Piloting of the Just Say Know prevention program: a psychoeducational approach to translating the neuroscience of addiction to youth

Abstract

Background: Substance use during adolescence can have a number of negative consequences and interfere with normal brain development. Given limited time and resources, brief group- and school-based prevention programs are an efficient strategy for educating youth about the effects of substance use on health outcomes.

Objectives: To determine if a science-based, interactive substance prevention program could improve student knowledge and influence students' attitudes toward future substance use behaviors.

Methods: The Just Say Know program was given to 1,594 middle and high school students. The facilitator engaged students in an interactive, hour-long session covering brain basics and effects of substance use. Students completed an eight-item pre- and post-knowledge-based test to measure learning outcomes along with feedback questions about youths' attitudes toward substance use and the program.

Results: After the program, 94% of students reported that it provided helpful information; 92% reported it may influence their approach to substance use, with 76% specifying that they would delay or cut back on substance use. Knowledge-based test performance increased by 78%, with high schoolers displaying significantly higher scores than middle schoolers, but both showing similar improvements in scores. Students who reported higher levels of friends' substance use had smaller improvements from pre- to posttest.

Conclusion: Results suggest Just Say Know, a scientifically-based prevention program, is effective in increasing adolescents' program based-knowledge, has the potential to affect youths' attitudes toward substance use, and is well-received. These findings provide preliminary evidence that a cost-effective, neuroscience-informed group prevention program might reduce or delay adolescents' future substance use.

Keywords: Prevention; adolescence; alcohol; intervention; substance use.

Figure 1.

Average student knowledge pre-test and post-test scores by grade level (estimated means) for those seeing the presentation for the first time (Middle vs. High School; N=1,046; Total number of questions=8). Note: A significant effect (p<.001) for both change in knowledge test score and grade level was detected

Figure 2.

Average student knowledge change score (estimated marginal means) by self-reported friends’ alcohol use frequency/severity (N=1,113). Note: Knowledge change scores for students reporting “no drinking” differed significantly from those reporting “problem drinking” (p<.005)

Figure 3.

Average student knowledge change score (estimated marginal means) by self-reported friends’ drug use frequency/severity (N=1,108). Note: Knowledge change scores for students reporting “no drug use” differed significantly those reporting “weekly drug use” (p<.0001)