The Role of Engagement in Effective, Digital Prevention Interventions: the Function of Engagement in the REAL Media Substance Use Prevention Curriculum

Research-based substance use prevention curricula typically yield small effects when implemented by school teachers under real-world conditions. Using a randomized controlled trial, the authors examined whether expert coaching improves the effectiveness of the All Stars prevention curriculum. Although a positive effect on students' cigarette use was noted, this finding may be attributed to marked baseline differences on this variable across the intervention and control groups. No effects were found on students' alcohol or marijuana use or on any of several variables thought to mediate curriculum effects. The effects of coaching on teachers may not become evident until future years, when they have moved beyond an initial mechanical delivery of the curriculum.

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Effects of the 5th and 7th Grade Enhanced Versions of the Keepin' it Real Substance Use Prevention Curriculum

Journal of Drug Education ◽

10.2190/de.40.1.e ◽

2010 ◽

Vol 40 (1) ◽

pp. 61-79 ◽

Cited By ~ 13

Author(s):

Elvira Elek ◽

David A. Wagstaff ◽

Michael L. Hecht

Keyword(s):

Substance Use ◽

Substance Use Prevention ◽

Prevention Curriculum

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Factors Associated with Fidelity to Substance Use Prevention Curriculum Guides in the Nation's Middle Schools

Health Education & Behavior ◽

10.1177/1090198103030003010 ◽

2003 ◽

Vol 30 (3) ◽

pp. 375-391 ◽

Cited By ~ 135

Author(s):

Christopher L. Ringwalt ◽

Susan Ennett ◽

Ruby Johnson ◽

Louise Ann Rohrbach ◽

Ashley Simons-Rudolph ◽

...

Keyword(s):

Substance Use ◽

Fidelity Of Implementation ◽

Substance Use Prevention ◽

Public And Private ◽

Factors Associated ◽

Curriculum Adaptation ◽

Prevention Curriculum ◽

Curriculum Guides ◽

Nationally Representative ◽

Using Data

Teachers' fidelity of implementation of substance use prevention curricula is widely considered desirable and is linked empirically to effectiveness. The authors examine factors pertinent to teachers' fidelity to curricula guides, using data from a nationally representative sample of 1,905 lead substance use prevention teachers in the nation's public and private schools. Findings suggest that about one-fifth of teachers of substance use prevention curricula did not use a curriculum guide at all, whereas only 15% reported they followed one very closely. Positively associated with adherence were teachers' discretion in their coverage of prevention lessons, beliefs concerning the effectiveness of the most recent training they received and the curricula they taught, and level of support they received from their principals for substance use prevention. The authors conclude that some degree of curriculum adaptation is inevitable and suggest how adherence to curricula guides may be improved through teacher training.

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How to prevent alcohol and illicit drug use among students in affluent areas: a qualitative study on motivation and attitudes towards prevention

Substance Abuse Treatment Prevention and Policy ◽

10.1186/s13011-021-00420-8 ◽

2021 ◽

Vol 16 (1) ◽

Author(s):

Pia Kvillemo ◽

Linda Hiltunen ◽

Youstina Demetry ◽

Anna-Karin Carlander ◽

Tim Hansson ◽

...

Keyword(s):

Substance Use ◽

Parental Involvement ◽

Parental Influence ◽

Peer Group ◽

Control Measures ◽

Substance Use Prevention ◽

Social Milieu ◽

The Social ◽

Prevention Interventions ◽

Selective Prevention

Abstract Background The use of alcohol and illicit drugs during adolescence can lead to serious short- and long-term health related consequences. Despite a global trend of decreased substance use, in particular alcohol, among adolescents, evidence suggests excessive use of substances by young people in socioeconomically affluent areas. To prevent substance use-related harm, we need in-depth knowledge about the reasons for substance use in this group and how they perceive various prevention interventions. The aim of the current study was to explore motives for using or abstaining from using substances among students in affluent areas as well as their attitudes to, and suggestions for, substance use prevention. Methods Twenty high school students (age 15–19 years) in a Swedish affluent municipality were recruited through purposive sampling to take part in semi-structured interviews. Qualitative content analysis of transcribed interviews was performed. Results The most prominent motive for substance use appears to be a desire to feel a part of the social milieu and to have high social status within the peer group. Motives for abstaining included academic ambitions, activities requiring sobriety and parental influence. Students reported universal information-based prevention to be irrelevant and hesitation to use selective prevention interventions due to fear of being reported to authorities. Suggested universal prevention concerned reliable information from credible sources, stricter substance control measures for those providing substances, parental involvement, and social leisure activities without substance use. Suggested selective prevention included guaranteed confidentiality and non-judging encounters when seeking help. Conclusions Future research on substance use prevention targeting students in affluent areas should take into account the social milieu and with advantage pay attention to students’ suggestions on credible prevention information, stricter control measures for substance providers, parental involvement, substance-free leisure, and confidential ways to seek help with a non-judging approach from adults.

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