This study assessed the impact of school-based social competence training on skills, social adjustment, and self-reported substance use of 282 sixth and seventh graders. Training emphasized broad-based competence promotion in conjunction with domain-specific application to substance abuse prevention. The 20-session program comprised six units: stress management, self-esteem, problem solving, substances and health information, assertiveness, and social networks. Findings indicated positive training effects on Ss' skills in handling interpersonal problems and coping with anxiety. Teacher ratings revealed improvements in Ss' constructive conflict resolution with peers, impulse control, and popularity. Self-report ratings indicated gains in problem-solving efficacy. Results suggest some preventive impact on self-reported substance use intentions and excessive alcohol use. In general, the program was found to be beneficial for both inner-city and suburban students.

A 15-minute educational session with small groups of black parents is effective in informing parents about the importance of safe sleep position and in changing parent behavior. The effect of the intervention is sustained throughout the first 6 months of life, when the infant is at the highest risk for SIDS.

This longitudinal study examines patterns of emerging substance use among sixth, seventh, and eighth grade students in two New England towns. The results show substantial levels of experimentation and use extending down to the sixth grade and variations in use level depending on the students' community, sex, race, and parents' marital status. This study also examines rates at which students were offered various substances and, by comparing use and offer rates, charts rejection/acceptance rates for the gateway substances across the three grades. The findings suggest the notion of critical periods for substance use initiation and underscore the importance of understanding these early use patterns as the first step in the design and implementation of primary prevention programs.

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A primary prevention research project is described which tests an intervention model based on cognitive and interpersonal skill enhancement. Thirty-two classrooms of sixth grade students were randomly assigned to either Program or Control conditions, with Program classrooms receiving a twelve-session cognitive skill development curriculum aimed at reducing rates of substance use as measured by a drug use survey. Students in Program classrooms showed greater decision-making skills, including the ability to generate alternatives and to consider consequences and risks, greater ability to utilize social networks, and greater understanding of group roles, behavior, and alternatives. In addition, Program students reported less use of tobacco in the past year than Control Group students, but no differences between groups were found in use of alcohol, marijuana, or other drugs except for a tendency on the part of Program students to show greater experimentation with alcohol. The effectiveness of the intervention in promoting skill development and factors influencing the impact of the intervention on substance use behavior are discussed.

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Whilst an uncontrolled observational study with a small sample size, this pilot suggests IGT Care Call may be effective in promoting positive and sustained lifestyle changes to prevent type 2 diabetes, which warrants further investigation. A telephone method of service delivery was acceptable, convenient and may have improved self confidence in how to reduce risk of type 2 diabetes.