Through health promotion, or efforts that help and support people’s utilization of healthy behaviors, youth substance abuse prevention strategies are being applied and utilized every day (Schneider, Gruman, & Coutts, 2005, p.170). These programs are impacted by the fact that youth’s behaviors and choices are highly influenced by their family and peer relationships, with family instilling their original basis for guidance and values, and peers offering an opportunity for youth to become more independent and make their own choices (Schneider, Gruman, & Coutts, 2005, p.174).
The current statistics for substance abuse signifies the necessity of these prevention programs implementation and usage. The CDC has noted that alcohol is the most commonly used and abused substance by youth in the U.S.; inherently leaving other drugs to come in second (Center for Disease Control and Pervention, 2012, p. 1). Eleven percent of all alcohol purchased is utilized by underage consumers, the lion’s share of which is utilized for binge drinking (90%). Alcohol abuse leads to 4,300 deaths each year (p. 1). It is also a lead factor in the three most common causes of adolescent death; accidents, suicide, and homicide (Foundation for a Drug Free World, n.d., p. 1). Research further indicates that adolescents who drink will also be more likely do drugs as well, and youth rates of drug abuse are currently approximating 10% (p. 1).
Current prevention practices for youth typically revolve around school based programs, with community outreach programs available, to include assessment and help programs for those individuals already afflicted. Yet, despite a myriad of studies that validate the increased effectiveness of using a joint method approach (parenting skills training combined with school-based activities), with some evidence of enlarged effectiveness regarding alcohol abuse rates, parent involvement is still rarely utilized in substance abuse prevention programs today. Specific state prevention program examples include Dorchester, NH (Dorchester Alcohol and Drug Commission, n.d., p. 1), Pennsylvania (Pennsylvania State Department of Drug and Alcohol Programs , 2013, p. 50-61), Missouri (Missouri Institute of Mental Health, n.d., p. 1), and many more that follow in the same, less fruitful, footsteps.
For instance, although there are some parent training programs being implemented out there, they tend to not have wide, or easy enough applicability and accessibility. First, where there should be parental skills training for all parents, a good deal of programs focus only on those parents who already have substance abuse issues themselves; i.e. Celebrating Families Intervention in Missouri (SAMHSA’s National Registry of Evidenced-based Programs and Practices, 2014, p. 1). Then second, generated in Pennsylvania, there is a private program that fits all of the parent training criteria (parent skills training to support children in making positive choices regarding drugs and alcohol, and not as a recovery program), but it is an item for purchase, like so many other self-help options. Although Guiding Good Choices, Families that Care program specifically targets parental techniques to improve substance abuse rates, it is not available for the mass public to learn and grow from, it has a cost, it must be bought through a private seller (Channing Bete Company, n.d., p. 1). With youth substance abuse prevention programs being aimed at preparing children and families to thwart negative influences and pressures related to drugs and alcohol, it seems like these sorts of programs should be made easily accessible and available if we wish to have the most effective outcome.
Such methods can be implemented utilizing the multiple studies that have repeatedly demonstrated the efficacy of parental/student training technique. In the Spoth and collegues experiment, the combined method was utilized, and indicated its excellence at reducing the substance abuse rate in youth, and in this study, even greater excellence in decrease of alcohol abuse rates (p. 176). The two fold system worked first by educating students in the classroom about drug abuse, how to avoid it and how to resist peer pressure; to include in class and home assignments. Second, it combined with a parental/family element which imparted communication and parenting skills to support their children (p. 175). This intervention method proved to largely reduce the ratio of students involved in drug and alcohol abuse. Overall, these results demonstrate that parental involvement and classroom based programs can be strongly influential, esp. as it pertains to alcohol abuse; that this, and programs like this, are a vital asset to reducing substance abuse in our youngsters.
As further examples, Morrison et. al.’s, The Protective Function of After-school Programming and Parent Education and Support for Students at Risk for Substance Abuse (Morrison, Storino, Robertson, Weisslgass, & Dondero, 2000, p. 1), demonstrated support for the same method, as did Riggs, Elfenbaum, Pentz’s, Parent Program Component Analysis in a Drug Abuse Prevention Trial, (Riggs, Ellenbaum, & Pentz, 2006, p. 1). The former utilizing student after school programs and questionnaires, with parent-child supportive skill training (Morrison, Storino, Robertson, Weisslgass, & Dondero, 2000, p. 1), while the latter utilized parent-school committees, parent training, and parent-child homework activities (Riggs, Ellenbaum, & Pentz, 2006, p. 1). Despite the wide variety in the way that a parent program aspect is implemented, the focal point is that both students and parents were trained in skills to support the students, ways in which to improve the student’s chances at withstanding peer pressure and negative influences with regards to drug and alcohol. Thus, the results from each of these studies support the same idea, that combined effort prevention methods are more effective than student/classroom based activities alone. Thus, substance abuse prevention programs should account for easily accessible family and youth education programs, as utilizing a parent training aspect alongside the school based aspect is shown to have the most effective results.
With all of this information considered, how might we go about changing the current standards, and make this kind of combined method prevention strategy the norm? Does anyone know of a good program that involves both parental and school based aspects, which is currently being implemented?
References
Center for Disease Control and Pervention (2012). Fact Sheets-Underage Drinking – Alcohol. Retrieved February 12, 2014, from http://www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm
Channing Bete Company (n.d.). Guiding Good Choices: A Families That Care. Retrieved February 11, 2014, from http://www.channing-bete.com/prevention-programs/guiding-good-choices/guiding-good-choices.html
Dorchester Alcohol and Drug Commission (n.d.). Prevention Services. Retrieved February 11, 2014, from http://www.dadc.org/PREVENTION-SERVICES.asp
Foundation for a Drug Free World (n.d.). International Statistics. Retrieved February 11, 2014, from http://www.drugfreeworld.org/drugfacts/alcohol/international-statistics.html
Missouri Institute of Mental Health (n.d.). Prevention. Retrieved February 11, 2014, from https://www.mimh.edu/ProjectsWebsites/tabid/783/articletype/tagview/tag/prevention/Default.aspx
Morrison, G. M., Storino, M. H., Robertson, L. M., Weisslgass, T., & Dondero, A. (2000, August). The protective function of after-school programming and parent education and support for students at risk for substance abuse. Retrieved February 11, 2014, from http://search.proquest.com.ezaccess.libraries.psu.edu/psycinfo/docview/619472243/87B233F9BB6B43E3PQ/3?accountid=13158
Pennsylvania State Department of Drug and Alcohol Programs (2013). DDAP Home Community. Retrieved February 11, 2014, from http://www.portal.state.pa.us/portal/server.pt?open=512&objID=20800&PageID=1125999&mode=2
Riggs, N. R., Ellenbaum, P., & Pentz, M. A. (2006, July). Parent program component analysis in a drug abuse prevention trial. Retrieved February 11, 2014, from http://www.ncbi.nlm.nih.gov/pubmed/16781963
SAMHSA’s National Registry of Evidenced-based Programs and Practices (2014, February 10). Intervention Summary – Celebrating Families. Retrieved February 11, 2014, from http://www.nrepp.samhsa.gov/ViewIntervention.aspx?id=100
Siero, F.W., Bakker, A.B., Dekker, G.B., & van den Burg, M.T.C. (1996). Changing organizational energy consumption behaviour through comparative feedback. Journal of Envirionmental Psychology, 16. 235-246.
Looking at substance abuse, it is not surprise that so many are affected by this topic. As more types of drugs become available, more adolescents will be curious about what each substance is. With that being said, our family and schools have a major impact on what we do in our lives. Children will often follow their parent’s role. While it is important for parents to be informed of substance abuse and what their role is in a pattern for substance abuse, children also need programs. If they are educated in school about the dangers of substance abuse, they will know the consequences to their action. It may be important to have programs for those who abuse substances, but educating our youth is just as important. The more they know about substance abuse, they will be less curious about falling into the trap of substance abuse.
The government needs to get a grasp on substance abuse. They have made several interventions, which are laws on illegal drug use, but they are not keeping up with the growing amount of substances. The government could use an intervention that directs toward children. When I say this, I am taking about video games and television shows. The more warnings and information on substance abuse, the better the intervention. If children and adolescents are watching television or playing a video game, there could be short clips at the beginning of each that talk about substance abuse. Also, why are many popular video games about violence? Many adolescents and even young children find themselves playing video games that are about dealing drugs, stealing, and violence. If the government would evaluate that and the effects video games have on substance abuse, they may find a reason why some people suffer from substance abuse. This could have an intervention strategy that gives these adolescents video games that are about stopping drug usage.
Refrences
Cue Reactivity and Cue Reactivity Interventions in Drug Dependence Anna Rose Childress, Anita V. Hole, Ronald N. Ehrman, Steven J. Robbins, A. Thomas McLellan, and Charles P. O’Brien
I find it very sad that so many people are affected by substance abuse. As I read your blog, I would agree that parent and child interaction is important. When you think about our children, they are the future. If we do not show them how to prevent substance abuse, they could become substance abusers. There are programs for parents and children at school to become aware of certain substance abuses, but there needs to be more. When looking at SADD and MAD (students against drunk driving and mothers against drunk driving), these groups do help get the word out about alcohol abuse. The problem is that some students do not take it seriously because they believe that they are invincible. Adolescents tend to have risk-taking behaviors, such as substance abuse or drunk driving. These adolescents may be aware of the consequences of risky behaviors, but they believe that they will not have negative consequences occur in their situation. In this situation, schools need to have an intervention for these students. If they can have SADD, then they can have a program for students to see the consequences of certain actions, such as substance abuse. The more students are shown the consequences, the less likely they are to try illegal substances.
Looking at how many people are affected by substance abuse. As more types of drugs become available, more adolescents will be curious about what each substance is. With that being said, our family and schools have a major impact on what we do in our lives. Children will often follow their parent’s role. While it is important for parents to be informed of substance abuse and what their role is in a pattern for substance abuse, children also need programs. If they are educated in school about the dangers of substance abuse, they will know the consequences to their action. It may be important to have programs for those who abuse substances, but educating our youth is just as important. The more they know about substance abuse, they will be less curious about falling into the trap of substance abuse.
The government needs to get a grasp on substance abuse. They have made several interventions, which are laws on illegal drug use, but they are not keeping up with the growing amount of substances. The government could use an intervention that directs toward children. When I say this, I am taking about video games and television shows. The more warnings and information on substance abuse, the better the intervention. If children and adolescents are watching television or playing a video game, there could be short clips at the beginning of each that talk about substance abuse. Also, why are many popular video games about violence? Many adolescents and even young children find themselves playing video games that are about dealing drugs, stealing, and violence. If the government would evaluate that and the effects video games have on substance abuse, they may find a reason why some people suffer from substance abuse. This could have an intervention strategy that gives these adolescents video games that are about stopping drug usage.
I found your post to be highly valuable when considering preventative measures. This topic seemed to echo throughout my courses this week. More specifically, I was researching preventative and rehabilitative methods that have proven successful in adolescents whose behaviors have resulted in time spent in the juvenile justice system. The Chesterfield Detention home is located in Chesterfield, Virginia. The program admits individuals who are over the age of 14, have been incarcerated for over 18 months, and have parents that are willing to be involved during specific steps of the program. Cognitive and behavioral rehabilitation practices take place over the span of six months. Of course, many of the individuals who end up in the juvenile justice system have committed other crimes beyond the consumption or distribution of banned substances, such activities lead one down a darker path. More information about the Chesterfield Juvenile Home can be found on their website at: http://www.chesterfield.gov/content.aspx?id=2810
Many times our ideas surrounding health are a direct model provided by our family members, close friends, or other peers. This can definitely be the case for illegal drug consumption as well. Recent trends in drug usage are also quite shocking. Celebrities on various media platforms flaunt and influence drug culture. From Marijuana to MDMA to Sizzurp, drug culture is pervasive and ever evolving within popular culture. Prevention is most valuable when the family base is maintained and support is evident. The study by Spoth and colleagues (2002) in chapter 8 of our text confirms that the strongest preventative link exists when parents are involved in providing barriers and support against drugs and alcohol. I did not have issues with drug use and an adolescent, but there were other issues in my life that were left stagnant, such as grief and forgiveness that have required the assistance of my parents, in order to advance on the road to health. Many times I leaned on the wisdom of my Grandmother for sound advice and an example. Have you benefited from the support of one or more of your parents… or other close family member?
It is worth noting that the theory of planned behavior is both a great preventative practice, as well as a method for moving on with life even after bad choices have been made. Prochaska and DiClemente’s model of Health Behavior Change can also be considered when an individual is seeking change. Many times I get caught up in the contemplation and preparation stages, but at least my intentions are good! Do any of you get stuck in those stages as well?
I really enjoyed reading your blog post. It was eye opening to read that 11% of all alcohol is consumed by underage participants. It was no surprise to me that alcohol is the most abused drug or that other drugs are on the rise. In my hometown, much has changed even in just the 7 years since I graduated from high school. Back then, I saw marijuana one time. Now, I am reading about kids who currently go there that are being suspended and expelled for using cocaine and heroin. The rate of change is so scary to me and I shudder to think what the reality will be for my kids by the time they reach high school.
This being said, it’s also very sad to think that research has proven that parental involvement in substance abuse prevention programs is highly successful, yet we under-utilize that tool in what seems to be a fast-growing problem. We should be doing all that we can to help save America’s youth and, consequently, the future of our nation, from these drugs that are increasing in popularity. Also mentioned in this blog post is the fact that there are good quality programs that come at a cost and aren’t necessarily easily available.
I think our youth could greatly benefit from a program that encourages parents to have dinner with their children every night and make the topic of substance abuse and its avoidance a common theme. This strategy and presence in the lives of our youth has been proven effective and is an easily implemented solution on a day-to-day basis (Find Youth Info, 2012).
Reference:
Find Youth Info: Substance Abuse Prevention. Retrieved February 17th, 2014 from http://findyouthinfo.gov/youth-topics/substance-abuse/evidence-based-programs-youth-substance-abuse-prevention-and-treatment.
Substance abuse is an important area in which prevention strategies and classes need to be instituted and an impact is necessary now! This needs to be part of a curriculum because it is something that will be a focus in their future whether these children go off to college or whether they get a job and are impacted by substance abuse. I grew up in a home where alcohol wasn’t used and definitely wasn’t talked about. When I was on my own, I went a little “wild” and didn’t realize how alcohol makes me participate in circumstances that I normally wouldn’t participate in. In the area which I live in now, alcohol is everywhere and young adolescents who get involved in it now, sometimes find that it’s an on-going battle which they never get out of. I had two very good friends who died because of the alcohol and drugs that they decided to partake in and it eventually lead to two separate deaths so this subject is very near to my heart. This battle or what I think can be a “demon” can be a lifelong battle. It obviously begins with the parent’s responsibility to discuss with their children at a young age the implications that can occur when children make bad choices with drugs and alcohol. I think that implementing programs for parents is step in the right direction, especially for those families whose parents are already abusing substances. Education in the classroom is also important especially introducing how to deal with peer pressure and even implementing home assignments is something I didn’t even think about. It sounds like promising results have already been found and it sounds like we need to go one step further and join parenting training in schools as an important “next step.” I remember when I was in school and students against drunken driving (S.A.D.D.) were the focus. We talked about it and even had a reenactment of a drunk driver killing another student and I can still remember that 25 years later so it definitely left a lasting impact on me. Another step in lowering substance abuse in schools is to have guest speakers who have been impacted with loss or tragedy from substance abuse from drugs and/or alcohol. Even now, when I see a mother, father, sister, or best friend talk about the tragedies that occur from substance abuse and how they could have been avoided make me think twice even not that I am of legal age to want to partake in such things. Sometimes, students think they are untouchable, but it really takes one silly mistake or misjudgment to alter a life and impact others in a negative way.
Why does the theory of planned behavior become a model for changing a behavior? Altering their behavior and gathering new healthy behaviors should be an important step. For instance, my friend “John” had issues with alcohol and drugs since he was a young teenager. While the “model of windows of vulnerability” might have helped early, he grew in a single mother household where there relationship was very strained even at an early age. (Schneider, Grumman& Coutts, 2012). She worked a lot to support him so he was barely home and so she wasn’t there when he was a teenager and making poor choices that she wasn’t even aware of. He was in and out of jail and finally decided at 27 to try and live a better life. He got a job at a restaurant, but as many of us know, drugs and alcohol tend to be involved in the restaurants. He did really well for almost a year and then he lost his job and leaped from one job to another after that. He changed his friends who unfortunately loved to “party” and didn’t think they needed to change their behaviors and eventually he had no job, was stealing to get money for drugs, and eventually killed himself because he felt that he had lost everyone and everything. Had he found a job where it was a steady Monday through Friday and he wasn’t around drugs and alcohol at his jobs as a constant remainder, life might have taken a different path? He had low self-efficacy and when he lost his job, his behaviors of drugs and alcohol took control over his life. In this case, his main influences were his peers and lack of parental concern.
Schneider, F. W., Gruman, J. A., and Coutts, L. M. (Eds.) (2012). Applied Social Psychology: Understanding and Addressing Social and Practical Problems (2nd ed.). Thousand Oaks, CA: Sage Publications.
You make a strong case for having and implementing effort prevention methods programs. The studies you referred to infer that effort prevention methods programs tend to be more effective than student/classroom based activities alone. I agree. Designing programs in one setting (classroom) may be more convenient and perhaps more cost effective, but a singular approach on the problem of substance abuse does not appear to be sufficient. Furthermore, when a program is designed which does not include parent engagement, a great opportunity is missed and the successes of the program will suffer for it.
Perhaps, different approaches are needed to address substance abuse problems. Maybe, further research needs to be conducted into earlier prevention. Designing interventions for an even younger population (toddlers) along with their parent(s)/guardian(s) may help to prevent a desire to experiment with drugs and alcohol later in life. Design interventions for parents (with toddlers) to develop the skills needed to prevent substance abuse in their children. Parent(s)/guardian(s) can help children develop qualities such as self-control, self-reliance, motivation and a desire to succeed. Parent(s)/guardian(s) can also help children develop a disdain for dereliction and substance abuse. Parent(s)/guardian(s) influence children how they develop more than anyone else and may be prudent to target and develop children as early as possible. The younger the children are reached, perhaps the greater the chance that they will not succumb to substance abuse.
“Prevention” is intended to produce effectual hindrance (or stop from doing something in the first place). Designing and implementing programs where children and adolescents have an existing substance abuse are well intended. Equally, designing and implementing programs for parents who already have substance abuse issues themselves are intended to do good. While these approaches seem appropriate (and do have a level of success), they are reactive rather than preventative.
A personal experience of inclusion came in the way of a soccer camp I was fortunate enough to participate in. e-Soccer is a gratuitous, non-profit, and an all volunteer soccer program for families where typical and special needs children (with autism, downs and other physical challenges) learn, practice and play soccer in an inclusive environment. Social integration is the primary goal. Basically, the idea is that trough inclusion parents (of special needs children and typical) and children (typical and special needs) come together for a common purpose. The program is very successful. Applying inclusive methodologies can enhance most programs.
Perhaps a better approach and an opportunity for further research are different configuration of inclusive programs. For instance, research studies could include “well functioning families” to find out “what works” and how they have avoided substance abuse. Another configuration for research could be collaborative efforts between several entities (parent(s)/guardian(s), non-profits, schools, companies, and local government). A collaborative effort in raising children is not a particularly new idea. It is a tested one. There is an ancient African proverb which says, “It takes a village to raise a child.” This wise proverb indicates that it is not for the parent, nor the school, nor government alone, but it is everyone who is responsible for raising children. Interventions ought to be designed as inclusive and cooperative.
You make a strong case for having and implementing effort prevention methods programs. The studies you referred to infer that effort prevention methods programs tend to be more effective than student/classroom based activities alone. I agree. Designing programs in one setting (classroom) may be more convenient and perhaps more cost effective, but a singular approach on the problem of substance abuse does not appear to be sufficient. Furthermore, when a program is designed which does not include parent engagement, a great opportunity is missed and the successes of the program will suffer for it.
Perhaps, different approaches are needed to address substance abuse problems. Maybe, further research needs to be conducted into earlier prevention. Designing interventions for an even younger population (toddlers) along with their parent(s)/guardian(s) may help to prevent a desire to experiment with drugs and alcohol later in life. Design interventions for parents (with toddlers) to develop the skills needed to prevent substance abuse in their children. Parent(s)/guardian(s) can help children develop qualities such as self-control, self-reliance, motivation and a desire to succeed. Parent(s)/guardian(s) can also help children develop a disdain for dereliction and substance abuse. Parent(s)/guardian(s) influence children how they develop more than anyone else and may be prudent to target and develop children as early as possible. The younger the children are reached, perhaps the greater the chance that they will not succumb to substance abuse.
“Prevention” is intended to produce effectual hindrance (or stop from doing something in the first place). Designing and implementing programs where children and adolescents have an existing substance abuse are well intended. Equally, designing and implementing programs for parents who already have substance abuse issues themselves are intended to do good. While these approaches seem appropriate (and do have a level of success), they are reactive rather than preventative.
Perhaps a better approach and an opportunity for further research are different configuration of inclusive programs. For instance, research studies could include “well functioning families” to find out “what works” and how they have avoided substance abuse. Another configuration for research could be collaborative efforts between several entities (parent(s)/guardian(s), non-profits, schools, companies, and local government). A collaborative effort in raising children is not a particularly new idea. It is a tested one. There is an ancient African proverb which says, “It takes a village to raise a child.” This wise proverb indicates that it is not for the parent, nor the school, nor government alone, but it is everyone who is responsible for raising children. Interventions ought to be designed as inclusive and cooperative.
I think that it is awful that so many substances are abused, and even more so because many of the abusers are so young that their frontal lobe isn’t even developed to an extent where they can utilize decision-making to its fullest. As you pointed out, abuse leads to deaths, suicides, homicides, and various accidents. Substance abuse programs to help individuals change in behavior and choose healthier, wiser paths are absolutely necessary. The more effective these programs are, the better.
Many aspects of our lives play a part in affecting our behavior. We are influenced by the media, schools, churches, etc. The first influence we have, however, is the family (Schneider, Gruman, & Coutts, 2012). Given that knowledge, your program, which focuses on inclusion of the parents as a way to alter and control behavior, should work rather well, considering it targets a major influential part of our lives and behavioral tendencies. Furthermore, when it comes to social issues, while it’s a good thing to take care of what already is, it’s also beneficial to keep undesirable may-be’s from occurring. If we have a child in our family that already drinks, it’s great to pay attention to them and help them keep from drinking more (and hopefully get them to drink less or stop altogether,) but that’s nearly worthless if we neglect our younger child and are then conflicted with the same issue once again.
Focus should be placed largely on future generations. Prevention, prevention, prevention. In the field of Health Psychology, the biopsycosocial model is utilized, focusing on how psychology plays a part in physiological issues and how one’s physiology affects one’s mind (Schneider, Gruman, & Coutts, 2012). Health psychology focuses greatly on preventing unhealthy circumstances and issues from happening, so it deals with problems before they occur. When it comes to substance abuse, we will indeed need to take care of the individuals who are already abusing and change their behavior, but to keep the cycle from flowing, we need to prevent any more children from falling to substance abuse.
An important part of prevention is remembering that children are impressionable, and therefore may learn from the individuals around them. If we ourselves abuse substances, it’s not far-fetched to believe that we may be leading our children down a similar path. That’s why your focus on parents is extremely important. Children learn from their parents, and with them integrated into the program, we’re not only more likely to show better results in keeping kids from substance abuse, but can also help parents who currently abuse, which will be beneficial for any future children they may have, after all, Morrison et al. have already shown in their 2000 study that training that involves the parents and children work successfully.
Better than using only one way to change behavior is using multiple channels in one program. Such programs work better at altering behavior than programs that only focus on one aspect of a person’s life. Combining the school system and parents as guides in behavior can more easily lead to successful programs/interventions (Riggs et. al, 2006). Furthermore, if schools are involved, they can offer workshops or short meetings that help teach the parents how to help their kids stay away from substance abuse and the parents can also add comments to improve the program at the school. These two parts of the program can work together and improve one another. With such a program, it’s very likely that children will show lower numbers of substance abuse.
To answer your question concerning programs that involve children, parents, and the school, I found some information on the Iowa Strengthening Families Program which was designed to aid parents with their children aging from 10-14. It’s a middle school program, so they’re starting nice and early, which is a wonderful idea. Kids are also more likely to listen to and care about their parents’ opinions at such early ages, which should help the effectiveness of the program. The program is built to help parents strengthen their parental skills through a series of sessions which include videos, role-playing, discussions, family projects and interactive learning games for both the children and the parents. You can find out more about it at drugfree.org (Join Together Staff).
As an expansion on your writing, I would say that in addition to utilizing school and parents, it would be wise to involve the media and the government, as well. If we can get popular kids’ shows to talk about and/or show how substance abuse can ruing lives and lead to bad decisions, I feel that kids will be much less likely to make the mistake of abusing alcohol and other drugs. Seeing athletes, musicians, models, and actresses on TV talking about how substance abuse ruined a part of their life and that if they had a do-over they would had never made the mistake of thinking that nothing bad would happen to them could also help kids make better choices (especially if these individuals speaking are important to the kids.) Integrating as many aspects of these kids’ lives as possible into the prevention program, I feel, would ensure the best results.
Works Cited:
Join Together Staff. (n.d.). Middle School Prevention Program Helps Cut Later Prescription
Drug Abuse: Study. The Partnership at Drugfreeorg. Retrieved February 17, 2014, from
http://www.drugfree.org/join-together/community-related/middle-school-prevention-
program-helps-cut-later-prescription-drug-abuse-study
Morrison, G., Storino, M., Robertson, L., Weisslgass, T., & Dondero, A. (2000). The protective
function of after-school programming and parent education and support for students at
risk for substance abuse. Evaluation and Program Planning, 23(3), 365-371.
doi:10.1016/S0149-7189(00)00025-2.
Riggs, N., Ellenbaum, P., & Pentz, M. (2006). Parent program component analysis in a drug
abuse prevention trial. Journal of Adolescent Health, 39(1), 66-72.
doi:10.1016/j.jadohealth.2005.09.013.
Schneider, F. W., Gruman, J. A., and Coutts, L. M. (Eds.) (2012). Applied Social Psychology:
Understanding and Addressing Social and Practical Problems (2nd ed.). Thousand Oaks,
CA: Sage Publications.
Substance abuse has always been an issue in today’s society. Frankly, I believe it is not getting any better. I find the first step of your intervention for be interesting considering it focuses on parenting skills. I believe social variable should be, first, focused when dealing and handling substance abuse. Socioeconomic factors, such as income and educational level can contribute to substance abuse (Schneider, Gruman, and Coutts, 2012). In addition biological and psychological factors need to be addressed. For example, two biological factors include effects drugs that are abused exert on the individual and biological status of the individual consuming the drug (Princeton University). Also, many individuals can be easily influenced by peers, family, school in general. For example, missing classes can lead to risky behaviors. I believe all of these factors need to be taken into consideration before addressing parental issues. Implementing a model of windows of vulnerability would be a sufficient way to address the parental issue. Through this model, parental influence will be address yet there is an awareness that negative influences can arise during adolescence (Schneider, Gruman, and Coutts, 2012). Parental influence does have a great deal of impact on adolescents but there are many more reasoning and factors that may result to risky behavior in general. Lastly, I do agree with the post stating that the individual has the desire to get help and/or be helped. That’s another critical part of an intervention. The individual needs to recognize and understand there is a problem and why the problem exists.
Schneider, F. W., Gruman, J. A., and Coutts, L. M. (Eds.) (2012). Applied Social Psychology: Understanding and Addressing Social and Practical Problems (2nd ed.). Thousand Oaks, CA: Sage Publications.
Princeton University (1993). Biological Components of Substance Abuse and Addiction. Retrieved from http://www.princeton.edu/~ota/disk1/1993/9311/931103.PDF
Your focus on substance abuse interventions is quite interesting. Through health psychology heavy importance is placed upon the mind/body relationship and the grave seriousness of the impact one has on the other (Schneider, Gruman & Coutts, 2012). Substance abuse is a major problem in our society and many people often overlook the mind/body relationship commonly attributing one’s abuse problems with weakness and poor decision making. This emphasis on the behavior does not account for the risk factors and vulnerabilities that allow individuals to find themselves involved in substance abuse in the first place. Which is why, as you say, the prevention programs are so essential. Schneider, Gruman and Coutts (2012) reference Lau et al.’s (1990) “model of windows of vulnerability” in which they explain how periods in ones life, primarily youth, have an extremely important influence over an individual’s health behavior and attitudes especially through the role of the parents (pp, 174). I find this to be most related to your example when you expand on the parent training programs and their role on the pattern of substance abuse.
While it is essential to have recovery programs for addicts, the goal should always be prevention first and prevention for health compromising behaviors is often linked to parental behavior and parenting choices. Although you mention that currently majority of the programs for parents focus on parents with substance abuse problems which is a problem in your perspective, I find this to be crucial in prevention. Lau, Jacobs Quadrel and Hartman (1990) pinpoint that parents who engage in a behavior are likely to train their children in the same manner. Therefore, parents who are heavy drinkers may unintentionally train their children to believe that alcohol is not dangerous and heavy drinking is normal. It is in this example that the obvious need and importance for preventative training programs for parents can be seen. If health psychologists can modify the biggest influential factor (parents) that leads to substance abuse due to behavior modeling, then one of the major causes of substance abuse or at least the ongoing cycle throughout families can be slowed and eventually, ended.
In regards to ideas for changing current standards, I do not believe the standards need altering but rather the programs need to simply be expanded. Morrison, Storino, Robertson, Weisslhass and Dondero (2000), as you point out, have established the link between program success in prevention programs through parent-child training and support. Riggs, Ellenbaum and Pentz (2006) have connected the importance of school and parental training with program success as well. Therefore, your suggestion of the combination of methods is likely to be most effective and should be adopted initially in school systems as that is probably the most controllable environment to begin the program in. Following school adoption of these programs, parents can be encouraged to sign up for additional training to learn about how their behavior can affect their child’s health behaviors in the future and offer ways to set their children up to engage in positive health behaviors. There is a program called PROSPER that has found great success with a similar program model incorporating middle school prevention programs and parent training with results showing 65% reduction in drug abuse (Spoth et al., 2012).
References
Lau, R., Jacobs Quadrel, M., & Hartman, K. (1990). Development and change of young adults’ preventive health beliefs and behavior: Influence from parents and peers. Journal of Health and Social Behavior, 31(3), 240-259.
Morrison, G., Storino, M., Robertson, L., Weisslgass, T., & Dondero, A. (2000). The protective function of after-school programming and parent education and support for students at risk for substance abuse. Evaluation and Program Planning, 23(3), 365-371. doi:10.1016/S0149-7189(00)00025-2.
Riggs, N., Ellenbaum, P., & Pentz, M. (2006). Parent program component analysis in a drug abuse prevention trial. Journal of Adolescent Health, 39(1), 66-72. doi:10.1016/j.jadohealth.2005.09.013.
Schneider, F. W., Gruman, J. A., and Coutts, L. M. (Eds.) (2012). Applied Social Psychology: Understanding and Addressing Social and Practical Problems (2nd ed.). Thousand Oaks, CA: Sage Publications.
Spoth, R., Redmond, C., Shin, C., Greenberg, M., Feinberg, M., Schainker, L. (2012). PROSPER community-university partnership delivery system effects on substance misuse through 6 1/2 years past baseline from a cluster randomized controlled intervention trial. Preventive Medicine, 56(3-4), 190-196. doi: 10.1016/j.ypmed.2012.12.013.
Join Together Staff. (2013). Middle school prevention program helps cut later prescription drug abuse: Study. Retrieved from http://www.drugfree.org/join-together/community-related/middle-school-prevention-program-helps-cut-later-prescription-drug-abuse-study.
I came across a program recognized by the SAMSHA called the CAST (Coping And Support Training) Program. This is a pull out program that can be conducted in the school that involves parents as well. I think what makes this program interesting is the fact that part of its curriculum involves building self esteem, anger management, decision making, and setting goals. There can be several reasons why youth get involved with alcohol whether it is peer pressure or a negative self esteem and I think it is important that programs touch on these issues and help youth with some life skills training. Making healthy decisions are also part of this program that I believe can help students when faced with alcohol or drug temptations
What was interesting to note with this program was that while they reported a decrease in alcohol use there was at least a 27% increase in family support with this program. (CAST Program, n.d.) It cannot be a school program alone that can fix the problem. Parents do need to get involved and the health of the relationship at home must be involved.
CAST Program. (n.d.) Retrieved February 16, 2014, from http://www.reconnectingyouth.com/programs/cast/.
One idea that seemed lacking in your piece was that of the desire to get help and/or be helped. Whether child or adult, someone with a substance abuse problem can not be helped until they want to be helped. This idea can be further opened to the concept that parents have to be willing to admit there is a problem (and they might even be part of it) for any type of family intervention to be helpful.
In a study by Cusick (2001) it was found that parents set the tone for how a family intervention will run and much of its success rests on them. The study identified several characteristics needed for a successful intervention. They included a good relationship between the therapist and the family, personality strengths of the parent and community support.
References:
Cusick, H. M. (2001). Characteristics of families presenting to a family preservation program. (Order No. AAI9980571, Dissertation Abstracts International: Section B: The Sciences and Engineering, , 3899. Retrieved from http://search.proquest.com/docview/619708769?accountid=13158. (619708769; 2001-95002-295).
While I agree that parental participation coupled with school-based curriculum is a good approach in youth substance abuse prevention, I feel that an important element has been left out; the typical risk-taking behavior of youth. Studies have shown that youth are at the greatest risk of using and/or abusing drugs and/or alcohol during transitional periods or life; entering middle school, entering high school, and entering college (NIDA, 2003).
I feel as though there is more we can do in regards to youth substance abuse other than the typical school based learning or community programs. While community outreach programs are great in theory, and in-school programs such as D.A.R.E. have been deemed ineffective and often counterproductive (Hanson, 2007), I feel as though parents and school officials should be seeking out other methods that reach beyond mere prevention. We need to give our youth the tools to make good decisions on their own.
Communities often expect that schools will teach their children what they need to know, and because of that thought process, many parents pass the buck when their children begin experimenting with drugs or alcohol. It is known that there is a variety of reasons as to why youth begin experimenting with drugs; biology – perhaps drug or alcohol abuse is present in the family history, during transitional periods as I mentioned previously, low self-esteem, and simply for the risk of it, just to name a couple. But we also need to take into account the brain of an adolescent when discussing substance abuse. Not only are they engaging in risk-taking behavior, i.e. substance/alcohol abuse, but they do so because they tend to only think about the immediate or short-term positive outcomes of their actions, while often ignoring the long-term or negative consequences of their actions (Haugaard, 2001). For this reason, we need to address this issue on a cognitive level. Parents and teachers alike need to be educated on the ways in which a youth’s brain develops. Understanding at this level can aid school administrators in creating curriculum that helps youth understand that these desires to engage in such behavior are normal, while also equipping them with techniques for considering the negative and long-term consequences of their actions. We need to be giving our youth strategies that help them better understand their own thought processes. Educating youth on how their brain works may likely give them control over their thoughts. If they are taught to think about the long-term consequences of their actions – how future aspirations can be affected like college admission, career possibilities, a possible felony conviction limiting their employment opportunities – then maybe we can give confidence to evaluate their choices; a sense of empowerment in their own lives. We also need to take into consideration the strong affect that peer pressure plays on youth substance usage. Many youths engage in alcohol or substance use simply because their friends are. During adolescence this can be exceptionally difficult to refuse. It is often more detrimental to an adolescent to refuse to partake in a risk-taking behavior such as drinking or smoking pot than it is to engage in the action itself; the perceived social ramifications that could occur by refusing to partake is often motivation enough to engage in such behaviors (Haugaard, 2001).
By utilizing what we know about when youth are likely to engage in alcohol and drug use, understanding the way an adolescent brain views such use, equipping them with ways to combat the temptation, and informing schools and parents on the changes the youth are experiencing, we are then able to apply an intervention that will dig deeper into the causes of youth substance usage and place an emphasis on working together with the correct tools to fight the problem effectively.
Haugaard, J. J. (2001). Sensation-Seeking, Risk-Taking, and Reckless Behavior. In Problematic Behaviors During Adolescence (pp. 40-54). New York, NY: McGraw-Hill.
Hanson, D. J. (2007). Drug Abuse Resistance Education: The Effectiveness of DARE. Retrieved from Alcohol Abuse Prevention
website: http://www.alcoholfacts.org/DARE.html
NIDA. (2003, October). What are the highest risk periods for drug abuse among youth? Retrieved from Natioanl Institute on
Drug Abuse website: http://www.drugabuse.gov/publications/preventing-drug-abuse-among-children-adolescents/chapter-1-risk-factors-protective-factors/what-are-highest-risk
Through the utilization of programs like FAST and STAR, the youth and adolescent years have support for substance abuse prevention. But that then leaves the early college years, a time when many teenagers are just beginning to live out on their own for the first time, making independent decisions, a time of vulnerability. A program like CHOICES would help to bridge the gap. CHOICES is a college geared substance abuse prevention program. It utilizes education about statistics and alternatives, offers assessments, classroom presentations, resources and group activities (CHOICES at WCSU, n.d., p. 1). Furthermore, CHOICES utilizes social norm theory based methods to entice students to stay away from substance abuse, CHOICES shares the lower than perceived genuine statistics of substance abuse on campus, in hopes of encouraging students behavior to gravitate toward that norm (Schneider, Gruman, & Coutts, 2005, p. 71). Although this program doesn’t offer parent inclusion, given the independent state of college students, the inclusion of campus activities and resources seems the next best option.
Reference
CHOICES at WCSU (n.d.). CHOICES Alcohol and Substance Abuse Prevention Program at WCSU. Retrieved February 16, 2014, from https://www.wcsu.edu/choices/
Schneider, F. W., Gruman, J. A., & Coutts, L. M. (2005). Applied social psychology: Understanding and addressing social and practical problems. SAGE Publications. Kindle Edition.
I believe that any type of problem behavior should be regarded as a symptom of an underlying problem. In order to prevent substance abuse, it is not enough to treat the symptom. It is necessary to find the underlying problem by examining all aspects of the individual. In order to do this, schools and parents must work together. Parents and teachers need to have effective and open communication. A drop in academic performance can be an indicator of a substance abuse problem. An effective preventive program should address psychological aspects, as well as other aspects such as social and biological. Programs must also be evidence-based and implemented at different levels of an individual’s lifespan. For youth, this would mean at specified intervals such as elementary, middle, and high school.
Government policies should include this approach when allocating funds for programs run through the school system. This would entail providing funding for all necessary psychologists, educators, and other individuals involved in the programs, and include expenses for training, written materials and other related elements. The next focus should be on parental participation. The responsibilities cannot rest on schools alone. Parents must get involved and stay involved.
In order to encourage the use of a combined method of prevention, programs reporting success must be emphasized. Project STAR is a community-based prevention program. There are elements tailored for schools, parents, and communities. Parents are taught communication skills and schools implement a social influence curriculum taught by trained teachers. This program is successful in lowering marijuana, cigarette, and alcohol use, but I haven’t been able to find information as to whether the program is still being implemented. FAST is another program that emphasizes parents and schools working together to promote stress reduction, communication, and behavioral modifications. I believe this program is still being implemented.
References:
Families and Schools Together (FAST) Program. Retrieved February 15, 2014, from http://www.strengtheningfamilies.org/html/programs_1999/19_FAST.html
Promising Practices Network. Retrieved February 15, 2014, from http://www.promisingpractices.net/program.asp?programid=72