Using a probability sample of 4,230 adolescents from grades 7-12, we used negative binomial regression to estimate the effects of peer and six family variables on the risk of adolescent drug use. Peer drug use had relatively strong effects of adolescent drug use. Parental drug attitudes, sibling drug use, and adult drug use had significant direct effects net of peer influences. In addition, they had significant indirect effects that were mediated by peer drug use. The influences of parental monitoring, attachment to mother, and attachment to father were statistically significant but relatively small. The findings applied to alcohol, binge drinking, cigarettes, marijuana, and other illicit drugs. Editors' Strategic Implications: The authors interpret their findings as being more consistent with social learning than social control theory. This research, although cross-sectional and limited to adolescents' self-reports, contributes to a growing literature on the direct and indirect influences of parents on their teens' substance use rates. It speaks to the need for school- and community-based prevention efforts to focus on families as well as peers.

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Qualitative data from16 offenders were analyzed to understand the process of reintegration from their perspective. The offenders identified six factors that they felt influenced their ability to reintegrate and desist from crime: (1) substance abuse; (2) employment; (3) family support; (4) types of friends; (5) personal motivation to change; and (6) age. A large majority indicated that drug abuse was a major contributor to their criminal activities. Most said supports from family, friends, and treatment services were important for successful reintegration. Those who were successful tended to have both a personal desire to change and a support system that helped them reintegrate and desist from drug use and crime. Support had more impact among those who desired to change and those who received support were more likely to perceive that change is possible.

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The school is one of the most important contexts for carrying out health promotion programs related to the abuse of substances. Over the years, methods and intervention models have changed a great deal, both in relation to the evolution of health goals and to the role played by experts, students, parents, and teachers. We would like to offer a different perspective on health promotion at school by discussing the weaknesses and strengths of the most used methods, in order to identify the appropriate methodology, based on recent evidence research findings. We used Scopus as database for reviewing existing literature. The evolution in the methodology of health promotion programs can be synthesized through a sequence of three phases, from the 1960s to the present day. This method of prevention has been in vogue for many years and is still popular. It was based on the idea that an individual with medical and scientific expertise was the ideal partner for any prevention intervention. It envisages delegating to the expert the tasks of designing, implementing, conducting, and evaluating the program. It emphasized the medical and scientific knowledge of the individual who came from the Institute of Mental Health and Addiction into the school and was viewed as an expert in substance abuse, but who knew very little about the students.Since s/he was not an educator, often the external expert found difficulties when it came to mediating his/her technical language with the needs of the students he was talking to. These interventions were, therefore, mainly mini-conferences for giving information (often presented as "shock information", Toumbourou, 2007; Cimini et al., 2009), and were not adapted to the specific needs of the groups to which they were addressed. The interventions so developed are focused on "problematic" symptoms or behaviors, considered as "causes" and predictors of drug consumption that is conceived of as an internal and almost innate tendency. This methodological choice depends on the theoretical framework which considers "addiction" as coming from people of interior fragility and which is reducible by increasing awareness of the dangers and risks (Evans-Whipp et al., 2007). In contrast to this trend, the literature has been trying to prove how this choice of approach might be ineffective (Bangert-Drowns, 1988) for many reasons: it fully leaves out the personal student standpoints, beliefs, and meanings about these kinds of experience (Vander Leanen, 2011); students are passive and they do not participate in the construction of the program (Orsini et al., 2012), teachers are little involved

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Using a national sample of over 17,000 high school seniors, we examined the effect of education of parents, employment status of mother, number of parents in household, religiosity, religious affiliation, gender, and race on alcohol and marijuana use. Contrary to some previous research, neither parental education nor employment status of mother was related to use of alcohol or marijuana. Adolescents who lived with both parents were less likely than adolescents in single-parent homes to use marijuana, although the differences were relatively small. Number of parents in household was not related to adolescent alcohol use. Level of religiosity had a significant association with alcohol and marijuana use among all religious denominations, although the magnitude of the relationship varied by denomination. Religious denomination, gender, and race were also related to drug use.