A synthesis review of exemplary drug abuse prevention programs in the United States

Winters, Ken C.; Fawkes, Tanya; Fahnhorst, Tamara; Botzet, Andria; August, Gerald J.

doi:10.1016/j.jsat.2006.10.002

Cited by 34 publications

(50 citation statements)

References 32 publications

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“…the measurement of what would be an expected result is absent (Winters et al 2007). In general, needs deriving from a realistic prevention plan are described, but changes to those needs are never considered for evaluating the fulfilment of this plan.…”

Section: Discussionmentioning

confidence: 99%

“…This element is related to effectiveness, regardless of the theory (Ramos et al 2010) because as a rule, it will guide decision-making in project implementation (Winters et al 2007). …”

Section: Discussionmentioning

confidence: 99%

“…The primary element of content quality ("life skills", Winters et al 2007) is absent in most projects. The same goes for "positive social relationships" and "alternative activities to drug use".…”

Section: Discussionmentioning

confidence: 99%

“…Due to the preventive benefits of family interactions, the strengthening of the positive family relationships should be the "primary purpose" of drug use prevention programs (Ramos et al 2010, p. 94). The primacy of this fact is related to the centrality of life skills in prevention (Winters et al 2007). Concrete measures for the improvement of this shortcoming, with the participation of parents whenever possible, include (a) sporting, entertainment and leisure activities; (b) volunteer activities in social welfare services (in any place where one can be supportive); and (c) social skills training activities (cf.…”

Section: Discussionmentioning

confidence: 99%

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Drug use prevention projects in schools in Vitória, Brazil: quality analysis and improvement proposals

Borloti

García

Jiménez

et al. 2017

Psicol. Refl. Crít.

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Adolescents living in vulnerable regions are more exposed to risk factors for drug use. The prevention of such use in school is a public policy that needs evaluation. Based on technical criteria and derived from a mixed research, this article analyses the quality of school-based prevention of drug use in Vitória, state of Espírito Santo, Brazil, and proposes improvements. A checklist of quality elements was completed with data from 16 projects proposed by 99 teachers from public schools. In 10 projects (62.5%), the approximate quality index was above 0.50. The majority of projects fulfilled the requirement of theoretical foundation (81.25%) and some of the methodological (93.75%), design (75%) and implementation (62%) requirements. Other requirements were absent: the majority were not designed by the whole school community (87.5%), and the participation of the family (62.5%) or the students as mediators (62.5%) was not considered. In general, contents of life skills (87.5%), positive relationships and alternative activities to drug use (56.25%) were not included. Activities for reinforcing the content were not described in any of the projects, and evaluation activities were described in only a few (31.25%). Many projects did not describe the inclusion of the project in the school curriculum (62.5%). Although, considering all items of effectiveness, regardless of their weight, more than half of the projects had an above average quality. The present items provide quality to the projects, whereas absent items indicate shortcomings to be improved using some of the measures described in this study.

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Section: Discussionmentioning

confidence: 99%

“…This element is related to effectiveness, regardless of the theory (Ramos et al 2010) because as a rule, it will guide decision-making in project implementation (Winters et al 2007). …”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Drug use prevention projects in schools in Vitória, Brazil: quality analysis and improvement proposals

Borloti

García

Jiménez

et al. 2017

Psicol. Refl. Crít.

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“…De esta manera, la literatura especializada muestra que obtienen mejores resultados los programas interactivos, enmarcados en aproximaciones basadas en los modelos de influencia social (Skara y Sussman, 2003;Tobler et al, 2000), que integran información y competencias personales como las habilidades sociales, de rechazo ante la presión grupal, de negociación y de resolución de problemas (Coggans, Cheyne, Mckellar, 2003;Faggiano, et. al., 2005;Lemstra et.al., 2010;Winters, Fawkes, Fahnhorst, Botzet, y August., 2007). Además de incluir componentes como el compromiso público de no consumir drogas en un futuro (Cuijpers, 2002;Hansen, Dusenbury, Bishop y Derzon, 2007) y sesiones de recuerdo que refuercen los aprendizajes adquiridos tras la aplicación de los programas (Flay, 2000;Lloyd, Joyce, Hurry y Ashton, 2000;McBride et al, 2001;Shope et.al., 2001;Skara y Sussman, 2003).…”

Section: Introductionunclassified

Importance of fidelity in school programs implementation for prevention of drug consumption / Importancia de la fidelidad en la implementación de programas escolares para prevenir el consumo de drogas

Pertusa

Castillo

Alfaro

2011

HAAJ

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ResumenLa fidelidad de la implementación hace referencia al grado con el que una intervención se aplica tal y como se ha diseñado. Implementar las intervenciones basadas en la evidencia empírica con una elevada fidelidad constituye un aspecto clave en la diseminación de programas a contextos reales, puesto que los efectos de los programas disminuyen cuando los programas se ejecutan sin una adecuada adherencia al protocolo diseñado. En este estudio se define el concepto de fidelidad y las dimensiones que lo componen. A su vez, se revisan los aspectos más relevantes relacionados con la fidelidad en la implementación de programas de prevención escolar para el consumo de drogas. Por últi-mo, se discute la importancia de aumentar nuestro conocimiento sobre el proceso de implementar las innovaciones de la ciencia en la práctica cotidiana.Palabras clave: Prevención, programas escolares, drogas de abuso, implementación, fidelidad.

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Substance Abuse and Social Policy

Freudenberg

Heller

2014

The Wiley Blackwell Encyclopedia of Health, Illness, Behavior, and Society

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Substance use policy regulates psychoactive drug use in society. Since the early twentieth century, national governments and international bodies have enacted legislation, policies, and programs to reduce psychoactive drug use and its related harms. This history reflects an ongoing effort to balance public health and public safety related to substance use, with the emphasis shifting in response to sociopolitical trends. Several sectors, including health care, law enforcement, the military, and national governments play a role in creating substance use policies. Policies can have unintended as well as intended consequences at the local, national, and global levels. By focusing on desired outcomes such as reduced direct and indirect harm associated with drug use, policymakers can increase the likelihood of success.

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A synthesis review of exemplary drug abuse prevention programs in the United States

Cited by 34 publications

References 32 publications

Drug use prevention projects in schools in Vitória, Brazil: quality analysis and improvement proposals

Drug use prevention projects in schools in Vitória, Brazil: quality analysis and improvement proposals

Importance of fidelity in school programs implementation for prevention of drug consumption / Importancia de la fidelidad en la implementación de programas escolares para prevenir el consumo de drogas

Substance Abuse and Social Policy

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