Pilot study of smoking, alcohol and drug abuse prevention.

McAlister, Alfred L.; Perry, Cheryl L.; Killen, Joel D.; Slinkard, Lee Ann; Maccoby, Nathan

doi:10.2105/ajph.70.7.719

Cited by 253 publications

(60 citation statements)

References 8 publications

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“…Consistent with prior research in the area of social psychology (McAlister et al, 1980), participants commented that such programs would be more effective if two-sided arguments were used rather than onesided. They would prefer to hear both the pros and cons of using ecstasy rather than simply being "bombarded" with how ecstasy destroys the brain.…”

Section: Motivational Factors Related To Quitting Ecstasy Usementioning

confidence: 53%

An In-Depth Qualitative Examination of the Ecstasy Experience: Results of a Focus Group with Ecstasy-Using College Students

Levy

O’Grady

Wish

et al. 2005

Substance Use & Misuse

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This study examined ecstasy use in 30 college students who participated in one of four 60-minute focus groups with other participants who also had a history of ecstasy use. Ten topics emerged in the sessions: 1) pill ingredients, 2) mechanism of MDMA effects, 3) reasons for initiating ecstasy use, 4) risky behaviors and ecstasy use, 5) sexual activity and ecstasy, 6) positive effects from ecstasy use, 7) negative effects related to ecstasy use, 8) ecstasy and polysubstance use, 9) perceived risks of ecstasy use, and 10) motivational factors related to quitting ecstasy use. Most participants had a basic understanding of the contents of ecstasy pills, and the effects that ecstasy has on the brain and bodily functions. Participants reported positive effects on mood, social pressure, curiosity, availability, boredom, desire for an altered state of mind, desire to escape, self-medication, desire to have fun, and the ease of use of ecstasy in comparison to other drugs as reasons for initiating ecstasy use. They were divided regarding whether ecstasy increased the likelihood of engaging in risky behaviors, including risky sexual behavior. Participants described their experiences of both the positive and negative effects (physical and psychological) that they attributed to their use of ecstasy. All participants were polysubstance users, consuming a number of other substances simultaneously and concurrently with ecstasy. The majority was unaware of specific types of problems ecstasy could potentially cause and discounted its potential harm. Participants varied in their motivation for quitting ecstasy use, including negative personal experiences while using ecstasy, health concerns, and addiction/tolerance. Implications for prevention and intervention are discussed. Keywordsecstasy; X; club drugs; raves; college students Substance abuse a among young adults continues to be an area of concern for public health research, as well as among medical and mental health professionals. During the past 10 years, the use of club drugs-a class of synthetic compounds that have various stimulant and hallucinogenic properties-has become more prominent among the spectrum of drugs used by youth and young adults in the United States (Rivas-Vazquez and Delgado, 2002 Club drugs, such as ketamine hydrochloride (a derivative of phencyclidine hydrochloride or PCP), lysergic acid diethylamide (LSD), gamma-hydroxybutyrate (GHB), and 3,4-methylenedioxymethamphetamine (MDMA; "ecstasy"), are the major club drugs used by young adults to enhance social experiences. The aim of the present study was to conduct an in-depth examination of six important and inadequately understood topic areas relating to ecstasy use in college students, a group that appears to be at high risk for club drug use. In addition to providing useful information in regard to these six topic areas, it was anticipated that data gathered from the focus groups would provide guidance in generating specific hypotheses that could be tested in larger samples using quantitative meth...

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Section: Motivational Factors Related To Quitting Ecstasy Usementioning

confidence: 53%

An In-Depth Qualitative Examination of the Ecstasy Experience: Results of a Focus Group with Ecstasy-Using College Students

Levy

O’Grady

Wish

et al. 2005

Substance Use & Misuse

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“…In all the surveys, self-reported smoking was measured by the following question: "Do you smoke now?" Possible responses were 1 (not at all), 2 (less than once a month), 3 (once or twice a month), 4 (once or twice a week), and 5 (daily). Daily smokers were asked to estimate the number …”

Section: Introduction Methodsmentioning

confidence: 99%

Fifteen-year follow-up of smoking prevention effects in the North Karelia youth project.

Vartiainen¹,

Paavola²,

McAlister³

et al. 1998

Am J Public Health

Self Cite

165

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OBJECTIVES: This study evaluated the long-term effects of a school- and community-based smoking prevention program in Finland. METHODS: Four intervention schools from North Karelia and two control schools from another province were chosen for the evaluation. Students who received the intervention were taught to resist social pressures to smoke. The program began in 1978 with seventh-grade students and ran through 1980, with a 15-year follow-up. In North Karelia, a community-based smoking cessation program for adults was also carried out. RESULTS: Mean lifetime cigarette consumption was 22% lower among program subjects than among control subjects. Smoking and prevalence were lower up to the age of 21. CONCLUSIONS: Long-term smoking prevention effects can be achieved if a school-based program using a social influence model is combined with community and mass media interventions.

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“…progress is occurring. Curricula are now available that were designed to develop deci sion-making skills (26,27), skills to resist peer pressure, when appropriate (28)(29)(30), and skills to cope with personal problems (31). Although the evaluations of these curricula are promising, the dependent variable mea sured is behavior rather than skill.…”

Section: Enabling Factorsmentioning

confidence: 99%

“…Results from one of the pilot studies indicate that students trained in resisting social pressures began smoking at less than one-half the rate of those not receiving the training. Frequent use of alcohol and drugs also was less prevalent (28). Unfortunately, there was no report on the extent of skill development in resisting social pressures; we must infer that the behaviors were a result of the newly developed skills.…”

Section: Enabling Factorsmentioning

confidence: 99%

School Health Education

Green¹,

Iverson²

1982

Annu. Rev. Public Health

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INTRODUCTIONIn this review we assess the recent developments in research and practice pertaining to health education in schools. We begin by defining school health education within the broader framework of community health edu cation and promotion. The shifting priorities, purposes, and assumptions of school health education are traced and attributed. They lead to a new generation of problems and methods that call for a concentration of re search on ways to combine the classroom contributions of health education with the broader organizational, economic, and environmental supports that will predispose, enable, and reinforce behavior conducive to health.

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Pilot study of smoking, alcohol and drug abuse prevention.

Cited by 253 publications

References 8 publications

An In-Depth Qualitative Examination of the Ecstasy Experience: Results of a Focus Group with Ecstasy-Using College Students

An In-Depth Qualitative Examination of the Ecstasy Experience: Results of a Focus Group with Ecstasy-Using College Students

Fifteen-year follow-up of smoking prevention effects in the North Karelia youth project.

School Health Education

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