The objective of the present research was to examine the contribution of two intervention components, social skills training and problem solving training, to alcohol- and drug-related outcomes in a school-based substance use prevention program. Participants included 341 Spanish students from age 12 to 15 who received the prevention program Saluda in one of four experimental conditions: full program, social skills condition, problem solving condition, and a wait-list control group. Students completed self-report surveys at the pretest, posttest and 12-month follow-up assessments. Compared to the wait-list control group, the three intervention conditions produced reductions in alcohol use and intentions to use other substances. The intervention effect size for alcohol use was greatest in magnitude for the full program with all components. Problem-solving skills measured at the follow-up were strongest in the condition that received the full program with all components. We discuss the implications of these findings, including the advantages and disadvantages of implementing tailored interventions to students by selecting intervention components after a skills-based needs assessment.
El presente artículo se estructura en cuatro apartados, y analiza el concepto de habilidades sociales, un concepto en auge dentro de lo que se ha dado en llamar Psicología positiva. En primer lugar pretendemos delimitar el concepto, a continuación describimos la relación entre el déficit en habilidades sociales y la enfermedad. En un tercer apartado nos centramos en la relación entre la competencia social y la salud. Finalmente, en los últimos dos apartados analizamos la asociación existente entre las habilidades sociales y dos procesos concretos: la resiliencia y el éxito social.
El objetivo de la presente investigación fue conocer los efectos del programa preventivo Saluda en dos rangos de edad: adolescencia temprana y adolescencia media. Para ello se utilizó una muestra de 543 estudiantes de educación secundaria con edades comprendidas entre los 11 y los 16 años. Se llevó a cabo un análisis intergrupal mediante una prueba ANOVA de un factor con prueba de Schefée y tamaños del efecto para las comparaciones significativas. Los resultados obtenidos confirman que el programa se muestra eficaz para ambos rangos de edad, aunque se identifican efectos específicos. La magnitud del cambio es mayor en el rango de edad de 11 a 13 años en cuanto a la norma percibida, frecuencia e intención de consumo, mientras que el efecto del programa en la variable percepción de riesgo es similar en los dos rangos de edad. Abstract Empirical evidence has shown that alcohol abuse may negatively affect to certain cognitive functions. The aim of this paper was to analyze the relationship between alcohol consumption and certain cognitive abilities (memory, perception and reasoning) in university students. Two questionnaires were used to assess the young women addictive profile and to assess several the subjects' performance on tasks involving cognitive skills. A total of 100 women between 18 and 25 years, divided into two groups following the WHO criteria was involved in the study: consumers at risk (n = 31) and low-risk users (n = 69). In terms of results, on the one hand, the consumers at risk group showed a more severe pattern of consumption in terms of substance, frequency of consumption and rates of fulfill criteria for abuse. Furthermore, in terms of cognitive abilities significant differences between groups in abstract reasoning and perception were found. The results show trends of how alcohol abuse might affect cognitive functioning in young women. Future studies could deepen the deficit and bring light into the improvement of preventive and therapeutic techniques in this field.
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