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The prevention of adolescent drug abuse: Implications from etiological, developmental, behavioral, and environmental models

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Abstract

This article reviews the contributions of varying theoretical models for the development of more effective drug abuse prevention programs. Etiological research is emphasized because of its direct application to prevention interventions. This research includes etiological work on stages of development, socialization and selection, self-esteem, antisocial behavior, distribution of consumption, problem behavior, domain theory, and learning theory. Developmental, behavioral, and environmental models refine the actual intervention development. Implications from this research for further, necessary etiological work for improving prevention programs are proposed.

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An earlier version of this paper was presented at the Research, Analysis and Utilization System meeting on “Etiology of Drug Abuse: Implications for Prevention,” National Institute on Drug Abuse, Bethesda, MD, April 24–25, 1984. This work was supported in part by grants from the National Institute on Drug Abuse (RO1-DA-03205 and RO1-DA-03044).

Dr. Cheryl L. Perry is an Assistant Professor of Epidemiology at the University of Minnesota. She teaches courses on public health approaches to behavior change and drug abuse prevention. She directs several research projects in youth health promotion and is particularly involved in community-wide intervention development around smoking, drug use, and nutrition for children and adolescents.

Dr. David M. Murray is an Assistant Professor of Epidemiology at the University of Minnesota. He teaches courses on the evaluation of community-based health promotion programs and drug abuse prevention. He directs three federally-funded research studies on adolescent smoking and drug abuse prevention, and is involved in the design and implementation of evaluation strategies for community-wide programs.

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Perry, C.L., Murray, D.M. The prevention of adolescent drug abuse: Implications from etiological, developmental, behavioral, and environmental models. J Primary Prevent 6, 31–52 (1985). https://doi.org/10.1007/BF01325339

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