Social-cognitive skill development with sixth graders and its initial impact on substance use

Abstract

A primary prevention research project is described which tests an intervention model based on cognitive and interpersonal skill enhancement. Thirty-two classrooms of sixth grade students were randomly assigned to either Program or Control conditions, with Program classrooms receiving a twelve-session cognitive skill development curriculum aimed at reducing rates of substance use as measured by a drug use survey. Students in Program classrooms showed greater decision-making skills, including the ability to generate alternatives and to consider consequences and risks, greater ability to utilize social networks, and greater understanding of group roles, behavior, and alternatives. In addition, Program students reported less use of tobacco in the past year than Control Group students, but no differences between groups were found in use of alcohol, marijuana, or other drugs except for a tendency on the part of Program students to show greater experimentation with alcohol. The effectiveness of the intervention in promoting skill development and factors influencing the impact of the intervention on substance use behavior are discussed.