Effects of a Take‐Home Drug Prevention Program on Drug‐Related Communication and Beliefs of Parents and Children

Abstract

Five hundred and eleven fourth, fifth, and sixth grade students and their parents from six schools in northwest Arkansas participated in this study. Students were blocked on school and grade level, then assigned randomly by class to either the intervention Keep A Clear Mind (KACM) program or a waiting list control. KACM students received four weekly correspondence lessons designed to be completed at home with a parent. KACM students reported significantly less perceived peer use of alcohol, tobacco, and marijuana, as well as significantly less peer pressure susceptibility to experiment with cigarettes. Mothers in the KACM program reported significantly more recent and frequent communication with their children about refusing drugs, and significantly greater discussions with their children regarding how to resist peer pressure to use alcohol, tobacco, and marijuana. Intervention program fathers reported significantly more communication with their children concerning how to resist peer pressure to drink alcohol and use tobacco, and significantly greater motivation to help their children avoid drug use. No significant differences were found between groups on student intentions to use drugs. These data suggest a print medium that emphasizes parent-child activities holds promise for accessing families and enhancing drug prevention communication.

Formative Development of an Intervention to Stop Family Tobacco Use: The Parents and Children Talking (PACT) Intervention

“…Table 1 outlines the 10 programs identified in 2001 (Ary, James, & Biglan, 1999;Bauman et al, 2001;Cookson et al, 2000;Dunn, Lackey, Kolasa, & Mustian, 1998;Haggerty, Kosterman, Catalano, & Hawkins, 1999;Litrownik et al, 2000;Nader et al, 1996;Perry et al, 1996;Spoth, Redmon, & Shin, 2001;Werch et al, 1991). For each, we describe the following: (1) the health behaviors addressed;…”

“…The topic of tobacco use was addressed in 9 of the 10 family-based interventions (Ary et al, 1999;Bauman et al, 2001;Cookson et al, 2000;Haggerty et al, 1999;Litrownik et al, 2000;Nader et al, 1996;Perry et al, 1996;Spoth et al, 2001;Werch et al, 1991), but it was the primary focus of only one (Ary et al, 1999). This intervention, however, only included a brochure reviewed in a research setting.…”

“…This intervention, however, only included a brochure reviewed in a research setting. In the other eight interventions, tobacco use was addressed in the context of other health behaviors: with nutrition and physical activity (Cookson et al, 2000;Nader et al, 1996) or with alcohol or other drugs or both (Bauman et al, 2001;Haggerty et al, 1999;Litrownik et al, 2000;Perry et al, 1996;Spoth et al, 2001;Werch et al, 1991).…”

“…Six interventions included self-directed materials that were delivered to their home (Bauman et al, 2001;Cookson et al, 2000;Dunn et al, 1998;Nader et al, 1996;Perry et al, 1996;Werch et al, 1991), a method that would be most appropriate for broad dissemination, and were successful in gaining high participation and engagement rates. To encourage participation, the majority of the interventions (7) described the use of incentives (e.g., monetary, prizes, required homework) either for participating in surveys or for returning ''assignments'' (Ary et al, 1999;Litrownik et al, 2000;Nader et al, 1996;Park et al, 2000;Perry et al, 1996;Spoth et al, 2001;Werch et al, 1991).…”

Gender-Specific Computer-Based Intervention for Preventing Drug Abuse Among Girls

“…Girls in the comparison school received a conventional drug abuse prevention program called "Keep a Clear Mind" (24). Identified as an exemplary drug abuse prevention program (25), "Keep a Clear Mind" was delivered by teachers and involved one 40-minute session of didactic information, class discussion, and student-volunteered examples of the material's applications to everyday situations.…”