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Terms in this set (63)

• Many approaches to drug-abuse prevention have been tried with smoking behavior
• Key lessons can be learned from research findings about these approaches
• It is possible to design effective smoking prevention programs
• Presenting information about the delayed consequences is ineffective
• Presenting information on immediate effects is more effective
• Five key elements

1. Training in refusal skills
• Through films, discussion, and practice
• Students taught ways to refuse without being negative
• Ways to be assertive and insist on the right to refuse

2. Public commitment
3. Countering advertising by inoculating children against it
• Students taught to analyze and discover the hidden messages in ads and how these messages differ from the actual effects of smoking
• Example: ads associating cigarette use with healthy young athletes

4. Normative education
• Teach students they may overestimate the number of their peers who smoke

5. Use of teen leaders
• Talk to younger students about use
• Older students can explain that neither they nor their friends smoke, and how they have dealt with others' attempts to get them to smoke
• Peer, lived experience

• Possible improvements by using cognitive development approach
• Don't automatically assume all students need training in social skills or refusal skills
• Students make active, conscious decisions in preparation for trying smoking and becoming an occasional or regular user
• Prevention programs might be different at each stage of cognitive development
• NOTE risk and protective factors have more influence on drug behavior than information or education
• Acute safety needs
• Determines the need for immediate acute stabilization to establish safety prior to routine assessment
• Severity of mental and substance use disorders
• Guides the choice of the most appropriate setting for treatment
• Appropriate care setting
• Determines the client's program assignment (based on ASAM)
• Diagnosis
• Determines the recommended treatment intervention
• Disability
• Determines case management needs and whether an enhanced level of intervention is required
• Strengths and skills
• Determines areas of prior success around which to organize future treatment interventions and determines areas of skill building needed for management of either disorder
• Availability and continuity of recovery support
• Determines whether continuing relationships need to be established and availability of existing relationships to provide contingencies to promote learning
• Cultural context
• Determines most culturally appropriate treatment interventions and settings
• Problem Priorities
• Determines problems to be solved specifically, and opportunities for contingencies to promote treatment participation
• State of recovery/client's readiness to change behaviors relating to each problem
• Determines appropriate treatment interventions and outcomes for a client at a given stage of recovery or readiness for change
• Defining treatment goals
• Use to socialize, self concern about use, weekend binging, use to relieve stress avoid pain or cope, physical withdrawal
• Keeping you in your real world without changing is best (least restrictive is best)
• Cultural context