Abstract
The objective of the present research was to examine the contribution of two intervention components, social skills training
and problem solving training, to alcohol- and drug-related outcomes in a school-based substance use prevention program. Participants
included 341 Spanish students from age 12 to 15 who received the prevention program Saluda in one of four experimental conditions: full program, social skills condition, problem solving condition, and a wait-list
control group. Students completed self-report surveys at the pretest, posttest and 12-month follow-up assessments. Compared
to the wait-list control group, the three intervention conditions produced reductions in alcohol use and intentions to use
other substances. The intervention effect size for alcohol use was greatest in magnitude for the full program with all components.
Problem-solving skills measured at the follow-up were strongest in the condition that received the full program with all components.
We discuss the implications of these findings, including the advantages and disadvantages of implementing tailored interventions
to students by selecting intervention components after a skills-based needs assessment.
and problem solving training, to alcohol- and drug-related outcomes in a school-based substance use prevention program. Participants
included 341 Spanish students from age 12 to 15 who received the prevention program Saluda in one of four experimental conditions: full program, social skills condition, problem solving condition, and a wait-list
control group. Students completed self-report surveys at the pretest, posttest and 12-month follow-up assessments. Compared
to the wait-list control group, the three intervention conditions produced reductions in alcohol use and intentions to use
other substances. The intervention effect size for alcohol use was greatest in magnitude for the full program with all components.
Problem-solving skills measured at the follow-up were strongest in the condition that received the full program with all components.
We discuss the implications of these findings, including the advantages and disadvantages of implementing tailored interventions
to students by selecting intervention components after a skills-based needs assessment.
- Content Type Journal Article
- Pages 1-10
- DOI 10.1007/s11121-011-0249-y
- Authors
- José P. Espada, Department of Health Psychology, Miguel Hernández University, Av. de la Universidad, s/n. 03202, Elche, Alicante, Spain
- Kenneth W. Griffin, Division of Prevention & Health Behavior, Department of Public Health, Weill Cornell Medical College, 402 East 67th Street, New York, NY 10065, USA
- Juan R. Pereira, Department of Health Psychology, Miguel Hernández University, Av. de la Universidad, s/n. 03202, Elche, Alicante, Spain
- Mireia Orgilés, Department of Health Psychology, Miguel Hernández University, Av. de la Universidad, s/n. 03202, Elche, Alicante, Spain
- José M. García-Fernández, Department of Developmental Psychology, University of Alicante, PO Box, 99, 03080 Alicante, Spain
- Journal Prevention Science
- Online ISSN 1573-6695
- Print ISSN 1389-4986