The Motivation, Skills, and Decision-Making Model of “Drug Abuse” Prevention

Abstract

This article summarizes the theoretical basis for targeted prevention programs as they apply to different high-risk groups. We explain the advantages and disadvantages of different definitions of risk and discuss strategies for preventing drug use related problems in high-risk youth. Productive prevention programs for many at-risk groups share similar components, including those that address motivation, skills, and decision making. We present key aspects of these three components and link them to theories in clinical psychology, social psychology, sociology, and chemical dependence treatment. Among a total of 29 promising targeted prevention programs, we describe examples of empirically evaluated, intensive interventions that have made a positive impact on the attitudes and behavior of multiple problem youth. Incorporating the perspectives of multiple disciplines appears essential for progress in drug abuse and other problem behavior prevention.

Fidelity of Implementation in Project Towards No Drug Abuse (TND): A Comparison of Classroom Teachers and Program Specialists

“…However, more research is needed to determine whether these immediate outcomes are mediators of Project TND. In our analyses of the one-year outcomes of the effectiveness trial, we will examine the relations of these items to the motivation-skills-decision-making program model (Sussman et al, 2004) and as mediators of changes in student substance use.…”

“…Project TND is a 12-session high school-based substance abuse prevention program that incorporates motivation, skills and decision-making components (Sussman et al, 2004). The present study examined the efficacy of a new curriculum (cognitive-perception-informationonly) relative to the complete (combined) curriculum that had been evaluated in the third Project TND experimental trial (Sussman et al, 2002).…”

Resultados del programa de prevención escolar Unplugged sobre el uso del tabaco en la República Checa

“…Simply speaking, the Unplugged intervention may have been effective because no other intervention based on the SCI (Comprehensive Social Influence) model, which is widespread in other countries, e.g. Sweden (Faggiano et al, 2008;Sussman et al, 2004), has been delivered in the schools involved in the project.…”

“…The curriculum is based on a comprehensive approach that takes into account various social influences. Following this "comprehensive social influence approach" theory (Sussman et al, 2004), Unplugged lessons focus on the development of personal and social skills and the perception of social norms. It is a multifaceted methodology built on a combination of preventive methods, such as those focusing on the development of interpersonal and intrapersonal skills and correction of false normative beliefs and attitudes (Thomas & Perera, 2006).…”

Les plus jeunes adolescents face aux drogues

“…Il est par ailleurs recommandé de travailler sur des compétences plus spécifiques (telles que la gestion de la colère et la capacité d'autorégulation) pour des personnes ayant des pratiques à risque habituelles, et sur des compétences d'ordre social (telles que les relations avec les pairs, la capacité à résister à la tentation des drogues) en population générale ou scolaire [16]. Des méta-analyses récentes soulignent que les démarches d'influence sociale sont à même d'infléchir les usages de drogues [17,18], y compris auprès des groupes à risques [19]. Elles consistent à stimuler la résistance à la pression sociale exhortant à la consommation, qu'elle soit active ou passive, par l'assimilation d'un modèle social ou par la reconnaissance d'une surestimation supposée des consommations des pairs.…”