RESUMO
This study presents two-year follow-up results of the Adolescent Decision-Making Program initially implemented when students were in their sixth grade. The intervention was found to maintain a positive effect on mean tobacco use, but no differences were observed for mean alcohol, marijuana, or hard drug use. In a test of the differential effectiveness of the intervention, program students living with married parents reported lower mean tobacco use than control students living with married parents and program and control students living with single parents. Logistic regression analyses examining the proportion of users at follow-up revealed a negative program effect for alcohol and no differences for the other substances. Subsequent attrition analyses strongly suggested that the positive effect for tobacco use at follow-up was most likely even stronger, and that the negative effect for alcohol was spurious. The importance of examining both program and attrition effects when evaluating the impact of longitudinal preventive interventions was emphasized, and the need to consider alternative models to guide the conceptualization and evaluation of adolescent substance use prevention programs was discussed.
Assuntos
Terapia Cognitivo-Comportamental/métodos , Educação em Saúde/métodos , Transtornos Relacionados ao Uso de Substâncias/prevenção & controle , Adolescente , Consumo de Bebidas Alcoólicas/prevenção & controle , Consumo de Bebidas Alcoólicas/psicologia , Feminino , Seguimentos , Humanos , Drogas Ilícitas , Masculino , Abuso de Maconha/prevenção & controle , Abuso de Maconha/psicologia , Avaliação de Processos e Resultados em Cuidados de Saúde , Fumar/psicologia , Prevenção do Hábito de Fumar , Transtornos Relacionados ao Uso de Substâncias/psicologiaRESUMO
Seventy-eight boys and 71 girls (ages eight to 18 years) were assigned to one of eight groups on the basis of scores on the Junior Esysenck Personality Inventory, the Children's Manifest Anxiety Scale, and sex of the S. The Ss were administered a simple and a complex verbal fluency task and the coding subtest of the WISC. It was found that extraverted children of both sexes did better than introverted children on both measures of verbal fluency and the nonverbal coding task. Anxiety influenced girl's performance on the more complex verbal fluency task, but did not alter boys' performance. The present findings were discussed in relation to the adult literature relating extraversion, anxiety, and verbal fluency.
