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Related Experiment Video

Updated: Jul 20, 2026

A Prediction Error-driven Retrieval Procedure for Destabilizing and Rewriting Maladaptive Reward Memories in Hazardous Drinkers

A Prediction Error-driven Retrieval Procedure for Destabilizing and Rewriting Maladaptive Reward Memories in Hazardous Drinkers

Published on: January 5, 2018

Substance abuse prevention program content: systematizing the classification of what programs target for change.

William B Hansen¹, Linda Dusenbury, Dana Bishop

¹Tanglewood Research, Greensboro, NC 27409, USA. billhansen@tanglewood.net

Health Education Research

|September 12, 2006

Summary

This study analyzed 48 substance abuse prevention programs, finding they addressed an average of eight content areas. Seven distinct prevention approaches were identified, offering a framework for future theory development in the field.

Related Experiment Videos

Last Updated: Jul 20, 2026

A Prediction Error-driven Retrieval Procedure for Destabilizing and Rewriting Maladaptive Reward Memories in Hazardous Drinkers

A Prediction Error-driven Retrieval Procedure for Destabilizing and Rewriting Maladaptive Reward Memories in Hazardous Drinkers

Published on: January 5, 2018

Area of Science:

Public Health
Behavioral Science
Addiction Research

Background:

Substance abuse prevention programs require effective, evidence-based strategies.
A standardized method for evaluating program content is needed to assess their potential impact.

Purpose of the Study:

To analyze the content of effective substance abuse prevention programs.
To identify common approaches and categorize intervention strategies.

Main Methods:

Analysis of 48 substance abuse prevention programs from the National Registry of Effective Programs and Practices (2003).
Content coding of program manuals based on time devoted to changing targeted mediating variables.
Identification of seven distinguishable intervention approaches.

Main Results:

Programs addressed an average of 8 out of 23 possible content areas.
Seven distinct approaches were identified: environmental access modification, social-emotional skill development, positive affiliation promotion, social influence management, social support provision, positive school environment development, and motivation enhancement for avoiding substance use.

Conclusions:

The identified approaches provide a standardized framework for evaluating and developing substance abuse prevention programs.
This content analysis method offers an impartial standard for assessing diverse intervention strategies.
The findings support the use of such analyses for future theory development in substance abuse prevention.