School-based group treatment for adolescent substance abuse

Wagner, Eric F.; Macgowan, Mark J.

doi:10.1017/cbo9780511543968.017

Cited by 14 publications

(8 citation statements)

References 80 publications

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“…Several studies have used the TLFB with children and adolescents and found support for its accurate measurement of teenage drinking, smoking, illicit drug use, and violence (De Sousa & De Sousa, 2008; Dennis, Funk, Godley, Godley, & Waldron, 2004; Donohue, Hill, Azrin, Cross, & Strada, 2007; Helstrom, Hutchison, & Bryan, 2007; King, Chung, & Maisto, 2009; Naar-King, Kolmodin, Parsons, Murphy, & ATN 004 Protocol Team, Adolescent Trials Network for HIV/AIDS Interventions., 2010; Robbins et al, 2008; Timmons Fritz & Smith Slep, 2009; Wagner & McGowan, 2006). …”

Section: Methodsmentioning

confidence: 99%

A randomized controlled trial of guided self-change with minority adolescents.

Wagner¹,

Hospital²,

Graziano³

et al. 2014

Journal of Consulting and Clinical Psychology

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Objective Adolescent substance use and abuse is a pressing public health problem, and is strongly related to interpersonal aggression. Such problems disproportionately impact minority youth, who have limited access to evidence-based interventions such as ecological family therapies, brief motivational interventions (BMI), and cognitive behavioral therapies (CBT). With a predominantly minority sample, our objective was to rigorously evaluate the efficacy of a school-based BMI/CBT, Guided Self-Change (GSC), for addressing substance use and aggressive behavior. Method We conducted a school-based RCT with 514 high school students (mean age 16.24 years, 41% female, 80% minority) reporting using substances and perpetrating aggression. We used structural equation modeling to compare participants randomly assigned to receive GSC or standard care (SC; education/assessment/referral-only), at post-treatment, and 3- and 6-months post-treatment, on alcohol use, drug use, and interpersonal aggression outcomes as assessed by the Timeline Follow-Back. Results Compared with SC participants, GSC participants showed significant reductions (p < .05) in total number of alcohol use days (Cohen’s d =0.45 at post-treatment, and 0.20 at 3-months post-treatment), drug use days (Cohen’s d =0.22 at post-treatment, and 0.20 at 3-months post-treatment), and aggressive behavior incidents (Cohen’s d =0.23 at post-treatment). Moreover, treatment effects did not vary by gender or ethnicity. Conclusions With minority youth experiencing mild to moderate problems with substance use and aggressive behavior, GSC holds promise as an early intervention approach that can be implemented with success in schools.

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Section: Methodsmentioning

confidence: 99%

A randomized controlled trial of guided self-change with minority adolescents.

Wagner¹,

Hospital²,

Graziano³

et al. 2014

Journal of Consulting and Clinical Psychology

Self Cite

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“…1997; Catalano et al . 1998; CDC 1999; Botvin & Griffin 2001; Brown 2001; Hansen 2001; Wagner 2001). For example, Life Skills Training (LST) is based on cognitive–behavioral principles and uses techniques such as role‐playing, modeling, feedback, reinforcement and practice via homework assignments to enhance skills to resist social influences to engage in substance use (Botvin & Griffin 2001).…”

Section: Successful Interventionsmentioning

confidence: 99%

“…In developing the intervention model and research design, we attempted to pay careful attention to what we identified and discussed above as the 10 factors across school‐based intervention programs that predict program effectiveness (see Table 1). While preliminary data from TIP suggest that our attention to these factors paid off in program success, as evidenced by clinically significant reductions in participants’ substance involvement (Wagner 2001; Wagner & Macgowan 2004), the focus of this review is on the methodological dilemmas we faced with TIP and how we addressed them. We believe that these dilemmas are common in school‐based intervention research, and we hope our solutions may be of benefit to others pursuing similar lines of research.…”

Section: The Student Assistance Programmentioning

confidence: 99%

Implementing school‐based substance abuse interventions: methodological dilemmas and recommended solutions

2004

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“…The large investor-owned sector, with many patients placed there by their parents, remains little understood. By contrast, the emerging systems of school-based treatment for secondary school students and mandated disciplinary treatment for alcohol-abusing college students have received more attention (26,27). In addition, more needs to be known about the quality of treatment in the adolescent substance abuse treatment system.…”

Section: Socially and Culturally Specific Treatment Strategiesmentioning

confidence: 99%

An Overview of Outpatient Treatment of Adolescent Substance Abuse

1995

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This paper reviews the literature on ambulatory substance abuse treatment for adolescents, including brief intervention, Twelve-Step-based outpatient treatment, family-based treatment, cognitive behavioral therapy, and pharmacologic treatment. An overview of socially and culturally specific strategies is also included. The diversity of settings and approaches and combinations of approaches in the treatment of adolescents is emphasized as are adaptations of Twelve-Step and other group based interventions. Family-based and multisystem therapy, adapted for substance using adolescents, is highlighted as a promising future direction of effective treatment.

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School-based group treatment for adolescent substance abuse

Cited by 14 publications

References 80 publications

A randomized controlled trial of guided self-change with minority adolescents.

A randomized controlled trial of guided self-change with minority adolescents.

Implementing school‐based substance abuse interventions: methodological dilemmas and recommended solutions

An Overview of Outpatient Treatment of Adolescent Substance Abuse

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