Disorders - Substance Use Disorders
Tobler, N. S.
NIDA Research Monograph, 170 : 5-68
- Year: 1997
- Problem: Substance Use Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
Hurry, Jane, McGurk, Harry
Evaluated a drug education programme developed in the US for primary-aged children. Pupils (aged 7-10 yrs) attending an inner-London junior school were randomly assigned to receive Project Charlie (n=65) or to the control group (n=55). After 1 yr of weekly 30-min lessons, the children who had received Project Charlie had a greater knowledge of the effects of medicinal, social, and illicit drugs. They could generate both more and higher quality solutions to hypothetical social dilemmas and were more secure in their ability to resist peer pressure to commit antisocial acts. However, Project Charlie children did not have significantly higher self-esteem than the control children, nor did the 2 groups differ in their intentions to use drugs, or their reported current use. (PsycINFO Database Record (c) 2007 APA, all rights reserved).
Addiction Research, 5(1) : 23-38
- Year: 1997
- Problem: Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Psychoeducation, Skills training
Hostetler, Michelle, Fisher, Kirk
Describes and evaluates Project C.A.R.E., a substance abuse prevention program for 3 cohorts of at-risk 4th graders and their families. Project C.A.R.E. worked intensively with students and their families to increase resiliency factors and decrease risk factors through school, family, and extracurricular activities. The research design was experimental. Project objectives were to decrease substance use, negative behaviors, intent to use substances, school suspensions, and absences; and to increase alternative activities, family communication, academic grades, and consistency of family behavior control and rules. A few positive program effects were found. At posttest, more control Ss' grades needed improvement, and more program Ss participated in community activities. Compared to controls, program Ss increased participation in alternative activities from pretest to posttest and did not increase their school suspensions as much. At the 1-yr follow up, controls were more willing to use substances than were program Ss. The program appeared to have the most impact with the 3rd cohort of students and with Black students. Program Ss with low participation generally had the worst outcomes, often worse than the controls. (PsycINFO Database Record (c) 2007 APA, all rights reserved).
Journal of Community Psychology, 25(5) : 397-419
- Year: 1997
- Problem: Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions (any)
, Other Psychological Interventions
Oliansky, D. M., Wildenhaus, K. J., Manlove, K., Arnold, T., Schoener, E. P.
This project identified patients 'at risk' for substance abuse and provided brief interventions (BI) to encourage behavior change. Substance use patterns of patients were determined using the Substance Use Screening Instrument (SUSI). The SUSI was administered to male and female adults, adolescents, and female adults at three community-based clinics, respectively. 'At-risk' patients were randomly assigned to intervention or control groups, and a BI was administered to the intervention groups. At each site, the SUSI was readministered to both groups at 1 and 3 months to determine the effectiveness of the BI reducing substance use across time. At two sites, the intervention groups, but not the controls, demonstrated significant reductions in substance use from baseline to 1-month follow-up. While there was no additional significant decrease from 1 to 3 months, it was encouraging that the decreased use seen at 1 month was maintained over time without a return to baseline use patterns. The results indicate that brief interventions have a positive impact on substance use behavior. Implications for these results and future directions are discussed.
Substance Abuse, 18(3) : 95-103
- Year: 1997
- Problem: Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions (any)
, Psychoeducation
Catalano, R. F., Haggerty, K. P., Gainey, R. R., Hoppe, M. J.
Parents in methadone treatment were offered an experimental intervention, Focus on Families, designed to reduce their risk of relapse and their children's risk of substance use. Experimentally assigned volunteers participated in systematic group training in relapse prevention and parenting skills, and received home-based case management services. Immediate posttreatment outcome results reported here include analyses of covariance controlling for baseline measures. Analyses show experimental parents held more family meetings to discuss family fun, displayed stronger refusal/relapse coping skills, demonstrated stronger sense of self-efficacy in role-play situations, and had lower levels of opiate use than control subjects. No significant differences in family bonding, family conflict, or other measures of drug use were found. The utility of intervening with drug-addicted parents in methadone treatment is discussed in light of these findings.
Substance Use & Misuse, 32(6) : 699-721
- Year: 1997
- Problem: Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions (any)
, Skills training, Case management
Clayton, R. R., Cattarello, A. M., Johnstone, B. M.
BACKGROUND: This article reports the results of a 5-year, longitudinal evaluation of the effectiveness of Drug Abuse Resistance Education (DARE), a school-based primary drug prevention curriculum designed for introduction during the last year of elementary education. DARE is the most widely disseminated school-based prevention curriculum in the United States. METHOD: Twenty-three elementary schools were randomly assigned to receive DARE and 8 were designated comparison schools. Students in the DARE schools received 16 weeks of protocol-driven instruction and students in the comparison schools received a drug education unit as part of the health curriculum. All students were pretested during the 6th grade prior to delivery of the programs, posttested shortly after completion, and resurveyed each subsequent year through the 10th grade. Three-stage mixed effects regression models were used to analyze these data. RESULTS: No significant differences were observed between intervention and comparison schools with respect to cigarette, alcohol, or marijuana use during the 7th grade, approximately 1 year after completion of the program, or over the full 5-year measurement interval. Significant intervention effects in the hypothesized direction were observed during the 7th grade for measures of students' general and specific attitudes toward drugs, the capability to resist peer pressure, and estimated level of drug use by peers. Over the full measurement interval, however, average trajectories of change for these outcomes were similar in the intervention and comparison conditions. CONCLUSIONS: The findings of this 5-year prospective study are largely consonant with the results obtained from prior short-term evaluations of the DARE curriculum, which have reported limited effects of the program upon drug use, greater efficacy with respect to attitudes, social skills, and knowledge, but a general tendency for curriculum effects to decay over time. The results of this study underscore the need for more robust prevention programming targeted specifically at risk factors, the inclusion of booster sessions to sustain positive effects, and greater attention to interrelationships between developmental processes in adolescent substance use, individual level characteristics, and social context.
Preventive Medicine, 25(3) : 307-18
- Year: 1996
- Problem: Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Psychoeducation, Skills training
Goldberg, Linn, Elliot, Diane, Clarke, Gregory N., MacKinnon, David P., et-al
Reports the 1st-year implementation of a multidimensional, prospective, randomized study, directed toward adolescent football players, who participated in a school-based anabolic androgenic steroids (AASs) intervention. The intervention consisted of 7 weekly, 50-min classroom sessions conducted by coaches and team leaders. A control condition used only an anti-AAS informational pamphlet. 1,506 athletes from 31 schools completed a 168-item self-report questionnaire. Results show that the intervention, entitled the Adolescents Training and Learning to Avoid Steroids Program, significantly reduced intent to use AASs, increased knowledge of AAS and other drug effects, increased belief in personal vulnerability to the harmful effects of AAS use, increased negative attitudes toward AAS users, reduced impulsivity, improved feeling of athletic abilities, increased self-esteem, improved drug refusal skills, and improved nutrition and exercise behaviors. (PsycINFO Database Record (c) 2007 APA, all rights reserved).
JAMA, 276(19) : 1555-1562
- Year: 1996
- Problem: Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions (any)
, Psychoeducation, Skills training
Vitaro, Frank, Dobkin, Patricia L.
121 boys and girls (aged 11-12 yrs) completed a 2-yr substance use/abuse prevention program (PP). 27 boys and 26 girls with problems and 33 boys and 35 girls with no problems were randomly assigned to a PP or to a control group. Treatment consisted of a modified version of a life skills training program. Results show partial impact of the PP on proximal measures (i.e., self-esteem, influenceability, social anxiety, knowledge of cigarettes, alcohol, and marijuana). Problem Ss in the PP became more assertive. Also, Ss in the PP gained more knowledge regarding cigarettes and marijuana as compared to control children. As for distal measures, Ss who were in the PP developed more negative attitudes towards cigarettes and marijuana from pretest to posttest as compared to control Ss. There was no differences between prevention and control children were obtained for use of cigarettes, alcohol, and marijuana. (PsycINFO Database Record (c) 2007 APA, all rights reserved).
Journal of Alcohol & Drug Education, 41(2) : 11-38
- Year: 1996
- Problem: Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Skills training
Shope, J. T., Copeland, L. A., Marcoux, B. C., Kamp, M. E.
A grade five through eight substance abuse prevention program, later incorporated into the Michigan Model for Comprehensive School Health Education, was developed, implemented, and evaluated. Results focus on students who received seven lessons on alcohol in grade six, and eight lessons on tobacco, alcohol, marijuana, and cocaine in grade seven taught by their regular classroom teachers (after a 6-hour training in the social pressures resistance skills curriculum). Students (N = 442) received either two years of the program or none, and completed individually-coded questionnaires. Repeated measures analysis of variance resulted in significant treatment by occasion interactions on the use of alcohol, cigarettes, marijuana, cocaine, and other drugs, as well as on knowledge. At the end of grade seven, program students' rates of substance use had increased significantly less and knowledge of alcohol pressures, effects, and skills to resist had increased significantly more than those of comparison students.
Journal of Drug Education, 26(4) : 323-37
- Year: 1996
- Problem: Substance Use Disorders (any)
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Skills training
Fors, S. W., Jarvis, S.
The purpose of this study was to evaluate the Drug Prevention in Youth risk reduction program that was implemented in shelters for runaway/homeless youths in the Southeastern United States. The program focuses on knowledge, attitudes and skills that can help this group of high risk young people minimize the serious negative consequences of drug abuse. An evaluation strategy was developed so comparisons could be made between peer-led, adult-led and non-intervention groups. Dependent samples t tests and least squares ANCOVAS were used to measure pretest-posttest differences both within and between groups. Results indicate that the peer-led groups were more successful than the other two groups, and that program effects were the most powerful with the youngest group of shelter clients. Process evaluation revealed important factors related to group leader training and group management. It is concluded that well-trained and motivated peer/near peer leaders have particularly valuable contributions to make with regard to drug abuse risk reduction for shelter clients.
Journal of Drug Education, 25(4) : 321-33
- Year: 1995
- Problem: Substance Use Disorders (any)
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions (any)
, Psychoeducation, Skills training
Eggert, L. L., Thompson, E. A., Herting, J. R., Nicholas, L. J., Dicker, B. G.
Purpose. The hypothesis tested was that experimental subjects, relative to controls, would demonstrate significant increases in school performance and decreases in drug involvement at program exit (5 months) and at follow-up (10 months). Design. A two-group, repeated-measures, intervention trial was the design used. Setting. The study involved four urban Northwest high schools. Subjects. Participants included 259 youth at high risk of potential school dropout, 101 in the experimental group and 158 in the control group. Intervention. The Personal Growth Class experimental condition was a one- semester, five-month elective course taken as one of five or six regular classes. It had a 1:12 teacher-student ratio, and integrated group support and life-skills training interventions. The control condition included a regular school schedule. Measures. School performance measures (semester GPA, class absences) came from school records. Drug use progression, drug control, and adverse consequences were measured by the Drug Involvement Scale for Adolescents. Self-esteem, school bonding, and deviant peer bonding were measured using the High School Questionnaire: Inventory of Experiences. All multi-item scales had acceptable reliability and validity. Results. As predicted, trend analyses revealed significant different patterns of change over time between groups in drug control problems and consequences; in GPA (but not attendance); and in self-esteem, deviant peer bonding, and school bonding. The program appeared to stem the progression of drug use, but group differences only approached significance. Conclusion. Program efficacy was demonstrated particularly for decreasing drug control problems and consequences; increasing GPA and school bonding; and desired changes in self- esteem and deviant peer bonding. Program effects on progression of drug use were less definitive.
American Journal of Health Promotion., 8(3) : 202-215
- Year: 1994
- Problem: Substance Use Disorders (any)
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions (any)
, Other Psychological Interventions
Ennett, S. T., Tobler, N. S., Ringwalt, C. L., Flewelling, R. L.
OBJECTIVES. Project DARE (Drug Abuse Resistance Education) is the most widely used school-based drug use prevention program in the United States, but the findings of rigorous evaluations of its effectiveness have not been considered collectively. METHODS. We used meta-analytic techniques to review eight methodologically rigorous DARE evaluations. Weighted effect size means for several short-term outcomes also were compared with means reported for other drug use prevention programs. RESULTS. The DARE effect size for drug use behavior ranged from .00 to .11 across the eight studies; the weighted mean for drug use across studies was .06. For all outcomes considered, the DARE effect size means were substantially smaller than those of programs emphasizing social and general competencies and using interactive teaching strategies. CONCLUSIONS. DARE's short-term effectiveness for reducing or preventing drug use behavior is small and is less than for interactive prevention programs.
American Journal of Public Health, 84(9) : 1394-401
- Year: 1994
- Problem: Substance Use Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions (any)
, Psychoeducation, Skills training