Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-26T16:58:29.500Z Has data issue: false hasContentIssue false

7 - International Standards on Drug Use Prevention

Tools to Support Policy Makers Globally to Implement an Evidence-Based Prevention Response

from Methodology

Published online by Cambridge University Press:  21 January 2017

Moshe Israelashvili
Affiliation:
Tel-Aviv University
John L. Romano
Affiliation:
University of Minnesota
Get access
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Biglan, A., Duncan, T., Irvine, A., Ary, D., Smolkowski, K., & James, L. (1997). A drug abuse prevention strategy for rural America. NIDA Research Monograms 168: 364–97.Google Scholar
Burkhart, G. (2015). International standards in pervention: how to influence prevention systems by policy interventions? International Journal of Prevention and Treatment of Substance Use Disorders 1: 1837. ijptsud.sljol.info/articles/abstract/10.4038/ijptsud.v1i3-4.7836/.Google Scholar
CCSA (Canadian Centre on Substance Abuse) (2010). Building on Our Strengths: Canadian Standards for School-Based Youth. Ottawa, ON: Canadian Centre. www.ccsa.ca/Resource%20Library/ccsa-011815-2010.pdfGoogle Scholar
Coombes, L., Allen, D., & McCall, D. (2012). The Strengthening Families Programme 10-14 (UK): engagement and academic success at school. Community Practice 85: 30–3.Google Scholar
Cooper, P., Tomlison, M., Swartz, L., Landman, M., Molteno, C., Stein, A., … . Murray, L. (2009). Improving quality of mother–infant relationship and infant attachment in socioeconomically deprived community in South Africa: randomised clinical trials. BMJ 14: 338.Google Scholar
Dawe, S., & Harnett, P. H. (2007). Reducing potential for child abuse among methadone-maintained parents: results from a randomised controlled trial. Journal of Substance Abuse Treatment 32: 381–90.CrossRefGoogle Scholar
Denham, S., & Weissberg, R. (2004). Social-emotional learning in early childhood: what we know and where we go from here. In Chesebrough, E., King, P., Gullotta, T., & Bloom, M., A Blueprint for the Promotion of Prosocial Behavior in Early Childhood. New York: Kluwer/Plenum, pp. 1350.Google Scholar
EMCDDA (European Monitoring Centre for Drugs and Drug Addiction) (2011). European Drug Prevention Quality Standards. Lisbon: European Monitoring Centre for Drugs and Drug Addiction.Google Scholar
Knerr, W., Garder, F., & Cluver, L. (2013). Improving positive parenting skills and reducing harsh and abusive parenting in low- and middle-income countries: a systematic review. Prevention Science 14: 352–63.CrossRefGoogle ScholarPubMed
Koegl, C., Farrington, D., Augimeri, L., & Day, D. (2008). Evaluation of a targeted cognitive-behavioral program for children with conduct problems – the SNAP under 12 Outreach Project: service intensity, age and gender effects on short and long term outcomes. Clinical Child Psychology & Psychiatry 13: 419–34.Google Scholar
Kratchowill, T. R., McDonald, L., Levin, J. R., Scalia, P. A., & Coover, G. (2009). Families and Schools Together: an experimental study of multifamily support groups for children at risk. Journal of School Psychology 47: 245–65.Google Scholar
Maalouf, W., & Campello, G. (2014). The influence of family skills programmes on violence indicators: experience from a multi-site project of the United Nations Office on Drugs and Crime in low and middle income countries. Aggression and Violent Behavior 19: 616–24.Google Scholar
McDonald, L., & Doostgharin, T. (2013). UNODC Family Skills Initiative: outcome evaluation in Central Asia of Families and Schools Together (FAST) Multi-Family Groups. Social Work and Social Sciences Review 16: 5175.Google Scholar
Mejia, A., Calam, R., & Sanders, M. R. (2012 ). A review of parenting programs in developing countries: opportunities and challenges for preventing emotional and behavioral difficulties in children. Clinical Child & Family Psychology Review, 15 163–75.Google Scholar
Meija, A., Ulph, F., & Calam, R. (2014). An exploration of parents’ perceptions and beliefs about changes following participation in a family skill training program: a qualitative study in a developing country. Prevention Science 16: 674–84.Google Scholar
Molgaard, V. K., Spoth, R. L., & Redmond, C. (2000). Competency training: the Strengthening the Families Programme – for parents and youth 10–14. Juvenile Justice Bulletin (NCJ 182208), 111. Washington, DC: U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP).Google Scholar
NIDA (National Institute on Drug Abuse) (2003). Preventing Drug Use among Children and Adolescents: A Research-based Guide for Parents and Community Leaders, 2nd ed. Bethesda, MD: NIH.Google Scholar
Rahman, A., Iqbal, Z., Roberts, C., & Hussain, N. (2009). Cluster randomized trial of a parent-based intervention to support early development of children in a low-income country. Child Care & Health Development 35: 5662.Google Scholar
Sanders, M. R. (1999). Triple P–Positive Parenting Programme: towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clinical Child and Family Psychology Review 2: 7190.Google Scholar
Shortt, A. L., Toumbourou, J. W., & Chapman, R. (2006). The Resilient Family Program: helping to prepare adolescents for success in school and life. Youth Studies Australia 25: 5788.Google Scholar
Spoth, R., Randall, G., & Chin, C. (2008). Increasing school success through partnership-based family competency training: experimental study of long-term outcomes. School Psychology Quarterly 23: 7089.Google Scholar
United Nations. (2014). Resolution 57/3: Promoting prevention of drug abuse based on scientific evidence as an investment in the well being of children, adolescents, youth, families and communities. In Commission on Narcotic Drugs Report on the Fifty-Seventh Session. New York: United Nations Economic and Social Council, p. 25.Google Scholar
UNODC (United Nations Office on Drugs and Crime) (2009). Guide to Implement Evidence Family Programmes. Vienna: United Nations Office on Drugs and Crime.Google Scholar
UNODC (United Nations Office on Drugs and Crime) (2010). Compilation of Evidence-based Family Skills Training Programmes. Vienna: United Nations Office on Drugs and Crime.Google Scholar
UNODC (United Nations Office on Drugs and Crime) (2013). International Standards on Drug Use Prevention. Vienna: UNODC. The standards are available at UNODC webpage: www.unodc.org/unodc/en/prevention/prevention-standards.html.Google Scholar
UNODC (United Nations Office on Drugs and Crime) (2014a). Joint ministerial statement. 2014 high level review by the Commission on Narcotic Drugs of the Implementation by member states of the Political Declaration and Plan of Action on International Cooperation towards Integrated and Balanced Strategy to Counter the World Drug Problem. Commission on Narcotic Drugs Fifty-seventh Session, Vienna. Official Records of the United Nations Economic and Social Council, Supplement No. 8A (E/2014/28/Add.1): 6–19.Google Scholar
UNODC (United Nations Office on Drugs and Crime) (2014b). Report of the Secretariat on the world situation with regard to drug abuse. Commission on Narcotic Drugs Fifty-eighth Session, Vienna. Official record of the United Nations Economic and Social Council (E/CN.7/2014/3).Google Scholar
Wight, D., & Fullerton, D. (2013). A review of interventions with parents to promote the sexual health of their children. Journal of Adolescent Health 52: 4-27.Google Scholar
WHO (World Health Organization) (2010). Violence Prevention: The Evidence. Geneva, Switzerland: World Health Organization.Google Scholar
Zins, J., Weissberg, R., Wang, M., & Walberg, H. (2004). Building Academic Success on Social and Emotional Learning. What Does the Research Say? New York: New York Teachers College Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×