A systematic review of parent based programs to prevent or reduce alcohol consumption in adolescents

Abstract Background Adolescent alcohol consumption is an issue of ongoing concern and programs targeting parents have been identified as an important component in minimizing and preventing alcohol related harm in adolescents. This paper aims to evaluate existing parent based alcohol education programs with a focus on understanding parent specific outcomes including parental attitudes, parent-child communication, alcohol specific rule setting and parental monitoring; study quality, the extent of stakeholder engagement in program design and the level of theory application. Method A systematic review of electronic databases EBSCO, Emerald, ProQuest, PubMed, Ovid, ScienceDirect, Taylor and Francis and Web of Science was conducted from database inception to August 2019. A total of 4288 unique records were retrieved from the eight databases. Studies were included if they evaluated school based alcohol education programs that included a parent component and detailed outcome measures associated with parent data. The methodological quality of the included studies was assessed using the Effective Public Health Practice Project (EPHPP) quality assessment tool. Results In total 17 studies qualified for assessment, detailing 13 individual parent programs. Of these, ten programs demonstrated positive effects in at least one parent reported outcome measure. Stakeholder engagement during the design of programs was lacking with the majority of programs. One third of the programs did not report theory use and when theory was used reporting was weak with three programs applying theory, five testing theory and none building theory. According to the EPHPP tool, overall ten programs were rated as weak, three as moderate and none as strong. Conclusion Future studies are recommended to further enhance the effectiveness of parental programs by improving study quality, increasing stakeholder engagement and increasing the level of theory application and reporting.

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A systematic review of parent based programs to prevent or reduce alcohol consumption in adolescents

10.21203/rs.2.12701/v2 ◽

2019 ◽

Author(s):

Erin Hurley ◽

Timo Dietrich ◽

Sharyn Rundle-Thiele

Keyword(s):

Systematic Review ◽

Alcohol Consumption ◽

Stakeholder Engagement ◽

Parental Attitudes ◽

Study Quality ◽

Education Programs ◽

Alcohol Education ◽

Strong Conclusion ◽

Theory Application ◽

Rule Setting

Abstract Background. Adolescent alcohol consumption is an issue of ongoing concern and programs targeting parents have been identified as an important component in minimizing and preventing alcohol related harm in adolescents. This paper aims to evaluate existing parent based alcohol education programs with a focus on understanding parent specific outcomes including parental attitudes, parent-child communication, alcohol specific rule setting and parental monitoring; study quality, the extent of stakeholder engagement in program design and the level of theory application. Method. A systematic review of electronic databases EBSCO, Emerald, ProQuest, PubMed, Ovid, ScienceDirect, Taylor and Francis and Web of Science was conducted from database inception to August 2019. A total of 4288 unique records were retrieved from the eight databases. Studies were included if they evaluated school based alcohol education programs that included a parent component and detailed outcome measures associated with parent data. The methodological quality of the included studies was assessed using the Effective Public Health Practice Project (EPHPP) quality assessment tool. Results. In total 17 studies qualified for assessment, detailing 13 individual parent programs. Of these, ten programs demonstrated positive effects in at least one parent reported outcome measure. Stakeholder engagement during the design of programs was lacking with the majority of programs. One third of the programs did not report theory use and when theory was used reporting was weak with three programs applying theory, five testing theory and none building theory. According to the EPHPP tool, overall ten programs were rated as weak, three as moderate and none as strong. Conclusion. Future studies are recommended to further enhance the effectiveness of parental programs by improving study quality, increasing stakeholder engagement and increasing the level of theory application and reporting.

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A systematic review of parent based programs to prevent or reduce alcohol consumption in adolescents

10.21203/rs.2.12701/v3 ◽

2019 ◽

Author(s):

Erin Hurley ◽

Timo Dietrich ◽

Sharyn Rundle-Thiele

Keyword(s):

Systematic Review ◽

Alcohol Consumption ◽

Stakeholder Engagement ◽

Parental Attitudes ◽

Study Quality ◽

Education Programs ◽

Alcohol Education ◽

Strong Conclusion ◽

Theory Application ◽

Rule Setting

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A systematic review of parent based programs to prevent or reduce alcohol consumption in adolescents

10.21203/rs.2.12701/v1 ◽

2019 ◽

Author(s):

Erin Hurley ◽

Timo Dietrich ◽

Sharyn Rundle-Thiele

Keyword(s):

Alcohol Consumption ◽

Program Design ◽

Design Method ◽

Stakeholder Involvement ◽

Education Programs ◽

Alcohol Education ◽

Positive Effects ◽

Theory Application ◽

Theory Use ◽

Parent Component

Abstract Background. Adolescent alcohol consumption is an issue of ongoing concern and programs targeting parents have been identified as an important component in minimizing and preventing alcohol related harm in adolescents. This paper aims to evaluate existing parent based alcohol education programs with a focus on understanding parent specific outcomes; the level of theory application and the extent of stakeholder involvement in program design. Method. A total of seven databases were searched to identify relevant studies published between January 2000 and November 2018. Studies were included if they evaluated school based alcohol education programs that included a parent component and detailed outcome measures associated with parent data. Results. In total 15 studies qualified for assessment, detailing 11 individual parent programs. Of these, nine programs demonstrated positive effects in at least one parent reported outcome measure. Stakeholder engagement during the design of programs was lacking with the majority of programs. One third of the programs did not report theory use and when theory was used reporting was weak with one program informed by theory, two programs applying theory and four testing theory. Conclusion. Future studies are recommended to further enhance the effectiveness of parental programs. Given stakeholder involvement can increase levels of engagement, increasing levels of stakeholder involvement in the design of parental programs is recommended to extend parental participation in programs developed. Inclusion of theory in program design and evaluation will further extend understanding of the mechanisms leading to change.

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Combining school and family alcohol education: a systematic review of the evidence

Health Education ◽

10.1108/he-12-2013-0066 ◽

2014 ◽

Vol 114 (6) ◽

pp. 451-472 ◽

Cited By ~ 7

Author(s):

Georgina Cairns ◽

Richard Purves ◽

Jennifer McKell

Keyword(s):

Systematic Review ◽

Alcohol Misuse ◽

Parental Attitudes ◽

Alcohol Education ◽

Effective Prevention ◽

Content Type ◽

Positive Effects ◽

School Based ◽

Programme Design ◽

Education Interventions

Purpose – The purpose of this paper is to map and identify evidence for effective components of combined school and family alcohol education interventions. The paper describes current practice, evaluative evidence of its effects, and highlights specific elements of school and family linked education associated with effective prevention or reduction of alcohol misuse by young people aged 11-18 years. Design/methodology/approach – This paper takes the form of a systematic review. Findings – The review found evidence of small positive effects for interventions delivered over short and longer term duration and low and higher levels of direct contact with students and families. Family-based elements that correlated with positive effects were targeting information and skills development, family communications, and stricter parental attitudes to alcohol misuse. School-based components which involved life skills and social norms approaches were associated with reductions in risky behaviours. Weaker evidence indicated that peer-led programmes, external delivery agents and linkages of school-based components to community-level change may strengthen combined school and family intervention programmes. Research limitations/implications – The heterogeneity of the studies precluded the option to perform meta-analysis. Practical implications – There is a need for more focused use of planning and evaluation tools, and especially more explicit articulation of behaviours and/or behavioural determinants targeted; the methods that will be employed and the conceptual basis for the programme design could contribute to deeper understanding amongst the intervention community of how and why impact is or is not achieved. Social implications – Few studies provide information on the concepts, assumptions or change objectives that shape programme design. The potential benefits of combining school and family education interventions warrants further exploration. Originality/value – The authors believe this is the first review to systematically examine objectives, design and impact of combined school and family alcohol education interventions.

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Effectiveness of Digital Interventions for Reducing Behavioral Risks of Cardiovascular Disease in Nonclinical Adult Populations: Systematic Review of Reviews

Journal of Medical Internet Research ◽

10.2196/19688 ◽

2021 ◽

Vol 23 (5) ◽

pp. e19688

Author(s):

Natalie Gold ◽

Amy Yau ◽

Benjamin Rigby ◽

Chris Dyke ◽

Elizabeth Alice Remfry ◽

...

Keyword(s):

Physical Activity ◽

Systematic Review ◽

Alcohol Consumption ◽

Meta Analysis ◽

Face To Face ◽

Positive Effects ◽

Digital Interventions ◽

Diet And Physical Activity ◽

Intent To Treat

Background Digital health interventions are increasingly being used as a supplement or replacement for face-to-face services as a part of predictive prevention. They may be offered to those who are at high risk of cardiovascular disease and need to improve their diet, increase physical activity, stop smoking, or reduce alcohol consumption. Despite the popularity of these interventions, there is no overall summary and comparison of the effectiveness of different modes of delivery of a digital intervention to inform policy. Objective This review aims to summarize the effectiveness of digital interventions in improving behavioral and health outcomes related to physical activity, smoking, alcohol consumption, or diet in nonclinical adult populations and to identify the effectiveness of different modes of delivery of digital interventions. Methods We reviewed articles published in the English language between January 1, 2009, and February 25, 2019, that presented a systematic review with a narrative synthesis or meta-analysis of any study design examining digital intervention effectiveness; data related to adults (≥18 years) in high-income countries; and data on behavioral or health outcomes related to diet, physical activity, smoking, or alcohol, alone or in any combination. Any time frame or comparator was considered eligible. We searched MEDLINE, Embase, PsycINFO, Cochrane Reviews, and gray literature. The AMSTAR-2 tool was used to assess review confidence ratings. Results We found 92 reviews from the academic literature (47 with meta-analyses) and 2 gray literature items (1 with a meta-analysis). Digital interventions were typically more effective than no intervention, but the effect sizes were small. Evidence on the effectiveness of digital interventions compared with face-to-face interventions was mixed. Most trials reported that intent-to-treat analysis and attrition rates were often high. Studies with long follow-up periods were scarce. However, we found that digital interventions may be effective for up to 6 months after the end of the intervention but that the effects dissipated by 12 months. There were small positive effects of digital interventions on smoking cessation and alcohol reduction; possible effectiveness in combined diet and physical activity interventions; no effectiveness for interventions targeting physical activity alone, except for when interventions were delivered by mobile phone, which had medium-sized effects; and no effectiveness observed for interventions targeting diet alone. Mobile interventions were particularly effective. Internet-based interventions were generally effective. Conclusions Digital interventions have small positive effects on smoking, alcohol consumption, and in interventions that target a combination of diet and physical activity. Small effects may have been due to the low efficacy of treatment or due to nonadherence. In addition, our ability to make inferences from the literature we reviewed was limited as those interventions were heterogeneous, many reviews had critically low AMSTAR-2 ratings, analysis was typically intent-to-treat, and follow-up times were relatively short. Trial Registration PROSPERO International Prospective Register of Systematic Reviews CRD42019126074; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=126074.

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The Effects of Fear Appeal and Communication upon Attitudes toward Alcohol Consumption

Journal of Drug Education ◽

10.2190/ng73-ljga-6n6f-pf6t ◽

1975 ◽

Vol 5 (2) ◽

pp. 171-181 ◽

Cited By ~ 11

Author(s):

Robert D. Fritzen ◽

Gil E. Mazer

Keyword(s):

Alcohol Consumption ◽

Educational Programs ◽

Alcoholic Beverages ◽

Fear Appeal ◽

Education Programs ◽

Alcohol Education ◽

Information Retention ◽

Independent Variables ◽

The Relationship ◽

Two Independent Variables

The purpose of the study was to clarify principles of communication pertinent to alcohol and drug educational programs. Specifically the relationship between two independent variables, the fear appeal of the message and the character of the communicator, and the attitudes, behavior and information retention of seventh and eighth grade pupils with respect to the consumption of alcoholic beverages was explored. A number of significant findings are reported and their implications for alcohol education programs are discussed.

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A systematic review of alcohol education programs for young people: do these programs change behavior?

Health Education Research ◽

10.1093/her/cyaa049 ◽

2020 ◽

Author(s):

Hannah L M Calverley ◽

Lauren A Petrass ◽

Jennifer D Blitvich

Keyword(s):

Systematic Review ◽

Young People ◽

Best Practice ◽

Quality Criteria ◽

Behavior Changes ◽

Education Programs ◽

Alcohol Education ◽

Term Outcome ◽

Long Term Outcome ◽

Change Behavior

Abstract Numerous education programs have addressed young peoples’ alcohol use. To date, no peer-reviewed publication has evaluated the effectiveness of such programs delivered across a range of contexts to change alcohol-related behaviors, attitudes and/or knowledge. This systematic review aimed to identify alcohol education programs addressing young people, and determine whether they changed alcohol-related behavior, knowledge and attitudes; and, ascertain components of successful programs. Studies were identified, guided by the PRISMA review process, from the earliest records until June 2020. Included studies (N = 70) comprised an alcohol education program which focused on young people (15–24 years). Forty programs reported behavior changes, and these programs were the highest quality. Others impacted attitudes and/or knowledge only (n = 12); or reported no impacts (n = 17). Recent programs were more likely than older programs to feature online delivery and report behavior changes. To enhance alcohol education, future programs should include the identified quality criteria, alongside process and long-term outcome evaluations, to better monitor effectiveness. Findings indicated some education programs have capacity to positively change alcohol-related behavior; however, outcome consistency varied even in high-quality programs. Alcohol education programs should be designed alongside health education/promotion models and best-practice recommendations, to improve the likelihood of desirable behavior-related outcomes.

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Identification of Behaviour Change Techniques from successful online interventions targeting Alcohol Consumption, Emotional Eating and Gambling. (Preprint)

10.2196/preprints.22694 ◽

2020 ◽

Author(s):

Gabrielle Humphreys ◽

Rebecca Evans ◽

Harriet Makin ◽

Laura Bijkerk ◽

Richard Cooke ◽

...

Keyword(s):

Systematic Review ◽

Alcohol Consumption ◽

Behaviour Change ◽

Emotional Eating ◽

Alcohol Misuse ◽

Behaviour Change Techniques ◽

Study Quality ◽

Online Interventions ◽

Post Intervention ◽

Self Monitoring

BACKGROUND Completely online interventions are thought to overcome barriers to treatment, such as accessibility and geographical location, that can undermine the effectivness of traditional face-to-face interventions. Due to these features, researchers are increasingly testing the efficacy of online interventions as ways to reduce alcohol misuse, emotional eating and gambling. However, many online interventions have poorly defined mechanisms of action, meaning it is often uncertain how they propose to bring about behaviour change. OBJECTIVE The systematic review aimed to identify effective Behaviour Change Techniques (BCTs) present in online interventions which aimed to reduce alcohol consumption, emotional eating, or gambling. METHODS The systematic review covered research conducted in the last 20 years. Inclusion criteria for interventions were (1) online administration (2) target alcohol use, emotional eating and/or gambling and (3) report baseline and post-intervention mesures of behaviour. PRISMA guidelines were followed. We coded intervention effectiveness, study quality and BCTs present in the interventions. RESULTS Following removal of 4,152 ineligible articles, 45 were included in the review: 32 targeted alcohol misuse; six for emotional eating; seven for gambling. The five most commonly used BCTs present across interventions were identified. When intervention success and study quality were controlled for, results differed slightly. Results from all frequency counts were integrated to identify seven commonly used BCTs. These BCTs were Problem solving, Feedback on behaviour, Self-monitoring of behaviour, Self-monitoring of outcomes, Instruction on how to perform a behaviour, Information about social and health consequences and Social comparison. CONCLUSIONS This systematic review identified seven of the most frequently used behaviour change techniques used in online interventions focused on alcohol misuse, emotional eating and gambling interventions. These results can inform the development of evidence-based e-health interventions which have the potential to lead to effective, positive behaviour change in all three areas.

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Communication interventions and their impact on behaviour in the young child: A systematic review

Child Language Teaching and Therapy ◽

10.1177/0265659011414214 ◽

2011 ◽

Vol 28 (1) ◽

pp. 7-23 ◽

Cited By ~ 16

Author(s):

James Law ◽

Charlene C Plunkett ◽

Helen Stringer

Keyword(s):

Systematic Review ◽

Study Quality ◽

Inclusion Criteria ◽

Social Emotional ◽

Systematic Review Methodology ◽

School Aged Children ◽

Positive Effects ◽

Communication Needs ◽

Communication Interventions ◽

Models Of Service Delivery

Speech, language and communication needs (SLCN) and social, emotional and behaviour difficulties (SEBD) commonly overlap, yet we know relatively little about the mechanism linking the two, specifically to what extent it is possible to reduce behaviour difficulties by targeted communication skills. The EPPI Centre systematic review methodology was applied to the intervention literature related to primary school aged children with both SLCN and SEBD. Studies were graded for study quality. Nineteen studies including 148 children met the inclusion criteria. Heterogeneity was high in terms of symptoms, methodology, interventions and outcomes. All studies reported positive effects of intervention on both communication and behavioural outcomes although the majority were graded as being of relatively low quality. Despite study limitations the findings suggest that this is a promising direction of enquiry. There remain many gaps in the evidence, for example study quality needs to improve, comparative work is rare and it is difficult to use these interventions to reflect on the type of systemic classroom models of service delivery recommended for many of these children. The results have implications for both clinical practice and further research.

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Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review

Systematic Reviews ◽

10.1186/s13643-021-01781-8 ◽

2021 ◽

Vol 10 (1) ◽

Author(s):

Kevin Muirhead ◽

Leah Macaden ◽

Keith Smyth ◽

Colin Chandler ◽

Charlotte Clarke ◽

...

Keyword(s):

Systematic Review ◽

Social Care ◽

Experimental Studies ◽

Bibliographic Databases ◽

Study Quality ◽

Common Information ◽

Positive Effects ◽

Health And Social Care ◽

Computer Based ◽

Dementia Education

Abstract Background Dementia prevalence is increasing globally and yet evidence suggest that gaps exist in dementia-specific knowledge among health and social care practitioners. Technological modes of educational delivery may be as effective as traditional education and can provide practitioners with increased accessibility to dementia training. Benefits of digitally based dementia education have been established including pedagogical strategies that influence dementia knowledge and care attitudes. This review aimed to appraise and synthesise contemporary experimental evidence that evaluated technology-enabled dementia education for health and social care practitioners. Outcomes based on Kirkpatrick’s Model were learner satisfaction; knowledge, skills, and attitudes; behaviours; and results. Methods MEDLINE, CINAHL, and Web of Science were among 8 bibliographic databases searched from January 2005 until February 2020. Keywords included dementia and education (and terms for technological modes of education, learning, or training). We included experimental and quasi-experimental studies. Medical Education Research Study Quality Instrument established the overall quality of included studies and pragmatic application of Mixed Methods Appraisal Tool established individual study quality and highlighted methodological features of educational research. Narrative synthesis was conducted as heterogeneous outcome data precluded meta-analysis. Results We identified 21 relevant studies: 16 evaluated online dementia education and 5 evaluated computer-based approaches. Most studies used before-after designs and study quality was moderate overall. Most studies reported knowledge-based outcomes with statistically significant findings favouring the training interventions. Positive effects were also observed in studies measuring skills and attitudinal change. Fewer studies reported significant findings for behavioural change and results due to training. Case-based instruction was a frequently described instructional strategy in online dementia education and videos were common information delivery modes. CD-ROM training and simulation activities were described in computer-based dementia education. Discussion Future emphasis must be placed on teaching and learning methods within technology-enabled dementia education which should be role relevant and incorporate active and interactive learning strategies. Future evaluations will require contextually relevant research methodologies with capacity to address challenges presented by these complex educational programmes and multi-component characteristics. Systematic review registration This systematic review is based on a protocol registered with PROSPERO (CRD42018115378).

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