In the mission to prevent addiction parents and teachers play crucial roles. Parents can employ various skills and approaches to prevent addiction among their children like spending quality time with their children, having regular family meals and engaging in shared activities as it strengthens family bonds and provides opportunities for open communication (Kumpfer, 2014). Research shows that children who regularly eat meals with their families are less likely to engage in substance abuse (Kumpfer, 2014). Parents should also engage in active listening during conversations with their children, encouraging them to share their thoughts and feelings openly and respectfully without fear of repercussions. By fostering a supportive and non-judgmental environment, parents can create opportunities for meaningful communication and establish trust with their children (Kumpfer, 2014). Additionally, parents can model healthy behaviours by avoiding substance use themselves and demonstrating effective coping strategies for managing stress or difficult emotions. Studies show that children who see their parents engage in substance abuse are 2-9 times more likely to start using substances early and eventually develop substance use disorders, emphasising the role that familial behaviour plays in the path towards addiction (Kumpfer, 2014). So, rather than drinking or smoking, a parent can practice relaxation techniques like deep breathing, meditation or working out in front of their children to show them healthy ways to manage stress (Kumpfer, 2014). Furthermore, parents should set clear expectations and boundaries regarding substance use, reinforcing the importance of making responsible choices (Kumpfer, 2014). For instance, they might establish rules about curfews or attending social events where alcohol or drugs may be present, offering guidance and support while also setting expectations for behaviour. Effective discipline techniques, such as using positive reinforcement and consistent consequences, help children understand the effects of their actions and promote self-control which is a necessary skill in the fight against addiction (Kumpfer, 2014).

Teachers can provide education and support within the school setting (Kumpfer, 2014). By integrating substance abuse prevention into the curriculum and creating a supportive classroom environment, teachers empower students with knowledge and skills to make healthy choices (Kumpfer, 2014). For example, teachers can integrate topics related to the risk and consequences of substance abuse into subjects like health education or social studies highlighting the effects of alcohol and drugs on the body and brain as well as legal and social implications of substance abuse. Teachers can facilitate discussion and activities that promote critical thinking and decision-making skills. For instance, they might present hypothetical scenarios or activities involving peer pressure to use drugs or alcohol and guide students in brainstorming strategies for resisting temptation (Kumpfer, 2014). Teachers can invite guest speakers like counsellors or recovering addicts to share their personal experiences and challenges with students while offering insights into what they did wrong to educate the students on how to prevent it (Kumpfer, 2014). Hearing real-life stories can make the information more relatable and impactful for students, encouraging them to take substance abuse prevention seriously.

 

For both parents and teachers, identifying at-risk people early on and connecting them with appropriate resources, such as counselling or support groups, can prevent substance abuse before it escalates. Collaboration with community resources further enhances support systems for students and their families. By working together, parents and teachers create a strong network of support that fosters resilience and protects against addiction.

Reaching the end of the blogpost series, it is imperative to remember that prevention is better than cure and to apply the knowledge gathered from this article series and linked resources to prevent and combat addiction in the circles you find yourself in.

 

References

Kumpfer, K. L. (2014). Family-based interventions for the prevention of substance abuse and other impulse control disorders in girls. ISRN Addiction, 2014, 1–23. https://doi.org/10.1155/2014/308789 

Driving against substance abuse, prevention has been marked as a primary strategy in leading towards healthier behaviours. What makes some prevention strategies effective while others fall short? Strategies can vary widely in their effectiveness, depending on various factors. This ARTICLE will dive into what has distinguished effective strategies from ineffective ones.

Evidence based Approach 

In today’s society research has been completed to provide evidence based strategies for building and implementing effective prevention strategies. Effective strategies are designed with consideration of scientific evidence, they are not simply implemented without proof. Programs have been developed based on evidence and evaluation, from school-based to community programs, they provide a foundation for implementing effective strategies. (Public Safety Canada, 2009, Griffin & Botvin, 2010)

 

Tailoring to Audience 

Prevention strategies that worked for one group individual, may not work for others. Simply copying a program or strategy that has worked does not mean that it is the best program suited for the needs of the individuals you are working with. Strategies need to be tailored to the needs, characteristics, and demographics of the population. By understanding the audience you can produce a more meaningful behaviour change.

 

Early Intervention

PIB supports the stance that prevention is better than cure as it acts to support individuals in making healthy choices before they adapt to negative habits. Prevention strategies have been proven to be more effective when delivered at critical stages of transition, ideally before substance use begins and when they will be more receptive to the message. Addressing risk and protective factors at a younger age is best, such as when children move from elementary school to junior high school. (Public Safety Canada, 2009)

 

Comprehensive Approach

Substance abuse is impacted by many factors, taking a holistic approach will aid in decreasing misuse and address the underlying factors that lead to it. Incorporation of aspects such as addressing social influences and normative information have evidently resulted in decreased misuse. Adolescents overestimate the extent to which substance use is normal and need the skills to resist use. (Public Safety Canada, 2009)

 

Interactive and Creative Approach

Instructive approaches have shown to be less effective than interactive and creative approaches. Programs that simply preach information at you or arouse fear, only emphasising risks, are unlikely to have lasting impact. Participatory programs such as PIB that include aspects such as discussion, application, and action encourage individuals to take control of their choices. (Public Safety Canada, 2009; Griffin & Botvin, 2010)

 

Sustainment 

Follow-up and continued reinforcement over a longer period of time is essential for sustaining changes in behaviour. Strategies and programs that are effective will incorporate means of ongoing support and reinforcement. This may be seen through application of booster sessions, continued support and continued resource availability. (Public Safety Canada, 2009; Griffin & Botvin, 2010)

 

Community Involvement and Support

Effective approaches target not only the individual but also the community through engagement and collaboration of many others. Addiction has a community wide effect and should have a community wide effort for prevention. Multiple agencies need to be involved, such as schools, healthcare providers, or law enforcement. (Public Safety Canada, 2009)

 

Continued Adaptation

Substance use and access is continuously evolving, therefore prevention strategies must follow suit and adapt towards these changes. Re-evaluate periodically, accepting feedback and data to adjust strategies to improve them. Our society is rapidly changing and incorporating means of evaluation aids in remaining effective. (Public Safety Canada, 2009)

Ineffective strategies are ones that tend to lack consideration of factors such as these. Incorporation of all these key elements is not always necessary but the more the better to increase effectiveness. By embracing evidence based practices, tailoring interventions, and fostering collaboration we can increase the potential of prevention and a substance abuse-free future.

The next ARTICLE will discuss how previous information throughout this series can be applied into the context of a parent or teacher dealing with adolescence reaching the age of use. It will take you through some tips and tricks that you as a parent or teacher may benefit from implementing in daily life or the classroom.

 

References: 

Griffin, K. W., & Botvin, G. J. (2010). Evidence-based interventions for preventing substance use disorders in adolescents. Child and adolescent psychiatric clinics of North America, 19(3), 505–526. https://doi.org/10.1016/j.chc.2010.03.005

 Public Safety Canada. (2009). School-Based Drug Abuse Prevention: Promising and successful programs. National Crime Prevention Centre. April 1, 2024, https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/sclbsd-drgbs/index-en.aspx#ch02a

Acknowledgements

Special thanks to the students of Redeemer University, Ancaster, Ontario for their assistance in preparing these articles.

What makes you behave the way you do? What influences your actions?

People’s behaviour is influenced by a combination of factors including their environment, cultural upbringing, personal beliefs, experiences, peer pressures, media influences, and societal norms (Berkowitz, 2005; Dempsey, 2018). These factors undeniably interact together in a way that influences our actions and decisions whether that be positive or negative, therefore understanding human behaviour is essential. Social factors play a major role in the initiation of early stages of drug, alcohol, and tobacco use (Berkowitz, 2005). Prevention is better and has a strong focus on social responsibility and the theory on social norms impacting our decisions to misuse alcohol, drugs, and tobacco.

 

Social norms theory is based on the idea that individuals’ behaviour is deeply influenced by their perceptions of what is considered normal (Berkowitz, 2005). These norms, shaped by media, peers, and family dynamics silently guide our choices (Berkowitz, 2005; Dempsey et al., 2018). In relation to substance use, often we have misperceptions of what normal alcohol and drug intake looks like. Overestimation of substance use of our peers leads people to engage in riskier behaviours; leading to consuming more than they otherwise would or heavy users to use these perceptions to rationalise their use (false consensus) (Berkowitz, 2005).

 

Social norms interventions address these misperceptions. By targeting the gap between perceived and actual norms, these interventions aim to realign behaviour (Berkowitz, 2005). For example, an adolescent may rethink their alcohol consumption when confronted with data showing that at their age, most peers abstain altogether from its use. Your misperceptions not only impact your behaviour but the behaviour of those around you. This approach not only helps change an individual's misperceptions but also misperceptions that impact those around them (Dempsey et al., 2018). Changing the misperceptions of everyone.

 

This evidence based approach for addressing substance use utilises various strategies to intervene the path to addiction. These strategies range from the use of social marketing techniques through media to interactive workshops, as well as individual approaches (Berkowitz, 2005). The aim is to challenge misperceptions and empower individuals to make informed choices. Rather than dictating behaviour, they take the approach of presenting the reality of social environments, taking an indirect approach.

 

The social normative approach can intervene at the universal, selective, or indicated level. A universal approach targets all individuals, a selective approach targets a sub-population and an indicated approach targets individuals (SAMHSA, 2016). Strategies such as electronic or print media campaigns, interactive websites, or class projects take a universal approach. Selective or indicated prevention strategies involve things such as workshops, academic classes, or counselling interventions (Berkowitz, 2005). These strategies highlight accurate healthy norms for substance use and norms of peers to interrupt the pathway of misperceived norms to behaviours.

 

This strategy offers a framework for influencing behaviour towards substance use. By understanding and leveraging norms you can encourage positive behaviours and discourage negative ones. As individuals often overestimate certain behaviours, social norms can correct these misperceptions. Normative feedback can motivate behaviour change by highlighting discrepancies between actual and perceived norms and may be geared towards cultural contexts leading to a greater effect (Berkowitz, 2005; Dempsey et al., 2018). Importantly, social norms interventions are cost-effective compared to other behaviour change strategies, making them appealing to organisations and policymakers (Berkowitz, 2005). This is a practical strategy for promoting behaviour change at multiple levels, allowing intervention within homes, schools, and the community for broader impact.

 

With Prevention is Better, we are taking the role of new and developing technologies to deliver social normative information that will impact individuals and their behaviours, working towards a healthier society. The digital platform and interactive website is used to engage students and is a learning experience that is unlike others as it is interactive and informative.

 

The next ARTICLE will take into consideration the different aspects of prevention strategies or programs that may make them more or less effective. Looking at what makes a good prevention strategy.

 

References

Dempsey, R. C., McAlaney, J., & Bewick, B. M. (2018, November 5). A Critical Appraisal of the Social Norms Approach as an Interventional Strategy for Health-Related Behavior and Attitude Change. Frontiers. Retrieved April 10, 2024, from https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.02180/full

 

Berkowitz, A. D. (2005, January 1). An Overview of the Social Norms Approach. Alan Berkowitz. Retrieved April 10, 2024, from http://www.alanberkowitz.com/articles/social%20norms%20approach-short.pdf

 

 Substance abuse and mental health services administration (SAMHSA). (2016). US Department of Health & Human Services, Office of the Surgeon General. Prevention Programs and Policies. In Facing Addiction in America: The Surgeon General’s Report on Alcohol, Drugs, and Health. essay. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK424857/

Acknowledgements

Special thanks to the students of Redeemer University, Ancaster, Ontario for their assistance in preparing these articles.

Introduction

When trying to solve a large problem, it is important to think about ways to tackle it from a variety of directions. For example, when building a tower with blocks, it can be a good idea to stack blocks one on top of the other. For some types of blocks, this is a great method. However, for other types of blocks, the tower may fall over when stacked too tall. For this, it may be a better idea to stagger them.

 

Just like the blocks, it can be important to target larger issues such as substance addiction prevention with different models depending on the situation. There are a variety of models that deal with addiction prevention such as cognitive/information-based models, social influence models, sociological models, comprehensive models, social norms models. All of these models and theories target different aspects that can lead to addiction.

 

Example Models and Theories 

Health Belief Model

This model says that we act and make decisions based on what we know. Therefore, it strives to educate people on substances and the negative impacts of substances. Yes, this may seem like a good tactic, however it’s not always efficient. For example, many people know that chocolate is bad for them, but their perceived positives of it outweigh the negatives they know about it. While it is good to educate people, this tactic alone may not be the most efficient.

 

Evolution Theory Model

This theory says that delaying the first use of drugs has a positive influence on problems with drugs (EMCDDA, 2010). This means that the later you can push the first-use of substances, the less likely someone will be to develop addictions. Again, this is a pretty good idea, but postponing the use doesn’t mean no problems will occur. It’s also hard to regulate the use of substances in youth and adolescents (EMCDDA, 2010). Too much regulation can also lead to rebellion in children which isn’t that great either. Again, it is definitely good to attempt to delay first substance use, but this tactic alone also may not be efficient (EMCDDA, 2010).

 

Social Norms Theory

This theory, which is used by Prevention is Better, says that behaviour is influenced by how we think our peers think and act - based on what we think the “norm” is (EMCDDA, 2010). This theory assumes that people often overestimate what they think other people are doing. For instance if a student believes most of their class drinks excessively, they may feel pressured to do the same to fit in. However, if they find that most students don’t drink at all, they may be less likely to engage in drinking themselves. To target addiction from this theory, prevention strategies often are targeted on redirecting perceived norms in people. Therefore, educating people on accurate statistics is much better (EMCDDA, 2010).

 

Conclusion

Although there are many theories that target addiction prevention, there may be pros and cons that are important to look into. When using a theory, it’s important to understand where it may be lacking so that you can try to fill in those gaps. For more information on theories, click on the link below. As mentioned, Social Norms Theory is the main guiding theory for PIB, so the next ARTICLE will go into more detail on what this theory is and its application for addiction prevention.

 

Reference

EMCDDA. (2010, July). Prevention and Evaluation Resources Kit (PERK): models and theories.  emcdda.europa.eu. Retrieved April 3, 2024, from https://www.emcdda.europa.eu/publications/perk/resources/step2a/theory_en#comprehensive

 

Acknowledgements

Special thanks to the students of Redeemer University, Ancaster, Ontario for their assistance in preparing these articles.

Social norms theory states that people tend to overestimate the occurrence of negative behaviours and underestimate the occurrence of positive behaviours. By misperceiving that these negative behaviours are the ‘norm’, people are more likely to engage in them, but in reality, the negative behaviours are occurring much less than people realize.

What does this mean for substance use prevention education? Here is a good example. Ask yourself, among United States high school students (17-18 years old), what percent have EVER used an illicit substance? First, pick a number in your mind. Ready? Ok, about 10% have EVER used an illicit substance, which means, that 90% have NEVER used an illicit substance. In classes, younger students (ex, freshman age 13-14) almost always overestimate the amount of use by older students. Frequently they say things like ‘they are all doing it’ or ‘everyone gets high’. When the facts are shown to them, that, in this case, the vast majority, 90% of students NEVER engage in illicit substance use.

By changing perceptions about negative behaviours, showing the reality of the positive behaviours that are occurring and providing accurate information based on science, perceptions can be changed. Most importantly, studies show that, by changing perceptions, behavior can be changed. Through the social norms theory, and showing the positive behaviuors which occur, over time, harmful substance use in the community can decreased.

Want to know more, watch the attached video for more info and examples.

Why is prevention important for adolescents?

The best addiction prevention strategy is not necessarily the one that aims at eradicating the problem of addiction among adults. What many adults have become in their adulthood is more likely to be the product of the lifestyle in their youth. Implementing alcohol or drug prevention strategies to tackle the adulthood addiction problem is a good prevention strategy, but not the very best move when the main aim is to fully eradicate the problem of addiction in our world today. Adolescent substance consumption not only multiplies the risk of addiction but also has Thorough health, financial, and social costs. It is directly linked to the top three leading causes of death among adolescents, homicides, suicides, and accidents, and is implicated in poor academic grades, school dropout, cognitive impairment, unsafe sex, unintended pregnancies, mental health disorder, violence, criminality, unsafe driving, and many other potentially fatal medical conditions. The more frequent and intense the use of addictive substances among young people, the greater the consequences. The use of more than one substance only compounds the risk of negative outcomes (Drug Free, 2020)

For this reason and the reasons listed below, the best Addiction prevention strategy is the one that focuses on the earlier stages of life.

1)   Risk prevention: According to research on substance use prevention, individuals who started smoking marijuana at an early age have an eight times higher chance of developing marijuana use disorder than those who started it at age 21 (Drug Free, 2020). Also, an individual who drinks alcohol at an early age is five times more likely to develop alcohol use disorder than those who begin at age 21 (Drug Free, 2020). When we compare these data, we know where the greater risk lies, which is within the range of adolescence age. Therefore, while prevention could be achieved at any age, for an addiction prevention strategy to be completely successful, it must aim at preventing the adolescent from danger to accomplish the total cleansing of the potential of substance and alcohol addiction both present and future (Drug Free, 2020). Early intervention on drugs and alcohol use in adolescence can both increase protective factors and reduce risk factors before they lead to damage later in life (Drug Free, 2020). 

2)   Protecting the hope of a nation:  According to Cornellà-Font et al. (2020), the excessive consumption of alcohol and illegal drug use among adolescents is a major concern in many countries.  Consuming alcohol and illegal drugs are related to risky behaviours, like reckless driving, unsafe sexual practices, and violence (Cornellà-Font et al., 2020). The youth are often called the leaders of tomorrow and the hope of the future. However,  research suggests a rising trend in substance use among  young people, therefore, implementing  alcohol and drug prevention measures targeting substance abuse at a young age is not only a means of safeguarding the present and future well-being of a nation but also nurturing the potential of future leaders, preventing risky behaviours that can hinder them from achieving greatness(Cornellà-Font et al., 2020).  Failure to prevent the younger ones from the problem of addiction early could compromise the future health of a nation.

3)   Period of rapid development: The stage of Adolescence represents crucial periods during which substance use behaviours can become established (Kirsch & Lippard, 2022). According to research, adolescence marks a period of rapid development that includes physical transformation and development within the brain (Kirsch & Lippard, 2022). While greater brain plasticity during this period may increase vulnerability to the effects of stress and substance use, it also makes it a critical window of opportunity for intervention (Kirsch & Lippard, 2022). Early intervention at an adolescent age is very crucial before the problem of addiction proceeds to adulthood stages. At this stage, addiction could have become a norm or a coping mechanism for life stressors, such as heavy bills, housing costs, social exclusion, and many more (Stockings et al., 2016).

Summary:  

Early adolescent addiction prevention intervention is very important because research made it known that adolescents are much more likely to develop drug and alcohol-related problems. The adolescent age is where the addiction risk lies the most, and a period of rapid development in the brain which makes it a critical window of opportunity for intervention. Therefore, in order to completely cleanse society from the danger of drugs and alcohol addictions, it is crucial to centre prevention strategies where it is most effective and transforming. In the next ARTICLE, we will talk about the different prevention models and how they can be useful in preventing addiction to different substances..

References

Cornellà-Font, M., Viñas-Poch, F., Juárez-López, J. R., and Malo-Cerrato, S. (2020). Risk of Addiction: Its Prevalence in Adolescence and its Relationship with Security of Attachment and Self-concept. Clínica y Salud, 31(1), 21 - 25.https://doi.org/10.5093/clysa2020a1

Drug Free (2020). Rethinking Substance Use Prevention: An Earlier and Broader Approach. https://cdn-01.drugfree.org/web/prod/wp-content/uploads/2022/01/19201050/Rethinking-Substance-Use-Prevention-Final.pdf?.

Kirsch, D. E., & Lippard, E. T. C. (2022). Early life stress and substance use disorders: The critical role of adolescent substance use. Pharmacology Biochemistry and Behavior, 215, 173360. https://doi.org/10.1016/j.pbb.2022.173360

Stockings, E., Hall, W. D., Lynskey, M., Morley, K. I., Reavley, N., Strang, J., Patton, G., & Degenhardt, L. (2016). Prevention, early intervention, harm reduction, and treatment of substance use in young people. The Lancet Psychiatry, 3(3), 280–296. https://doi.org/10.1016/s2215-0366(16)00002-x

Acknowledgements

Special thanks to the students of Redeemer University, Ancaster, Ontario for their assistance in preparing these articles.