Effective Prevention of Adolescent Substance Abuse – Educational versus Deterrent Approaches
Bibliographic record
Abstract
Substance abuse, especially among adolescents, has long been an important issue in society. In light of the adverse impact of substance abuse, scholars, educators, and policy-makers have proposed different approaches to prevent and reduce such abuse. This paper investigates the effectiveness of the two prominent approaches—educational and deterrent—in preventing and reducing adolescent substance abuse. The educational approach (e.g., school-based prevention programming) tends to be more comprehensive and better grounded in theories than the deterrent approach (e.g., drug testing). The educational approach not only targets multiple psychosocial factors contributing to substance abuse, but it is also supported by empirical studies showing that school-based prevention programming is effective in preventing substance abuse and has long-lasting positive influences on adolescent development. Practical implications of implementing school-based prevention programming are also discussed. L'abus d'alcool ou d'autres drogues, surtout chez les adolescents, constitue depuis longtemps une préoccupation importante de la société. À la lumière de l'impact défavorable de cet abus, les chercheurs, enseignants et décideurs ont proposé différentes approches pour le prévenir et le limiter. Cet article porte sur l'efficacité de deux approches importantes, l'une pédagogique, l'autre dissuasive, visant la prévention et la réduction de l'abus d'alcool ou d'autres drogues chez les adolescents. L'approche pédagogique (par ex. les programmes de prévention en milieu scolaire) est, de façon générale, plus globale et mieux fondée sur les théories que l'approche dissuasive (par ex. dépistage des drogues). Non seulement l'approche pédagogique cible-t-elle les divers facteurs psychosociaux qui contribuent à cet abus, elle est de plus appuyée par des études empiriques indiquant que les programmes de prévention en milieu scolaire sont des outils efficaces dans la prévention de l'abus d'alcool ou d'autres drogues et qu'ils ont un impact positif à long terme sur le développement des adolescents. Nous discutons des répercussions pratiques de la mise en œuvre des programmes de prévention en milieu scolaire.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".