Difference between revisions of "Expand & Improve Support for Youth Outreach, Leadership, Prevention, and Education"
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Return to [[Opioid_Top-Level_Strategy_Map|Opioid Top-Level Strategy Map]] or [[ZOOM_MAP_-_Minimize_Desire_to_Misuse_Opioids|Zoom Map (Improve Protective Factors to Minimize Desire to Misuse Opioids)]] | Return to [[Opioid_Top-Level_Strategy_Map|Opioid Top-Level Strategy Map]] or [[ZOOM_MAP_-_Minimize_Desire_to_Misuse_Opioids|Zoom Map (Improve Protective Factors to Minimize Desire to Misuse Opioids)]] | ||
= Background = | = Background = | ||
| − | A positive relationship between peer drug use and drug use among adolescents is well-established in scientific literature.<sup class="reference">[1]</sup><sup class="reference">[2]</sup><sup class="reference">[3]</sup><sup class="reference">[4]</sup><sup class="reference">[5]</sup> Recently, a study of teen and adult drivers showed that the reward-processing areas of the brains of teens are more active when their behavior is observed, suggesting that the "presence of peers is sufficient in itself to make risks feel more worthwhile to teens," including using drugs.< | + | A positive relationship between peer drug use and drug use among adolescents is well-established in scientific literature.<sup class="reference"><ref>[1]Santor, D. A., Messervey, D., & Kusumakar, V. (2000). Measuring Peer Pressure, Popularity, and Conformity in Adolescent Boys and Girls: Predicting School Performance, Sexual Attitudes, and Substance Abuse. Journal of Youth and Adolescence, 29(2), 163–182. https://doi.org/10.1023/A:1005152515264 |
| − | + | </ref></sup><sup class="reference"><ref>[2]Dielman, T. E., et al. </ref></sup><sup class="reference"><ref>[3]Brooks-Russell, A., Conway, K. P., Liu, D., Xie, Y., Vullo, G. C., Li, K., … Simons-Morton, B. (2015). Dynamic Patterns of Adolescent Substance Use: Results From a Nationally Representative Sample of High School Students. Journal of Studies on Alcohol and Drugs, 76(6), 962–970. https://doi.org/10.15288/jsad.2015.76.962 | |
| − | + | </ref></sup><sup class="reference"><ref>[4]Tucker, J. S., Ewing, B. A., Miles, J. N. V., Shih, R. A., Pedersen, E. R., & D’Amico, E. J. (2015). Predictors and consequences of prescription drug misuse during middle school. Drug and Alcohol Dependence, 156, 254–260. https://doi.org/10.1016/j.drugalcdep.2015.09.018 | |
| + | </ref></sup><sup class="reference"><ref>[5]McDonough, M. H., Jose, P. E., & Stuart, J. (2016). Bi-directional Effects of Peer Relationships and Adolescent Substance Use: A Longitudinal Study. Journal of Youth and Adolescence, 45(8), 1652–1663. https://doi.org/10.1007/s10964-015-0355-4 | ||
| + | </ref></sup> Recently, a study of teen and adult drivers showed that the reward-processing areas of the brains of teens are more active when their behavior is observed, suggesting that the "presence of peers is sufficient in itself to make risks feel more worthwhile to teens," including using drugs.<ref>[6]Chein, J., Albert, D., O’Brien, L., Uckert, K., & Steinberg, L. (2011). Peers increase adolescent risk taking by enhancing activity in the brain’s reward circuitry. Developmental Science, 14(2), F1-10. https://doi.org/10.1111/j.1467-7687.2010.01035.x | ||
| + | </ref> | ||
= School Based Prevention = | = School Based Prevention = | ||
| − | '''Social Resistance Skills'''<br/> In this type of training, students are taught how to recognize situations in which they are likely to face peer pressure and are given strategies to deal with these situations including formulating counter arguments.<sup class="reference">[7]</sup> This approach alone does not counteract peer pressure, but can be effective when used in conjunction with normative education.<sup class="reference">[8]</sup><sup class="reference">[9]</sup><br/> <br/> '''Normative Education'''<br/> This approach attempts to counteract inaccurate perceptions of drug and alcohol abuse. According to Griffen and Botvin (2010) "Many adolescents overestimate the prevalence of smoking, drinking, and the use of certain drugs, which can make substance use seem to be normative behavior. Educating youth about actual rates of use, which are almost always lower than the perceived rates of use, can reduce perceptions regarding the social acceptability of drug use."<sup class="reference">[10]</sup> Studies have shown that normative education alone and in conjunction with social resistance training can be effective in reducing alcohol, cigarette, and marijuana use among adolescents.<sup class="reference">[11]</sup><br/> <br/> '''Competence Enhancement/Life Skills Training (LST)'''<br/> This approach focuses on the social learning processes that play a role in the development of drug use in adolescents. Students are taught some combination of the following life skills: | + | '''Social Resistance Skills'''<br/> In this type of training, students are taught how to recognize situations in which they are likely to face peer pressure and are given strategies to deal with these situations including formulating counter arguments.<sup class="reference"><ref>[7]Griffin, K. W., & Botvin, G. J. (2010). Evidence-Based Interventions for Preventing Substance Use Disorders in Adolescents. Child and Adolescent Psychiatric Clinics of North America, 19(3), 505–526. https://doi.org/10.1016/j.chc.2010.03.005 |
| + | </ref></sup> This approach alone does not counteract peer pressure, but can be effective when used in conjunction with normative education.<sup class="reference"><ref>[8]Hansen, W. B., & Graham, J. W. (1991). Preventing alcohol, marijuana, and cigarette use among adolescents: Peer pressure resistance training versus establishing conservative norms. Preventive Medicine, 20(3), 414–430. https://doi.org/10.1016/0091-7435(91)90039-7 | ||
| + | </ref></sup><sup class="reference"><ref>[9]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(3), 307–318. https://doi.org/10.1006/pmed.1996.0061 | ||
| + | </ref></sup><br/> <br/> '''Normative Education'''<br/> This approach attempts to counteract inaccurate perceptions of drug and alcohol abuse. According to Griffen and Botvin (2010) "Many adolescents overestimate the prevalence of smoking, drinking, and the use of certain drugs, which can make substance use seem to be normative behavior. Educating youth about actual rates of use, which are almost always lower than the perceived rates of use, can reduce perceptions regarding the social acceptability of drug use."<sup class="reference"><ref>[10]Griffin, K. W., & Botvin, G. J. (2010). Evidence-Based Interventions for Preventing Substance Use Disorders in Adolescents. Child and Adolescent Psychiatric Clinics of North America, 19(3), 505–526. https://doi.org/10.1016/j.chc.2010.03.005 | ||
| + | </ref></sup> Studies have shown that normative education alone and in conjunction with social resistance training can be effective in reducing alcohol, cigarette, and marijuana use among adolescents.<sup class="reference"><ref>[11]Hansen, W. B., & Graham, J. W. (1991). Preventing alcohol, marijuana, and cigarette use among adolescents: Peer pressure resistance training versus establishing conservative norms. Preventive Medicine, 20(3), 414–430. https://doi.org/10.1016/0091-7435(91)90039-7 | ||
| + | </ref></sup><br/> <br/> '''Competence Enhancement/Life Skills Training (LST)'''<br/> This approach focuses on the social learning processes that play a role in the development of drug use in adolescents. Students are taught some combination of the following life skills: | ||
* | * | ||
| Line 18: | Line 26: | ||
***skills for increasing self-control and self-esteem | ***skills for increasing self-control and self-esteem | ||
***adapting coping strategies for relieving stress and anxiety through use of cognitive coping skills or behavioral relaxation techniques | ***adapting coping strategies for relieving stress and anxiety through use of cognitive coping skills or behavioral relaxation techniques | ||
| − | ***general social skills and general assertive skills<sup class="reference">[12]</sup> | + | ***general social skills and general assertive skills<sup class="reference"><ref>[12]Griffin, K. W., & Botvin, G. J. (2010). Evidence-Based Interventions for Preventing Substance Use Disorders in Adolescents. Child and Adolescent Psychiatric Clinics of North America, 19(3), 505–526. https://doi.org/10.1016/j.chc.2010.03.005</ref></sup> |
| − | LST is effective in reducing use of alcohol, tobacco, marijuana, and other psychoactive drugs and is estimated to save $38 for every dollar invested.<sup class="reference">[13]</sup> | + | LST is effective in reducing use of alcohol, tobacco, marijuana, and other psychoactive drugs and is estimated to save $38 for every dollar invested.<sup class="reference"><ref>[13]Botvin, G. J., & Griffin, K. W. (2014). Life skills training: Preventing substance misuse by enhancing individual and social competence. New Directions for Youth Development, 2014(141), 57–65. https://doi.org/10.1002/yd.20086 |
| + | </ref></sup> | ||
= Campaigns for Helping Teens to Not Misuse Drugs = | = Campaigns for Helping Teens to Not Misuse Drugs = | ||
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= Parental Involvement = | = Parental Involvement = | ||
| − | High levels of parental disapproval of drug use may mitigate the negative influence of drug-using peers.<sup class="reference">[14]</sup> | + | High levels of parental disapproval of drug use may mitigate the negative influence of drug-using peers.<sup class="reference"><ref>[14]Chan, G. C. K., Kelly, A. B., Carroll, A., & Williams, J. W. (2017). Peer drug use and adolescent polysubstance use: Do parenting and school factors moderate this association? Addictive Behaviors, 64, 78–81. https://doi.org/10.1016/j.addbeh.2016.08.004 |
| + | </ref></sup> | ||
See Also: [[Empower_&_Strengthen_Parents|Empower & Strengthen Parents]] | See Also: [[Empower_&_Strengthen_Parents|Empower & Strengthen Parents]] | ||
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= Mentorship and Support = | = Mentorship and Support = | ||
| − | Previous research has shown a relationship between peer mentorship and reduction in the size of peer substance-user networks and substance use risk among youth with at least one HIV-positive parent.<sup class="reference">[15]</sup> More recently, a study showed that greater levels of perceived teacher support was negatively correlated with marijuana and drug use and positively correlated with academic performance. <sup class="reference">[16]</sup> | + | Previous research has shown a relationship between peer mentorship and reduction in the size of peer substance-user networks and substance use risk among youth with at least one HIV-positive parent.<sup class="reference"><ref>[15]PhD, A. R., Stephen Magura PhD, C., MS, C. F., BA, P. C., BA, C. N., & MEd, D. C. (2006). Effects of Peer Mentoring on HIV-Affected Youths’ Substance Use Risk and Association with Substance Using Friends. Journal of Social Service Research, 32(2), 45–60. https://doi.org/10.1300/J079v32n02_03 |
| + | |||
| + | </ref></sup> More recently, a study showed that greater levels of perceived teacher support was negatively correlated with marijuana and drug use and positively correlated with academic performance. <sup class="reference"><ref>[16]Dudovitz, R. N., Chung, P. J., & Wong, M. D. (2017). Teachers and Coaches in Adolescent Social Networks Are Associated With Healthier Self-Concept and Decreased Substance Use. The Journal of School Health, 87(1), 12–20. https://doi.org/10.1111/josh.12462 | ||
| + | </ref></sup> | ||
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= Scorecard Building = | = Scorecard Building = | ||
| − | + | Potential Objective Details ( Under Construction) <br/> Potential Measures and Data Sources( Under Construction) <br/> Potential Actions and Partners( Under Construction) | |
= Resources to Investigate = | = Resources to Investigate = | ||
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= Sources = | = Sources = | ||
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[[Category:SAFE-Full Spectrum Prevention]] | [[Category:SAFE-Full Spectrum Prevention]] | ||
Revision as of 19:20, 3 December 2019
Return to Opioid Top-Level Strategy Map or Zoom Map (Improve Protective Factors to Minimize Desire to Misuse Opioids)
Contents
Background
A positive relationship between peer drug use and drug use among adolescents is well-established in scientific literature.[1][2][3][4][5] Recently, a study of teen and adult drivers showed that the reward-processing areas of the brains of teens are more active when their behavior is observed, suggesting that the "presence of peers is sufficient in itself to make risks feel more worthwhile to teens," including using drugs.[6]
School Based Prevention
Social Resistance Skills
In this type of training, students are taught how to recognize situations in which they are likely to face peer pressure and are given strategies to deal with these situations including formulating counter arguments.[7] This approach alone does not counteract peer pressure, but can be effective when used in conjunction with normative education.[8][9]
Normative Education
This approach attempts to counteract inaccurate perceptions of drug and alcohol abuse. According to Griffen and Botvin (2010) "Many adolescents overestimate the prevalence of smoking, drinking, and the use of certain drugs, which can make substance use seem to be normative behavior. Educating youth about actual rates of use, which are almost always lower than the perceived rates of use, can reduce perceptions regarding the social acceptability of drug use."[10] Studies have shown that normative education alone and in conjunction with social resistance training can be effective in reducing alcohol, cigarette, and marijuana use among adolescents.[11]
Competence Enhancement/Life Skills Training (LST)
This approach focuses on the social learning processes that play a role in the development of drug use in adolescents. Students are taught some combination of the following life skills:
-
-
- general problem solving and decision-making
- general cognitive skills for resisting interpersonal media influences
- skills for increasing self-control and self-esteem
- adapting coping strategies for relieving stress and anxiety through use of cognitive coping skills or behavioral relaxation techniques
- general social skills and general assertive skills[12]
-
LST is effective in reducing use of alcohol, tobacco, marijuana, and other psychoactive drugs and is estimated to save $38 for every dollar invested.[13]
Campaigns for Helping Teens to Not Misuse Drugs
Above the Influence national awareness campaign
Parental Involvement
High levels of parental disapproval of drug use may mitigate the negative influence of drug-using peers.[14]
See Also: Empower & Strengthen Parents
Mentorship and Support
Previous research has shown a relationship between peer mentorship and reduction in the size of peer substance-user networks and substance use risk among youth with at least one HIV-positive parent.[15] More recently, a study showed that greater levels of perceived teacher support was negatively correlated with marijuana and drug use and positively correlated with academic performance. [16]
Tools & Resources
TR - Train Youth in How to Resist Peer Pressure to Try Drugs
Scorecard Building
Potential Objective Details ( Under Construction)
Potential Measures and Data Sources( Under Construction)
Potential Actions and Partners( Under Construction)
Resources to Investigate
More RTI on Training Youth to Resist Peer Pressure
PAGE MANAGER: [insert name here]
SUBJECT MATTER EXPERT: [fill out table below]
| Reviewer | Date | Comments | |||
Sources
- ^ [1]Santor, D. A., Messervey, D., & Kusumakar, V. (2000). Measuring Peer Pressure, Popularity, and Conformity in Adolescent Boys and Girls: Predicting School Performance, Sexual Attitudes, and Substance Abuse. Journal of Youth and Adolescence, 29(2), 163–182. https://doi.org/10.1023/A:1005152515264
- ^ [2]Dielman, T. E., et al.
- ^ [3]Brooks-Russell, A., Conway, K. P., Liu, D., Xie, Y., Vullo, G. C., Li, K., … Simons-Morton, B. (2015). Dynamic Patterns of Adolescent Substance Use: Results From a Nationally Representative Sample of High School Students. Journal of Studies on Alcohol and Drugs, 76(6), 962–970. https://doi.org/10.15288/jsad.2015.76.962
- ^ [4]Tucker, J. S., Ewing, B. A., Miles, J. N. V., Shih, R. A., Pedersen, E. R., & D’Amico, E. J. (2015). Predictors and consequences of prescription drug misuse during middle school. Drug and Alcohol Dependence, 156, 254–260. https://doi.org/10.1016/j.drugalcdep.2015.09.018
- ^ [5]McDonough, M. H., Jose, P. E., & Stuart, J. (2016). Bi-directional Effects of Peer Relationships and Adolescent Substance Use: A Longitudinal Study. Journal of Youth and Adolescence, 45(8), 1652–1663. https://doi.org/10.1007/s10964-015-0355-4
- ^ [6]Chein, J., Albert, D., O’Brien, L., Uckert, K., & Steinberg, L. (2011). Peers increase adolescent risk taking by enhancing activity in the brain’s reward circuitry. Developmental Science, 14(2), F1-10. https://doi.org/10.1111/j.1467-7687.2010.01035.x
- ^ [7]Griffin, K. W., & Botvin, G. J. (2010). Evidence-Based Interventions for Preventing Substance Use Disorders in Adolescents. Child and Adolescent Psychiatric Clinics of North America, 19(3), 505–526. https://doi.org/10.1016/j.chc.2010.03.005
- ^ [8]Hansen, W. B., & Graham, J. W. (1991). Preventing alcohol, marijuana, and cigarette use among adolescents: Peer pressure resistance training versus establishing conservative norms. Preventive Medicine, 20(3), 414–430. https://doi.org/10.1016/0091-7435(91)90039-7
- ^ [9]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(3), 307–318. https://doi.org/10.1006/pmed.1996.0061
- ^ [10]Griffin, K. W., & Botvin, G. J. (2010). Evidence-Based Interventions for Preventing Substance Use Disorders in Adolescents. Child and Adolescent Psychiatric Clinics of North America, 19(3), 505–526. https://doi.org/10.1016/j.chc.2010.03.005
- ^ [11]Hansen, W. B., & Graham, J. W. (1991). Preventing alcohol, marijuana, and cigarette use among adolescents: Peer pressure resistance training versus establishing conservative norms. Preventive Medicine, 20(3), 414–430. https://doi.org/10.1016/0091-7435(91)90039-7
- ^ [12]Griffin, K. W., & Botvin, G. J. (2010). Evidence-Based Interventions for Preventing Substance Use Disorders in Adolescents. Child and Adolescent Psychiatric Clinics of North America, 19(3), 505–526. https://doi.org/10.1016/j.chc.2010.03.005
- ^ [13]Botvin, G. J., & Griffin, K. W. (2014). Life skills training: Preventing substance misuse by enhancing individual and social competence. New Directions for Youth Development, 2014(141), 57–65. https://doi.org/10.1002/yd.20086
- ^ [14]Chan, G. C. K., Kelly, A. B., Carroll, A., & Williams, J. W. (2017). Peer drug use and adolescent polysubstance use: Do parenting and school factors moderate this association? Addictive Behaviors, 64, 78–81. https://doi.org/10.1016/j.addbeh.2016.08.004
- ^ [15]PhD, A. R., Stephen Magura PhD, C., MS, C. F., BA, P. C., BA, C. N., & MEd, D. C. (2006). Effects of Peer Mentoring on HIV-Affected Youths’ Substance Use Risk and Association with Substance Using Friends. Journal of Social Service Research, 32(2), 45–60. https://doi.org/10.1300/J079v32n02_03
- ^ [16]Dudovitz, R. N., Chung, P. J., & Wong, M. D. (2017). Teachers and Coaches in Adolescent Social Networks Are Associated With Healthier Self-Concept and Decreased Substance Use. The Journal of School Health, 87(1), 12–20. https://doi.org/10.1111/josh.12462
