The School: A Setting for Evidence-Based Prevention Interventions and Policies

Sloboda, Zili; Ringwalt, Christopher L.

doi:10.1007/978-3-030-00627-3_9

Cited by 7 publications

(6 citation statements)

References 62 publications

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“…There are three issues targeted by the drug use prevention programs in schools, namely: [1] demand reduction (by giving students skills to say "no to drug"), [2] supply reduction (by crating and developing relevant policies), and [3] reduce the adverse consequences (by treating and referring students with substances abuse to appropriate counseling and treatment (23). The effectiveness of drug use prevention programs in schools are very dependent on the models of anti-drug socialization in schools.…”

Section: Discussionmentioning

confidence: 99%

“…In the literature review written by Edalati and Conrod (21) of several intervention tests using Randomized Controlled Trials (RCTs) in adolescents and adults, it was found that brief group based intervention sessions (psycho-education, motivational enhancement therapy, and cognitive behavioral therapy) given to high-risk students during school hours were quite successful in reducing the range of drug use to 50% with the effects lasting for up to 3 years. Sloboda and Ringwalt (23) pinpoint that the impacts expected from the dissemination of information about drug use prevention in schools include creating a safe (physical and emotional) and inclusive school environment, promoting positive relationships, and instilling anti-drug norms and behaviors.…”

Section: Discussionmentioning

confidence: 99%

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Ex-Drug Users' and Health Professionals' Perspectives About School-Based Drug Use Prevention Programs: A Qualitative Study

Tahlil

Aiyub

2021

Front. Public Health

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Adolescents have become a prime target for drug dealers in various countries around the world, including in Indonesia. To reduce the high number of drug users amongst adolescents, effective drug prevention programs should be developed and implemented. The present study aimed to identify effective school-based drug prevention programs for adolescents from the perspectives of former drug users and health professionals. This qualitative research used Focus Group Discussions (FGDs) to collect the data. The study participants consisted of eight Ex-Drug Users (EDUs) and eight Health Professionals (HPs) from health educational institutions and health service settings that were selected through purposive sampling. Data analysis was performed using the qualitative content analysis. Five themes were identified from both EDUs and HPs, including the negative effects of drugs, the socialization of drug abuse, the rehabilitation of drug addicts, the partner collaboration, and the obstacles in preventing drug use. All participants agreed that the drug prevention programs such as school-based drug prevention programs are necessary in order to minimize the adverse effects of drug use. While EDUs tended to focus on the social and psychological effects of drugs, the HPs were more inclined toward the risks of diseases, social impacts, and economic problems of the drugs as the reasons for program importance. In terms of the intervention programs, both EDUs and HPs proposed conducting socialization through the use of active methods and agreed that rehabilitation as an effective way for addict students. Also, both groups of participants agreed on the significance of internal and external support, as well as coordination and collaboration to produce an effective and quality program. While the EDUs cited external factors as the main obstacle to the success of program implementation, the HPs mentioned internal factors of the users. School-based drug prevention programs are an important and potentially effective strategy to reduce the use and the effects of drug use among adolescents. The support of various relevant stakeholders is needed to further increase the effectiveness of the programs and eliminate possible barriers to the implementation of the intervention programs.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Ex-Drug Users' and Health Professionals' Perspectives About School-Based Drug Use Prevention Programs: A Qualitative Study

Tahlil

Aiyub

2021

Front. Public Health

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“…The final roster of schools enrolled in the study represented a diverse set of schools from different regions of the US, including the Northeast (21.7%), Midwest (21.7%), South (39.1%) and the Western states (17.3%). Participating schools were mostly middle schools with students (ages [11][12][13][14] in grades 6-8 (58%) or grades 6-9 (12%), along with schools serving students from kindergarten to grade 8 (12%) or kindergarten to grade 12 (18%). Data in the present study were collected from the Fall of 2018 through the Spring of 2020.…”

Section: Methodsmentioning

confidence: 99%

“…A particular focus of this research has been on school-based programs to prevent the onset and early stages of substance use and other health risk behaviors. Schools are well-suited for substance abuse prevention efforts, particularly for universal or primary prevention approaches, since they provide relatively easy access to the general population of youth and play a major role in educating, socializing, and preparing students for future success ( 12 ).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a hybrid digital substance abuse prevention approach combining e-Learning and in-person class sessions

Griffin¹,

Williams²,

Botvin³

et al. 2022

Front. Digit. Health

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BackgroundEffective school-based programs for preventing substance abuse offer considerable public health potential. Yet limited class time and uneven implementation fidelity can be barriers to widespread adoption and high-quality implementation. A hybrid digital approach may be effective and help address these barriers.ObjectiveTo evaluate the effectiveness of a hybrid substance abuse prevention program for middle school students consisting of e-learning modules and in-person class sessions.DesignTwenty-three United States (U.S.) middle schools were randomly assigned either to an intervention condition (13 schools) or a treatment-as-usual control condition (10 schools) where standard health education material was delivered. There were 1,447 participants who completed the pre-test and post-test assessments, of which 48.3% were male and 51.7% female.InterventionThe hybrid digital intervention consisted of 14 brief e-learning modules and six classroom sessions adapted from an evidence-based program designed for classroom implementation to increase knowledge of adverse consequences of substance use and improve social skills, personal coping skills, and skills for resisting social influences to smoke, drink, or use drugs.MeasuresParticipating students completed online pre-test and post-test surveys to assess substance use, knowledge, and life skills.ResultsThere were significant reductions in substance use for the hybrid digital condition compared to the control condition as well as significant increases in health knowledge, skills knowledge, and life skills.ConclusionsA hybrid digital approach to substance abuse prevention is effective and offers potential for overcoming common barriers to widespread adoption and high-quality implementation.

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“…To truly unravel the effectiveness and optimal dosage of specific techniques, experimental research in which different components are tested separately is needed. An ideal way to do this could be in microtrials; a randomized experimental trial in which certain components of an intervention are tested on a proximal specific outcome (Leijten et al, 2015;Sloboda, Petras, Robertson, & Hingson, 2019). For example, in two recent microtrials concerning stimulus control and contingency management techniques, both components proved to be effective in decreasing ADHD symptoms and oppositional behavior of children with ADHD (Hornstra et al, 2021;Staff et al, 2020).…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Review: Which components of behavioral parent and teacher training work for children with ADHD? – a metaregression analysis on child behavioral outcomes

Hornstra

Groenman

Oord

et al. 2022

Child Adoles Ment Health

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Background: This metaregression analysis examined which behavioral techniques that are commonly used in behavioral parent and teacher training programs for children with attention-deficit/hyperactivity disorder (ADHD) were related to program effectiveness on children's behavioral outcomes. Methods: We included 32 randomized controlled trials (N = 2594 children) investigating behavioral parent training, teacher training, or a combination, in children with ADHD under 18 years. Outcomes were symptom counts of total ADHD, inattention, and hyperactivity-impulsivity and behavioral problems. The dosage of techniques was extracted from the intervention manuals. Metaregression was used to assess which techniques and intervention characteristics (setting, delivery method, duration, and home-school collaboration) were associated with intervention effectiveness. Results: Higher dosage of psycho-education for parents was associated with smaller effects on behavioral problems and, only in case of parent training, also with smaller effects on ADHD symptoms. Higher dosage of teaching parents/teachers to use negative consequences was associated with larger effects on behavioral problems. Individual training compared with group training was associated with larger effects on ADHD and hyperactivity-impulsivity symptoms. Conclusions: This study provides first insights into the specific techniques that are essential in behavioral parent and teacher training programs for children with ADHD. This knowledge can eventually be used to improve and tailor interventions. Key Practitioner Message• Research on the effects of specific behavioral techniques that are commonly being taught to parents or teachers in behavioral parent or teacher training is scarce, especially in children with ADHD. • This study incorporated a novel approach to examine whether dosage of specific behavioral techniques was related to the effectiveness of behavioral parent and teacher training programs on child behavioral outcomes. • A higher dosage of negative consequences, such as correction and planned ignoring, was related to larger treatment effects on behavioral problems. • A higher dosage of psycho-education for parents was related to smaller treatment effects on behavioral problems and ADHD symptoms, but reasons for this remain unclear.

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The School: A Setting for Evidence-Based Prevention Interventions and Policies

Cited by 7 publications

References 62 publications

Ex-Drug Users' and Health Professionals' Perspectives About School-Based Drug Use Prevention Programs: A Qualitative Study

Ex-Drug Users' and Health Professionals' Perspectives About School-Based Drug Use Prevention Programs: A Qualitative Study

Effectiveness of a hybrid digital substance abuse prevention approach combining e-Learning and in-person class sessions

Review: Which components of behavioral parent and teacher training work for children with ADHD? – a metaregression analysis on child behavioral outcomes

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