Abstract
Studies conducted over the past 20 years have found both knowledge models and affective models of drug prevention programs to be ineffective in changing adolescents' drug use. Social-Influence models have dominated school-based drug-prevention programs. This article reviews evaluation studies of programs published in the 1990s to identify significant program features that may influence the success of drug prevention education. Programs employing a social-influence model have not always been found to be effective. The results indicate that such models vary in their effectiveness depending on the substance. Reasons for limited program effectiveness are discussed along with recommendations for future programming and research.
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