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Developing and implementing a national quality assurance policy and control policy in school- based prevention of risk behaviors: a case study
Abstract
Background
The implementation of quality standards and measures in the school-based prevention of risk behaviors is not well evidenced in the literature.
Aims
The description of the emergence and implementation of an original nationwide quality management for the prevention of risk behaviors.
Methods
Narrative review from database searches, including gray literature, followed by a subsequent content analysis.
Results
The implementation was divided into six stages characterized by specific activities, measures and concepts given by parameters of the thematic scope and approaches. The driving element turned out to be the changing responses of service providers. It was the response, engagement and the increasing level of providers self-organization that had the greatest effect on development. This interactive process had a major influence on the eventual wide thematic range and scope. It led to establishing of a unique system represented by four components: a certification system and standards for the quality of methods and their delivery to the target group, the monitoring and evaluation of the programs at the school level, qualification standards for professionals, and ethical standards.
Conclusions
Reflection on the implementation of quality management in school-based prevention in the past 20 years may empower similar processes in other countries.
... So is the demand for quality education and training opportunities (Miovsky et al., 2021). The Czech Republic has a long history in the field of risk behavior prevention, marked by the development of national-level systems, structures, and policies since 1999 (Miovský et al., 2023). In contrast, our review of available evidence on prevention activities in Ukraine suggests that prevention interventions have primarily targeted vulnerable populations in response to the HIV epidemic that erupted in Ukraine around 2005 (Kruglov et al., 2008). ...
BACKGROUND: Online learning has the potential to
increase accessibility to high quality and cost-effective
resources in prevention of risk behaviors. The aim
of this pilot study was to assess the experience of
university students with the comprehensive online
course on prevention. METHODS: In this pilot study,
an online questionnaire was administered to 51 Czech
and 31 Ukrainian university students who completed
the online Introduction to Evidence-based Prevention
(INEP) full semester course between February 2022
and February 2023. Students were asked about their
experience with INEP represented by 17 distinct
features. Data were analyzed by descriptive statistics
and mean comparisons tests.
RESULTS: Students reported high overall satisfaction
with INEP and with its respected features. The Structure
and the Relevance features of INEP have been especially
appreciated, while the Quizzes feature was perceived
as only average by most students. INEP seemed to
encourage most students (82%) to take other e-learning
courses. CONCLUSION: The online INEP course
received favorable feedback from university students
across two distinct settings. INEP holds potential for
broader integration into university study programs.
These findings add to the ongoing discourse regarding
enhancements in the education of future prevention
professionals, making them relevant to practitioners,
policymakers, and university-level decision-makers.
... Adolescents and young adults in Spain and across Europe face a pressing need for preventive action against substance abuse and addiction. Indeed, the Survey on Drug Use in Secondary Schools in Spain 1994-2023-ESTUDES 2023(OEDA, 2023, showed that alcohol is the most widely consumed psychoactive substance among students aged 14-18 years in Spain; 56.6% had consumed alcohol 30 days prior to the survey. Over the same period, 28.2% of students reported engaging in binge drinking and 20.8% reported having been drunk. ...
Family involvement has proven to be a protective factor in childhood and adolescence, acting as a preventive barrier against risky behaviours, such as substance abuse and addiction, among minors and youth. Family- and community-based intervention strategies for environmental prevention have been deemed effective; however, empirical data is scarce. The study aims to provide a conceptualised framework for the FERYA program (Networked and Active Families), a bottom-up environmental prevention program running in Spain since 2012 (known as EPOPS — Empowering Parents Organizations to Prevent Substance use at EU level). FERYA integrates community- and family-based approaches to prevent risk behaviours among youth by changing intervention paradigms from individual to community and environmental perspectives, especially aimed at leisure. For this purpose, the program focuses on the empowerment of Family Organisations (FOs) as leaders in prevention efforts within a larger community-based stakeholder system. This study provides an overview of FERYA’s conceptual framework and outlines its development in Spain. It addresses the risk and protective factors identified during the intervention and its scope, the difficulties encountered during implementation, and the role of families in advocating for evidence-based prevention and promotion of their preventive rights. A Logic Model framework highlights the main variables in the planning process (i.e. resources, activities, products, results, and other related variables). Finally, this study addresses the importance of measuring the long-term outcomes of the program while considering contemporary socialisation modes, such as digital technologies, when planning environmental prevention strategies targeting the youth.
... approach including all the areas of drug demand reduction (Monteagudo-Piqueras et al., 2023). When it comes to harm reduction, we present an example of QS from the Czech Republic (Miovský et al., 2023), based on the first project output from the Prague team, which was published in the Journal of Substance Use one year ago and focused on quality in school prevention (Miovský et al., 2022). Another interesting example of quality standards covering treatment and harm reduction was implemented in Flanders, Belgium (De Pourcq et al., 2023). ...
Editorial. Project FENIQS-EU. A special issue: Addictology 1/2023.
... A study conducted by Graf and Stöver (2019) in Germany showed a big gap between the availability of QS and their actual implementation in the treatment of adolescents who use drugs. On the other hand, some countries have implemented QS to a great extent, and in some countries (e.g. the Czech Republic) QS are even linked to certification and funding practices (Miovský et al., 2022). The successful implementation of QS may therefore appear to be highly context-specific and not widely applicable (Autrique et al., 2018). ...
Quality Standards (QS) are an important priority in European drug policy, although the extent of their application remains unclear.
The FENIQS-EU project (Further ENhancing the Implementation of Quality Standards in drug demand reduction across Europe) was set up to foster the use of QS. The objective of this paper is to present the main findings of the first 18 months of this project. METHODS: A multi-method study design was used to assess the application of QS. It consisted of:
1) an online survey and brief interviews with key stakeholders in various areas of drug demand reduction across Europe; 2) the development of criteria and selection of examples of inspiring practices; 3) a
Delphi study to reach consensus around successful
QS implementation strategies. RESULTS: QS have
been implemented in the prevention domain, with
the European Drug Prevention Quality Standards
Citation | Jerkovic, D., Novakova, E., Miovsky, M., & Vanderplasschen, W. (2023). Implementation of Quality Standards in drug demand reduction: Preliminary findings from the FENIQS-EU project. Adiktologie, 23 (1), 09–16. https://doi.org/10.35198/01-2023-002-0009
being the most commonly implemented standards.
In the treatment/social reintegration domain, national standards and the Standards and Goals of Therapeutic Communities are most commonly used, while the EU Council conclusions on the implementation of minimum quality standards are primarily applied in the field
of harm reduction. In total, 14 inspiring examples of practice were selected. Three rounds of a Delphi study resulted in consensus on successful implementation strategies, covering five core themes: collaboration, communication, support structure, education, and funding. DISCUSSION: Despite the recognition that the implementation of QS is important, these efforts vary across European countries and are unevenly spread across DDR areas. CONCLUSION: This paper focuses on the relevance of QS availability, and emphasises key factors influencing successful implementation.
... The urgency of implementing school-based management in Islamic elementary schools makes elementary schools a major and integral part of society, not an institution that is separated from society, the freedom and survival of schools today to the future depends on the community, schools and society. has very strong implications because of the function of the school as a social institution that helps community members in education, school and community development, both of which need each other (Miovský, Černíková, Nováková, & Gabrhelík, 2022). ...
This study aims at determining to what extent the implementation of school-based management in Islamic elementary schools. The method applied in this study was descriptive qualitative, emphasizing the analysis of sentences, arguments, or data collected directly in the field. The approach taken by researchers was a case study. It is a series of scientific activities that are carried out regularly, structured, and comprehensively on a program, activity, or event at the individual, group, or organizational level to gain an in-depth understanding of what is being. Data in this study was collected using the triangulation technique (observation, interviews, and documentation). The results indicated that the principles of the policies imposed by the Islamic elementary schools are curriculum and teaching development, selection of teachers and teaching staff, student management, support for facilities and infrastructure, adequate financing, parent-school relations, and the realization of comfortable school culture environment. The implementation of school-based management in Islamic elementary schools proves the improvement in quality and brilliant achievements of educational sectors at national and international levels.
Globally, higher learning institutions face challenges in successfully implementing curricula to enhance student learning. This study investigated factors for effective curriculum implementation in higher learning institutions in Tanzania, particularly (i) to examine the extent to which factors (characteristics of lecturers and institutions, the curriculum itself and governmental support) contribute to effective curriculum implementation and (ii) to assess the relationships among the factors contributing to effective curriculum implementation. This study employed a quantitative research approach and a descriptive research design. A total of 251 students from four fields of study at the Institute of Accountancy, Arusha, were selected via simple random and stratified sampling techniques. Statistical Packages for Social Sciences version 26.0 was used to compute the mean, standard deviation, independent samples t test, one-way analysis of variance (ANOVA) and correlation from the data collected through the questionnaire. Guided by ecological systems theory, the findings revealed that the majority of students (80.5%) perceived that lecturer and institutional characteristics, the nature of the curriculum, and governmental support contributed to effective curriculum implementation. Furthermore, there were positive relationships among the study factors, with the highest correlation between the nature of the curriculum and institutional characteristics. On the basis of these findings, the study recommends considering factors related to lecturer and institutional characteristics, the nature of the curriculum, and governmental support to effectively implement curricula and improve student learning in higher learning institutions.
BACKGROUND: In the field of harm reduction
(HR), an established quality assurance system with implemented quality standards is rather rare in practice. Together with limited evidence in this area, this leads to an imbalance in the basic segments of drug demand reduction and their lack of compatibility and alignment in terms of therapeutic continuity. AIMS: The paper presents case study analysis of the context and a description of the original quality management system in harm reduction at the national level. METHODS: The case study design is based on a narrative review from
a search of databases, including grey literature for the period from 1990 to 2022, followed by subsequent qualitative content analysis. RESULTS: After 1989, there was an exponential increase in HR services, with a strong initiative of non-governmental organisations (NGOs) and significant professionalisation from the beginning of the HR services network. It is the NGO initiative that has contributed significantly to the
introduction of a certification and quality standards since 1995. In the following period, the system was expanded to include other quality management components (system for monitoring, ethical standards). CONCLUSIONS: In terms of national drug policy and the continuous development of drug services, the introduction of a quality assurance system was a critical point with dozens of implications, including balancing and equalising the position of harm reduction in the drug demand reduction system in the Czech Republic.
The COVID-19 outbreak and related restrictions meant a higher incidence of screen-related risk behaviors in both children and adolescents. Our goal was to assess the perceived importance and extent of school-based preventions related to these risks during the long-term, nation-wide distant schooling period in the Czech Republic. The online survey was responded to by the school-based prevention specialists (N = 1698). For the analysis, within-subject analysis of variance (ANOVA) and binominal logistic regression were used. At-risk internet use and cyber-bullying were perceived as pressing, but other risks, for example, excessive internet use or the use of cyberpornography, received substantially less priority. The differences in all grades were significant and moderate to large (η2G between 0.156 and 0.288). The proportion of schools which conducted prevention interventions of screen-related risks was low (between 0.7% and 27.8%, depending on the grade and the type of the risk). The probability of delivering prevention intervention was in all grades significantly predicted by the presence of screen-related problems in pupils (OR 3.76–4.88) and the perceived importance of the screen-related risks (OR 1.55–1.97). The limited capacity of schools to deliver prevention interventions during distant schooling as well as the low awareness and impaired ability to recognize the importance of some screen-related risks should be addressed.
Background: Since the turn of the millennium, research within the field of substance-related problems has grown rapidly. This paper maps the effectiveness of existing research on substance use, misuse, abuse, and addiction prevention.
Method: In this systematic mapping review, we searched the Web of Science, PubMed, and PsycINFO using multiple terms related to substance use, misuse, abuse, and addiction prevention to assess systematic reviews evaluating prevention interventions. All records were assessed by two independent reviewers. Information about population, substances targeted, and effectiveness were extracted for each of the included reviews. The evaluated interventions were categorized into 12 types of interventions.
Result: For the 532 reviews mapped, we found 12 types of interventions dividedinto two major categories: individual-focused interventions (n = 451) and population-based interventions (n = 111). For each intervention category, many reviews showed positive effects for technology-based interventions, multimodal interventions, and drink-driving interventions. The mapping also highlights areas, including physical activity and interventions in specific arenas, where the reviews present very inconsistent results.
Conclusions: The findings presented in this review serve as a guide of existing research that can be used to inform practitioners and policy makers about interventions conducted as well as highlighting important areas for future research.
Background
Narrative reviews are the commonest type of articles in the medical literature. However, unlike systematic reviews and randomized controlled trials (RCT) articles, for which formal instruments exist to evaluate quality, there is currently no instrument available to assess the quality of narrative reviews. In response to this gap, we developed SANRA, the Scale for the Assessment of Narrative Review Articles.
Methods
A team of three experienced journal editors modified or deleted items in an earlier SANRA version based on face validity, item-total correlations, and reliability scores from previous tests. We deleted an item which addressed a manuscript’s writing and accessibility due to poor inter-rater reliability. The six items which form the revised scale are rated from 0 (low standard) to 2 (high standard) and cover the following topics: explanation of (1) the importance and (2) the aims of the review, (3) literature search and (4) referencing and presentation of (5) evidence level and (6) relevant endpoint data. For all items, we developed anchor definitions and examples to guide users in filling out the form. The revised scale was tested by the same editors (blinded to each other’s ratings) in a group of 30 consecutive non-systematic review manuscripts submitted to a general medical journal.
Results
Raters confirmed that completing the scale is feasible in everyday editorial work. The mean sum score across all 30 manuscripts was 6.0 out of 12 possible points (SD 2.6, range 1–12). Corrected item-total correlations ranged from 0.33 (item 3) to 0.58 (item 6), and Cronbach’s alpha was 0.68 (internal consistency). The intra-class correlation coefficient (average measure) was 0.77 [95% CI 0.57, 0.88] (inter-rater reliability). Raters often disagreed on items 1 and 4.
Conclusions
SANRA’s feasibility, inter-rater reliability, homogeneity of items, and internal consistency are sufficient for a scale of six items. Further field testing, particularly of validity, is desirable. We recommend rater training based on the “explanations and instructions” document provided with SANRA. In editorial decision-making, SANRA may complement journal-specific evaluation of manuscripts—pertaining to, e.g., audience, originality or difficulty—and may contribute to improving the standard of non-systematic reviews.
Rationale: Addiction prevention is a major public health problem, particularly concerning young people. Despite the consensus that primary prevention is essential, the evaluation of its impact is questioned.
Objective: The objective of this paper is to assess the latest knowledge of addiction prevention programs for young people.
Method: Review a collection of research articles using a keyword-based search on three databases: Pubmed, Eric, and PsycInfo. The research was carried out using three groups of keywords and the eligibility study was completed using two criteria: articles published between 2010 and 2017, and articles in refereed journals.
Results: Of a total of 13,720 articles in the three databases, 32 studies were included in the review and listed in a grid with five themes: authors, type of population, total population, addictive behavior, and results. Four categories were created based on the objective of the studies: the evaluation of prevention strategies, the study of risk factors for consumption, the prevalence study and other subjects studied. The analysis of the corpus was used to establish a list of risk factors to be taken into consideration in future interventions and research. A list of key elements for performing effective interventions and future research is also proposed.
Conclusion: The understanding of the prevention strategies implementation process is discussed as a central element for future research, which will combine stakeholders and researchers. The complexity of the situations and the multifactorial aspects of addiction prevention in young people require a multidisciplinary approach involving the various stakeholders and researchers.
The global substance use problem is a serious public health concern that affects not only health, safety and well-being of communities, but also social and economic development. It particularly affects children, young people and their families. All Member States should set substance use prevention measures and programmes as a priority in order to promote health and reduce social harm. During the past few decades there has been a significant advance in prevention science that has led to the development of international prevention standards and globally accepted evidence-based interventions. This review looks into the key requirements, components and strategic interventions needed for a public health approach to prevention of substance use and disorders, and its health and social consequences. It aims at supporting Member States and civil society to identify the key elements that support countries and local communities to increase the number of substance use protective approaches in relation to risk factors across all relevant domains.
Výroční zpráva o stavu ve věcech drog v České republice v roce 2015 shrnuje aktuální situaci a vývoj v oblasti protidrogové politiky, popisuje výsledky studií zaměřených na rozsah a vzorce užívání drog, předkládá novinky v oblasti prevence, léčby a snižování rizik a popisuje vývoj kriminality v souvislosti s drogami a aktuální trendy na drogových trzích.
The Annual Report on the State of the Drug Issue in the Czech Republic in 2015 summarizes the current situation and new trends in the field of drug policy, brings results of new studies focusing on the extent and patterns of drug use, presents news in the field of prevention, treatment and harm reduction, and describes trends in drug-related crimes and new trends on drug markets.
La Republica Checa ha conseguido por fin, tras un largo periodo de 15 anos, el desarrollo de un sistema nacional de prevencion en las escuelas. La reflexion sobre este desarrollo puede constituir un interesante caso practico que demuestre las dificultades generales que participan en la creacion de una politica general de prevencion y de implementacion de los principios de un enfoque basado en la evidencia. A traves de su contexto historico se presentan los resultados actualizados de los ultimos proyectos como �documentos clave� (estandares de calidad, manual, diccionario explicativo, ejemplos de buenas practicas, etc.) y un sistema nacional de evaluacion de la calidad denominado procedimiento de certificacion, que tiene un impacto practico en el sistema de subvenciones del Ministerio de Educacion de la Republica Checa. Tambien se utiliza este contexto para mostrar como ciertas redes europeas (EUSPR, IREFREA, etc.) pueden ser de gran utilidad para generalizar esta idea en toda Europa. Todos los ejemplos de actividades presentados, tanto a nivel nacional como internacional, parecen prometedores y apoyan una tendencia cada vez mas indiscutible de utilizar la evidencia cientifica en la practica real, lo que a su vez contribuye en que todo el campo resulte mas atractivo tanto para los estudiantes como para los investigadores jovenes.
Kniha navazuje na tři monografie zabývající se školskou prevencí rizikového chování a zpracovává téma kvality a efektivity jako součást 15 let budovaného a vyvíjeného systému mezioborově a meziresortně ukotvené prevence. Autoři v úvodu představují základní rámec a kontext ve kterém jsou témata kvality a efektivity v České republice v prevenci rozvíjena. Důraz je v celé knize kladen právě na kontinuitu vývoje celého systému a vazbu témat kvality a efektivity na oblast intervencí, profesionálů a jejich vzdělávání i na praktické aspekty hodnocení. V první části knihy je proto detailně představen systém standardů kvality preventivních intervencí od vzniku pracovní verze v letech 2000-2001, přes první oficiální verzi standardů adiktologických preventivních interevencí, až po současnou verzi z roku 2012. Vedle toho je vysvětlen celý proces vzniku certifikací kvality a základní rámec jejich provádění i dalšího možného vývoje. Ve druhé části knihy jsou popsány praktické příklady realizace evaluací přípravy a procesu a na nich je vysvětlen a demonstrován základní repertoár možností, včetně aplikace smíšených výzkumných plánů. Třetí část knihy je pak věnována původnímu návrhu a originálnímu konceptu hodnocení profesní přípravy a erudice preventivních pracovníků. Celý koncept publikovaný poprvé v roce 2012 stojí na struktuře čtyřúrovňového modelu kvalifikačních stupňů pro hodnocení profesionálů v prevenci. Tento systém překonává jak bariéru resortních přístupů a různých legislativních regulací daných pro různé profese (pedagogy, psychology, lékaře atd.) a překonává též bariéru hodnocení různých kombinací vzdělávacích programů, osobní zkušenost a délku praxe atd. Poslední čtvrtá část knihy je pak věnována královskému tématu efektivity. Na příkladech jsou opět představany různé možnosti metodologického uchopení tématu (zvoleny byly příklady využívající kvaziexperimentální a experimentální výzkumné plány) u proběhlých úspěšných tuzemkých studií.
Vzdělávací model představuje návrh klasifikace kvalifikačních stupňů pro pracovníky v primární prevenci rizikového chování (PPRCH) ve školství. Vychází z potřeby koordinovaného vzdělávání pracovníku v PPRCH nejen u pedagogických pracovníků, ale také u všech dalších profesí vstupujících v rámci preventivních aktivit do škol, případně majících vliv na podobu těchto preventivních aktivit. Navrhovaný model prezentuje čtyři hierarchicky seřazené stupně odbornosti preventivního pracovníka (od tzv. preventivního minima až po expertní úroveň), přičemž jednotlivé úrovně jsou odstupňovány podle náročnosti prováděných preventivních
aktivit a především podle úrovně znalostí, dovedností a dalších kompetencí potřebných pro jejich realizaci. Požadavky na odbornost preventivních pracovníků jsou podstatné i z hlediska možného iatrogenního vlivu preventivních aktivit při jejich neodborném provádění. Navrhované kvalifikační předpoklady (znalosti, dovednosti a kompetence) jsou navíc v modelu jasně vymezeny a jsou ověřitelné (hodnotitelné). Model zároveň zohledňuje existující pozice ve školství, jak je definuje zákon a prováděcí vyhlášky, a stejně tak i neformální, spontánně vzniklou strukturu složenou z odborníků, kteří se problematice primární prevence věnují v terénu. Integrální součástí modelu je i návrh postupu uznávání jednotlivých úrovní kvalifikačních předpokladů u pracovníků, kteří v prevenci již léta působí a prošli různými vzdělávacími aktivitami. Vzdělávání je i v tomto modelu koordinováno MŠMT a naplňováno jím pověřenými akreditovanými vzdělávacími institucemi a autorizovanými osobami. Svou celkovou koncepcí se návrh drží zásady neměnit, co je funkční, a přitom citlivě zavádět nová systémová opatření s cílem zvýšení kvality a dostupnosti funkční primární prevence ve školství.
The existence of multiple standards for drug prevention, published by different national and international organisations, might seem redundant and confusing at a glance. This paper aims to explain the rationales of the different standards and that they differentially respond to specific challenges of each of the three main components of a prevention system: interventions, services and people. Effectiveness of standards can improve the effectiveness of programmes and interventions, while process standards can improve the context within which effective programmes and interventions are implemented. The variety of the existing standards and their different levels of exigencies can be beneficiary if policy makers apply them in combination-ie. choosing effective interventions and assuring that they are properly implemented and accepted, and in the appropriate cultural and geographic context. Other international organisations involved provide additional support such as certified training and online resources. Taken together, these initiatives might pave the way for setting up accreditation systems, in some countries, and help to assure that prevention providers take up such effective interventions and that prevention professionals are capable of implementing and willing to use it. All this requires, however, the political will to actually implement these standards since it implies revising, challenging and improving customary prevention systems with traditional approaches.
BACKGROUND: The article presents the proposal for a new model of qualifications in primary prevention and the related training system. It responds to the need for a higher number of trained primary prevention practitio- ners and the opportunities for their professional growth. In addition to highlighting the coordination activities, at- tention is also paid to reinforcing the skills necessary for the actual work with the target groups. OBJECTIVES: The objective of the study was to present such a model of qualifications and the related system of training for the practitioners of the primary prevention of risk behaviour in the school system which is compatible with the current practice and respects the current situation and expert opinions while innovating the existing scheme for the fur- ther training of education professionals. The secondary objective is to use the proposal to facilitate further discus- sion about the future development and direction of the system of prevention practitioner training in the Czech Re- public. METHODS: The model was created on the basis of analysing the content of the documents dedicated to primary prevention training (laws, decrees, training programme syllabi and guidelines, their creation, etc.) and on the basis of four focus and working groups consisting of the foremost experts in primary prevention in the Czech Republic. The model also underwent opposition proceed- ings. RESULTS: The proposal concerns four qualification levels arranged hierarchically by the degree of complexity which correspond with the typical positions of a preven- tion practitioner in the school system. They are the first – “prevention basics”, the second – “intermediate”, the third – “advanced”, and the fourth – “expert” levels. Each higher level automatically includes the requirements and applica- tion opportunities of the lower levels. Each level is defined by the requirements for the target knowledge, skills and competences the applicant must meet. The draft outlines the conditions for obtaining a certain level of qualification and how it will be verified. There is the option of recognis- ing the qualification for a provisional period if the appli- cant has received qualification in other prior courses or through prior experience. CONCLUSIONS: The authors submit the proposed model to the Ministry of Education and all the institutions and experts involved in primary prevention to launch a public debate about the possibili- ties for the further application of the model. The model represents a sophisticated and innovative system which brings harmonisation into the assessment of the quality of the training programmes and of their deliverables – i.e. professionally trained primary prevention practitioners.
New developments and trends:drug policy; drug use in the general population and specific targeted groups; prevention; problem drug use; drug-related treatment; health correlates and consequences; responses to health correlates and consequences; social correlates and social reintegration; drug-related crime, prevention of drug-related crime, and prison; drug markets; Selected issues: history, methods, and implementation of national treatment guidelines; mortality related to drug use; cost of drug-related treatment.
To describe and discuss the process used to write a narrative review of the literature for publication in a peer-reviewed journal. Publication of narrative overviews of the literature should be standardized to increase their objectivity.
In the past decade numerous changes in research methodology pertaining to reviews of the literature have occurred. These changes necessitate authors of review articles to be familiar with current standards in the publication process.
Narrative overview of the literature synthesizing the findings of literature retrieved from searches of computerized databases, hand searches, and authoritative texts.
An overview of the use of three types of reviews of the literature is presented. Step by step instructions for how to conduct and write a narrative overview utilizing a 'best-evidence synthesis' approach are discussed, starting with appropriate preparatory work and ending with how to create proper illustrations. Several resources for creating reviews of the literature are presented and a narrative overview critical appraisal worksheet is included. A bibliography of other useful reading is presented in an appendix.
Narrative overviews can be a valuable contribution to the literature if prepared properly. New and experienced authors wishing to write a narrative overview should find this article useful in constructing such a paper and carrying out the research process. It is hoped that this article will stimulate scholarly dialog amongst colleagues about this research design and other complex literature review methods.
Prevention has the potential to positively affect problem substance use and related behaviors such as delinquency, violence, and sexual behavior. Science-based prevention interventions and strategies focus on the key determinants of successful socialization, such as nurturing and safe environments, social norms, parental skills and monitoring, executive and social skills, and impulse control. Information provision is necessary but as such contributes little to changing behavior. Thus, universal prevention addresses the population at large and targets the development of skills and values, norm perception, and interaction with peers and social life; selective prevention addresses vulnerable groups and focuses on improving their opportunities in difficult living and social conditions; and indicated prevention addresses vulnerable individuals and helps them to deal and cope with the individual personality traits that make them more vulnerable to escalating drug use. Environmental prevention can complementarily and effectively change human behavior by modifying its regulatory, physical, and economic context. This means to subtly alter social and other environmental cues and social norms and their perception. Effective examples range from intervening at society level through market regulations of substances and changing the physical environment of nightlife and neighborhoods, to more rule-setting and monitoring within families. The challenge for drug prevention lies therefore in helping people to adjust their behavior, capacities, and well-being in fields of multiple influences — such as behavioral opportunities and incentives, perceived norms, interaction with others, and their own personality traits — in order to reduce risk behaviors related to substances. The key challenge for this century, however, is to bridge the gap between the advances made in prevention science and the implementation of effective programs and local policies in prevention practice.
This volume provides a serious examination of substance use prevention research and practice as components of the continuum from health promotion through to prevention and health care in sub-groups and in the general population. Extensive background chapters provide portals into the evolution of the field and the cutting edge research being conducted on the etiology, epidemiology, and genetics of substance use and abuse. The global nature and health burden of substance use and abuse incorporates assessments of the serious problems related to the prevention of legal substance use (i.e., alcohol and tobacco) and how lessons learned in those arenas may apply to the prevention of illicit substance use. Research and practice chapters detail a range of effective evidence-based programs, policies and practices and emerging prevention interventions from the literatures on the family and school contexts in addition to innovations involving mindfulness and the social media. Continued advancements in substance use prevention research, practice, training, and policy are projected.
Included among topics addressed are:
• Progression of substance use to abuse and substance use disorders
• The tobacco prevention experience: a model for substance use prevention?
• Policy interventions: intended and unintended influences on substance use
• Qualitative methods in the study of psychoactive substance use
• Use of media and social media in the prevention of substance use
• Supporting prevention science and prevention research internationally
The array of research accomplishments and real-world methods presented in Prevention of Substance Use merits the attention of a variety of researchers and practitioners, including public health professionals, health psychologists, and epidemiologists.
Beyond Adolescence traces the lives of adolescents and youth from the late 1960s into the late seventies and early eighties. It is unusual because of the period of time in which the study took place, as well as because of the portion of the lifespan it covers - early adulthood. Concerned with understanding the role of problem behaviour in young adulthood and the factors that influence it, the study also traces outcomes on young adulthood of earlier involvements in problem behaviour, with an emphasis on personality and social environment. The research extends and tests the theoretical framework that guided the study - Problem Behaviour Theory - and shows its usefulness for understanding young adult problem behaviour and development.
Despite significant progress in prevention science over the past 30 years in developing evidence-based interventions and policies, there has not been equal success in attracting support from policymakers and gaining acceptance by communities. In recognition of this gap, the editors of Prevention Science put out a call to scientists to help clarify and define the concept of a “culture of prevention.” Such a culture would influence the creation of an infrastructure for implementing and sustaining the most effective strategies informed by research. The journal call stated a culture of prevention was a “general orientation or readiness of a group of people… to address problems by using a preventive, rather than a reactive approach.” This commentary examines the concept demonstrated in the array of papers presented here in which the “culture of prevention” is applied in different contexts—occupational safety and health, substance use, school, governmental, community, around problem behaviors, and violence. It is important to note that the papers represent perspectives and experiences from several countries, including some cross-national experiences providing an international framework. While a final definition awaits further research, the commentary summarizes important elements that might constitute that evolving definition and pave the way for the implementation of more effective prevention programming.
Objective:
Comprehensive bachelor's, master's, and doctorate-level curricula of Addiction Studies (Addictology) were developed and implemented at Charles University (First Faculty of Medicine) between 2003 and 2012. This Prague model combines three evidence-based approaches to addressing substance use - prevention, treatment, and public health - into a balanced professionalised discipline. Graduates from this programme are licensed by the State Authority as addictology, a regulated profession in the Czech Republic. Professionals with these degrees are recognised as healthcare professionals, can perform directly in the field and can be contracted by health insurance companies. In 2016, it was decided to integrate the Universal Prevention Curriculum (UPC) into these programmes of study. The UPC was developed by a group of prevention researchers from the United States. This article describes the technical steps involved when adapting the UPC into an established university degree programme. We describe the requirements needed for successful implementation and reaccreditation. Finally, we examine both barriers and enhancers of the adoption of UPC as a university programme.
Methods:
A qualitative process evaluation study was conducted on the activities carried out in 2017-2018, demarcated by a successful university accreditation of the new curricula combining the original Prague model and the UPC curriculum. Field records, observation methods, official documents, curricular documents, syllabuses, content analysis, and thematic analysis were used for this process.
Results:
We identified three clusters of issues and challenges during the adaptation and implementation process: technical (developing a new credit scheme, adopting new terminology using local and culture-specific examples, and cancelling, establishing, and/or fusing particular courses, identifying some critical issues for any practical implementation of the UPC); teaching staff-related (team work, involving motivated and qualified staff for moving from a national to an international perspective); and content and contextual (the conflict between different theoretical perspectives such as public health vs. mental health and drug use prevention vs. risk behaviour prevention).
Conclusion:
The adaptation of the UPC had a significant impact on study profiles and competencies. Such an implementation necessarily requires a team of staff members with sufficient capacities to be able to coordinate the process, facilitating each step and supervising it. The current adaptation of the UPC involved specific merging procedures to fit in with existing courses and emphasising an international perspective. This process opened a national discussion about the implementation of the UPC in the system of life-long education programmes and training. Beginning in September 2019, when the first group of students will attend this new model of Addictology studies, we will continue our evaluation of the implementation process and the factors that played a role in either hindering or supporting the implementation. The findings from this evaluation will be used to make adjustments to the curriculum.
The school is an appropriate setting for prevention strategies for a number of reasons. The most obvious is that it is the place where children spend a great proportion of their time. In addition, the school remains a major socialization institution that can reinforce societal values, norms, and acceptable behaviors. The school is also a protective environment for children. Using these characteristics of the school to support prevention suggests several approaches that can be taken. As a socialization agent, the school can provide children with the knowledge and skills to become competent citizens and can reinforce prosocial attitudes and behaviors. As a protective environment, most schools are substance free, provide supervised after-school programs, and have activities to connect parents and families to school personnel. There are three aspects of the school environment that lend themselves specifically to substance-use prevention: (1) school climate or culture, which includes norms, beliefs, and expectancies, and school bonding, by which the student is connected to the school experience and community; (2) school policy or social control; and (3) classroom curriculum, which comprises lessons that emphasize a cognitive approach to prevention.
Albania is a small country on the Balkan Peninsula that recently implemented an innovative primary healthcare program called “Si Je?” (How are you?) which allowed all Albanians aged 40–65 years to receive a free, yearly basic health examination at their local health center. Access to basic primary care is a critical component of a nationwide culture of prevention particularly for the non-communicable diseases that comprise 89% of total deaths in the country. Yet, as in many middle-income countries, a culture of prevention in Albania is often secondary to ensuring basic health infrastructure and healthcare access for those critically in need. Using the social-ecological model as our conceptual framework, this paper provides new insights into the culture of prevention in Albania by analyzing the need for, and implementation of, the Si Je? program using (1) findings from a critical literature review, (2) quantitative data from the database created from this program, and (3) qualitative data from key informant interviews from 15 health center directors. Positive developments towards a culture of prevention include the fact that the Si Je? program has been expanded to those 35–70 years, strengthened links between community and primary care, and participation among rural communities who traditionally have limited primary care access. Challenges include continued urgent health infrastructure needs, politicization of the Si Je? effort, limited participation by some groups (particularly urban men), and regional variations. Despite challenges, Albania appears to be building new infrastructure for a sustainable culture of prevention, particularly around chronic disease.
SharedIt full-text view-only version available here:
https://rdcu.be/bcehO
Background: The EMCDDA, through its network of National Focal Points, collects information on the quality assurance systems for drugs-related interventions across European countries. European National Drug Strategies include recommendations for systems and approaches for the assurance of the quality of interventions.
Methods: We searched National Drug Strategies for elements related to quality assurance in drug demand reduction and summarised information through questionnaires administered to the EMCDDA Network of National Focal Points.
Results: In total, 15 National Drug Strategies and 60 questionnaires were analysed. Almost all the strategies include quality-related topics. Frequently, the Ministry of Health leads quality assurance although sometimes jointly with the Ministries of Education, Labour, Family and Social Welfare. Accreditation systems are common, but implemented in different ways. Training and education are widely provided, for the vast majority of countries, consisting of short-term training to keep professionals updated. Guidelines and Standards are gathering momentum as the major tools for the implementation of evidence-based recommendations and are usually available across countries.
Conclusions: Although the evidence base for interventions in drug demand reduction is becoming available and accepted, attention needs to be given to implementation issues. The European countries are rapidly moving towards paying greater attention to the quality of interventions.
The present chapter is aimed at enabling the readers to master the methods to ascertain whether an evidence-based recommendation is appropriate for real-world patients in specific contexts. Nowadays it is crucial to develop an individual capacity for critical assessment and to know where to search for updated and reliable sources of evidence. The methods, the processes, and the practical meaning of the most popular tools for the promotion of quality are presented with links to current projects and free of cost resources for professionals. The ultimate goal of the evidence-based medicine is to provide the patients with the best possible interventions. To reach this goal, knowledge has to be translated into practice. Guidelines and standards are popular instruments to disseminate and implement evidence-based recommendations. Nevertheless to implement them into specific contexts, some decisions are needed. The chapter includes a description of the main approaches used to adapt or adopt guidelines and standards.
BACKGROUND: The certification of the professional competency of the providers of school-based primary prevention programmes refers to the assessment and formal acknowledgement of the programme's compliance with the determined quality and comprehensiveness criteria. The process assesses the service according to the criteria specified by the approved Standards. In their general and specialised parts, the Standards define the basic terms, target groups of prevention programmes, and efficiency principles. In addition, the features that a high-quality programme should possess are outlined in the form of scored categories. OBJECTIVE OF THE EVALUATION STUDY: The study aims to analyse the most significant advances in the development of the Standards and in their implementation in three stages for the period 2005-2012. It focuses on the individual revisions and seeks to describe the most significant trends associated with the issue in question. METHODS: A questionnaire survey, focus group meetings of the certifying officers, and external evaluation took place as a part of the first revision. The second revision was performed on the basis of panel discussions, minutes of focus group meetings and feedback collected from the field, and it culminated with external opposition papers concerning the draft of the document. The third step in the study involved a meta-analysis of the general trends in the development of the Standards. RESULTS: The first revision of the Standards reflected the need for closer contact with the reality of the programme, narrowed the Standards and removed any duplicity, made the explanation and evaluation more straightforward, and addressed newly encountered situations and amended legislation. The second revision brought about the more universal application of the standards to all types of risk behaviour as well as acceptability by all the ministries associated with schools. It calls for coherence with the basic literature and academic documents as well as for coherence in the education and training of the prevention workers entering schools. Both revisions outline the future challenges: putting the issue in the European context, implementing the certification process under new conditions, the application of the qualification degrees for prevention practitioners, and coherence of the procedures across the ministries. CONCLUSIONS: The development of the Standards and of the certification process shows identifiable trends which are interconnected and evolving. There are still tasks outstanding from both stages to be addressed in the future, and it remains a question when and by whom these tasks can be fulfilled.
The development and implementation of prevention interventions in the Czech Republic have experienced a number of challenges in the Czech Republic. It is common for such interventions to be inappropriately documented, precluding thorough preparation and process evaluation. In addition, the publication standards and the availability of the documents are rather poor. The insufficient documentation, the deliverers' lack of interest in the evaluation being conducted, and the low level of economic and political support also make it almost impossible to carry out an evaluation of the impact/effectiveness of such programmes. Therefore, the authors searched the Czech literature in order to ascertain what studies have been published in the Czech Republic within the past 20 years and which of them meet at least the general criteria for the implementation of evaluation studies of preventive interventions in terms of the evaluation of impact/effectiveness. A total of five studies were identified. They pertain to the following programmes: "Smoking and Me", "Community-based Programme in the Prague 6 District", "Skills for Adolescence", "Drugs-Reason-Impact", and "Unplugged". The article provides an outline of the current situation concerning the implementation of the evaluation of the effectiveness of prevention interventions in the Czech Republic as reflected by the specific studies that have been carried out. Each study is consistently described, including the methodology used to undertake the respective evaluation study and the results it generated. The set of studies that is presented constitutes a presumable "good practice" base for this sphere of research which may, first and foremost, help in the better systematisation of future activities in this field and serve as both a theoretical and practical foundation, as well as inspiring other similar studies.
preventive system in schools. Reflection on this development can offer an interesting case study that demonstrates the general difficulties involved in creating a national prevention policy and implementing the principles of an evidence-based approach. Through its historical context the up-to-date outputs of the latest projects are presented as key documents (quality standards, textbook, explanatory dictionary, examples of good practice etc.) and a national system of assessment of quality called a certification procedure, which has a practical impact on the grant system of the Ministry of Education of the Czech Republic. This context is also used to show how certain European networks (EUSPR, IREFREA, etc.) can be very helpful in generalizing this idea across Europe. All the examples of activities on the national or international level seem to be promising and supportive of the increasingly noticeable trend of using research evidence in real practice and making the whole field more attractive for students and young researchers.
The Czech Unplugged Study, inspired by the European Drug Addiction Prevention Trial, is a prospective, school-based, randomized controlled prevention trial designed to reduce the risk of alcohol, tobacco, inhalant, and illegal drug use in 6th graders in the Czech Republic. The intervention uses the comprehensive social influence model to affect alcohol and drug using norms among primary school students.
Descriptive statistics and chi-square analyses were used to assess differences between the experimental and control groups on demographic characteristics and study outcomes. Multilevel techniques were used to take the hierarchical structure of the data into account. Prevalence odds ratios using the Bonferroni correction were calculated to assess the differences between the experimental (N = 914) and control (N = 839) groups on each outcome 1, 3, 12, 15, and 24 months after the end of the intervention.
Multilevel analysis using the Bonferroni correction showed statistically significant intervention effects at the final follow-up for any smoking (OR = 0.75, 99.2% CI 0.65-0.87), daily smoking (OR = 0.62, 99.2% CI 0.48-0.79), heavy smoking (OR = 0.48, 99.2% CI 0.28-0.81), any cannabis use (OR = 0.57 99.2% CI 0.42-0.77), frequent cannabis use (OR = 0.57, 99.2% CI 0.36-0.89), and any drug use (OR = 0.78, 99.2% CI 0.65-0.94).
This study adds new evidence on the effectiveness of the Unplugged school-based prevention program for primary school students in the Czech Republic.
To examine the prevalence and personal and intervention-related predictors of potential iatrogenic effects associated with psychosocial interventions for substance use disorders and provide a conceptual framework to guide further research on such effects.
A review of relevant studies focuses on the prevalence and predictors of potential iatrogenic effects of psychosocial treatment and prevention programs for substance use disorders.
Between 7% and 15% of patients who participate in psychosocial treatment for substance use disorders may be worse off subsequent to treatment than before. In addition, several controlled trials of substance use prevention have shown some apparent iatrogenic effects, including more positive expectations about substance use and a rise in alcohol use and alcohol-related problems. Probable person-related predictors of deterioration associated with treatment include younger age and unmarried status, more serious current diagnoses and substance use problems and more psychiatric and interpersonal problems. Probable intervention-related predictors of deterioration include lack of bonding; lack of monitoring; confrontation, criticism and high emotional arousal; deviancy modeling; and stigma, low or inappropriate expectations and lack of challenge.
A significant minority of individuals with substance use problems appear to deteriorate during or shortly after participation in treatment or prevention programs. Safety standards and monitoring procedures are needed to routinely identify potential adverse consequences of intervention programs; research is needed to clarify whether deterioration is due to iatrogenic effects of interventions and to identify new approaches to counteract any such effects.
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