Youth Substance Use Prevention/Reduction Through Science-based Drug Abuse Education
|Study Design:||Allocation: Non-Randomized
Intervention Model: Parallel Assignment
Masking: Open Label
|Official Title:||Youth Substance Use Prevention/Reduction Through Science-based Drug Abuse Education: A High School Pilot Study|
- Lifetime, past 6 month and past 30 day use of substances [ Time Frame: Pre-intervention, immediate post-intervention, 6-7 month post-intervention ]
- Frequency and quantity of substance use [ Time Frame: Pre-intervention, immediate post-intervention, 6-7 months post-intervention ]
- Knowledge about effects of substance use on the brain [ Time Frame: Pre-intervention, immediate post-intervention, 6-7 months post-intervention ]
- Perceived risk of harm of substance use [ Time Frame: Pre-intervention, immediate post-intervention, 6-7 months post-intervention ]
- Intention to use substances in the next 3 months [ Time Frame: Pre-intervention, immediate post-intervention, 6-7 months post-intervention ]
|Study Start Date:||December 2006|
|Study Completion Date:||January 2008|
|Primary Completion Date:||January 2008 (Final data collection date for primary outcome measure)|
No Intervention: 1
Participants in the "no intervention" condition will receive the usual high school science curriculum.
Participants in the "experimental" arm will receive the 5-lesson, science-based substance abuse prevention curriculum in their science classes.
Other: drug prevention curriculum
Participants in the "experimental" arm of the study will receive the 5-lesson, science-based drug prevention curriculum in their science classes.
NIDA, in recent years, has put resources into summarizing and synthesizing cutting-edge medical and basic science research discoveries about the short-term and long-term effects of drug use on the developing brain. One outcome of this results was the production of a science-based drug education program entitled "The Brain: Understanding Neurobiology Through the Study of Addiction." This is a 5-lesson module for high school science classes that teaches about brain structure and function, how drugs affect and change the biology and chemistry of the brain, how addiction occurs in the brain, and that addiction is a chronic, recurring disease. However, the effect of receipt of this program on students' substance use knowledge, attitudes, perceived risk of harm, and behavior has not been systematically evaluated to date.
The specific aims of this project are:
- To evaluate the effects of receipt of the curriculum on specific cognitive contributors to substance use including a)students' knowledge about the short- and long-term effects of substance use on the brain; b)perceived risk of harm from substance use; and c)intention to use substances in the next 3 months.
- To evaluate the effects of the intervention on actual substance use behavior. We hypothesize that the effectiveness of this approach may be modified by the students' level of prior and current substance use, with the effect being stronger among those who have not already initiated use, or among those who have very low use. Therefore, we will specifically examine whether the intervention a)prevents substance use initiation among students who had no previous use, b)stops use among students with low lifetime use, and c) reduces use among those with higher levels of use.
Please refer to this study by its ClinicalTrials.gov identifier: NCT00612482
|United States, Massachusetts|
|Children's Hospital Boston|
|Boston, Massachusetts, United States, 02115|
|Principal Investigator:||Sion Kim Harris, PhD||Boston Children’s Hospital|