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Porath-Waller A.J., Beasley E, Beirness D.J.
Health Education and Behavior: 2010, 37(5), p. 709–723.
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Taking in studies up to the end of 2007, this synthesis of research concludes that secondary school cannabis prevention lessons are most effective when delivered by outside experts who teach in an interactive manner and deliver comprehensive content which goes beyond resisting peer and other social influences.
Summary This investigation used meta-analytic techniques to evaluate the effectiveness of school-based prevention programming in reducing cannabis use among youth aged 12 to 19. It summarised the results from 15 studies published in peer-reviewed journals since 1999 and identified features that influenced programme effectiveness. The results from the set of 15 studies indicated that these school-based programmes had a positive impact on reducing students' cannabis use (d = 0.58, CI: 0.55, 0.62) compared to control conditions. Findings revealed that programmes incorporating elements of several prevention models were significantly more effective than were those based on only a social influence model. Programmes that were longer in duration (at least 15 sessions) and facilitated by individuals other than teachers in an interactive manner also yielded stronger effects. The results also suggested that programmes targeting high school pupils of at least 14 years of age were more effective than those aimed at younger pupils. Implications for school-based prevention programming are discussed.
Last revised 11 January 2011
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STUDY 2000 Education's uncertain saviour
STUDY 2001 Prevention is a two-way process
STUDY 2003 Substances, adolescence (meta-analysis)
REVIEW 2015 Prevention of addictive behaviours