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Rebecca J. W. Cline, PhD1, Melissa C. Morris, MPH2, Robert M. Weiler, PhD2, and S. Camille Broadway, MAMC3. (1) Communication and Behavioral Oncology, Barbara Ann Karmanos Cancer Institute/Wayne State University, Hudson Webber Cancer Research Center, Rm. 540, 4100 John R, Detroit, MI 48201, 313-966-9501, cliner@karmanos.org, (2) Department of Health Education and Behavior, University of Florida, P.O. Box 118210, 5 FLG, Gainesville, FL 32611-8210, (3) College of Journalism and Communications, University of Florida, Graduate Division, G040 Weimer Hall, Gainesville, FL 32611-8400
Purpose: This investigation analyzed prescription drug-related content in CSAP-designated model drug abuse prevention programs. Significance: Although growing among youth, prescription drug abuse has received limited attention from policy makers. School-based education is the most common mechanism by which young people learn about prescription drugs. Model programs, selected on the basis of “rigorous standards of research,” are assumed effective in preventing drug abuse. Methods: The universe of CSAP-designated universal programs (n = 9; a total of 18 curricula targeting specified grade levels), designed for both males and females, ages 12 to 18, appropriate for all ethnic groups, and deliverable in a school setting, was analyzed. The topic and context associated with objectives (statements about desired outcomes) and content (statements identifying concepts/ideas to be learned) were coded. The coding system for topics consisted of 126 topics organized within 14 categories. A two-dimensional coding system for context identified use- versus abuse-related, and explicit versus implicit, references to prescription drugs. Results: A total of 52 objectives addressing 18 topics (16 focused on abuse) were identified. No prescription drug-related objectives were found in 7 curricula. All identified objectives were presented in an Abuse-Implicit context. Curricular content addressed 33 topics; the majority was presented in a single context (7 abuse-related topics were presented exclusively in an Abuse-Implicit context; the few use-related topics tended to be posed exclusively in a Use-Explicit context). Conclusions: CSAP model programs pay only nominal and then largely implicit attention to prescription drug abuse, rendering it lost in the shadows of substance abuse.
Learning Objectives: At the conclusion of this session the participant will be able to identify and understand the implications of
Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.