Disorders - Substance Use Disorders
Clayton, R. R., Cattarello, A. M., Johnstone, B. M.
BACKGROUND: This article reports the results of a 5-year, longitudinal evaluation of the effectiveness of Drug Abuse Resistance
Education (DARE), a school-based primary drug prevention curriculum designed for introduction during the last year of elementary education. DARE is
the most widely disseminated school-based prevention curriculum in the United States. METHOD: Twenty-three elementary schools were randomly assigned
to receive DARE and 8 were designated comparison schools. Students in the DARE schools received 16 weeks of protocol-driven instruction and students
in the comparison schools received a drug education unit as part of the health curriculum. All students were pretested during the 6th grade prior to
delivery of the programs, posttested shortly after completion, and resurveyed each subsequent year through the 10th grade. Three-stage mixed effects
regression models were used to analyze these data. RESULTS: No significant differences were observed between intervention and comparison schools with
respect to cigarette, alcohol, or marijuana use during the 7th grade, approximately 1 year after completion of the program, or over the full 5-year
measurement interval. Significant intervention effects in the hypothesized direction were observed during the 7th grade for measures of students'
general and specific attitudes toward drugs, the capability to resist peer pressure, and estimated level of drug use by peers. Over the full
measurement interval, however, average trajectories of change for these outcomes were similar in the intervention and comparison conditions.
CONCLUSIONS: The findings of this 5-year prospective study are largely consonant with the results obtained from prior short-term evaluations of the
DARE curriculum, which have reported limited effects of the program upon drug use, greater efficacy with respect to attitudes, social skills, and
knowledge, but a general tendency for curriculum effects to decay over time. The results of this study underscore the need for more robust prevention
programming targeted specifically at risk factors, the inclusion of booster sessions to sustain positive effects, and greater attention to
interrelationships between developmental processes in adolescent substance use, individual level characteristics, and social context.
Preventive
Medicine, 25(3) : 307-18
- Year: 1996
- Problem: Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Psychoeducation, Skills training
Goldberg, Linn, Elliot,
Diane, Clarke, Gregory N., MacKinnon, David P., et-al
Reports the 1st-year implementation of a multidimensional, prospective, randomized study, directed
toward adolescent football players, who participated in a school-based anabolic androgenic steroids (AASs) intervention. The intervention consisted
of 7 weekly, 50-min classroom sessions conducted by coaches and team leaders. A control condition used only an anti-AAS informational pamphlet. 1,506
athletes from 31 schools completed a 168-item self-report questionnaire. Results show that the intervention, entitled the Adolescents Training and
Learning to Avoid Steroids Program, significantly reduced intent to use AASs, increased knowledge of AAS and other drug effects, increased belief in
personal vulnerability to the harmful effects of AAS use, increased negative attitudes toward AAS users, reduced impulsivity, improved feeling of
athletic abilities, increased self-esteem, improved drug refusal skills, and improved nutrition and exercise behaviors. (PsycINFO Database Record (c)
2007 APA, all rights reserved).
JAMA, 276(19) : 1555-1562
- Year: 1996
- Problem: Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Psychoeducation, Skills training
Vitaro,
Frank, Dobkin, Patricia L.
121 boys and girls (aged 11-12 yrs) completed a 2
-yr substance use/abuse prevention program (PP). 27 boys and 26 girls with problems and 33 boys and 35 girls with no problems were randomly assigned
to a PP or to a control group. Treatment consisted of a modified version of a life skills training program. Results show partial impact of the PP on
proximal measures (i.e., self-esteem, influenceability, social anxiety, knowledge of cigarettes, alcohol, and marijuana). Problem Ss in the PP became
more assertive. Also, Ss in the PP gained more knowledge regarding cigarettes and marijuana as compared to control children. As for distal measures,
Ss who were in the PP developed more negative attitudes towards cigarettes and marijuana from pretest to posttest as compared to control Ss. There
was no differences between prevention and control children were obtained for use of cigarettes, alcohol, and marijuana. (PsycINFO Database Record (c)
2007 APA, all rights reserved).
Journal of Alcohol & Drug
Education, 41(2) : 11-38
- Year: 1996
- Problem: Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Skills training
Shope, J. T., Copeland, L. A., Marcoux, B.
C., Kamp, M. E.
A
grade five through eight substance abuse prevention program, later incorporated into the Michigan Model for Comprehensive School Health Education,
was developed, implemented, and evaluated. Results focus on students who received seven lessons on alcohol in grade six, and eight lessons on
tobacco, alcohol, marijuana, and cocaine in grade seven taught by their regular classroom teachers (after a 6-hour training in the social pressures
resistance skills curriculum). Students (N = 442) received either two years of the program or none, and completed individually-coded questionnaires.
Repeated measures analysis of variance resulted in significant treatment by occasion interactions on the use of alcohol, cigarettes, marijuana,
cocaine, and other drugs, as well as on knowledge. At the end of grade seven, program students' rates of substance use had increased significantly
less and knowledge of alcohol pressures, effects, and skills to resist had increased significantly more than those of comparison students.
Journal of Drug
Education, 26(4) : 323-37
- Year: 1996
- Problem: Substance Use Disorders (any)
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Skills training
Fors, S. W., Jarvis, S.
The purpose of this study was to evaluate the Drug Prevention in Youth
risk reduction program that was implemented in shelters for runaway/homeless youths in the Southeastern United States. The program focuses on
knowledge, attitudes and skills that can help this group of high risk young people minimize the serious negative consequences of drug abuse. An
evaluation strategy was developed so comparisons could be made between peer-led, adult-led and non-intervention groups. Dependent samples t tests and
least squares ANCOVAS were used to measure pretest-posttest differences both within and between groups. Results indicate that the peer-led groups
were more successful than the other two groups, and that program effects were the most powerful with the youngest group of shelter clients. Process
evaluation revealed important factors related to group leader training and group management. It is concluded that well-trained and motivated
peer/near peer leaders have particularly valuable contributions to make with regard to drug abuse risk reduction for shelter clients.
Journal of Drug Education, 25(4) : 321-
33
- Year: 1995
- Problem: Substance Use Disorders (any)
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Psychoeducation, Skills training
Eggert, L. L., Thompson, E. A., Herting, J.
R., Nicholas, L. J., Dicker, B. G.
Purpose. The hypothesis tested was that experimental subjects, relative to controls, would
demonstrate significant increases in school performance and decreases in drug involvement at program exit (5 months) and at follow-up (10 months).
Design. A two-group, repeated-measures, intervention trial was the design used. Setting. The study involved four urban Northwest high schools.
Subjects. Participants included 259 youth at high risk of potential school dropout, 101 in the experimental group and 158 in the control group.
Intervention. The Personal Growth Class experimental condition was a one- semester, five-month elective course taken as one of five or six regular
classes. It had a 1:12 teacher-student ratio, and integrated group support and life-skills training interventions. The control condition included a
regular school schedule. Measures. School performance measures (semester GPA, class absences) came from school records. Drug use progression, drug
control, and adverse consequences were measured by the Drug Involvement Scale for Adolescents. Self-esteem, school bonding, and deviant peer bonding
were measured using the High School Questionnaire: Inventory of Experiences. All multi-item scales had acceptable reliability and validity. Results.
As predicted, trend analyses revealed significant different patterns of change over time between groups in drug control problems and consequences; in
GPA (but not attendance); and in self-esteem, deviant peer bonding, and school bonding. The program appeared to stem the progression of drug use, but
group differences only approached significance. Conclusion. Program efficacy was demonstrated particularly for decreasing drug control problems and
consequences; increasing GPA and school bonding; and desired changes in self- esteem and deviant peer bonding. Program effects on progression of drug
use were less definitive.
American Journal of Health Promotion., 8(3) : 202-
215
- Year: 1994
- Problem: Substance Use Disorders (any)
- Type: Controlled clinical trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Ennett,
S. T., Tobler, N. S., Ringwalt, C. L., Flewelling, R. L.
OBJECTIVES. Project DARE (Drug Abuse Resistance Education) is the most widely used school-based drug use prevention program in the United
States, but the findings of rigorous evaluations of its effectiveness have not been considered collectively. METHODS. We used meta-analytic
techniques to review eight methodologically rigorous DARE evaluations. Weighted effect size means for several short-term outcomes also were compared
with means reported for other drug use prevention programs. RESULTS. The DARE effect size for drug use behavior ranged from .00 to .11 across the
eight studies; the weighted mean for drug use across studies was .06. For all outcomes considered, the DARE effect size means were substantially
smaller than those of programs emphasizing social and general competencies and using interactive teaching strategies. CONCLUSIONS. DARE's short-term
effectiveness for reducing or preventing drug use behavior is small and is less than for interactive prevention programs.
American Journal of Public Health, 84(9) : 1394-401
- Year: 1994
- Problem: Substance Use Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Psychoeducation, Skills training
Rosenbaum, D. P., Flewelling, R. L., Bailey, S. L., Ringwalt, C. L., Wilkinson, D. L.
Although aggressive enforcement programs have been the backbone of our national drug control policy, school-based drug education has been
widely praised as the most promising strategy for achieving long-term reductions in the demand for drugs and alcohol. Employing specially trained
police officers in the classroom, Project DARE has become America's most popular and prevalent drug education program. Despite this status, the
effectiveness of the program has yet to be demonstrated. A longitudinal randomized experiment was conducted with 1,584 students to estimate the
effects of DARE on their attitudes, beliefs, and drug use behaviors in the year following exposure to the program. DARE had no statistically
significant main effects on drug use behaviors and had few effects on attitudes or beliefs about drugs. However, significant interactions between
DARE and other factors (e.g., metropolitan status) suggest that some program effects varied across subgroups of the target population. This research
provides a test of the comprehensive model of school-based prevention and helps to identify possible differential effects of this drug education
initiative.
Journal of Research
in Crime & Delinquency, 31(1) : 3-31
- Year: 1994
- Problem: Substance Use Disorders (any)
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Psychoeducation, Skills training
Ellickson, P. L., Bell, R. M., McGuigan, K.
OBJECTIVES. Although several studies have reported short-term gains for drug-use prevention programs targeted at young adolescents, few
have assessed the long-term effects of such programs. Such information is essential for judging how long prevention benefits last. This paper reports
results over a 6-year period for a multisite randomized trial that achieved reductions in drug use during the junior high school years. METHODS. The
11-lesson curriculum, which was tested in 30 schools in eight highly diverse West Coast communities, focused on helping 7th and 8th grade students
develop the motivation and skills to resist drugs. Schools were randomly assigned to treatment and control conditions. About 4000 students were
assessed in grade 7 and six times thereafter through grade 12. Program effects were adjusted for pretest covariates and school effects. RESULTS. Once
the lessons stopped, the program's effects on drug use stopped. Effects on cognitive risk factors persisted for a longer time (many through grade
10), but were not sufficient to produce corresponding reductions in use. CONCLUSIONS. It is unlikely that early prevention gains can be maintained
without additional prevention efforts during high school. Future research is needed to develop and test such efforts.
American Journal of Public Health, 83(6) : 856-
61
- Year: 1993
- Problem: Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Skills training
Bell, Robert M., Ellickson, Phyllis L., Harrison, Ellen R.
Reports follow-up results during Grade 9 for a multisite drug
prevention program that curbed both marijuana and cigarette use during junior high. 30 schools were randomly assigned to 3 conditions, 2 treatment
groups and 1 control. Students were pretested in Grade 7 and posttested 24 mo later. Earlier effects on cognitive risk factors (perceived
consequences of drug use, normative beliefs, resistance self-efficacy, and expectations of future use) persisted through Grade 9 in the schools in
which teen leaders helped adults in teaching the program. In the condition under which adults taught the lessons without teens, the prior beneficial
effects largely eroded. All of the earlier effects on actual use disappeared by Grade 9, regardless of who taught the lessons. (PsycINFO Database
Record (c) 2007 APA, all rights reserved).
Preventive Medicine, 22(4) : 463-
483
- Year: 1993
- Problem: Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Skills training
Kim, S., McLeod, J. H., Shantzis, C.
This study
reports outcome evaluation results from a segment of one of the most widely used drug education/prevention programs entitled \"Here's Looking At You
2000.\" HLAY 2000 was offered to the seventh and eighth grade students (n = 463) by regular classroom teachers of Yadkin County Schools located in
one of the rural areas in North Carolina. Six schools served as the experimental group while two randomly selected schools served as a control group.
The program was implemented during the 1990-91 school year.
Journal of Drug Education, 23(1) : 67-81
- Year: 1993
- Problem: Substance Use Disorders (any)
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Psychoeducation, Skills training
Geller, Barbara, Cooper, Thomas B., Watts, Hazel E., Cosby, Carolyn M., et-al
Early findings are reported from a
National Institute on Drug Abuse funded study of lithium for 8 12-18 yr old adolescents dually diagnosed with bipolar and substance dependency
disorders. Lithium was more effective than placebo for alleviating both the substance dependency and the mood disordered symptomatology. The
characteristics of the Ss have been chronicity of both disorders, impairment in the severe range in multiple areas of functioning, and strong family
histories for both affective and substance use disorders. The substance dependency was to both alcohol and marijuana; all Ss also had marked polydrug
abuse. In order to best monitor lithium compliance and drug/alcohol use during protocol, randomly timed weekly serum and urine assays were obtained.
Implications for the outcome of this acute phase study and for the development of longitudinal treatment strategies are discussed. (PsycINFO Database
Record (c) 2007 APA, all rights reserved).
Progress in Neuro-
Psychopharmacology & Biological Psychiatry, 16(3) : 281-299
- Year: 1992
- Problem: Substance Use Disorders (any)
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Biological Interventions
(any), Lithium