RECOMMENDED PREVENTION PROGRAMS IN SCHOOL-BASED PSYCHOACTIVE SUBSTANCE USE PREVENTION

Abstract

Relevance The issue of psychoactive substance use among adolescents remains a profound challenge for both public health and the educational system. Recent empirical findings suggest that, despite certain downward trends, the magnitude of the phenomenon continues to necessitate systemic preventive interventions. Implementing prevention programs within the school environment is of paramount importance, as it facilitates early intervention and the reinforcement of students’ psychosocial competencies. Contemporary paradigms in prevention underscore the imperative for evidence-based programs that undergo rigorous, systematic evaluation. Consequently, the analysis of certified recommended programs constitutes a pertinent and vital domain of pedagogical inquiry.

Aim: The objective of this study is to examine selected recommended programs utilized in the prevention of substance use among youth within the school setting (specifically "Debata," "Unplugged," and "Fantastic Opportunities"). Particular emphasis is placed on their theoretical foundations, structural frameworks, target demographics, and the efficacy of their preventive impact.

Methods: The methodology employed is based on desk research, encompassing systemic documentation regarding the certification and recommendation of prevention programs in Poland. The study utilizes materials developed by the Centre for Education Development as well as the Institute of Psychiatry and Neurology. Programmatic documentation, including implementation manuals and educational resources for students and parents, was subjected to rigorous analysis. Furthermore, evaluation reports concerning the effectiveness of the analyzed programs were incorporated. The synthesized data underwent a comparative analysis based on the following criteria: program objectives, pedagogical methods, scope of influence, and the level of recommendation within the national system.

Results: The analysis revealed significant differentiation among the programs in terms of intervention intensity and methodology. The "Debata" program addresses alcohol consumption through a brief intervention model focused on the formation of normative attitudes and beliefs. The "Unplugged" program encompasses a broader spectrum of psychoactive substances, grounded in the social influence model and the development of psychosocial competencies. The "Fantastic Opportunities" program is characterized by the highest degree of complexity, integrating school-based, family, and community-level interventions, while demonstrating durable preventive effects substantiated by research.

Conclusions: Certified recommended programs represent a crucial component of systemic preventive measures in the school environment. Their efficacy is contingent upon the level of quality, comprehensiveness, and the duration of the intervention. Programs with higher recommendation statuses typically exhibit greater stability of effects and a more extensive scope of influence. However, effective prevention necessitates not only the implementation of evidence-based programs but also their thoughtful adaptation to the needs of specific school communities, alongside ensuring high-fidelity implementation and systematic evaluation.