<title>Jay's World of Abstracts 00009: Research-based Prevention Approaches for The Youth Domain</title>

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<title>Jay's World of Abstracts 00009: Research-based Prevention Approaches for The Youth Domain</title>
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<h2 align="right">Jay's World of Abstracts 00009</h2><hr>
<div align="center"><h1>Research-based Prevention Approaches for The Youth Domain</h1>
(no identified author)</div>
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[Standard disclaimer: The nature of abstracts are that they are pieces of something larger. Not everyone is going to be happy with my choice of abstracts from any larger work, so if you are dissatisfied, I would refer you to the original document, which should be able to be found on the Internet. I encourage others to make their own abstracts to satisfy their needs.
<h3>Jay's Introduction</h3>
This abstract talks about school-based prevention and what reasearch has shown to work in that setting. Though it offers no specific remedies and names no programs, it does give a laundry list of attributes that you should expect to find in successful school- or community-based substance abuse preventions programs.
I produced this abstract using time paid for by the Quay County Maternal Child and Community Health Council with funds from the New Mexico Department of Health.
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<h3>Abstracts</h3>
Youth focused prevention approaches are targeted directly at
influencing young people’s knowledge of the consequences of ATOD use,
their attitudes about ATOD use by others, their own intentions to use
drugs, their ability to refuse drugs in social situations, and their
actual drug use behavior. The majority of young people receive these
prevention approaches through ATOD education programs delivered in the
schools. Schools provide a captive audience of almost all children in this
country. As a result, schools have a long history as a place where most
people believe the social ills of society can be ameliorated. Since the
turn of the century, schools have been teaching, in one form or another
about the dangers of alcohol, marijuana and other drugs.
[...]
An effective universal, drug use prevention curriculum incorporates the
following teaching methods and substantive content (Making the Grade: A
Guide to School Drug Prevention Programs, 1996):
<UL>
<LI>provides information about the short-term effects and
long-term consequences of alcohol, tobacco, and drug use (Hansen, 1997);

<LI>teaches students that using drugs, alcohol, and tobacco are
not the norm among teenagers even if students think that everyone is
doing it (Hansen, 1988); 
<LI>helps students recognize internal pressures, such as anxiety
and stress, that influence them to use alcohol, tobacco, and drugs
(Making the Grade: A Guide to School Drug Prevention Programs,
1996); 
<LI>helps students recognize external pressures, such as peer
attitudes and advertising, that influence them to use alcohol, tobacco,
and drugs (Biglan & Lichenstein, 1984). 
<LI>helps students develop major life, personal, social, and
refusal skills to resist these pressures (Ellickson & Bell, 1993;
Botvin, Baker, Dusenbury, Tortu & Botvin, 1990; Ellickson & Bell
1990; Biglan & Lichenstein, 1984); 
<LI>provides booster sessions (St. Pierre, Kaltreider, Mark &
Aikin, 1992) at developmentally appropriate times as students advance
through school grades; a program that seems to work at one grade
(5th grade) is not likely to work in high school
(10th grade) (Botvin, 1994); 
<LI>provides developmentally appropriate materials and activities
(Making the Grade: A Guide to School Drug Prevention Programs,
1996); 
<LI>uses interactive teaching techniques, such as role plays,
discussion, brain-storming, and cooperative learning to give students
opportunities to practice newly-acquired social skills (Tobler, 1997;
Perry, Williams, Veblen-Mortenson, Toorney, Komro, Anstine, McGovern,
Finnegan, Forster, Wagenaar & Wolfson, 1996); 
<LI>involves students in curriculum planning and implementation
(Making the Grade: A Guide to School Drug Prevention Programs,
1996); 
<LI>actively involves the family and the community (Making the
Grade: A Guide to School Drug Prevention Programs, 1996); 
<LI>involves community leaders in the organization and delivery
of programs (Perry, Williams, Veblen-Mortenson, Toorney, Komro, Anstine,
McGovern, Finnegan, Forster, Wagenaar & Wolfson, 1996); 
<LI>involves peer-led components (Perry, 1987; Tobler, 1992) and
extensive peer leadership training (Kumpfer, 1997); 
<LI>includes teacher training and support (Making the Grade: A
Guide to School Drug Prevention Programs, 1996) 
<LI>contains material that is easy for teachers to implement
(Making the Grade: A Guide to School Drug Prevention Programs,
1996) 
<LI>is culturally relevant for students (Making the Grade: A
Guide to School Drug Prevention Programs, 1996). </LI></UL>
Youth must have the chance to learn, develop, and practice academic,
social, communications, and problem-solving skills if they are to take
advantage of pro-social opportunities (Zunz, 1997).
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[...]
Principles for Effective Mentoring Programs
Mentoring programs provide youth with structured time with adults and
are related to reductions in substance use, and increases in positivity
toward others, the future, and school. Also, participation in these
programs is related to increased school attendance (LoSciuto, Rajala,
Townsend & Taylor, 1996).
Effective mentoring programs require a minimum of 1 year (or one school
year) commitment from both student and mentor who interact for a minimum
4-6 hours per month, on a weekly or bi-weekly basis (LoSciuto, Rajala,
Townsend & Taylor, 1996).
While minority mentors may serve as positive role models for their
proteges, there is no evidence to suggest that same race or same gender
matches are more effective then cross race or cross gender matches
(LoSciuto, Rajala, Townsend & Taylor, 1996). 
Training is crucial to a successful mentoring program. It is important
that mentors set realistic expectations as to what kind of difference they
can make over time. The most successful mentoring relationships are those
in which the mentors respond to the self-stated needs of their proteges
(CSAP, 1995). Likewise clear boundaries need to be established so that
mentors do not take on inappropriate roles. Mentors need to be friends
without becoming a "buddy." All mentors should pass a background check or
screening.

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