School-based programmes to reduce and prevent substance use in different age groups: What works for whom? Systematic review and meta-regression analysis

Onrust, Simone; Otten, Roy; Lammers, Jeroen; Smit, Filip

doi:10.1016/j.cpr.2015.11.002

Cited by 211 publications

(219 citation statements)

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“…Three of the meta‐analyses provided information on the optimal age to deliver preventive interventions for alcohol and drugs . While these meta‐analytic findings consistently found that school‐based preventive interventions were effective in reducing alcohol and drug use, there are some inconsistencies as to their effectiveness amongst different age groups.…”

Section: Resultsmentioning

confidence: 99%

Universal prevention of alcohol and drug use: An overview of reviews in an Australian context

Mewton

Visontay

Chapman

et al. 2018

Drug and Alcohol Review

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Section: Resultsmentioning

confidence: 99%

Universal prevention of alcohol and drug use: An overview of reviews in an Australian context

Mewton

Visontay

Chapman

et al. 2018

Drug and Alcohol Review

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“…Traditional approaches to substance use prevention have focused on adolescents only; however, recent evidence suggests that expanding student interventions to include parenting components could markedly increase prevention effects [6-8]. This is because parents are key agents of adolescent socialization, especially in the initiation and development of substance use [9-13], and parenting interventions have been identified as critical components of effective substance use prevention programs [6,9,13,14]. Moreover, adolescent substance use is an area of substantial concern for parents, who generally want to be engaged in substance use harm prevention [15].…”

Section: Introductionmentioning

confidence: 99%

Internet-Based Universal Prevention for Students and Parents to Prevent Alcohol and Cannabis Use Among Adolescents: Protocol for the Randomized Controlled Trial of Climate Schools Plus

et al. 2018

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BackgroundEarly initiation of alcohol and cannabis use markedly increases the risk of harms associated with use, including the development of substance use and mental health disorders. To interrupt this trajectory, effective prevention during the adolescent period is critical. Despite evidence showing that parents can play a critical role in delaying substance use initiation, the majority of prevention programs focus on adolescents only. Accordingly, the Climate Schools Plus (CSP) program was developed to address this gap.ObjectiveThis paper outlines the protocol for a cluster randomized controlled trial (RCT) of the CSP program, a novel internet-based program for parents and students to prevent adolescent substance use and related harms. The CSP program builds on the success of the Climate Schools student programs, with the addition of a newly developed parenting component, which allows parents to access the internet-based content to equip them with knowledge and skills to help prevent substance use in their adolescents.MethodsA cluster RCT is being conducted with year 8 students (aged 12-14 years) and their parents from 12 Australian secondary schools between 2018 and 2020. Using blocked randomization, schools are assigned to one of the two groups to receive either the CSP program (intervention) or health education as usual (control). The primary outcomes of the trial will be any student alcohol use (≥1 standard alcoholic drink/s) and any student drinking to excess (≥5 standard alcoholic drinks). Secondary outcomes will include alcohol- and cannabis-related knowledge, alcohol use-related harms, frequency of alcohol consumption, frequency of drinking to excess, student cannabis use, parents’ self-efficacy to stop their children using alcohol, parental supply of alcohol, and parent-adolescent communication. All students and their parents will complete assessments on three occasions—baseline and 12 and 24 months postbaseline. In addition, students and parents in the intervention group will be asked to complete program evaluations on two occasions—immediately following the year 8 program and immediately following the year 9 program.ResultsAnalyses will be conducted using multilevel, mixed-effects models within an intention-to-treat framework. It is expected that students in the intervention group will have less uptake and excessive use of alcohol compared with the students in the control group.ConclusionsThis study will provide the first evaluation of a combined internet-based program for students and their parents to prevent alcohol and cannabis use.Trial RegistrationAustralian New Zealand Clinical Trials Registry ACTRN12618000153213; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=374178 (Archived by WebCite at http://www.webcitation.org/71E0prqfQ)Registered Report IdentifierRR1-10.2196/10849

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“…The program content is expert-driven, that is, evidenced-based and universal messages are applied to a generalized target audience (Dietrich et al, 2015, Newton et al, 2016. Recent studies, however, have indicated that this 'one fits all' approach might not be effective (Lee et al, 2016, Onrust et al, 2016: First, a generalized approach means that young people might not identify with the communicated message, leading to little engagement with or even rejection of the program. Second, the didactic one-way delivery of the content, while often adding to the disengagement of the target audience, additionally requires the teacher to play as the key actor to deliver these types of programs.…”

Section: Literature Alcohol Education -Exploring New Approachesmentioning

confidence: 99%

“…One way to do this is through school-based alcohol education programs, which portray the risks of drinking and providing protective strategies for young people when facing drinking situations (Lee et al, 2016). Recent studies point out that the effectiveness of alcohol education is not merely based on knowledge transfer but on student engagement achieved through the integration of interactive and context-specific components that students can identify with (Lee et al, 2016, Onrust et al, 2016). Yet these components are not considered in the current alcohol education programs because these are typically one-way didactic, delivered by teachers to students in a classroom setting (Lee et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Co-designing with young consumers – reflections, challenges and benefits

Durl

Trischler

Dietrich

2017

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This article explores co-design as a method for actively involving young consumers in the design of an alcohol education program that utilizes an interactive virtual reality (VR) component. Methodology: Dietrich et al. (2017) six-step framework was applied to a co-design project involving four groups of 14 to 16-year-old Australian high school students. Data collection included observations by three facilitators, written feedback from members of each group, and video presentations of the generated ideas. The data analysis focused on investigating the applicability of the six-step framework to young consumers, and evaluating the quality and practicality of the generated ideas. Findings: Sensitization is key to enabling young consumers to become equal participants during the co-design process. Sensitization allowed the participants to engage in the design task in a playful manner, which fostered active participation and creative insights during the co-design session. A team approach based on interactivity and group autonomy enabled adolescents to contribute insights into their specific needs and wants. This was complemented by a trusting environment, and the presence of immediately available, yet 'hands off' facilitators. Research limitations/implications: The findings are limited to one specific sample and design task. Future research is required that investigates co-design with young consumers in different contexts.

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School-based programmes to reduce and prevent substance use in different age groups: What works for whom? Systematic review and meta-regression analysis

Abstract: Our findings highlight the importance of considering a developmental perspective when designing and offering school-based prevention programmes. The various developmental stages offer different possibilities and opportunities for the reduction and prevention of substance use.

Cited by 211 publications

References 31 publications

Universal prevention of alcohol and drug use: An overview of reviews in an Australian context

Universal prevention of alcohol and drug use: An overview of reviews in an Australian context

Internet-Based Universal Prevention for Students and Parents to Prevent Alcohol and Cannabis Use Among Adolescents: Protocol for the Randomized Controlled Trial of Climate Schools Plus

Co-designing with young consumers – reflections, challenges and benefits

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