Department of Health Psychology, Miguel Hernández University, Av. de la Universidad, s/n. 03202 Elche, Alicante, Spain.
Prev Sci. 2012 Feb;13(1):86-95. doi: 10.1007/s11121-011-0249-y.
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.
本研究旨在考察两种干预成分（社交技能训练和问题解决训练）对基于学校的药物使用预防计划中与酒精和药物相关结果的贡献。参与者包括 341 名年龄在 12 至 15 岁之间的西班牙学生，他们在四种实验条件下接受了 Saluda 预防计划：完整计划、社交技能条件、问题解决条件和候补名单对照组。学生在预测试、后测试和 12 个月随访评估中完成了自我报告调查。与候补名单对照组相比，三个干预条件减少了酒精使用和使用其他物质的意图。在有所有组成部分的完整计划中，酒精使用的干预效果最大。在接受所有组成部分的完整计划的条件下，在随访中测量的解决问题的技能最强。我们讨论了这些发现的意义，包括在进行基于技能的需求评估后选择干预成分向学生提供量身定制的干预措施的优缺点。
