Social-Cognitive Skill Development with Sixth Graders and its Initial Impact on Substance Use

Gersick, Kelin E.; Grady, Katherine; Snow, David L.

doi:10.2190/tpnd-4h44-hl8u-453t

Cited by 34 publications

(14 citation statements)

References 24 publications

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“…Many school-based educational prevention programs have been found to increase knowledge about the negative consequences of substance abuse, but most programs have very little effect on actual drinking and drug use behaviors (Bangert-Drowns, 1988;Bruvold, 1990;Gersick, Grady, & Snow, 1988;Goodstadt & Sheppard, 1983;Green & Kelley, 1989;Kim, McLeod, & Shantzis, 1993;Kinder, Pape, & Walfish, 1980;Moskowitz, 1989;Tobler, 1986). Researchers who do find immediate program effects often see that they are short-lived, and are not maintained at follow-ups (Ellickson & Bell, 1990;Kim, McLeod, & Palmgron, 1989).…”

Section: Relevant Literature Related To Interventionsmentioning

confidence: 99%

Project C.A.R.E. substance abuse prevention program for high-risk youth: A longitudinal evaluation of program effectiveness

Hostetler¹,

Fisher²

1997

J. Community Psychol.

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This article describes and evaluates Project C.A.R.E., a substance abuse prevention program for three cohorts of at‐risk fourth graders and their families. Project C.A.R.E. worked intensively with students and their families to increase resiliency factors and decrease risk factors through school, family, and extracurricular activities. The research design was experimental. Project objectives were to decrease substance use, negative behaviors, intent to use substances, school suspensions, and absences; and to increase alternative activities, family communication, academic grades, and consistency of family behavior control and rules. A few positive program effects were found. At posttest, more control students' grades needed improvement, and more program students participated in community activities. Several variables showed differential change over time which favored the program group. Compared to control students, program students increased participation in alternative activities from pretest to posttest and did not increase their school suspensions as much. At the one year follow‐up, control students were more willing to use substances than were program students. The program appeared to have the most impact with the third cohort of students and with Black students. Program students with low participation generally had the worst outcomes, often worse than the control students. It was suggested that more research should be done examining differential effectiveness, especially racial and program participation differences, as they could have a profound impact on program development and implementation. © 1997 John Wiley & Sons, Inc.

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Section: Relevant Literature Related To Interventionsmentioning

confidence: 99%

Project C.A.R.E. substance abuse prevention program for high-risk youth: A longitudinal evaluation of program effectiveness

Hostetler¹,

Fisher²

1997

J. Community Psychol.

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“…Targeted studies not included in the analysis and to which group the intervention was targeted towardsPrimary AuthorsTrialTargeted to which groupBernstein 2010 [66]Reaching Adolescents for PreventionYoung people with high levels of risk behaviourBerry 2009 [67]Coaching for CommunitiesYoung people with at least one of five key risk factorsBond et al 2001 [68]GatehouseGovernment, independent and Catholic schoolsBrody 2012a [69]Adults in the makingTargeted to African American families in rural GeorgiaBrody 2012b [69]SAAF-TTargeted to African American families in rural GeorgiaBush 1989 [70]Know Your Body 2Black students in Columbia districtCatalano 1999 [71]Focus on FamiliesParents in methadone treatment and their childrenClark et al 2010 [72]SUCCESSYouth with behavioural problemsConduct Problems Prevention Research Group 2014 [73]Fast TrackChildren with conduct problemsCunningham 2012 [74]SafERteensHazardous and harmful adolescent drinkers attending emergency department unitElder et al 2002 [75]Migrant educationMigrants - predominantly MexicanFang 2010 [76]Mother-Daughter - Asian-AmericanAsian-American adolescent girls - second generation from socioeconomically advantaged backgroundsFlay 2004 [77]Aban AyaPredominantly African-American schools, high risk sampleFreudenberg 2010 [78]REAL MENMale participants recruited in prisonsFriedman 2002 [79]Botvin LST and Anti-ViolenceInner-city, low SES, court adjudicated males convicted of at least one offenceGersick 1988 [80]GersickPublic schools from predominantly working and lower -middle class townsGilchrist et al 1987 [81]Skills enchancement progAmerican Indian youthGonzales [82]Bridges to High SchoolFamily program targeted to Mexican AmericansGriffin 2009 [83]BRAVEInner city African-American majority…”

Section: Appendixmentioning

confidence: 99%

Examining subgroup effects by socioeconomic status of public health interventions targeting multiple risk behaviour in adolescence

et al. 2018

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BackgroundMultiple risk behaviour (MRB) refers to two or more risk behaviours such as smoking, drinking alcohol, poor diet and unsafe sex. Such behaviours are known to co-occur in adolescence. It is unknown whether MRB interventions are equally effective for young people of low and high socioeconomic status (SES). There is a need to examine these effects to determine whether MRB interventions have the potential to narrow or widen inequalities.MethodsTwo Cochrane systematic reviews that examined interventions to reduce adolescent MRB were screened to identify universal interventions that reported SES. Study authors were contacted, and outcome data stratified by SES and intervention status were requested. Risk behaviour outcomes alcohol use, smoking, drug use, unsafe sex, overweight/obesity, sedentarism, peer violence and dating violence were examined in random effects meta-analyses and subgroup analyses conducted to explore differences between high SES and low SES adolescents.ResultsOf 49 studies reporting universal interventions, only 16 also reported having measured SES. Of these 16 studies, four study authors provided data sufficient for subgroup analysis. There was no evidence of subgroup differences for any of the outcomes. For alcohol use, the direction of effect was the same for both the high SES group (RR 1.26, 95% CI: 0.96, 1.65, p = 0.09) and low SES group (RR 1.14, 95% CI: 0.98, 1.32, p = 0.08). The direction of effect was different for smoking behaviour in favour of the low SES group (RR 0.83, 95% CI: 0.66, 1.03, p = 0.09) versus the high SES group (RR 1.16, 95% CI: 0.82, 1.63, p = 0.39). For drug use, the direction of effect was the same for both the high SES group (RR 1.29, 95% CI: 0.97, 1.73, p = 0.08) and the low SES group (RR 1.28, 95% CI: 0.84, 1.96, p = 0.25).ConclusionsThe majority of studies identified did not report having measured SES. There was no evidence of subgroup difference for all outcomes analysed among the four included studies. There is a need for routine reporting of demographic information within studies so that stronger evidence of effect by SES can be demonstrated and that interventions can be evaluated for their impact on health inequalities.

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“…Methods used to ascertain the students problem-solving and decisionmaking skills were similar to those of Snow et a1. 26 The scenarios and solutions were tailored to be meaningful for the study population and to reflect the focus of the intervention.…”

Section: The Healthy Transitions Programmentioning

confidence: 99%

Considering a Decision‐Making Approach to Youth Violence Prevention Programs

Haynie¹,

Alexander²,

Walters³

1997

Journal of School Health

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The unfortunate exception to a general downturn in violent crime involves an upsurge in violence among youth. Violence often results when minor confrontations escalate. As school violence increasingly has become widespread, schools have become the location of many violence prevention efforts, few of which have been evaluated adequately. This paper focuses on enhancing decision-making skills as one approach to increase adolescents' ability to manage interpersonal violence. Adolescents can be considered fairly skilled decision-makers and their unique perspective must be considered in development of effective intervention programs. Data from a pilot study were examined for insights about adolescents' ability to make decisions in situations of interpersonal conflict.

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Social-Cognitive Skill Development with Sixth Graders and its Initial Impact on Substance Use

Cited by 34 publications

References 24 publications

Project C.A.R.E. substance abuse prevention program for high-risk youth: A longitudinal evaluation of program effectiveness

Project C.A.R.E. substance abuse prevention program for high-risk youth: A longitudinal evaluation of program effectiveness

Examining subgroup effects by socioeconomic status of public health interventions targeting multiple risk behaviour in adolescence

Considering a Decision‐Making Approach to Youth Violence Prevention Programs

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