JOURNAL OF DRUG EDUCATION最新文献

The purpose of this study was to investigate the longitudinal effect of marijuana and heavy alcohol use on the productivity status of nonmetropolitan African American young adults. This analysis was based on secondary data from the Family and Community Health Study. For alcohol, the study evaluated the effects on productivity status for individuals with heavy alcohol use trajectories from adolescence into young adulthood while marijuana effects were evaluated during the period when adolescents are more likely to have initiated usage (14-16 years of age). Productivity status was measured when study participants were between 18 and 21 years, for both alcohol and marijuana. Multivariate logistic regression models were used to test the association between subjects' drug use and productivity. Bivariate analysis of the effects of marijuana use indicate that marijuana users by age 16 are 35% less likely to be productive at age 21 than those who have not initiated marijuana use (p < .005). After controlling for individual, community, and family factors, the multivariate logistic models for alcohol and marijuana use suggest that early adolescence drug use (marijuana and heavy alcohol use) do not have an impact on productivity status during early adulthood. Analyzing and understanding the different drug use trajectories in relation to a productivity outcome is important for policies and research geared to preventing drug use and in identifying its relation with micro- and macro-level labor market outcomes.

The Drug Education in Victorian Schools program provided integrated education about licit and illicit drugs, employed a harm minimization approach that incorporated participatory, critical thinking and skill-based teaching methods, and engaged parental influence through home activities. A cluster-randomized, controlled trial of the program was conducted with a student cohort during Year 8 (13 years) and Year 9 (14 years). Twenty-one secondary schools in Victoria, Australia, were randomly allocated to the Drug Education in Victorian Schools program (14 schools, n = 1,163) or their usual drug education program (7 schools, n = 589). This study reports program effects for alcohol. There was a greater increase in the intervention students' knowledge about drugs, including alcohol; there was a greater increase in communication with parents about alcohol; they recalled receiving more alcohol education; their alcohol consumption increased less; and they experienced a lesser increase in alcohol-related harms. Among intervention group risky drinkers, consumption and harm increased less. There were no differences between study groups in attitudes toward alcohol or in the proportion of drinkers or risky drinkers. While the program did not stop students taking up drinking, it did reduce their consumption and harm.

Misperceptions of peer substance use have previously been implicated as significant influences on individual use of both alcohol and illicit drugs. However, research on perceived social norms and related interventions are typically limited to binge drinking and marijuana and no empirical studies have explored misperceptions related to "novel drugs." The present study explored the extent of use and perceptions of use among a college sample (N = 2,349) for three categories of novel drugs: synthetic cannabinoids (Spice, K2, Mr. Miyagi, Pot-Pourri, etc.), synthetic cathinones (commonly known as "bath salts"), and Salvia divinorum. Results indicate that overall perceived use was significantly higher than actual reported use. The frequency of overestimation of peer use was particularly large for the emerging drugs when compared to alcohol and marijuana. This finding is concerning as these misperceptions have the potential to influence students toward experimentation with these substances and suggests that a possible target for intervention is misperceptions of emerging novel substances.

This article presents results from a study that evaluated an online message system designed to improve the delivery of prevention programs. We conducted a quasi-experimental study with 32 agencies and schools that implemented substance use prevention programs and examined differences between the comparison and intervention groups. We also examined the impact of dosage of the message system by comparing results among three groups of teachers: non-users, low users, and high users. Results for norm setting were marginally significant, such that teachers within the agencies assigned to the intervention condition scored higher on their understanding of norm setting at posttest compared to teachers within comparison agencies, after controlling for pretest knowledge scores and demographic items. In the model examining impact of dosage, high users of the intervention scored significantly higher on self-reported understanding of their program, quality of delivery, and program effectiveness compared to non-users. Low users of the intervention reported significantly higher quality of delivery compared to non-users.

Despite efforts to limit underage access to alcohol, alcohol availability remains a challenge for youth drinking prevention. This article fills a gap in our understanding of alcohol consumption among youths by systematically investigating how and under what circumstances they obtain alcohol and the context within which they consume it. Qualitative interviews (n = 47) were conducted with teens to collect information about where and how they obtain alcohol and the contexts within which they drink. Respondents were knowledgeable about commercial and social sources and used this knowledge in their decision making regarding where to obtain alcohol. Teens used their social relationships to circumvent existing policies designed to limit underage access to alcohol. Findings indicate that the majority of teens' drinking occasions occur in their own or someone else's home.

Professionals have debated the use of the term binge drinking over the past couple of decades, yet little attention has been paid to college student perceptions. We explored how students at one university qualitatively defined binge drinking; whether their own definitions coincided with those adopted by researchers; and whether students' own definitions varied according to their behavior. The most common definition provided by students included a description of the consumption of a large, non-specific, amount of alcohol. Only half of the students who, by standard definition, participated in binge drinking in the previous 30 days actually identified their behavior as such. Finally, binge drinkers were more likely to define binge drinking in an extreme manner such that it results in vomiting or blacking out.

Sixth graders participating in the Too Good for Drugs (TGFD) prevention program in comparison to 6th graders not participating show different results by student risk level. Sixth graders from 20 middle schools were randomly assigned to receive the intervention and those from 20 paired middle schools assigned to serve as controls (N = 10,762). Participants were identified as low, moderate, or high risk for drug usage based on their rates of behaviors reported prior to the start of the study. Student behavior outcomes (smoking, alcohol consumption, binge drinking, and marijuana usage) as well as risk and protective (R&P) outcomes were surveyed at three points in time (before, after, and 6 months following treatment). Results show the TGFD to have a suppressive effect on reported drug use behavior and a strengthening effect on R&P outcomes among high risk students following treatment and 6 months later. Some effects were also found for low and moderate risk students. A favorable treatment effect was found on mathematics achievement.

The purpose of this research was to examine how affective associations with smoking and outcome expectancies regarding smoking are related to smoking status and intention to quit among smokers. Researchers and practitioners can draw on findings regarding affective associations and outcome expectancies to provide a further basis for smoking prevention and intervention efforts. Four-hundred and one participants, half of whom were current smokers, from the United States and Australia completed measures of affective associations with smoking and outcome expectancies relating to smoking. Current smokers also indicated their readiness to quit. Participants with more positive affective associations were more likely to be smokers. Current smokers with more positive affective associations expressed less readiness to quit smoking. Outcome expectancies regarding reinforcement stemming from smoking and consequences stemming from smoking were related to smoking status and intention to quit. Outcome expectancies related to smoking significantly mediated the relationship between affective associations and smoking status. Among smokers, outcome expectancies related to smoking significantly mediated the relationship between affective associations and readiness to quit. Implications for prevention and intervention programs are discussed.

Alcohol use among college students continues to be a major public health threat to our nation. The purpose of this study was to explore faculty perceptions of their roles and responsibilities in alcohol education and prevention. The researchers adapted the Core Faculty and Staff Environmental Alcohol and Other Drug Survey to include only questions regarding alcohol and created additional questions concerning Friday classes. The survey was sent to all faculty members (N = 1,712). Completed surveys were collected from 122 faculty members (7.1%). The majority (95%) agreed that institutions of higher education should be involved in alcohol awareness efforts. Fewer (76%) agreed that they could positively affect students' alcohol consumption. Responses from open-ended questions revealed areas where faculty perceived they could have the most impact. Recommendations include implementing the Institute of Medicine strategies on campuses and incorporating faculty in these alcohol education and prevention strategies.