School-based prevention for illicit drugs ’ use . ( Review )
School-based prevention for illicit drugs ’ use . ( Review )
复制标题
以学校为基础的非法药物使用预防（审查）。
DOI：
10.1123/ssj.13.3.311
复制
发表时间：
1996
影响因子：
1.7
通讯作者：
Vigna
中科院分区：
文献类型：
--
作者：
Vigna
Background Drug addiction is a chronic, relapsing disease. Primary interventions should be aimed to reduce first use, or prevent the transition from experimental use to addiction. School is the appropriate setting for preventive interventions. Objectives To evaluate the effectiveness of school-based interventions in improving knowledge, developing skills, promoting change, and preventing or reducing drug use versus usual curricular activities or a different school-based intervention . Search strategy MEDLINE , EMBASE, ERIC, PSYCHINFO, Cochrane Library, ACP Journal Club, Cochrane Drug and Alcohol Group Register, updated to February 2004, were searched. Bibliography of papers was checked and personal contacts were made to identify other relevant studies. Selection criteria RCTs, CCTs or Controlled Prospective Studies (CPS) evaluating school-based interventions designed to prevent substance use. Data collection and analysis Data were selected and extracted independently by two reviewers. Quality was assessed with the CDAG checklist. Interventions were classified as skills, affective, knowledge-focused and other characteristics were also studied (teaching, follow-up implementation, context activation). Main results 32 studies (29 RCTs and 3 CPSs) were included. 28 were conducted in the USA; most were focused on 6th-7th grade students, and based on post-test assessment. RCTs (1) Knowledge vs usual curricula Knowledge focused programs improve drug knowledge (SMD=0.91; 95% CI: 0.42, 1.39). (2) Skills vs usual curricula Skills based interventions increase drug knowledge (WMD=2.60; 95% CI: 1.17-4.03), decision making skills (SMD=0.78; CI95%: 0.46-1.09), self-esteem (SMD=0.22; CI95%: 0.03-0.40), peer pressure resistance (RR=2.05; CI95%: 1.24-3.42), drug use (RR=0.81; CI95%: 0.64, 1.02), marijuana use (RR=0.82; CI95%: 0.73, 0.92) and hard drug use (RR=0.45; CI95%: 0.24-0.85). (3) Skills vs knowledge No differences are evident. (4) Skills vs affective Skills-based interventions are only better than affective ones in self-efficacy (WMD=1.90; CI95%: 0.25, 3.55). (5) Affective vs usual curricula 1 School-based prevention for illicit drugs’ use. (Review) Copyright ©2005 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd Affective interventions improve drug knowledge (SMD=1.88; CI95%: 1.27, 2.50) and decision making skills (SMD=1.35; CI95%: 0.79, 1.9). (6) Affective vs knowledge Affective interventions improve drug knowledge (SMD=0.60; CI95%: 0.18,1.03), and decision making skills (SMD=1.22; CI95%: 0.33, 2.12). Results from CPSs No statistically significant results emerge from CPSs. Authors’ conclusions Skills based programs appear to be effective in deterring early-stage drug use. The replication of results with well designed, long term randomised trials, and the evaluation of single components of intervention (peer, parents, booster sessions) are the priorities for research. All new studies should control for cluster effect.
登录
查看更多内容
影响因子：
4.4
作者：
M. Pentz;C. Johnson;C. Johnson;James H. Dwyer;James H. Dwyer;David M. Mackinnon;David M. Mackinnon;William B. Hansen;William B. Hansen;Brian R. Flay;Brian R. Flay
通讯作者：
M. Pentz;C. Johnson;C. Johnson;James H. Dwyer;James H. Dwyer;David M. Mackinnon;David M. Mackinnon;William B. Hansen;William B. Hansen;Brian R. Flay;Brian R. Flay
影响因子：
5
作者：
DWYER, JH;MACKINNON, DP;JOHNSON, CA
通讯作者：
JOHNSON, CA
影响因子：
12.7
作者：
ENNETT, ST;TOBLER, NS;FLEWELLING, RL
通讯作者：
FLEWELLING, RL
影响因子：
5.1
作者：
Griffin, KW;Botvin, GJ;Doyle, MM
通讯作者：
Doyle, MM
影响因子：
12.7
作者：
Chou, CP;Montgomery, S;MacKinnon, DP
通讯作者：
MacKinnon, DP