http://legacy.library.ucsf.edu/tid/agn97d00/pdf

More documents

Recommendations

Info

proportion of studcnts who use drugs incrcascs gradually bcginning in nriddlc or junior high schoal, not abruptly at grade twelve or CICCCn . 'lhis SUQgCSTS T118t t11C tUlll about which was foanally observed in high school seniors in 1991 had its bcgintlings several years earlier . Prevention Kcducirtz thc tlczrtatnl Lin' drugs tuust be pait uf a cuttiprchcnsivc natiuual sLnUCLy fur addressing the nation's drug problems . '!hc goal ot prevention is to delay, deter, or eliminate the onset of suhslanae use within populations . At the core nl-Prevention programs are,weveral aeenmplinnc Lh ;u decerve. txmeidersuinn . il iq now widely rer.ngniie.tl thnt prevenlinn prngram . that are effective have several eunmtnn t'eaturen (Dusenburv and Falcu . 1943) . Primary among theui is ptugiam liwua . Ptngtmu luwti - the utc .mxa uf tlte piugiaut and whut the lnugaut attempts Lu chang e - is the most important element of preventive intervention . The history of prevention suggests that there have been three eras of program develnpment . The first era can he characterir .ed as being intuiLin-drivien . Intuitive programs predominate in our schools and communities today . These programs rcl7ect common sense ideas . ideology . and doing what appears tu he popular or exciting . The seumd era ctf prosram developement is characlerii .ed by theory-driven pro; rams . These programz . primarily funded thrnugh research prcijectx sponsored by the National Inxtitute tin Drug Abuso (NiDA) and the Nationul Institute on Alcohol Abusus and Alcoholivm (NiAAA) have relied on a comhinatiun of host-discipline theory (i .e . theories in which the program developer was trained as a student) and intuition (nllen not admitted) to guide program development . Thus, social psychologists liicused un strategies that reflected the theories of Ihr.ir di .ciplinn cuch ae Cnr .i :d Ir.nrning Theory (R:mdnra . 14474) nntl Ihe Thenry nfRe;iume,d Action (Ajzon & 1'ighlicin, 1J78) . Sociologists tbcuscd on Social Control'1'hcory (Hirachi, 19b8), itcscanlrcrs gruuudcd in public lualtlr uscd tlrc Hcalth 13clicf Mutlcl (Rust .7lstuck, ct al, 1S'/ :1) . Prevention pro ;rauuncrs have used assumpttons about cause and clTCct that are uilurctlt in each of these theoretical perspectives to develop preventive interventions . 'fhc dccadc of the 19RU's witncsscd nutncrnua field trials in which varitius comhinatinna of clcmcntc were delivered and tong-tcrm follow-up traclanC behavioral cftocts coaiplctcd . Much ot' what is known about cffcctivc school-bascd cun9cular approaches has been learned from rescarchcr-nzitiatcd intervention trials . ltl a recent review, Toblcr and Stratton (in press) have examined four groups of programs : (a) information programs . (b) affcctivc programs which also included intoiillation cotnponcins, (c) social influence progratns which also tCndcd to include infortnation, and (d) multiplc component programs, usually including sontc clcmcnt of all three ofthc previous groups but Clllphasizitld social influence in coti,jutlct(on with additional effective strategies . '1'obicr and Stratton (lil press) used means and standard devlatlollS to calculate erfCCt size 4taflshcS for each of the studica reviewed above . 'lbblcr'a rovicw incrcnscd the number of studics in thc annlysis arttl cuutluctcd attalyscs on Lwu data scts . '11u: first iucludCd all rcput'tcd studics lur wlnch cLlccl N 0 = w _ na +. 10 `0 - http://legacy.library.ucsf.edu/tid/agn97d00/pdf
sizes could bc determined . '1'hc second included only those studies fmm the larger group that met methodological standards tor inclusion (adequate follow-up, control groups, ctc .) . 1'ro>:rutns that wcrc primarily informational or affcctivc in nature had relatively small cttcct sizes . Yrogralns that featured social influences approaclres or included life s~lls approaches in addition to social nlflucnccs approaches were, in comparison, relatively of'toctivo . Such prug ralns include PrUject SMALtT' and Pru,Jv
Page 1: ~CUycnwunua .,a, . .u . .. ,yuq~wwr

http://legacy.library.ucsf.edu/tid/agn97d00/pdf

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?