Evaluation of Drug Use Prevention Programs Directed at Adolescents

Abstract

The aim of this article is to present a theoretical model of how to undertake evaluations of prevention programs directed at adolescents. Based on the results from metaanalyses of outcome studies of school-based programs, this article concludes that interactive programs tend to be more effective than not only those mainly intended to increase factual knowledge about tobacco, alcohol, and illegal drugs, but also those initiatives aimed at influencing adolescents' attitudes toward those substances. The interactive strategy corresponds to problem-based learning or the interactive educational approach, now widely popular in educational circles. These outcome studies have provided us with important knowledge. However, there are relatively few evaluation investigations that analyze in substantive detail the process by which adolescents change their alcohol, tobacco, and illegal drug-use behavior, and alter their perceptions about these substances. In an ongoing intervention study based on an interaction framework, involving all youngsters in the ninth grade (15-16 year olds, n = 300, undertaken in year 2001-2002) in the Aland Islands, Finland, the students' perceptions regarding the risks involved in illegal drug use could not be altered. Neither was it possible to decrease the alcohol or tobacco consumption during this school year. However, what did occur was that a number of expectations regarding alcohol were changed, which, in turn, might influence the patterns of alcohol use by the target group. The ways students in the Alands celebrate the end of junior high school are culturally embedded, and this may explain the lack of success in decreasing their alcohol consumption and tobacco use at the end of the ninth grade. Based on the analysis, a combination of outcome and process evaluations is recommended in order to reach a better understanding of how school prevention programs may achieve the desired goals.

A Study of Drugs Use Awareness Among Students in Kenya

“…Prevention based awareness programs are important to decrease demand by informing students about the relative risks of dependence on various substances based on current knowledge of these risks. As the substance use usually begins after the age of 12 and rises with the increased age, therefore, the preventive substance use disorder education should begin in early adolescence which can deter or delay substance use through changes in knowledge, attitude, and behavior [26,27,28,29,30] Adolescent substance use education must meet the needs of those not taking any substance as well as those experiencing initial substance exposures. Education provided at early age is important in modifying students' responses in substance use situations and in the later age it is most meaningful [27].…”

“…Education provided at early age is important in modifying students' responses in substance use situations and in the later age it is most meaningful [27]. Prevention programs should also be targeted to an individual's substance specific educational needs [26,28] Comprehensive approaches that address behavioral, emotional, and environmental factors are more effective in eliciting long term effects [26,27,28,29,30].…”

The Knowledge about the Dangerous Effect of Opiates among Adolescent

“…Hence the preventive drug education should begin in early adolescence and should deter or delay drug use through changes in knowledge, attitude, and behavior [15][16][17][18][19]. Adolescent drug education must meet the needs of those naive to drugs as well as those experiencing initial drug exposure.…”

A Case Study on the Implementation of a Positive Youth Development Program (Project P.A.T.H.S.) in a Changing Education Policy Environment

“…The first element is a good program. The program should have the following attributes: well designed with clear goals; tailor made for adolescents' needs; socially and culturally sensitive; user friendly; with ready-made teaching materials; emphasis on practical competencies and generic skills; evidence-based program design; design conducive to the instructors' willingness to implement the program as intended, without overlapping with other existing programs in the school and with novel and attractive activities [12,16,17,18].…”