Preventing drug abuse in schools: Social and competence enhancement approaches targeting individual-level etiologic factors
Preventing drug abuse in schools: Social and competence enhancement approaches targeting individual-level etiologic factors
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DOI：
10.1016/s0306-4603(00)00119-2
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发表时间：
2000-11-01
影响因子：
4.4
通讯作者：
Botvin, GJ
中科院分区：
文献类型：
--
作者：
Botvin, GJ
药物滥用仍然是全世界一个重要的公共卫生问题。尽管在确定有效的预防方法方面已经取得了相当大的进展，但研究表明的有效方法与大多数学校普遍使用的方法之间存在很大差距。最有希望的预防方法针对青春期初期的个体，并单独或与一般个人和社交技能相结合地教授耐药技能和规范制定。测试这些方法的评估研究表明，它们可以显着减少青少年吸烟、饮酒和大麻的使用。虽然一些研究表明这些影响可能会随着时间的推移而减弱，但加强干预措施被发现可以维持甚至在某些情况下增强预防效果。一项大规模评估研究的结果表明，药物使用的减少是有可能持续到高中毕业的。现有证据表明，当由不同类型的教师和不同的人群教授时，这些方法可能会有效。本文简要回顾了针对个人层面病因的基于学校的预防方法，支持其有效性的证据，并讨论了潜在的中介机制。 (C) 2000 爱思唯尔科学有限公司。
Drug abuse continues to be an important public health problem throughout the world. Although considerable progress has been made in identifying effective prevention approaches, there is a large gap between what research has shown to be effective and the methods generally used in most schools. The most promising prevention approaches target individuals during the beginning of adolescence and teach drug resistance skills and norm setting either alone or in combination with general personal and social skills. Evaluation studies testing these approaches show that they can significantly reduce adolescent tobacco, alcohol, and marijuana use. While some studies show that these effects may decrease over time, booster interventions have been found to maintain and in some instances even enhance prevention effects. The results of one large-scale evaluation study shows that it is possible to produce reductions in drug use that last until the end of high school. Available evidence suggests that these approaches may be effective when taught by different kinds of teachers and with different populations. The current paper provides a brief review of school-based prevention approaches targeting individual-level etiologic factors, evidence supporting their effectiveness, and a discussion of potential mediating mechanisms. (C) 2000 Elsevier Science Ltd.