NIDA - About NIDA - Organization - HSR - New Listings - Identification of Drug Abuse Prevention Programs: Part BIdentification of Drug Abuse Prevention Programs. Literature Review.
Karol L. Kumpfer, Ph. D. University of Utah. Sections- Introduction- Purpose- Types of. Prevention Interventions- Part. A - Universal School- Based Prevention Programs.
Part B - Selective School- Based Prevention Programs: - High- Risk Youth Programs- Alternative Programs- Tutoring or Mentoring Programs for High- Risk Youth- Cultural Competency or Pride Programs- Family- Focused Selective Prevention Approaches- Summary of Selective Approaches- Part C - Indicated School- Based Prevention Programs- Comparison of Effectiveness of Different Prevention Approaches- Summary of Results of Effectiveness Studies- References. Selective prevention programs are offered only to at- risk groups of. They include programs for children of alcoholics or drug abusers. To be effective, selective prevention. To maintain effectiveness over time, booster sessions are. Table 3 lists a variety of selective prevention programs.
Advantages and Disadvantages of Selective Prevention Programs. Programs are targeted only to those who are likely to need prevention; therefore. Additionally, it is easier to measure improvements. Typically, the effectiveness of universal prevention programs is smaller.
School-Based Programs to Prevent and Reduce Alcohol Use. Disorders, Substance Abuse. Drug and Alcohol Abuse Prevention (School-based). Drug and Alcohol Abuse Prevention (School. School-Based Drug Abuse Prevention: Promising and. Successful school-based prevention programs. Researchers See Drop in Rates of Substance Abuse. School-Based Prevention Program Reduces Problem.
Consequently, a number of. Dielman et al., 1. They find larger. Identifying, recruiting, and attracting high- risk youth can be more difficult. Criteria for designating. Although universal prevention programs may. Promising Selective Approaches.
Identification of Drug Abuse Prevention Programs. School-based substance abuse prevention approaches have. School-based prevention programs have had. Substance Abuse Prevention. School-based prevention programs. There are a number of community-based prevention programs and classes that aim to educate. Identification of Drug Abuse Prevention Programs. Universal School-Based Prevention Programs. This approach to substance abuse prevention is based on the. Identifying Effective School-Based Substance Abuse Prevention Interventions.
Many of the selective prevention programs being developed for high- risk youth. For instance, an analysis of the first 7.
Office for Substance Abuse Prevention (OSAP, now CSAP) revealed. OSAP, 1. 99. 2). These approaches (see. Table 3) are tailored to address different hypothesized theoretical precursors. Increased genetic or environmental vulnerability to drug use in high- risk.
Lack of involvement or bonding to traditional institutions is addressed by. Academic failure is addressed by providing tutoring and mentoring services. Lack of ethnic pride and low self- esteem is addressed by providing cultural. Lack of multicultural competencies is addressed by programming to increase. Lack of responsibility and internal control is addressed by providing rites. Lack of parent involvement and supervision is addressed by providing family- strengthening.
Kumpfer, 1. 99. 3, 1. Effective Selective Prevention Programs. Because of the popularity of delivering drug prevention programs universally. In the past 1. 0 years, selective or targeted. CSAP has funded demonstrations/evaluations. Unfortunately, until recently, most of.
Hence, many of these. CSAP, the DOE Drug- Free Schools Program, the CDC, and the OJJDP, do not. In fact, it has been very difficult.
Some of. the original 1. CSAP High Risk Youth and Families programs have been published. Journal of Community Psychology(Ross. Saavedra, Shur, Winter, & Felner, 1.
CSAP Prevention Monograph. Working With Youth in High- Risk Environments: Experiences in Prevention. Marcus & Swisher, 1. Examples of selective prevention programs (see Table 3) include many of the. CSAP, such as the Hispanic Youth Leadership.
Institute (HYLI) program (Kumpfer, Alvarado, & Kendall, 1. This program. like many other CSAP school- based programs (Stoil & Hill, 1. Although many of these programs were not well evaluated.
These major selective prevention approaches are. Table 3. Table 3: Types of Selective School- Based Prevention Programs. High- Risk Youth Programs. Athletes(ATLAS Program, Goldberg, et al., 1.
Inner City Poor Children(Smart Moves, Shinke & Cole, 1. Deaf Children(PATHS, Greenberg & Kusche, 1.
Children of Alcoholics(Children of Alcoholics Foundation, CASPAR New York Program)Resiliency Skills Training for Youth Experiencing Many Stressors(death, divorce. Wolin & Wolin, 1. Richardson, 1. 99. Alternative Programs(Swisher & Hu, 1. Experiential Challenge Initiative Programs.
Vocational Skills Training Programs. Youth Clubs. Sports, Recreation, Cultural Arts.
Tutoring or Mentoring. Programs for High- Risk. Youth Culturally.
Tailored Programs Cross- Generational Tutoring and Mentoring. Culturally Matched College Student or Community Volunteer. Older Peer or Peer Leaders.
Cultural Competency or Pride Programs (many CSAP programs)Multicultural Competencies or Skills Training Programs. Rites of Passage Programs Family Strengthening Approaches. Early Childhood: Family Skills Training(Strengthening Families Program.
Three are family- focused programs (the Strengthening. Families Program, the Iowa Strengthening Families Program, and Families. Focus), which are discussed in the final part of this section on selective.
Only one school- based selective program - the ATLAS Program - is discussed. NIDA . Four booster sessions are provided each year of high school. Smart Moves. This targeted, social competency training program is typically implemented. Boys. and Girls Clubs in poor inner- city areas and housing projects (Schinke & Cole. Research suggests that 4. This program is based on four primary theories. The 4. 0 sessions of youth.
Tobler & Stratton. Falco (1. 99. 3) reports: . Smart Moves tailors its. Boys and Girls Clubs in inner- city neighborhoods. Children participate. The effect size of this program has been found to be larger.
Tobler &. Stratton, 1. Additionally, this program makes more of. A cross- site evaluation of Weed and Seed Programs (Office of Justice.
Programs (OJP), 1. Boys and Girls Programs, reports overall reductions. Smart Moves and fewer damaged units and less criminal activity in. Smart Moves but with these youth. Schinke, Orlandi, and Cole (1. Smart Moves also have a greater sense of hope and belonging compared.
PATHS (Providing Alternative Thinking Strategies)This social competency curriculum has been found to reduce antisocial behavior. Greenberg & Kusche, 1. The lessons. are developmentally sequenced and include dialoguing, role playing, modeling by.
Other examples of selective prevention programs targeted at high- risk youth. The Strengthening. Families Program (Kumpfer et al., 1. Focus on Families (Catalano.
National Association. Children of Alcoholics and the CASPAR Program. In addition, some new programs.
Richardson, 1. 99. Wolin & Wolin. Sections. This approach to substance abuse prevention is based on the assumption that. Aguilar and Munson (1.
Additionally, research on mediators. Cloninger, Sigvardsson. Bohman, 1. 98. 8). For this reason, many of the currently popular alternative. Positive alternatives to drug use. Outward Bound or wilderness experiences, cooperative community services.
Cook, 1. 98. 5; Cook, Lawrence, Morse. Roehl, 1. 98. 4; Tobler, 1. Because of the increased cost of alternative.
As such, it represents either. This indirect approach to drug use. According to the CSAP Technical Report 1. A Review of Alternative Activities. Alternative Programs in Youth- Oriented Prevention (CSAP, 1. Promotion of skills, knowledge, and/or attitudes that support youth in refraining.
Occupation of free time that might otherwise be idle or unstructured. Community service that provides meaningful involvement in socially responsible. Opportunities to interact in positive ways with peers. Adult supervision or development of positive relationships with adults. These programs do not include drug education content directly. This approach is very popular despite meta- analyses and reviews of the literature.
Tobler, 1. 98. 6) and even iatrogenic effects (Swisher &. Hu, 1. 98. 3) from some types of alternative programs (i. For example, over 7. CSAP's Community.
Partnership programs involve alternatives. According to a recent annual report. CSAP, 1. 99. 6), grantees reported that the largest percentage of these coalition. Some of the most popular alternative. This program helps youth to identify health- enhancing.
Some. empirical support for involving youth in engaging alternative activities is found. These reviews suggest a small. A meta- analysis of the CSAP high- risk youth and families programs. CSAP, 1. 99. 6) suggests that alternative programs were second in effectiveness after. Schaps and. his associates (1. They found that some alternative activities promoted decreased. Activities such as those involving.
One key consideration when selecting the type of alternative activity to. The cultural competence programs are popular with participants. The most effective alternative programs involve. Alternative programs can enhance their effectiveness if they. According to Carmona and Stewart (1. Because these activities provide additional positive adult. The effectiveness of some of the major.
Experiential Challenge Initiative Programs. Challenge initiative programs are novel, noncompetitive games and activities.
Originally challenge initiatives. Outward. Bound (Drebing, Willis, & Genet, 1.
Project Adventure (Schoel, Prouty. Radcliffe, 1. 98. The Association of Experiential Education defines experiential.
These experiential exercises. Therefore. they are becoming very popular in community coalitions and in youth- involvement. Applications of these recreation programs to substance abuse prevention are.
Dodd (1. 99. 6). The underlying assumptions are that challenge initiative. Johnson, 1. 99. 2).
According to the Social Ecology. Model of Adolescent Substance Use, self- esteem and self- concept are mediators. Kumpfer & Turner, 1. Self- esteem is strongly. Hence, providing other community opportunities for enhanced.
Parchem (1. 97. 5) observed that . For this reason. Wurdinger (1. White (1. 99. 7) believe it is critical for research purposes. The following theories explain why experiential activities should. They enhance personal self- confidence by allowing the individual to view himself/herself. Rohnke, 1. 98. 9) and increase understanding. Zook, 1. 98. 7). The challenge activities can produce a profound sense of .
Group activities increase trust in others or awareness that interdependence. Nadler & Luckner, 1.