Moving the Risk and Protective Factor Framework Toward Individualized Assessment in Adolescent Substance Abuse Prevention

Corrigan, Matthew J.; Loneck, Barry; Videka, Lynn; Brown, Mark

doi:10.1300/j029v16n03_02

Cited by 12 publications

(12 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, although scholars have asserted that there is a need for a clinical scheme that compiles risk factors for adolescent substance use, such devices do not appear to exist as of yet (Corrigan, Loneck, Videka, & Brown, 2007). In addition, while some measures have been developed to assess risk of child abuse (Price-Robertson & Bromfield, 2011), very little work has examined clinical instruments to assess risk for broader forms of victimization (e.g., peer victimization).…”

Section: Taking Steps: Adapting the Start For Adolescents Through A Dmentioning

confidence: 99%

Taking Stock and Taking Steps: The Case for an Adolescent Version of the Short-Term Assessment of Risk and Treatability

Viljoen

Cruise

Nicholls

et al. 2012

International Journal of Forensic Mental Health

View full text Add to dashboard Cite

The field of violence risk assessment has matured considerably, possibly advancing beyond its own adolescence. At this point in the field’s evolution, it is more important than ever for the development of any new device to be accompanied by a strong rationale and the capacity to provide a unique contribution. With this issue in mind, we first take stock of the field of adolescent risk assessment in order to describe the rapid progress that this field has made, as well as the gaps that led us to adapt the Short-Term Assessment of Risk and Treatability (START; Webster, Martin, Brink, Nicholls, & Desmarais, 2009) for use with adolescents. We view the Short-Term Assessment of Risk and Treatability: Adolescent Version (START:AV; Nicholls, Viljoen, Cruise, Desmarais, & Webster, 2010; Viljoen, Cruise, Nicholls, Desmarais, & Webster, in progress) as complementing other risk measures in four primary ways: 1) rather than focusing solely on violence risk, it examines broader adverse outcomes to which some adolescents are vulnerable (including self-harm, suicide, victimization, substance abuse, unauthorized leave, self-neglect, general offending); 2) it places a balanced emphasis on adolescents’ strengths; 3) it focuses on dynamic factors that are relevant to short-term assessment, risk management, and treatment planning; and 4) it is designed for both mental health and justice populations. We describe the developmentally-informed approach we took in the adaptation of the START for adolescents, and outline future steps for the continuing validation and refinement of the START:AV.

show abstract

Section: Taking Steps: Adapting the Start For Adolescents Through A Dmentioning

confidence: 99%

Taking Stock and Taking Steps: The Case for an Adolescent Version of the Short-Term Assessment of Risk and Treatability

Viljoen

Cruise

Nicholls

et al. 2012

International Journal of Forensic Mental Health

View full text Add to dashboard Cite

show abstract

“…Furthermore, the design of prevention and intervention programmes might profit from concentrating particularly on adolescents showing externalizing problem behaviour and avoidant coping. In addition, prevention and intervention programmes for PSU should be installed in early adolescence based on assessments of risk and compensatory factors in the community as recommended by various groups of researchers (Corrigan et al, 2007;Wittchen et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

A developmental trajectory model of problematic substance use and psychosocial correlates from late adolescence to young adulthood

Eschmann

Zimprich

Metzke

et al. 2010

Journal of Substance Use

View full text Add to dashboard Cite

Background: The developmental trajectory of problematic substance use (PSU) with associated risk and compensatory factors in adolescence has not been studied intensively. Method: PSU over 7 years between adolescence and adulthood was studied. The data of 593 adolescents (mean age at first measurement occasion: 13.6 years, SD = 1.6; 284 males, 309 females) come from the Zurich Psychology and Psychopathology Study (ZAPPS), covering three measurement occasions over seven years. A probit linear effects model of longitudinal change including various psychosocial predictor variables was used to study the probability of becoming a problematic substance user. Results: The PSU trajectory was nonlinear, rose rapidly through adolescence and flattened out through young adulthood. Age and year of assessment showed the strongest predictive power as risk factors. Among further risk and compensatory predictors, externalizing problem behavior at time one showed a strong increase in PSU. Conclusions:The present study provides new insight into the development of PSU from adolescence to young adulthood including risk and compensatory factors. Age-specific prevention programs should focus on externalizing behavior problems and avoidant coping.

show abstract

“…The TPB was developed to describe an individual's behavior in a general sense, while the other three theories were developed to explain deviant and delinquent behavior. Even though these four theories were developed in the 1970s and 1980s and were not developed specifically for adolescent substance use, researchers have applied these theories to predict substance use within this population (Corrigan, Loneck, Videka, & Brown, 2007;Malmberg et al, 2012;Schroeder & Ford, 2012).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

“…Particularly, these models highlight the role social influences play in adolescent substance use and, accordingly, how social influences impact behavioral factors like reinforcement, punishment and reward (Akers, 1973;Elliot et al, 1985;Hawkins & Weis, 1985;Petraitis et al, 1995). Additionally, all models have been validated empirically to be predictive of adolescent substance use (Corrigan et al, 2007;Malmberg et al, 2012;Schroeder & Ford, 2012). Although these studies provide empirical support for predicting adolescent substance use and highlight social influences and behavioral factors, limitations exist, namely a lack of specificity related to social influences, the use of problematic language, and failure to incorporate cultural factors and contexts.…”

Section: Strengths and Limitations Of Theoretical Underpinningsmentioning

confidence: 99%

The Impact of Student Success Skills on Students’ Metacognitive Functioning in a Naturalistic School Setting

Zyromski¹,

Mariani²,

Kim³

et al. 2017

TPC

View full text Add to dashboard Cite

Many theories are used to conceptualize adolescent substance use, yet none adequately assist mental health professionals in assessing adolescents' strengths and risk factors while incorporating cultural factors. The authors reviewed common adolescent substance abuse theories and their strengths and limitations, and offer a new model to conceptualize adolescent substance use: The Adolescent Substance Use Risk Continuum. We posit that this strengths-based continuum enables clinicians to decrease stigma and offer hope to adolescents and their caregivers, as it integrates relevant factors to strengthen families and minimize risk. This model is a tool for counselors to use as they conceptualize client cases, plan treatment and focus counseling interventions. A case study illustrates the model and future research is suggested.

show abstract

Moving the Risk and Protective Factor Framework Toward Individualized Assessment in Adolescent Substance Abuse Prevention

Cited by 12 publications

References 26 publications

Taking Stock and Taking Steps: The Case for an Adolescent Version of the Short-Term Assessment of Risk and Treatability

Taking Stock and Taking Steps: The Case for an Adolescent Version of the Short-Term Assessment of Risk and Treatability

A developmental trajectory model of problematic substance use and psychosocial correlates from late adolescence to young adulthood

The Impact of Student Success Skills on Students’ Metacognitive Functioning in a Naturalistic School Setting

Contact Info

Product

Resources

About