Summary of effective evidence-informed interventions for parents/caregivers of youth ages 10 to 14 to delay onset of substance use and prevent substance misuse (from PNA literature review):

  • The broad-based nature of interventions targeting social and behavioural factors, as well as an active participation of adolescents and parents are strongly supported by the above literature. These broad-based interventions are linked to a reduction in substance use as well as other health and social issues—such as mental health problems, violence, and risky sexual practices (Burrus et al., 2011; Foxcroft & Tsertsvadze, 2011; Jackson et al., 2011; Nowak and Heinrichs, 2008; Petrie et al., 2007).
  • Effective interventions emphasize active parental involvement and development of parenting skills. Parents/caregivers own behaviours, expressed attitudes, and communicated expectations of their adolescents are major influences on adolescent behaviour (Burrus et al., 2011; Foxcroft & Tsertsvadze, 2011; Jackson et al., 2011; Nowak and Heinrichs, 2008; Petrie et al., 2007).
  • Effective interventions place emphasis on development of social skills and a sense of personal responsibility among adolescents (Burrus et al., 2011; Foxcroft & Tsertsvadze, 2011; Jackson et al., 2011; Nowak and Heinrichs, 2008; Petrie et al., 2007).
  • Family-based interventions (i.e. those that target parents and adolescents together) have a high success rate in delaying the uptake of substance use and preventing substance misuse among adolescents (Foxcroft & Tsertsvadze, 2011; Jackson et al., 2011; Petrie et al., 2007).
  • Strategies such as the education component, discussions, and skill-building components of the interventions were shown to be more effective in multi-component settings such as homes, schools, and communities as opposed to one setting only (Petrie et al., 2007). Research shows that prevention efforts are most effective when multifaceted: that is when media messages are used in tandem with school programs, families, and communities and are sustained over time (CCSA, 2011).
  • Although parents' influence on their children's attitudes and behaviours towards substance use does not decrease as children enter and go through adolescence, the influence of peers increases (Petrie et al., 2007). Hence, multi-component interventions, such as family-based interventions in conjunction with school-based interventions employing peer leadership component, show a significant reduction in alcohol, drug, and tobacco use, more so than school-based interventions only (Jackson et al., 2011; Nowak and Heinrichs, 2008; Petrie et al., 2007).
  • The interventions were most successful when the students were early adolescents and the focus of the intervention was on parental involvement and monitoring; development of parenting skills and promoting parent-child communication; and peer influence and social skills development (Perry et al., 2002; Petrie et al., 2007; Schinke, 2009).
  • Duration of successful family-based interventions varied from 5 to 14, 2 to 3 hr. weekly sessions. Duration of multi-component interventions averaged 3 years.
  • Computer delivered interventions have been found to improve behavioural health outcomes, including reduction of substance use among the adolescent population. However, the research does not address the durability of change with CDI's (Portnoy et al., 2008; Schinke et al., 2009).

Summary of Parent Needs Assessment project on theme of "Mechanisms for Information and Support" (from focus groups)

Mechanisms for Information and Support
Sub-Themes / Alignment to Research Questions
1. Multiple sources for information and support related to substance use prevention were identified by participants; these included multi-media, as well as informal, and formal networks. Information source preferences appeared to depend on various factors, including ease of access, use, time and personal preference. / Question #1: How are parents of 10-14 year old adolescents currently obtaining information and support on parenting related to adolescent substance use?
Question #3: What are the effective methods of delivery for parenting education and support?
Question #4: What are the barriers to parental education and support?
2. The school was seen by focus group participants as being well situated to play an important role in providing substance use information and support for both caregivers and youth. Feelings regarding the degree to which schools currently engage in this role were mixed. / Question #1: How are parents of 10-14 year old adolescents currently obtaining information and support on parenting related to adolescent substance use?
Question #3: What are the effective methods of delivery for parenting education and support?
Question #4: What are the barriers to parental education and support?
3. Caregivers seemed interested in having opportunities to come together as parents to learn about and get support with regards to substance use and parenting. Some also felt that joint workshops with their children might be useful. / Question #1: How are parents of 10-14 year old adolescents currently obtaining information and support on parenting related to adolescent substance use?
Question #2: What are parents’ / caregivers’ needs in terms of information and support?
Question #3: What are the effective methods of delivery for parenting education and support?
Mechanisms for Information and Support: Summary
 Some caregivers have not yet searched for information to support them in delaying the initiation of and preventing harms related to adolescent substance use.
 Social support, school, health care providers, the internet and multi-media were all identified as sources of information and support.
 Feelings about the usefulness of written materials (i.e., pamphlets) were mixed.
 Some participants talked about the value of the community centre in providing indirect information and support.
 Most participants indicated that they are able to find the information and support that they need, although some said it can be difficult to find the time and to figure out what is the best information and the best place to find it.
 One participant expressed concern that asking for information or support may have negative consequences; it is possible that others feel this as well.
 The information and support systems that caregivers currently use and those that they identified as the best way to gather information and support were generally the same.
 Generally, it was not clear how information and support is translated into prevention.
 The school was generally seen as having a role to play in substance use prevention with adolescents, although some parents expressed that this is not appropriate
 With regard to the current role of the school, while a number of caregivers felt they are doing a good job, other participants said that they don’t know what the schools are doing and felt that schools could do more.
 Workshops more than parent supports group were seen as being a useful method of gaining information and support; caregivers indicated a desire to have expert guest speakers.
Mechanisms for Information and Support: Opportunities for Future Discussion / Action
 Consider the possibility of a “one stop shop” for accessing information / links to information and support.
 Caregivers talked about accessing web-based resources such as Facebook and YouTube to gather information and support; more discussion is needed to examine how these resources might be used.
 More discussion may be needed regarding the use of community centres as sources of information and support; explore other ways to reach families who don’t use these settings.
Asking for information and support may be difficult for some parents due to perceived or actual stigma, cultural taboos, and / or fear of consequences. Further exploration of these issues may be warranted.
 Examine lessons learned from community centres that have focused on substance use prevention; how can these resources and learnings be leveraged?
 Caregivers generally talked about what they already knew and used in terms of sources of information and support; offering other suggestions might elicit further insight.
 Collaborate with school systems to explore the role of the school in substance use prevention as well as the possibility of joint Public Health / school initiatives; engage students and families in the conversation.
 Conduct a needs assessment to develop topic areas for workshops; think about using workshops to both present information and support the integration of the information into practice.
 When holding workshops, consider providing time to allow for informal networking and support amongst caregivers.