Educational or Curriculum

Project Towards No Drug Abuse

Initiative Description: A total of 18 senior high schools were randomly assigned by block to receive one of three conditions: cognitive perception information curriculum, cognitive perception information + behavioral skills curriculum, or standard care (control). The combined components curriculum consists of 12 sessions and includes a combination of cognitive perception information and behavioral skills training. The 12-session cognitive perception information only curriculum was adapted from the complete curriculum, but it removed the behavioral skills information and training content and increased the cognitive perception of information content. Lessons were delivered over a four-week period at the school, with lessons taking place on Tuesday through Thursday in order to maximize attendance.

Study Results: Increased knowledge. Different programming may be better suited for different school contexts. Arguably, skills are more fundamentally important to teach younger students who have not yet learned them, or youth who have learned inappropriate self-defeating skills.

Reference: Skara, S., Rohrbach, L. A., Sun, P., & Sussman, S. (2005). An evaluation of the fidelity of implementation of a school-based drug abuse prevention program: project toward no drug abuse (TND). Journal of Drug Education, 35(4), 305–329

Level of Evidence: 3 out of 5 stars Very Good