Skinner, Fleming, Gainey, & Catalano, 2008;Horn & Kolbo, 2000;Short et al, 1995). Though literature in this area is neither extensive nor homogeneous, a review on these programs (Bröning, Kumpfer, et al, 2012) shows that there are several well-evaluated interventions with promistaban las siguientes siete características específicas: (1) perspicacia, (2) independencia, (3) relaciones, (4) iniciativa, (5) creatividad, (6) humor, (7) moralidad.…”

Models and theories in studies on educating and counseling children about physical health: a systematic review

“…Developmental Theoretical Developmental Practice Cognition Cognition Cognitive Development Theories (g) [18,33,35,39,41] Bruners Theory of Instruction (g) [39] Health related Cognitive Development Theories Models (hr) [29,[32][33][34]36,41] Instructional Theory (g) [47] Child-centered Training Model for Children with Chronic Ilnesses (hr) [41] Psychosocial Psychosocial Theory of Psychosocial Development (g) [19] Psychoeducational Model (g) [44] Humanistic Model (g) [44] Development-in-Context Evaluation (DICE) Model (hr) [25] Risk/protection Social Developmental Theory (g) [22] Risk/protection Developmental Asset Framework (g) [15] Cumulative Strategies Model (hr) [19] Motivational Theoretical Motivational Practical Cognition Cognition Attribution Theory (g) [40] Transtheoretical [13,17,22,23,41,44,47] Theoretical Model for a Youth Empowerment and Support (hr) [15] Social Ecological Model of Behavior Change (g) [16,17,40,44] Social Ecological Model (g) [40] Child Substance Use Model (hr) [16] Empowerment Theories (g) [40] Sociopsychophysiological (SPPM) Model of Stress Process (hr) [30] Risk/protection Social Influence Theory (g) [18] PRECEDE Model (hr) [40,…”

“…The other nine studies took a risk-focused approach by discouraging health-compromising behavior in youth, such as drug and alcohol abuse [15,16,19,27], smoking behavior [29] and general healthcompromising behaviors [22,25]. All studies on prevention education targeted healthy or at-risk children [13,15,17,19,30].…”

“…The other nine studies took a risk-focused approach by discouraging health-compromising behavior in youth, such as drug and alcohol abuse [15,16,19,27], smoking behavior [29] and general healthcompromising behaviors [22,25]. All studies on prevention education targeted healthy or at-risk children [13,15,17,19,30]. The nine studies focusing on providing and understanding information targeted on children's understanding and conceptualizations of health and illness [33,36], and the design and provision of effective healthrelated communication [31,32,34,35,[37][38][39].…”

“…Theory of Psychosocial Development [19] Personality develops in eight stages, each characterized by a distinctive conflict (e.g., learning to be competent) that the individual must resolve. Through the resolution of the conflict at each stage, people acquire new psychosocial skills [9,19].…”