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Risk Behavior and Addiction in Adolescence > 6 - Prevention of risk behaviour and addiction in young people (L6, Onrust, Kleinjan & Engels) > Flashcards

6 - Prevention of risk behaviour and addiction in young people (L6, Onrust, Kleinjan & Engels) Flashcards

1
Q

What are the four aims of substance use prevention? (Q)

A
  1. Prevent or delay (first) use of substances
  2. Prevent problematic substance use and dependence
  3. Prevent social and health problems
  4. Support reducing and quitting substance use
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2
Q

What are important motives and risks of stimulants (uppers)? (Q)

A

Stimulants gives you more energy and a better focus. The risks are overheating, increased body temperature, overload of heart and blood vessels, a hangover (emotional or physical), suspicion, paranoid feelings, fear, panic, aggression, hallucinations.

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3
Q

What are important motives and risks of sedatives (downers)? (Q)

A

Narcotics/sedatives motives are (social) disinhibition, increased impulsivity, calming, de-stressing, sleeping, feeling less (numbing emotion and pain). The risks are disinhibition (transgressive behavior), slowed breathing and heart rate, hangover (emotional and physical), confusion, disorientation, aggression, blackout, going out/falling unconscious.

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4
Q

What are important motives and risks of consciousness’-changing substances (hallucinogens)? (Q)

A

Consciousness changing motives are perceiving things (color, music, touch) in a different way, new experiences, expanding the mind. The risks are reduced judgement, nausea, suspicion, negative thoughts, bad trip, acute psychosis.

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5
Q

What are the recent trends in smoking, alcohol use and cannabis use? (Q)

A

Smoking: it’s going up, especially 16y old
Alcohol: 47% of 12-16y at least once
Cannabis: more worries about girls

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6
Q

What is the difference between universal, selective, and indicated prevention? (Q)

A

Universal: no filter, for everyone. E.g. NIX18
Selective: for vulnerable groups (social, demographic characteristics), e.g. truancy/academic, underachievement, low bonding, parenting styles, family conditions, friends
Indicated: individuals who are vulnerable, because of certain diagnosis or conditions. Not treatment yet. E.g. your parents are diagnosed with alcohol disorder.

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7
Q

What 5 stages should one go through when developing preventive interventions? (Q)

A
  1. Needs assessment
  2. Stakeholders
  3. Program formulation
  4. Implementing and delivery
  5. Evaluating and improving
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8
Q

What are the three types of psychoactive substances? (HC)

A

Stimulants, narcotics/sedatives and conciousness-changing substances.

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9
Q

What does psychoactive substances do? (HC)

A

They change the functioning of the nervous system with its feelings, perceptions, thoughts, processes and/or behavior.

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10
Q

What are examples of narcotics/sedatives? (HC)

A

Alcohol, nitrous oxide, cannabis, ghb, ketamine

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11
Q

What are examples of stimulants? (HC)

A

Caffeine, nicotine, cocaine, speed (amphetamine), 3-mmc, ecstasy

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12
Q

What are examples of conciousness-changing substances? (HC)

A

Nitrous oxide, cannabis, ecstasy, magic truffles, 2c-b

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13
Q

What are the aspects of mental health promotion? (HC)

A
  1. Prevention
  2. Early intervention
  3. Treatment
  4. Continuing care
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14
Q

Where does ‘prevention’ consists of by mental health promotion? (HC)

A

Universal, Selective, Indicated (and Case identification)

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15
Q

Where does ‘early intervention’ consists of by mental health promotion? (HC)

A

Indicated (prevention), Case identification

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16
Q

Where does ‘treatment’ consists of by mental health promotion? (HC)

A

Early treatment, Standard treatment

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17
Q

Where does ‘continuing care’ consists of by mental health promotion? (HC)

A

Engagement with longer term treatment (incl. relapse retention) and long term care

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18
Q

What are macro-level influences when looking at substance use? (HC)

A
  • Income and resources
  • Social enviroment
  • Physical environment
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19
Q

What are micro-level influences when looking at substance use? (HC)

A
  • Family influences
  • School influences
  • Peer influences
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20
Q

What are personal characteristics when looking at substance use? (HC)

A
  • Genetic susceptibilities
  • Mental health and personal traits
  • Neurological development
  • Stress reactivity
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21
Q

What are primairy outcomes when looking at substance use? (HC)

A
  • Substance abuse and related problems
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22
Q

What are examples of macro-level influences ‘income and resources’? (HC)

A

Poverty, homeless, refugee status, child labour, lack of access to healthcare

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23
Q

What are examples of macro-level influences ‘social environment’? (HC)

A
  • Antisocial norms, poor informal social controls, lack of social cohesion, disconnectedness, lack of social capital, conflict/war, social exclusion, inequality, discrimination
24
Q

What are examples of macro-level influences ‘physical environment’? (HC)

A

Decay, abandoned buildings, substandard housing, neighbourhood disorder, access to alcohol, tobacco, other drugs, firearms, lack of access to nutritious foods, toxic exposures, media

25
Q

What are examples of micro-level influences ‘family influences’? (HC)

A

Lack of involvement and monitoring, negative role modelling, neglect for physical condition, parental substance use, stressful, chaotic environment and harsh, abusive or neglectful parenting

26
Q

What are examples of micro-level influences ‘school influences’? (HC)

A

Poor quality early education, negative school climate, poor school attendance, lack of health education and prevention programmes and lack of afterschool activities

27
Q

What are examples of micro-level influences ‘peer influences’? (HC)

A

Social networking technology, lack of parental monitoring of peer relationships, antisocial peers, role models, exposure to alcohol, tobacco, other drugs, violence, crime

28
Q

What are examples of personal characteristics ‘mental health and personal traits’? (HC)

A

Sensation seeking, aggressive, inattentive, impulsive, mental health problems

29
Q

What are examples of personal characteristics ‘neurological development’? (HC)

A

Language delays, cognitive deficits, poor decision making and problem solving

30
Q

What are examples of personal characteristics ‘stress reactivity’? (HC)

A

Deficits in emotion regulation and perception, dysreguated physiological responses, poor coping

31
Q

What are examples of primary outcomes ‘substance abuse and related problems’? (HC)

A

Academic failure, poor social competency skills, poor self regulation, mental health problems, poor physical health

32
Q

What does the step of ‘needs assessment’ mean in the project cycle? (HC)

A

Mapping the target group and what is de problem you are addressing? Also risk factors. Context of the problem/mechanisms or reasons for the behavior. What is the context of the problem/mechanisms or reasons for the behavior?

33
Q

What are examples for questions you can ask when choosing an intervention (approach)? (HC)

A
  1. Use basic intervention mapping: Why would this initiative change the behaviour / be the solution to the problem?
  2. What message are you really sending?
  3. Are you offering concrete alternatives to the behaviour?
  4. Check similar interventions: were those effective? (check the Centrum Gezond Leven Interventiondatabase)
  5. Should this intervention work in theory?
34
Q

What are three points an effective integrated intervention should touch? (HC)

A
  1. Multiple settings (e.g. family, nightlife/festivals, (sports) clubs, work environment, social services and healthcare, education and media, social norms, national policy)
  2. Different moments in development
  3. Individual and (social) environment
35
Q

What does a good school intervention consist of? (HC)

A
  1. Curriculum: e.g. teacher will signal if something is wrong with a student
  2. School climate: e.g. bullying
  3. School policy on substances: e.g. are you allowed to smoke on school grounds
36
Q

What would be appropriate for elementary school children to learn about substance use? (Onrust)

A

Teach basic skills helping them master their primary developmental changes (such as self-regulation learned at home, to master academic and social situations).

37
Q

What is the primary developmental task of early adolescence? (Onrust)

A

The re-evaluation of the self and the emergence of identity.

38
Q

What does a prevention program primarily focus on when children move from elementary to middle school? (Onrust)

A

To make students aware of the various social pressures to use substances in order to be psychologically prepared to resist these influences. The article of Onrust couldnt find evidence for this

39
Q

What is the primairy developmental task of middle adolescence? (Onrust)

A

The beginning of the separation and individuation from the family, with concurrent strivings for autonomy and independence.

40
Q

Vul in (Onrust). Middle adolescents are increasingly capable of …(1) and organize …(2) about other people. Consequently, they develop a greater understanding of other’s …(3)

A

1: abstract thinking
2: complex thoughts
3: feelings and perspectives

41
Q

Why is substance use prevention extremely difficult in the developmental stage in middel adolescence? (Onrust)

A

There are changes in value and weigh the costs and benefits of risky behavior. The brain undergoes maturation: rapid fluctuations in emotional states, increased sensitivity to rewarding outcomes.

42
Q

What is the primairy developmental task of late adolescence? (Onrust)

A

Formation of identity, planning the future and acquisition of the necessary skills to make a succesful transition into adulthood.

43
Q

Vul in (Onrust). …(1) and …(2) for rewards diminish during late adolescence, while …(3) and …(4) capabilities further mature.

A

1: Emotional reactivity
2: sensitivity
3: self-regulatory
4: impulse controle

44
Q

From what kind of programme late adolescents will benefit the most? (Onrust)

A

Focussed on their individuality and future orientation.

45
Q

From what kind of preventionprograms will early adolescents’ benefit? (Onrust)

A

Universal programmes arent effective. What will work:
- Teaching students that substance use isnt normal, and that the majority of early adolescents dont use substances.
- Involvement of parents
- Enhancement of basic skills

46
Q

From what kind of preventionprograms will middle adolescents’ benefit? (Onrust)

A

Universal programmes arent effective, whereas programmes targeting highrisk students are promosing.
- Programmes based on principles of cognitive behavioral therapy: teaching cope with stress and anxiety

47
Q

From what kind of preventionprograms will late adolescents’ benefit? (Onrust)

A

(?? Benefit from universal programmes based on social influences approach teaching refusal skills??). Late adolescents with high risk, benefit:
- Self-control training
- Involvement parents
- Programmes based on transtheoretical model of behavior change
But high risk adolescents dont benefit social influences approach or refusal skills training

48
Q

What are important predictors of substance use? (Kleinjan)

A

Intentions to use, which is determined by motivational factors. Also quality of coping and social skills.

49
Q

Does educational level play a role in smoking, prevalence of lifetime and current drinking? (Kleinjan)

A

Smoking: yes, lower educational more prevalent
Prevalence of lifetime: no
Current drinking: no

50
Q

Does drinking large quantities of alcohol and binge drinking are more common among youths at a lower or higher educational level? (Kleinjan)

A

Lower

51
Q

In which domains is universal prevention implemented? (Kleinjan)

A
  • Policy measures: directly reduce substance (laws for production, promotion, accessiblity and sale; raising minimum age of drinking; commercial restrictions; raising the price or excise).
  • Governmental measures: create extra foundation and to stimulate compliance with regulations (mass media campaigns creating awareness, increasing knowledge and changing public’s attitude (no actual behavioral change); school programs (not effective); parents)
52
Q

Where is selective prevention aimed at? (Kleinjan)

A

Specific groups of youths who are at augmented risk to have problems with substance use.

53
Q

What are examples of individual characteristics in children who are at higher risk to develop problems with substance use? (Kleinjan)

A

Sensitivity to anxiety, negative thinking, sensation seeking.

54
Q

Where is indicated prevention aimed at? (Kleinjan)

A

Creating motivation to change their substance use for youth who have relatively fast progression to patterns of heavier use.

55
Q

What are examples of indicated prevention? (Kleinjan)

A

Personal feedback, motivational interviewing. It helps individuals to acknowledge their problematic behavior and stimulates them toward behavioral change.

Risk Behavior and Addiction in Adolescence (10 decks)

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