An integrated School- and community-based intervention addressing drug use among adolescents (SCIDUA): Evidence about the acceptability and effectiveness of harm minimization as an approach to school-based drug education

2005 ◽  
Author(s):  
Christiane Poulin ◽  
Jocelyn Nicholson
Keyword(s):  
Drug Use ◽  
Drug Education ◽  
Harm Minimization ◽  
Community Based ◽  
School Based ◽  
School And Community

An Outreach Program in Drug Education: Teaching a Rational Approach to Drug Use

1975 ◽  
Vol 5 (2) ◽  
pp. 87-96 ◽  
Author(s):  
James L. Sorensen ◽  
Stephen J. Joffe
Keyword(s):  
Drug Use ◽  
Rational Approach ◽  
Outreach Program ◽  
Drug Education ◽  
Education Programs ◽  
Community Based ◽  
Rational Decision Making ◽  
School Based ◽  
Positive Attitudes ◽  
Drug Knowledge

Drug use is a topic of increasing interest, and many drug education programs have appeared in schools. However, school-based programs tend to be didactic, moralistic presentations that do not reach the youth who most need drug information. Aimed at encouraging rational decision making about drug use, a peer oriented drug education program was conducted in a community youth project. In a candid atmosphere, youth and leaders shared feelings and knowledge about drugs. Youth made decisions about program direction, format and curriculum. In comparison with 4 program dropouts, 6 participants exhibited more positive attitudes toward the drug group (p < .002), its leaders (p < .01) and themselves (p < .03). Although participants had experimented with drugs less than dropouts (p < .001), they knew significantly more than dropouts on 1 of 6 measures of drug knowledge (p < .05) and tended to know more on 2 others (p < .10). Peer oriented community-based drug education programs provide a viable format for reaching youth with information and encouraging them to make decisions about drug use based on rational factors.

School and Community - based Youth Mental Health Intervention Studies in India: A Scoping Review

2019 ◽  
Vol 2 (02) ◽  
pp. 14-22
Author(s):  
Ragaviveka Gopalan ◽  
C Sangeetha ◽  
P Ramakrishnan ◽  
Vijaya Raghavan
Keyword(s):  
Mental Health ◽  
Young People ◽  
Mental Disorders ◽  
Youth Mental Health ◽  
Health Interventions ◽  
Community Based Interventions ◽  
Community Based ◽  
School Based ◽  
School And Community ◽  
Mental Health Interventions

BACKGROUND About 70% of mental disorders emerge in late childhood and young peo-ple bear the burden of these disorders throughout life. Yet, to date there has been com-paratively little research on mental health interventions for young people in India and not many attempts have been made to collate the existing literature. This systematic review aims to synthesize the available evidence on school- and community-based mental health interventions for young people in India. METHODS A range of major electronic databases were searched systematically, and the abstracts of relevant papers were independently examined for possible inclusion. Selected papers were read in full text and a standardized set of data items were extracted. RESULTS Four papers met inclusion criteria for the analysis; two studies of school-based interventions for adolescents and two studies evaluating out-of-school community interventions for youth were reviewed. The quality of evidence from the interventions in Indian school and community settings were poor. While two studies evidence the effectiveness of a school-based life skills programme and a community based multicomponent intervention designed to promote youth health, two other studies do not offer sufficient data. CONCLUSION The review findings indicate that the number of interventional studies conducted in India to address youth mental health issues are very limited. Hence, it is extremely difficult to ensure the feasibility and effectiveness of school and community-based interventions in India. Further research is warranted to establish whether interventions promoting youth mental health people can be implemented effectively in Indian settings with positive mental health outcomes. Given the possibility of a huge population of young people at-risk or experiencing mental disorders, evidence for the efficacy of youth mental health interventions is crucial.

Principles That Underpin Effective School-Based Drug Education

2002 ◽  
Vol 32 (4) ◽  
pp. 363-386 ◽  
Author(s):  
Richard Midford ◽  
Geoffrey Munro ◽  
Nyanda McBride ◽  
Pamela Snow ◽  
Ursula Ladzinski
Keyword(s):  
Classroom Teacher ◽  
Developmentally Appropriate ◽  
Skills Training ◽  
Practical Experience ◽  
Drug Education ◽  
Harm Minimization ◽  
Structured Interviews ◽  
Effective School ◽  
Education Practice ◽  
School Based

This study identifies the conceptual underpinnings of effective school-based drug education practice in light of contemporary research evidence and the practical experience of a broad range of drug education stakeholders. The research involved a review of the literature, a national survey of 210 Australian teachers and others involved in drug education, and structured interviews with 22 key Australian drug education policy stakeholders. The findings from this research have been distilled and presented as a list of 16 principles that underpin effective drug education. In broad terms, drug education should be evidence-based, developmentally appropriate, sequential, and contextual. Programs should be initiated before drug use commences. Strategies should be linked to goals and should incorporate harm minimization. Teaching should be interactive and use peer leaders. The role of the classroom teacher is central. Certain program content is important, as is social and resistance skills training. Community values, the social context of use, and the nature of drug harm have to be addressed. Coverage needs to be adequate and supported by follow-up. It is envisaged that these principles will provide all those involved in the drug education field with a set of up-to-date, research-based guidelines against which to reference decisions on program design, selection, implementation, and evaluation.

School-based drug education: the shaping of subjectivities

2014 ◽  
Vol 43 (1) ◽  
pp. 95-115 ◽  
Author(s):  
Cary Bennett
Keyword(s):  
Drug Use ◽  
Well Being ◽  
Drug Education ◽  
Content Type ◽  
School Based ◽  
Key Factor ◽  
The Subject ◽  
Political Dimensions ◽  
The Individual ◽  
Practical Implications

Purpose – The purpose of this paper is to explore how school-based drug education programmes in Australia have sought to reduce adolescent drug use. Design/methodology/approach – Drawing on insights from Foucault's later works and writers on governmentality, the paper considers how, through the use of various technologies, techniques and strategies, students have been encouraged to problematise their understanding of self by way of a series of choices they are required to make in relation to recreational drug use. Findings – Drugs are positioned as a key factor in the psychic and social well-being of youths insofar as their health and personal happiness is said to depend on the decisions they make concerning their use of drugs. In the process, moral and political objectives are met as students internalise norms, values and objectives consonant with a self-disciplined, self-governing society. Practical implications – By bringing into question school-based drug education, a space is created for further discussions around this historically controversial strategy. Social implications – What is common to all school-based drug education programmes is that the problem is conceptualised in terms of individual and interpersonal deficiencies or inadequacies. Conceptualised thus, both the problem and the solution lay with the individual; it is the individual who must change. Originality/value – The focus of this paper has not been on why school-based drug education is needed or how to improve it (the focus of most research on the subject), but rather on the methods employed to influence student use of recreational drugs. By identifying how school-based drug education has sought to shape student subjectivities, this paper has exposed specific moral and political dimensions of the project.

scholarly journals School and Community - based Youth Mental Health Intervention Studies in India: A Scoping Review

2019 ◽  
Vol 2 (02) ◽  
pp. 14-22
Author(s):  
Ragaviveka Gopalan ◽  
C Sangeetha ◽  
P Ramakrishnan ◽  
Vijaya Raghavan
Keyword(s):  
Mental Health ◽  
Young People ◽  
Mental Disorders ◽  
Youth Mental Health ◽  
Health Interventions ◽  
Community Based Interventions ◽  
Community Based ◽  
School Based ◽  
School And Community ◽  
Mental Health Interventions

BACKGROUND About 70% of mental disorders emerge in late childhood and young peo-ple bear the burden of these disorders throughout life. Yet, to date there has been com-paratively little research on mental health interventions for young people in India and not many attempts have been made to collate the existing literature. This systematic review aims to synthesize the available evidence on school- and community-based mental health interventions for young people in India. METHODS A range of major electronic databases were searched systematically, and the abstracts of relevant papers were independently examined for possible inclusion. Selected papers were read in full text and a standardized set of data items were extracted. RESULTS Four papers met inclusion criteria for the analysis; two studies of school-based interventions for adolescents and two studies evaluating out-of-school community interventions for youth were reviewed. The quality of evidence from the interventions in Indian school and community settings were poor. While two studies evidence the effectiveness of a school-based life skills programme and a community based multicomponent intervention designed to promote youth health, two other studies do not offer sufficient data. CONCLUSION The review findings indicate that the number of interventional studies conducted in India to address youth mental health issues are very limited. Hence, it is extremely difficult to ensure the feasibility and effectiveness of school and community-based interventions in India. Further research is warranted to establish whether interventions promoting youth mental health people can be implemented effectively in Indian settings with positive mental health outcomes. Given the possibility of a huge population of young people at-risk or experiencing mental disorders, evidence for the efficacy of youth mental health interventions is crucial.

Centering Students in School-Based Support Processes: Critical Inquiries and Shifting Perspectives

2015 ◽  
Vol 117 (13) ◽  
pp. 67-82
Author(s):  
Gretchen Brion-Meisels
Keyword(s):  
Young People ◽  
Information Sharing ◽  
Support Systems ◽  
Student Support ◽  
Referral Process ◽  
Mandated Reporting ◽  
Community Based ◽  
School Based ◽  
School And Community ◽  
Support Relationships

Although student support systems exist in most U.S. schools today, these systems frequently operate without input from young people. Here, I draw on data from two studies that explore youth perspectives of support processes, arguing that both school organizations and individual students will benefit from centering youth voices in student support systems. To make this argument, I describe three central practices of school-based support processes and explore how young people's voices might (re)shape these practices. I begin by investigating the practice of “referring in,” the ways in which students are invited into and included in school-based support processes. I highlight the need for making students’ voices central in the referral process. Next, I investigate the practice of “referring out” students to school- and community-based providers—the professionalization of help. Here, I highlight the importance of trust and fit in facilitating effective support relationships. Finally, I explore the practice of “referring up” by examining the hierarchies of mandated reporting that exist in schools. I conclude with the argument that adults and youth must collaborate to improve information-sharing systems.

The Effect of Pretesting on Evaluation of a Drug Education Program

1982 ◽  
Vol 12 (2) ◽  
pp. 173-180 ◽  
Author(s):  
Sally Casswell
Keyword(s):  
Drug Use ◽  
Education Program ◽  
Marijuana Use ◽  
Outcome Data ◽  
Drug Education ◽  
Education Programs ◽  
Group Design ◽  
School Based ◽  
Self Reports ◽  
And Control

An evaluation of a school-based drug education program employed Solomans 4 group design in order to examine the effect of administration of a pre-teaching questionnaire on responses. Significant effects of the pretesting were found on self-reports of drug use and intentions to use drugs among both experimental and control students. The pretesting increased the amounts of alcohol reported consumed and reports of drunkenness and marijuana use. Significant interactions between pretesting and the experience of the drug education program were also present on the latter responses. The results indicate the difficulty of using self-reported drug use or intentions as outcome data in evaluations of drug education programs.

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