Longer-Term Efficacy of a Digital Life-Skills Training for Substance Use Prevention

Castro, Raquel Paz; Haug, Severin; Wenger, Andreas; Schaub, Michael P

doi:10.1016/j.amepre.2022.06.017

Cited by 8 publications

(6 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The aim of the current research was to explore the impact of life skills training on distress tolerance, psychological adaptation, and high-risk behaviors among incarcerated women. The results indicate that life skills training affects the distress tolerance of incarcerated women, aligning with prior findings (Camiré et al, 2020;Cheung et al, 2022;Ghadiri Niari & Moshkbid Haghighi, 2023;Jamali Paghale et al, 2015;Moshtaghi, 2018;Paz Castro et al, 2022;Sarhangi et al, 2022;Sedighi Arfaee & Tabesh, 2021). This finding suggests that while pain and suffering are inevitable, the use of distress tolerance skills can prevent prolonged and extreme suffering.…”

Section: Discussionsupporting

confidence: 88%

“…Individuals, both biologically and psychologically, differ in their vulnerability to stress. Additionally, an individual's distress tolerance may vary based on the intensity of arousal, available responses to situations, and perceived consequences of failing to alleviate arousing conditions, along with socialization processes (Cheung et al, 2022;Paz Castro et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…ife skills training began in 1979 through the initiatives of Dr. Gilbert Botvin. The goal of Botvin was to design a unified primary prevention program, and subsequent studies have shown that life skills training only leads to the desired outcomes if all skills are taught to the individual (Paz Castro et al, 2022). The term life skills refers to a broad group of psychosocial and interpersonal skills that help individuals make informed decisions, communicate effectively, develop coping and personal management skills, and lead healthy and productive lives (Cheung et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Impact of Life Skills Training on Distress Tolerance, Psychological Adaptation, and High-Risk Behaviors in Incarcerated Women

Divanbeigi,

Manzari Tavakoli,

Manzari Tavakoli

2024

AFTJ

View full text Add to dashboard Cite

Objective: The study aimed to evaluate the impact of life skills training on distress tolerance, psychological adaptation, and high-risk behaviors among incarcerated women. Methods: This was an applied, experimental study. The study population consisted of incarcerated women in Kerman Central Prison in 2022. Sixty participants exhibiting high-risk behaviors were randomly assigned into an experimental group (30 women) and a control group (30 women). The experimental group received the World Health Organization's (WHO, 1998) ten-session life skills training program, each lasting 90 minutes, while the control group was placed on a waiting list. Both groups were assessed using the Simons and Gaher Distress Tolerance Scale (2005), the Derogatis Psychological Adaptation Scale (1986), and the Rajaee and Shafiei High-Risk Behavior Questionnaire (2011) before and after the intervention. Data were analyzed using multivariate analysis of covariance with SPSS software. Findings: Results indicated that life skills training significantly impacted distress tolerance, psychological adaptation, and high-risk behaviors in incarcerated women (p < .01). Conclusion: Life skills training can be effectively utilized to enhance distress tolerance and psychological adaptation, and to reduce high-risk behaviors.

show abstract

Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Impact of Life Skills Training on Distress Tolerance, Psychological Adaptation, and High-Risk Behaviors in Incarcerated Women

Divanbeigi,

Manzari Tavakoli,

Manzari Tavakoli

2024

AFTJ

View full text Add to dashboard Cite

show abstract

“…A school-based intervention consisting of online feedback and individually tailored text messages provided over 22 weeks and addressing self-management, social, and substance use resistance skills was tested in 1,473 students from 89 schools in Switzerland and showed long-term effectiveness in preventing tobacco smoking and cannabis use. [ 69 ]…”

Section: Preventive Interventions For Sudmentioning

confidence: 99%

Mental health and well-being for the prevention of substance use disorders

Mahadevan,

Gautam,

Benegal

2024

Indian Journal of Psychiatry

View full text Add to dashboard Cite

“…Program engagement is stimulated by interactive elements such as quiz questions, message and picture contests, and the integration of a friendly competition with rewards in which program users receive credits with each interaction. In a cluster randomized controlled trial, 1759 students from 89 Swiss secondary and upper secondary school classes were used to evaluate the program's effectiveness [18,20]. Of these, 1473 (83.7%) students with a mean age of 15.4 years participated in the program and the respective study.…”

Section: Introductionmentioning

confidence: 99%

Predictors of Youth Accessibility for a Mobile Phone-Based Life Skills Training Program for Addiction Prevention

Haug

Boumparis

Wenger

et al. 2023

IJERPH

Self Cite

View full text Add to dashboard Cite

Background: Digital interventions are an emerging and promising avenue for addiction prevention and mental health promotion, but their reach and use are often limited, and little is known about the factors associated with youth accessibility. SmartCoach is a life skills training program for addiction prevention where adolescents are proactively invited for program participation in secondary school classes. The mobile phone-based program provides individualized coaching for a period of 4 months and addresses self-management skills, social skills, and substance use resistance skills. This study examined sociodemographic and other predictors of program participation and program use. Methods: A total of 476 adolescents in 28 secondary and upper secondary school classes in the German-speaking part of Switzerland were proactively invited for participation in the SmartCoach program. Using generalized linear mixed models (GLMMs), we examined predictors of both program participation and program use at the individual and school class levels. Results: In total, 315 (66.2%) of the present 476 adolescents gave their active consent and provided the necessary information to be included in the program. None of the individual sociodemographic characteristics significantly predicted program participation, however, the participation rate was significantly higher in upper secondary school classes (84%) than secondary school classes (59%). The mean number of interactions with the program was 15.9, i.e., participants took part in almost half of the 34 possible interactions with the SmartCoach program. None of the baseline characteristics on the level of the school class significantly predicted program use. On the level of the individual, the univariate models showed that, compared to the reference category of 14-year-old students, program use was significantly lower for students who were 16 or older. Furthermore, participants with a migration background or an origin from a non-German-speaking country showed significantly lower program use. Finally, students with a medium level of perceived stress showed higher program use compared to those with a low level of stress. Within the final multivariate model for program use, only the variable “origin from a non-German-speaking country” remained significant. Conclusions: SmartCoach is an attractive offer for young people, in which two out of three young people who are invited in the classroom to participate do so. Among the program participants, the use of the program is acceptable, with an average of almost half of the content being worked on. There is potential for improvement in terms of recruitment, especially in school classes with a lower level of education. The most important starting point for improving program use lies in taking greater account of needs and wishes of students with non-German-speaking countries of origin.

show abstract

Longer-Term Efficacy of a Digital Life-Skills Training for Substance Use Prevention

Cited by 8 publications

References 34 publications

The Impact of Life Skills Training on Distress Tolerance, Psychological Adaptation, and High-Risk Behaviors in Incarcerated Women

The Impact of Life Skills Training on Distress Tolerance, Psychological Adaptation, and High-Risk Behaviors in Incarcerated Women

Mental health and well-being for the prevention of substance use disorders

Predictors of Youth Accessibility for a Mobile Phone-Based Life Skills Training Program for Addiction Prevention

Contact Info

Product

Resources

About