Psychology: Research and Review
Element | Definition | Reference |
---|---|---|
Life skills content | Training in personal skills such as negotiation, self-esteem promotion and decision-making strategies | Winters et al. (2007): It is the “primary focus” (p. 375) of the adolescent-targeted prevention. |
Participation of out-of-school agents | Active participation of the community in the project implementation, through partnership with companies and health and security agents, etc. | Sandler et al. (2014): Programs with school-community partnership show “slightly higher” effects (p. 253) when compared to those without this partnership. |
Participation of students as mediators | Students play an active role in the implementation of activities. | Fernandez et al. (2002): The most effective interventions are implemented with the participation of the students. |
Positive social relationships content | Activities that promote the creation or strengthening of positive social networks (e.g. family-student, family-school, student-community). | Markham et al. (2012): A positive school ethos makes drug use by students less likely. |
Interactive/experiential methodologies | Techniques that nurture contact and communication between participants; practice of taught skills or the experience of their own experiences and reflections, in a constructive and reflective way. | Gázquez et al. (2009): The most effective prevention methods are the interactive ones. |
Participation of families | Family is actively involved in project implementation, at least in some of the proposed activities | Peters et al. (2009): Parental involvement is an additional preventive element, reducing the likelihood of using drugs and of inadequate sexual and eating behaviours. |
Quality evaluation | Rigorous and of quality evaluation | Winters et al. (2007): The evaluation of needs produces a realistic plan; the evaluation of the outcomes of this plan shows the progress and the effectiveness of the prevention plan. |
Content reinforcement | Sessions to be held as reinforcement after the intervention ends | Gázquez et al. (2009): Preventive effects typically do not last or gradually decrease, suggesting the need for reinforcement sessions. |
Design based on the participants’ needs | Content and methodology adjusted to the particularities or needs of the participants, including age, gender, culture and/or socioeconomic status | Winters et al. (2007): “Effective programs appreciated the importance that prevention has to be adjusted to maximize their relevance for the target populations” (p. 375). |
Adoption of a theoretical model | Explanation of the theory underlying the project | Fernandez et al. (2002): The most effective interventions address the social influence on drug use. |
Sandler et al. (2014): Programs following the cognitive behavioural model show broader preventive effects. | ||
Duration/periodicity | Intensity of the intervention | Cuijpers (2002): More intense programs are more effective than less intense ones. |
Gottfredson and Wilson (2003): It is important to pay attention to a more sensitive measure of the intensity of interventions because the longest ones are not necessarily the most effective. | ||
Gázquez et al. (2009): Preventive effects typically do not last or gradually decrease, suggesting the need for ongoing interventions. | ||
Design by the whole school community | Participation of the whole school community in the project | Rowling (2003): “The participation of all school community members is an essential principle that underpins health promotion practice” (p. 17). |
Inclusion in the school curriculum | Project is part of the school curriculum and of the educational objectives of the school. | Berkowitz and Bier (2005): The integration of prevention of risk behaviour in the academic curriculum is a strategy of effective programs. |
Alternative activities to drug use | Extracurricular activities, generally of positive social engagement, alternative to those with health risk | Carmona and Stewart (1997): More effective programs include alternative activities; preferably, these activities should be part of the everyday network of community resources. |