Factors associated with adoption of evidence-based substance use prevention curricula in US school districts

Abstract Introduction Passage of cannabis laws may impact cannabis use and the use of other substances. The suggested association is of particular concern in pregnant women where exposure to substances can cause harm to both the pregnant woman and fetus. The present study contributes to the minimal literature on factors associated with cannabis use during the preconception, prenatal, and postpartum periods including state legalization status, concurrent use of tobacco and e-cigarettes and adequacy of prenatal care. Methods We conducted a cross-sectional analysis using combined survey data from the 2016–2018 Pregnancy Risk Assessment Monitoring System (PRAMS) collected from 36,391 women. Logistic regression was used to estimate the impact of state-legalization, adequacy of prenatal care, and other substance use on cannabis use during the preconception, prenatal, and post-partum periods. Results In the preconception model, residence in a recreationally legal state (OR: 2.37; 95% CI, 2.04–2.75) or medically legal state (OR:3.32; 95% CI, 2.90–3.80) compared to a non-legal state was associated with higher odds of cannabis use. In the prenatal model, residence in a recreationally legal state was associated with higher odds of cannabis use (OR: 1.51; 95% CI, 1.29–1.79) whereas there was no association with residence in a medically legal state. Tobacco use including e-cigarettes and moderate prenatal alcohol use were also significantly associated with cannabis use. Conclusion Recreational cannabis legalization is associated with the use of cannabis prior to, during, and after pregnancy. Renewed clinical and policy efforts may be warranted to update prenatal substance use prevention programs, educational campaigns, and provider education as cannabis legalization evolves.

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Supplementing Substance Use Prevention With Sexual Health Education: A Partner-Informed Approach to Intervention Development

Health Promotion Practice ◽

10.1177/1524839920947683 ◽

2020 ◽

pp. 152483992094768

Author(s):

Terrinieka W. Powell ◽

Meghan Jo ◽

Anne D. Smith ◽

Beth D. Marshall ◽

Santha Thigpen ◽

...

Keyword(s):

Substance Use ◽

Health Education ◽

Sexual Health ◽

Intervention Development ◽

Lessons Learned ◽

Evidence Based ◽

Substance Use Prevention ◽

Sexual Health Education ◽

Multiple Sources ◽

Wide Range

Supplementing substance use prevention with sexual health education would allow educators to address the risk and protective factors that influence both health issues. This streamlined approach may minimize the inefficiencies of multisession, single-purpose interventions. Our team developed a supplemental sexual and reproductive health (SRH) unit to align with an existing evidence-based intervention, LifeSkills Training (LST). This goal of this article is to describe our process, final product, lessons learned, and future directions. Our partner-informed approach took place across three key phases: (1) formative insights, (2) unit development, and (3) pilot implementation. The final supplemental SRH unit is ten, 45-minute sessions offered to seventh- and eighth-grade students and includes a set of learning objectives that are aligned with individual sessions. The supplemental SRH unit also mirrors existing LST modules in length, flow, layout, facilitator instructions, focus on prevention, and utilization of a student workbook. Lessons learned include strategies to effectively incorporate a wide range of ongoing feedback from multiple sources and quickly respond to staff turnover. This partnership approach serves as a model for researchers and practitioners aiming to extend the reach of existing evidence-based programs.

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Assessment of campus community readiness for tailoring implementation of evidence-based online programs to prevent risky substance use among university students in Germany

Translational Behavioral Medicine ◽

10.1093/tbm/ibz060 ◽

2019 ◽

Author(s):

Frauke Wichmann ◽

Michael Braun ◽

Thomas Ganz ◽

Johanna Lubasch ◽

Thomas Heidenreich ◽

...

Keyword(s):

Substance Use ◽

Program Implementation ◽

Implementation Process ◽

Evidence Based ◽

Community Readiness ◽

Substance Use Prevention ◽

Structured Interviews ◽

Online Interventions ◽

Online Programs ◽

German Universities

Abstract Research suggests that online interventions preventing risky substance use can improve student health. There is an increasing interest in transferring evidence-based online programs into university health promotion practice. However, little is known about how to best tailor the implementation process to capacities and context of individual universities. The purpose of this study was to assess the level of readiness (capacity) of German universities concerning the implementation of evidence-based online programs for risky substance use prevention employing an adapted Community Readiness Assessment (CRA) and to develop tailored action plans for implementation. The CRA involved 43 semi-structured interviews with key persons at 10 German universities. The interviews addressed five dimensions (knowledge of efforts, leadership, community climate, knowledge of the issue, and resources) at nine possible readiness stages (no awareness—ownership) and additional contextual factors. Overall, readiness for implementing online interventions across universities was rather low. Universities readiness levels ranged between the denial stage with a score of 2.1 and the preplanning stage with a score of 4.4. University-specific readiness was very heterogeneous. On the basis of the results of the CRA, universities received feedback and options for training on how to take the necessary steps to increase readiness and to prepare program implementation. The adapted version of the CRA was well suited to inform future implementation of evidence-based online programs for the prevention of risky substance use at participating universities.

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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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Importance of fidelity in school programs implementation for prevention of drug consumption / Importancia de la fidelidad en la implementación de programas escolares para prevenir el consumo de drogas

Health and Addictions/Salud y Drogas ◽

10.21134/haaj.v11i1.22 ◽

2011 ◽

Vol 11 (1) ◽

Author(s):

Mónica Gázquez Pertusa ◽

José A. García del Castillo ◽

Isaac Ruiz Alfaro

Keyword(s):

Substance Use ◽

Real Life ◽

Implementation Fidelity ◽

Daily Practice ◽

Drug Consumption ◽

Evidence Based ◽

High Fidelity ◽

Substance Use Prevention ◽

School Based ◽

School Programs

La fidelidad de la implementación hace referencia al grado con el que una intervención se aplica tal y como se ha diseñado. Implementar las intervenciones basadas en la evidencia empírica con una elevada fidelidad constituye un aspecto clave en la diseminación de programas a contextos reales, puesto que los efectos de los programas disminuyen cuando los programas se ejecutan sin una adecuada adherencia al protocolo diseñado. En este estudio se define el concepto de fidelidad y las dimensiones que lo componen. A su vez, se revisan los aspectos más relevantes relacionados con la fidelidad en la implementación de programas de prevención escolar para el consumo de drogas. Por último, se discute la importancia de aumentar nuestro conocimiento sobre el proceso de implementar las innovaciones de la ciencia en la práctica cotidiana. Abstract Implementation fidelity refers to the degree to wich an intervention is delivered as intended. Implement evidence-based interventions with high fidelity is a key issue in the dissemination of programs to real life contexts, since the effects of the programs diminish when programs are implemented with poor fidelity to the protocol designed. This study defines the concept of fidelity and its component dimensions. In turn, we review the most relevant aspects related to implementation fidelity of school-based substance use prevention programs. Finally, it is discuss the importance of increasing our knowledge about the process of implementing the innovations of science in daily practice.

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Collateral Benefits of Evidence-Based Substance Use Prevention Programming During Middle-School on Young Adult Romantic Relationship Functioning

Prevention Science ◽

10.1007/s11121-021-01332-6 ◽

2021 ◽

Author(s):

Emily J. LoBraico ◽

Gregory M. Fosco ◽

Shichen Fang ◽

Richard L. Spoth ◽

Cleve Redmond ◽

...

Keyword(s):

Middle School ◽

Substance Use ◽

Young Adult ◽

Romantic Relationship ◽

Relationship Functioning ◽

Evidence Based ◽

Substance Use Prevention ◽

Prevention Programming ◽

Romantic Relationship Functioning

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Evidence-based practice in school substance use prevention: fidelity of implementation under real-world conditions

Health Education Research ◽

10.1093/her/cyr013 ◽

2011 ◽

Vol 26 (2) ◽

pp. 361-371 ◽

Cited By ~ 51

Author(s):

S. T. Ennett ◽

S. Haws ◽

C. L. Ringwalt ◽

A. A. Vincus ◽

S. Hanley ◽

...

Keyword(s):

Substance Use ◽

Real World ◽

Evidence Based Practice ◽

Fidelity Of Implementation ◽

Evidence Based ◽

Substance Use Prevention

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Testing an evidence-based drug abuse and violence preventive approach adapted for youth in juvenile justice diversionary settings

Health & Justice ◽

10.1186/s40352-021-00128-8 ◽

2021 ◽

Vol 9 (1) ◽

Author(s):

Christopher Williams ◽

Kenneth W. Griffin ◽

Ruchi K. Mehta ◽

Gilbert J. Botvin

Keyword(s):

Substance Use ◽

Juvenile Justice ◽

Youth Development ◽

Positive Youth Development ◽

Preventive Intervention ◽

Positive Impact ◽

Evidence Based ◽

Substance Use Prevention ◽

Personal Strengths ◽

Post Test

Abstract Background Universal school-based prevention programs for alcohol, tobacco, and other drug use are typically designed for all students within a particular school setting. However, it is unclear whether such broad-based programs are effective for youth at risk for substance use and violence in juvenile justice settings. Method The present study tested the feasibility, appropriateness, and efficacy of a preventive intervention to reduce risk factors for substance use and delinquency among youth in juvenile justice diversionary settings by promoting positive youth development and building personal strengths and prosocial relationships. Participants in the study (N = 288) were predominantly male (69%) and in the 9th grade (14 years old) or higher (91%), received the preventive intervention, and completed confidential questionnaires at the pre-test and post-test. Results The majority of youth who participated in the intervention rated the program topics (77.9%) and activities (72%) as appropriate for their age, would recommend it to their peers (73.6%), and would use the skills learned in the future (85.4%). Comparison of post-test adjusted means revealed that the prevention program had a significant positive impact on key knowledge, attitudes, and skills including goal-setting, stress-management, and communication skills. Conclusions The findings indicate that an evidence-based prevention approach adapted for youth diversionary settings can be effectively implemented and well-received by participating youth, and can produce positive changes in psychosocial skills and protective factors known to prevent multiple risk behaviors among youth. Future efforts to implement substance use prevention in community juvenile justice settings may benefit from highlighting a positive youth development, skills-based approach.

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