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Successful intervention programs typically involve high levels of interactivity, time-intensity, and universal approaches that are delivered in the middle school years. These program characteristics aligned with many of the effective program elements found in previous reviews exploring the impact of school-based drug prevention on licit drug use.
This has been shown by research to be effective in preventing substance use later in life and/ or supporting resilient mental health or acquiring life or academic skills. [2] [1] Curriculum aiming to prevent substance use before the typical age of first use within the school system is directed at children who are around 6–12 years old.
Information on program effectiveness is summarized in menus of effective programs, for example CTC's Prevention Strategies Guide [25] and The Blueprint for Violence Prevention list of effective programs. [26] c. Monitoring of program implementation is the third element of the data-driven process. Throughout the implementation cycle of each ...
Logo: SAMHSA's National Registry of Evidence-based Programs and Practices (NREPP), www.nrepp.samhsa.gov. In the behavioral health field, there is an ongoing need for researchers, developers, evaluators, and practitioners to share information about what works to improve outcomes among individuals coping with, or at risk for, mental disorders and substance abuse.
"The Social Construction of 'Evidence-Based' Drug Prevention Programs: A Reanalysis of Data from the Drug Abuse Resistance Education (DARE) Program," Evaluation Review, Vol. 33, No.4, 394–414 (2009). Studies by Dave Gorman and Carol Weiss argue that the D.A.R.E. program has been held to a higher standard than other youth drug prevention programs.
A number of school-based programs have been developed to target specific outcomes, such as reducing incidences of bullying, substance use, and antisocial behavior. [7] [8] [9] Others have been designed to foster positive youth development [10] and improve academic performance. [11]
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