Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-21T04:28:41.417Z Has data issue: false hasContentIssue false

15 - Adolescent Drug Misuse Prevention: Challenges in School-Based Programming

from Part IV - Prevention and Treatment

Published online by Cambridge University Press:  13 July 2020

By
Lawrence M. Scheier
Edited by
Steve Sussman
Steve Sussman
Affiliation:
University of Southern California
Get access

Summary

This chapter summarizes the current state of the art with respect to school-based drug misuse prevention. The chapter begins by presenting an historical overview of prevention, including summarizing drug use trends based on national surveillance data. The chapter then includes a brief overview outlining the principles of social learning and self-efficacy theories of human motivation, both of which have played a central role in guiding the development of many current prevention models. Several real-world barriers to program implementation are also discussed. In particular, the chapter discusses procedures for ensuring that programs are culturally sound, including discussion of whether deep versus surface structure changes are required to effectively deliver prevention to ethnic or racial subgroups. The various steps required to achieve cultural sensitivity are illustrated using the keepin’ it REAL prevention program. The chapter then explores manipulation checks showcasing how program evaluations use mediation analyses to empirically confirm the active ingredients of drug prevention. The chapter also discusses the need for longitudinal follow-up to establish durable program effects and provides several evidence-based examples drawn from smoking and other drug prevention studies. The chapter closes by summarizing concerns with implementation, the role of teachers in program delivery, and capacity building, all of which influence program outcomes.

Keywords

school-baseddrug misuse preventionsocial learningself-efficacymediationdissemination
Type
Chapter
Information
The Cambridge Handbook of Substance and Behavioral Addictions , pp. 201 - 214
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bandura, A. (1965). Influence of models’ reinforcement contingencies on the acquisition of imitative responses. Journal of Personality and Social Psychology, 1, 589–595.Google Scholar
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs. NJ: Prentice-Hall.Google Scholar
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York, NY: W. W. Freeman & Co.Google Scholar
Bandura, A., Ross, D. & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575–582.Google Scholar
Bandura, A. & Walters, R. H. (1963). Social Learning and Personality Development. New York, NY: Holt, Rinehart & Winston.Google Scholar
Bateson, G. (1972). Steps to an Ecology of Mind. Chicago, IL: University of Chicago Press.Google Scholar
Beets, M. W., Flay, B. R., Vuchinich, S., et al. (2008). School climate and teachers’ beliefs and attitudes associated with implementation of the Positive Action Program: A diffusion of innovations model. Prevention Science, 9, 264–275.Google Scholar
Berkel, C., Mauricio, A. M., Schoenfelder, E. & Sandler, I. N. (2011). Putting the pieces together: An integrated model of program implementation. Prevention Science, 12, 23–33.Google Scholar
Berry, J. W. (1976). Human Ecology and Cognitive Style: Comparative Studies in Cultural and Psychological Adaptation. New York, NY: Sage/Hasted.Google Scholar
Birkeland, S., Murphy-Graham, E. & Weiss, C. (2005). Good reasons for ignoring good evaluation: The case of the drug abuse resistance education (D.A.R.E.) program. Evaluation and Program Planning, 28, 247–256.CrossRefGoogle Scholar
Botvin, G. J. (2000). Preventing drug abuse in schools: Social and competence enhancement approaches targeting individual-level etiological factors. Addictive Behaviors, 25, 887–897.Google Scholar
Botvin, G. J. & Dusenbury, L. (1987). Life Skills Training: A psychoeducational approach to substance abuse prevention. In Maher, C. A. & Zins, J. E. (Eds.), Psychoeducational Interventions in Schools: Methods and Procedures for Enhancing Student Competence. Elmford, NY: Pergamon Press Inc., pp. 46–65.Google Scholar
Botvin, G. J., Griffin, K. W., Diaz, T. & Ifill-Williams, M. (2001a). Drug abuse prevention among minority adolescents: Posttest and one-year follow-up of a school-based preventive intervention. Prevention Science, 2, 1–13.Google Scholar
Botvin, G. J., Griffin, K. W., Diaz, T. & Ifill-Williams, M. (2001b). Preventing binge drinking during early adolescence: One- and two-year follow-up of a school-based preventive intervention. Psychology of Addictive Behaviors, 15, 360–365.Google Scholar
Botvin, G. J., Griffin, K. W., Diaz, T., Miller, N. & Ifill-Williams, M. (1999). Smoking initiation and escalation in early adolescent girls: One-year follow-up of a school-based prevention intervention for minority youth. Journal of the American Medical Women’s Association, 54, 139–143.Google ScholarPubMed
Botvin, G. J., Schinke, S. P., Epstein, J. A. & Diaz, T. (1994). Effectiveness of culturally focused and generic skills training approaches to alcohol and drug abuse prevention among minority youth. Psychology of Addictive Behaviors, 8, 116–127.CrossRefGoogle Scholar
Botvin, G. J., Schinke, S. P., Epstein, J. A., Diaz, T. & Botvin, E. M. (1995). Effectiveness of culturally focused and generic skills training approaches to alcohol and drug abuse prevention among minority adolescents: Two-year follow-up results. Psychology of Addictive Behaviors, 9, 183–194.Google Scholar
Caputi, T. L. & McLellan, T. (2017). Truth and D.A.R.E.: Is D.A.R.E’s new Keepin’ it REAL curriculum suitable for American nationwide implementation? Drugs, Education, Prevention and Policy, 24, 49–57.CrossRefGoogle Scholar
Castro, F. G., Barrera, M. & Martinez, C. R. (2004). The cultural adaptation of prevention interventions: Resolving tensions between fidelity and fit. Prevention Science, 5, 41–45.Google Scholar
Caulkins, J. P., Pacula, R. L., Paddock, S. & Chiesa, J. (2004). What we can—and cannot—expect from school-based drug prevention. Drug and Alcohol Review, 23, 79–87.Google Scholar
Center for Behavioral Health Statistics and Quality (2016). Key substance use and mental health indicators in the United States: Results from the 2015 National Survey on Drug Use and Health (HHS Publication No. SMA 16-4984, NSDUH Series H-51). Retrieved from www.samhsa.gov/data/Google Scholar
Chen, H. T. (1990). Theory Driven Evaluation. Newbury Park, CA: Sage.Google Scholar
Clayton, R. R., Cattarello, A. M. & Johnstone, B. M. (1996). The effectiveness of Drug Abuse Resistance Education (Project DARE): 5-year follow-up results. Preventive Medicine, 25, 307–318.Google Scholar
Colby, M., Hecht, M. L., Miller-Day, M., et al. (2013). Adapting school-based substance use prevention curriculum through cultural grounding: A review and exemplar of adaptation processes for rural schools. American Journal of Community Psychology, 51, 190–205.Google Scholar
Collins, L. M., Graham, J. W. & Flaherty, B. P. (1998). An alternative framework for defining mediation. Multivariate Behavioral Research, 33, 295–312.CrossRefGoogle ScholarPubMed
Day, L. E., Miller-Day, M., Hecht, M. L. & Fehmie, D. (2017). Coming to the new D.A.R.E.: A preliminary test of the officer-taught elementary keepin’ it REAL curriculum. Addictive Behaviors, 74, 67–73.Google Scholar
DeGarmo, D. S., Eddy, J. M., Reid, J. B. & Fetrow, R. A. (2009). Evaluating mediators of the impact of the Linking the Interests of Families and Teachers (LIFT) multimodal preventive intervention on substance use initiation and growth across adolescence. Prevention Science, 10, 208–220.Google Scholar
DFSCA (1987). Drug-Free Schools and Community Act, 1987, Pub. Law. No. 101-226 § 103 stat.Google Scholar
Donaldson, S. I. (2001). Mediator and moderator analysis in program development. In Sussman, S. (Ed.), Handbook of Program Development for Health Behavior Research and Practice. Thousand Oak, CA: Sage Publications, pp. 470–500.Google Scholar
Durlak, J. A., Domitrovich, C. E., Weisberg, R. P. & Gullotta, T. P. (Eds.) (2015). Handbook of Social and Emotional Learning. New York, NY: Guilford Press.Google Scholar
Durlak, J. A. & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350.Google Scholar
Eiden, R. D., Lessard, J., Colder, C. R., et al. (2016). Developmental cascade model for adolescent substance use from infancy to late adolescence. Developmental Psychology, 52, 1619–1633.Google Scholar
Elek, E., Wagstaff, D. A. & Hecht, M. L. (2010). Effects of the 5th and 7th grade enhanced version of the keepin’ it REAL substance use prevention curriculum. Journal of Drug Education, 40, 61–79.Google Scholar
Ennett, S. T., Tobler, N. S., Ringwalt, C. L. & Flewelling, R. L. (1994). How effective is drug abuse resistance education? A meta-analysis of Project DARE outcome evaluations. American Journal of Public Health, 84, 1394–1401.Google Scholar
ESSA (2015). Every Student Succeeds Act of 2015, Pub. Law. No. 114-95 § 114 stat.Google Scholar
Evans, R.I., Rozelle, R.M., Mittelmark, M.B., et al. (1978). Deterring the onset of smoking in children: Knowledge of immediate physiological effects and coping with peer pressure, media pressure, and parent modeling. Journal of Applied Social Psychology, 8, 126–135.CrossRefGoogle Scholar
Flay, B. R. (1985). Psychosocial approaches to smoking prevention: A review of findings. Health Psychology, 4, 449–488.Google Scholar
Flay, B. R., Biglan, A., Boruch, R. F., et al. (2005). Standards of evidence: Criteria for efficacy, effectiveness and dissemination. Prevention Science, 6, 151–175.Google Scholar
Furr-Holden, C. D. M., Ialongo, N. S., Anthony, J. C., Petras, H. & Kellam, S. G. (2004). Developmentally inspired drug prevention: Middle school outcomes in a school-based randomized prevention trial. Drug and Alcohol Dependence, 73, 149–158.CrossRefGoogle Scholar
Giles, S. M., Harrington, N. G. & Fearnow-Kenney, M. (2001). Evaluation of the All Stars program: Student and teacher factors that influence mediators of substance use. Journal of Drug Education, 31, 385–397.Google Scholar
Gosin, M., Marsiglia, F. F. & Hecht, M. L. (2003). keepin’ it R.E.A.L.: A drug resistance curriculum tailored to the strengths and needs of pre-adolescents of the southwest. Journal of Drug Education, 33, 119–142.Google Scholar
Gottfredson, D. C. & Gottfredson, G. D. (2002). Quality of school-based prevention programs: Results from a national survey. Journal of Research in Crime and Delinquency, 39, 3–35.Google Scholar
Greenfield, P. M. (2009). Linking social change and developmental change: Shifting pathways of human development. Developmental Psychology, 45, 401–418.Google Scholar
Greenfield, P. M. (2000). Three approaches to the psychology of culture: Where do they come from? Where can they go? Asian Journal of Social Psychology, 3, 223–240.Google Scholar
Greenfield, P. M., Keller, H., Fuligni, A. & Maynard, A. (2003). Cultural pathways through universal development. Annual Review of Psychology, 54, 461–490.Google Scholar
Griffin, K. W. & Botvin, G. J. (2004). The prevention and treatment of adolescent drug abuse. In Allen-Meares, P. & Fraser, M. W. (Eds.), Intervention with Children and Adolescents: An Interdisciplinary Perspective. Boston, MA: Allyn & Bacon, pp. 335–355.Google Scholar
Griffin, K. W., Botvin, G. J. & Nichols, T. R. (2004). Long-term follow-up effects of a school-based drug abuse prevention program on adolescent risky drinking. Prevention Science, 5, 207–212.Google Scholar
Griffin, K. W., Botvin, G. J. & Nichols, T. R. (2006). Effects of a school-based drug abuse prevention program for adolescents on HIV risk behavior in young adulthood. Prevention Science, 7, 103–112.Google Scholar
Hansen, W. B. (2015). All Stars: A conceptual history. In Scheier, L. M. (Ed.), Handbook of Drug Abuse Prevention Research, Intervention Strategies, and Practice. Washington, DC: American Psychological Association, pp. 197–216.Google Scholar
Hansen, W. B. & McNeal, R. B. (1996). The law of maximum expected potential effect: Constraints placed on program effectiveness by mediator relationships. Health Education Research: Theory & Practice, 11, 501–507.Google Scholar
Hansen, W. B., Graham, J. W., Wolkenstein, B. H. & Rohrbach, L. A. (1991). Program integrity as a moderator of prevention program effectiveness: Results for fifth-grade students in the adolescent alcohol prevention trial. Journal of Studies on Alcohol and Drugs, 52, 568–579.Google Scholar
Harrington, N. G., Giles, S. M., Hoyle, R. H., Feeney, G. J. & Yungbluth, S. C. (2001). Evaluation of the All Stars character education and problem behavior prevention program: Effects on mediator and outcome variables for middle school students. Health Education & Behavior, 28, 533–546.Google Scholar
Harthun, M. L., Dustman, P. A., Reeves, L. J., Marsiglia, F. F. & Hecht, M. L. (2009). Using community-based participatory research to adapt keepin’ it REAL: Creating a socially, developmentally, and academically appropriate prevention curriculum for 5th graders. Journal of Alcohol and Drug Education, 53, 12–38.Google Scholar
Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R. D. & Hill, K. G. (1999). Preventing adolescent health-risk behavior by strengthening protection during childhood. Archives of Pediatrics & Adolescent Medicine, 153, 226–234.Google Scholar
Hawkins, J. D., Catalano, R. F. & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112, 64–105.Google Scholar
Hawkins, J. D., Guo, J., Hill, K. G., Battin-Pearson, S. & Abbott, R. D. (2001). Long-term effects of the Seattle Social Development Intervention on school bonding trajectories. Applied Developmental Science, 5, 225–236.Google Scholar
Hawkins, J. D., Kosterman, R., Catalano, R. F., Hill, K. G. & Abbott, R. D. (2008). Effects of social development intervention in childhood 15 years later. Archives of Pediatric and Adolescent Medicine, 16, 1133–1141.Google Scholar
Hecht, M. L. & Krieger, J. L. R. (2006). The principle of cultural grounding in school-based substance abuse prevention. Journal of Language and Social Psychology, 25, 301–319.Google Scholar
Hecht, M. L., Graham, J. W. & Elek, E. (2006). The drug resistance strategies intervention: Program effects on substance use. Health Communication, 20, 267–276.Google Scholar
Hecht, M. L., Marsiglia, F. F., Elek, E., et al. (2003). Culturally grounded substance use prevention: An evaluation of the keepin’ it R.E.A.L. curriculum. Prevention Science, 4, 233–248.Google Scholar
Hill, K. G., Woodward, D., Woelfel, T., Hawkins, J. D. & Green, S. (2016). Planning for long-term follow-up: Strategies learned from longitudinal studies. Prevention Science, 17, 806–818.Google Scholar
Jackson, K. M. & Schulenberg, J. E. (2013). Alcohol use during the transition from middle school to high school: National panel data on prevalence and moderators. Developmental Psychology, 49, 2147–2158.Google Scholar
Johnston, L. D., Bachman, J. G. & O’Malley, P. M. (1977). Drug Use Among American High School Students, 1975–1977 (DHEW Publication No. [ADM] 78-619). Rockville, MD: National Institute on Drug Abuse, 256 pages.Google Scholar
Johnston, L. D., Miech, R. A., O’Malley, P. M., et al. (2018). Monitoring the Future National Survey Results on Drug Use: 1975–2017: Overview, Key Findings on Adolescent Drug Use. Ann Arbor, MI: Institute for Social Research, University of Michigan.CrossRefGoogle Scholar
Judd, C. M. & Kenny, D. A. (1981). Process analysis: Estimating mediation in treatment evaluations. Evaluation Review, 5, 602–619.Google Scholar
Kandel, D. B. (Ed.) (2002). Stages and Pathways of Drug Involvement: Examining the Gateway Hypothesis. New York, NY: Cambridge University Press.Google Scholar
Kann, L., McManus, T., Harris, W. A., et al. (2015). Center for Disease Control and Prevention, Youth Risk Behavior Surveillance – United States, 2015. Morbidity and Mortality Weekly Report, Surveillance Summaries, 65(6), 1–173.Google Scholar
Katz, J. & Wandersman, A. (2016). Technical assistance to enhance prevention capacity: A research synthesis of the evidence base. Prevention Science, 17, 417–428.CrossRefGoogle ScholarPubMed
Kealey, K. A., Peterson, A. V., Gaul, M. A. & Dinh, K. (2000). Teacher training as a behavior change process: Principles and results from a longitudinal study. Health Education and Behavior, 27, 64–81.Google Scholar
Kogan, S. M., Luo, Z., Brody, G. H. & Murry, V. M. (2005). The influence of high school dropout on substance use among African American youth. Journal of Ethnicity in Substance Abuse, 4, 35–51.Google Scholar
Kuhn, T. S. (1970). The Structure of Scientific Revolutions (2nd edition). Chicago, IL: University of Chicago Press.Google Scholar
Kulis, S., Marsiglia, F. F., Elek, E., Dustman, P., Wagstaff, D. A. & Hecht, M. L. (2005). Mexican/Mexican American adolescents and keepin’ it REAL: An evidence-based substance use prevention program. Children & Schools, 27, 133–145.Google Scholar
Kulis, S., Nieri, T., Yabiku, S., Stromwall, L. K. & Marsiglia, F. F. (2007). Promoting reduced and discontinued substance use among adolescent substance users: Effectiveness of a universal prevention program. Prevention Science, 8, 35–49.Google Scholar
Kumpfer, K. L., Alvarado, R., Smith, P. & Bellamy, N (2002). Cultural sensitivity and adaptation in family-based prevention interventions. Prevention Science, 3, 241–246.Google Scholar
Lanza, S. T. & Rhoades, B. L. (2013). Latent class analysis: An alternative perspective on subgroup analysis in prevention and treatment. Prevention Science, 14, 157–168.Google Scholar
LaRusso, M. D., Romer, D. & Selman, R. L. (2008). Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school. Journal of Youth and Adolescence, 37, 386–398.Google Scholar
Liu, L. C., Flay, B. R. & Aban Aya Investigators (2009). Evaluating mediation in longitudinal multivariate data: Mediation effects for the Aban Aya Youth Project drug prevention program. Prevention Science, 10, 197–207.Google Scholar
Longshore, D., Ellickson, P. L., McCaffrey, D. F. & St. Clair, P. A. (2007). School-based drug prevention among at-risk adolescents: Effects of ALERT Plus. Health Education & Behavior, 34, 651–668.Google Scholar
Lynam, D. R., Milich, R., Zimmerman, R., et al. (1999). Project DARE: No effects at 10-year follow-up. Journal of Consulting and Clinical Psychology, 67, 590–593.Google Scholar
MacKinnon, D. P. (2000). Contrasts in multiple mediator models. In Rose, J., Chassin, L., Presson, C. C. & Sherman, S. J. (Eds.) Multivariate Applications in Substance Use Research: New Methods for New Questions. Mahwah, NJ: Lawrence Erlbaum, pp. 141–160.Google Scholar
MacKinnon, D. P. & Dwyer, J. H. (1993). Estimation of mediated effects in prevention studies. Evaluation Review, 17, 144–158.Google Scholar
MacKinnon, D. P., Johnson, C. A., Pentz, M. A., et al. (1991). Mediating mechanisms in a school-based drug prevention program: First year effects of the Midwestern Prevention Project. Health Psychology, 10, 164–172.Google Scholar
MacKinnon, D. P. & Lockwood, C. M. (2003). Advances in statistical methods for substance abuse prevention research. Prevention Science, 4, 155–171.Google Scholar
MacKinnon, D. P., Taborga, M. P. & Morgan-Lopez, A. A. (2002). Mediation designs for tobacco prevention research. Drug and Alcohol Dependence, 68, S69–S83.Google Scholar
MacKinnon, D. P., Weber, M. D. & Pentz, M. A. (1989). How do school-based drug prevention programs work and for whom? Drugs and Society, 3, 125–143.Google Scholar
Mann, S. L., Peterson, A. V., Marek, P. M. & Kealey, K. A. (2000). The Hutchinson Smoking Prevention Project Trial: Design and baseline characteristics. Preventive Medicine, 30, 485–495.Google Scholar
Mason, W. A. & Spoth, R. L. (2012). Sequence of alcohol involvement from early onset to young adult alcohol abuse: Differential predictors and moderation by family-focused preventive intervention. Addiction, 107, 2137–2148.Google Scholar
Mason, W. A., Kosterman, R., Haggerty, K. P., et al. (2009). Gender moderation and social developmental mediation of the effect of a family-focused substance use prevention intervention on young adult alcohol abuse. Addictive Behaviors, 34, 599–605.Google Scholar
McCaul, K. D. & Glasgow, R. E. (1985). Preventing adolescent smoking: What have we learned about treatment construct validity? Health Psychology, 4, 361–387.Google Scholar
McGuire, W. J. (1966). Attitudes and opinions. Annual Review of Psychology, 17, 475–514.Google Scholar
McNeal, R. B., Hansen, W. B., Harrington, N. G. & Giles, S. M. (2004). How All Stars works: An examination of program effects on mediating variables. Health Education Quarterly, 31, 165–178.Google Scholar
Meca, A., Reinke, L. G. & Scheier, L. M. (2017). Acculturation and tobacco/illicit drug use in Hispanic youth. In Schwartz, S. J., and Unger, J. B. (Eds.), The Oxford Handbook of Acculturation and Health. New York, NY: Oxford University Press, pp. 281–299.Google Scholar
Miech, R. A., Johnston, L. D., O'Malley, P. M., et al. (2017). Monitoring the Future National Survey Results on Drug Use, 1975–2016: Volume I, Secondary School Students. Ann Arbor, MI: Institute for Social Research, The University of Michigan. Available at http://monitoringthefuture.org/pubs.html#monographsGoogle Scholar
NCLB (2001). No Child Left Behind Act of 2001, Pub. Law. No. 107-110, 20 U.S.C. § 6319 stat.Google Scholar
Office on Smoking and Health (2015). National Youth Tobacco Survey. Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion. Atlanta, GA: US Department of Health and Human Services.Google Scholar
Orlando, M., Ellickson, P. L., McCaffrey, D. F. & Longshore, D. L. (2005). Mediation analysis of a school-based drug prevention program: Effects of Project ALERT. Prevention Science, 6, 35–46.Google Scholar
Pas, E. T., Waasdorp, T. E. & Bradshaw, C. P. (2015). Examining contextual influences on classroom-based implementation of positive behavior support strategies: Findings from a randomized controlled effectiveness trial. Prevention Science, 16, 1096–1106.Google Scholar
Patterson, G. R., Forgatch, M. S. & DeGarmo, D. S. (2010). Cascading effects following intervention. Development and Psychopathology, 22, 949–970.Google Scholar
Payne, A. A., Gottfredson, D. C. & Gottfredson, G. D. (2006). School predictors of the intensity of implementation of school-based prevention programs: Results from a national study. Prevention Science, 7, 225–237.Google Scholar
Pentz, M. A. (1983). Prevention of adolescent substance abuse through social skill development. In Glynn, T. J., Leukefeld, C. G. & Ludford, J. B. (Eds.), Preventing Adolescent Drug Abuse: Intervention Strategies. Washington, DC: NIDA Research Monograph, pp. 195–232.Google Scholar
Peterson, A. V., Kealey, K. A., Mann, S. L., Marek, P. M. & Sarason, I. G. (2000a). Hutchinson Smoking Prevention Project: Long-term randomized trial in school-based tobacco use prevention—Results on smoking. Journal of the National Cancer Institute, 92, 1979–1991.Google Scholar
Peterson, A. V., Mann, S. L., Kealey, K. A. & Marek, P. M. (2000b). Experimental design and methods for school-based randomized trials: Experience from the Hutchinson Smoking Prevention Project (HSPP). Controlled Clinical Trials, 21, 144–165.Google Scholar
Reinke, W. M., Stormont, M., Herman, K. C. & Newcomer, L. (2014). Using coaching to support teacher implementation of classroom-based interventions. Journal of Behavioral Education, 23, 150–167.Google Scholar
Resnicow, K., Soler, R. E., Braithwaite, R. L., Ahluwalia, J. S. & Butler, J. (2000). Cultural sensitivity in substance use prevention. Journal of Community Psychology, 28, 271–290.Google Scholar
Ringwalt, C. L., Ennett, S., Johnson, R., et al. (2003). Factors associated with fidelity to substance use prevention curriculum guides in the nation's middle schools. Health Education & Behavior, 30, 375–391.Google Scholar
Ringwalt, C. L., Vincus, A., Ennett, S., Johnson, R. & Rohrbach, L. A. (2004). Reasons for teachers’ adaptation of substance use prevention curricula in schools with non-white student populations. Prevention Science, 5, 61–67.Google Scholar
Ringwalt, C. L., Vincus, A., Hanley, S., et al. (2011). The prevalence of evidence-based drug use prevention curricula in U.S. middle schools in 2008. Prevention Science, 12, 63–69.Google Scholar
Rohrbach, L. A., Dent, C. W., Skara, S., Sun, P. & Sussman, S. (2007). Fidelity of implementation in Project Towards No Drug Abuse (TND): A comparison of classroom teacher and program specialists. Prevention Science, 8, 125–132.Google Scholar
Rohrbach, L. A., Graham, J. G. & Hansen, W. B. (1993). Diffusion of a school-based substance abuse program: Predictors of program implementation. Preventive Medicine, 22, 237–260.Google Scholar
Romero, A. J. & Roberts, R. E. (2003). Stress within a bicultural context for adolescents of Mexican decent. Cultural Diversity and Ethnic Minority Psychology, 9, 171–184.Google Scholar
Rosenbaum, D. P., Gordon, S. & Hanson, S. (1998). Assessing the effects of school-based drug education: A six-year multilevel analysis of project D.A.R.E. Journal of Research in Crime and Delinquency, 35, 381–412.Google Scholar
Scheier, L. M. (2015). Theoretical models of drug use etiology: Foundations of prevention. In Scheier, L. M. (Ed.), Handbook of Adolescent Drug Use Prevention: Research, Intervention Strategies, and Practice. Washington, DC: American Psychological Association, pp. 67–83.Google Scholar
Scheier, L. M. (Ed.) (2010). Handbook of Adolescent Drug Use Prevention: Research, Intervention Strategies, and Practice. Washington, DC: American Psychological Association.Google Scholar
Scheier, L. M., Botvin, G. J. & Griffin, K. W. (2001). Preventive intervention effects on developmental progression in drug use: Structural equation modeling analyses using longitudinal data. Prevention Science, 2, 91–112.CrossRefGoogle ScholarPubMed
Shope, J. T., Elliott, M. R., Raghunathan, T. E. & Waller, P. F. (2001). Long-term follow-up of a high school alcohol prevention programs’ effect on students subsequent driving. Alcoholism: Clinical and Experimental Research, 25, 403–410.Google Scholar
Simons-Morton, B., Haynie, D., Saylor, K., Crump, A. D.,& Chen, R. (2005). Impact analysis and mediation of outcomes: The Going Places Program. Health Education & Behavior, 32, 227–241.Google Scholar
Skara, S. & Sussman, S. (2003). A review of 25 long-term adolescent tobacco and other drug use prevention program evaluations. Preventive Medicine, 37, 451–474.Google Scholar
Sloboda, Z., Stephens, R. C., Stephens, P. C., et al. (2009). The Adolescent Substance Abuse Prevention Study: A randomized field trial of a universal substance abuse prevention program. Drug and Alcohol Dependence, 102, 1–10.Google Scholar
Spitzberg, B. H. & Cupach, W. R. (1984). Interpersonal Communication Competence. Beverly Hills, CA: Sage Publications.Google Scholar
Stacy, A. W., Sussman, S., Dent, C. W., Burton, D. & Flay, B. R. (1992). Moderators of peer social influence in adolescent smoking. Journal of Personality and Social Psychology, 18, 163–172.Google Scholar
Sussman, S. (2017). Substance and Behavioral Addictions: Concepts, Causes, and Cures. New York, NY: Cambridge University Press.Google Scholar
Sussman, S., Hansen, W. B., Flay, B. R. & Botvin, G. J. (2001). Hutchinson Smoking Prevention Project: Long-term randomized trial in school-based tobacco use prevention-results on smoking. Journal of the National Cancer Institute, 93, 1267.Google Scholar
Sussman, S., Levy, D., Lich, K. H., et al. (2013). Comparing effects of tobacco use prevention modalities: Need for complex systems models. Tobacco Induced Diseases, 11, 1–14.Google Scholar
Sussman, S., Sun, P., Rohrbach, L. A. & Spruijt-Metz, D. (2012). One-year outcomes of a drug abuse prevention program for older teens and emerging adults: Evaluating a motivational interviewing booster component. Health Psychology, 31, 476–485.Google Scholar
Townsend, L., Flisher, A. J. & King, G. (2007). A systematic review of the relationship between high school dropout and substance use. Clinical Child and Family Psychology, 10, 295–317.Google Scholar
Vartiainen, E., Paavola, M., McAlister, A. & Puska, P. (1998). Fifteen-year follow-up of smoking prevention effects in the North Karelia Youth Project. American Journal of Public Health, 88, 81–85.Google Scholar
Vartiainen, E., Pallonen, U., McAlister, A., Koskela, K. & Puska, P. (1986). Four-year follow-up results of the smoking prevention program in the North Karelia Youth Project. Preventive Medicine, 15, 692–698.Google Scholar
Vartiainen, E., Pallonen, U., McAlister, A. & Puska, P. (1990). Eight-year follow-up results of an adolescent smoking prevention program: The North Karelia Youth Project. American Journal of Public Health, 80, 78–79.Google Scholar
Vincus, A. A., Ringwalt, C., Harris, M. S. & Shamblen, S. R. (2010). A short-term, quasi-experimental evaluation of D.A.R.E.'s revised elementary school curriculum. Journal of Drug Education, 40, 37–49.Google Scholar
West, S. G. & Aiken, L. S. (1997). Toward understanding individual effects in multicomponent prevention programs: Design and analysis strategies. In Bryant, K. J., Windle, M. & West, S. G. (Eds.), The Science of Prevention: Methodological Advances from Alcohol and Substance Abuse Research. Washington, DC: American Psychological Association, pp. 167–209.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×