Promoting Prescription Drug Safety Skills in School: Evaluating the Effectiveness of a Technology-Based Curriculum

Autor/inn/en	Smart, Mieka; Lynch, Alicia Doyle; Callina, Kristina Schmid; Richer, Amanda; Mulheron, Megan; Zapp, Daniel
Titel	Promoting Prescription Drug Safety Skills in School: Evaluating the Effectiveness of a Technology-Based Curriculum
Quelle	In: Child & Youth Care Forum, 52 (2023) 6, S.1273-1297 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smart, Mieka) ORCID (Lynch, Alicia Doyle) ORCID (Callina, Kristina Schmid) ORCID (Richer, Amanda) ORCID (Mulheron, Megan) ORCID (Zapp, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-023-09734-z
Schlagwörter	Drug Abuse; Safety; Adolescents; Intervention; Safety Education; Secondary School Students; Program Effectiveness; Student Responsibility; Social Influences; Social Attitudes; Knowledge Level; Intention; Health Behavior; Resistance (Psychology) + Suchen Sie Ihr Suchwort? Sicherheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sicherheitserziehung; Sekundarschüler; Sozialer Einfluss; Social attidude; Soziale Einstellung; Wissensbasis; Health behaviour; Gesundheitsverhalten; Resistenz
Abstract	Background: Prescription drug misuse among youth aged 12-18 remains high in the United States. Grounded in Social Norms Theory, school-based curricula have been shown to effectively challenge students' misperceptions of peer norms and safety regarding prescription drug misuse (PDM). Objective: The present study is a quasi-experimental evaluation of a brief, no cost, school-based prescription drug safety program. Methods: Participants included 94 teachers and their students (n = 2325) in grades 8 through 12. Teachers (and their students) were assigned to experimental or control conditions. Using a pre-/post-survey design, we examined whether the curriculum promoted growth in five key student outcomes: Personal Responsibility, Social Norms, Knowledge, Future Actions, and Refusal Skills. Student demographic characteristics and prescription drug history were examined as moderators of growth. Within the experimental group, variation in implementation factors such as teachers' prior experience with the program and perceptions of student engagement were examined as moderators of the effectiveness of the curriculum. Results: Multilevel models demonstrated equitable growth in Personal Responsibility, Social Norms, Knowledge, Future Actions, and Refusal Skills across gender, race, and other demographic characteristics. Students' prescription drug history was not associated with growth on the five key outcomes. Growth in Personal Responsibility, Social Norms, Knowledge, and Future Actions was maintained in a one-month follow-up survey. Teacher perceptions of student engagement were associated with lower growth in Social Norms. Conclusions: The findings suggest promising implications for the scalability of an effective, brief, no cost, technology-based intervention targeting adolescent PDM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01