Don't Do It! Ineffective Prevention Strategies

Prevention pioneers have learned much about ineffective programming and strategies that  practitioners have a responsibility not to repeat. Ineffective strategies include scare tactics and moralistic appeals, curricula that relies solely on information about drugs and their dangers, curricula that work only to promote self-esteem and emotional well-being, and one time assemblies, events or testimonials.   

Scare tactics  

U.S. Department of Health and Human Services National Institutes of Health science panel found in  2004 that programs that rely on scare tactics to prevent children and adolescents from engaging in violent behavior are not only ineffective, but may have damaging effects. 

When exaggerated dangers, false information or biased presentations are delivered, teens tend to  disbelieve the message and discredit the messenger (J. Beck, 1998). Golub and Johnson (2001) point  out that exaggerated messages and failure to provide truthful information often backfire when youth have access to contrary information and experience. 

Petrosino, Turpin-Petrosino and Finckenauer (2000) found that well-meaning programs can have  harmful effects.  Scared Straight and other prison or parole programs which bring together inmates  and students have resulted in higher rates of re-arrest and delinquent behavior than youths not  involved in the intervention. The researchers warn against rationalizations  used to justify the  absence of outcome evaluations including such  assertions as "we know our programs are working," "they can't  possibly harm anyone," and "if they only help one kid they're worth it." 

Motivational or Cautionary Speakers and Assemblies 

Some adults report that stand alone multi-media presentations, heart  wrenching testimonials or grotesque techniques such as displaying  crumpled cars and classroom visits from the grim reaper are  “powerful”, however the effects they observe are temporary  emotional arousal.  These strategies may capture the attention of  children and youth who view explicit television, movies and  computer games, and have become inured to disturbing images or  crave increasingly vivid experiences. However, when students are  asked what they remember about these programs, they will talk about  the destruction, sadness or horror of the experience, without relating  them to their future behavior, reflection or intention. Further,  students who have been sheltered from modern media may find these experiences traumatic and will  try to not remember details of the event. Similarly, programs that depend upon an “expert” telling  the uninformed student the perils of drug use fail, because there is little or no contextual framework,  and the youth and presenter have no meaningful connection (Bown, D’Emidio-Caston and Pollard, 1997). Presentations by former addicts or lessons that display, categorize or show how drugs are  consumed have no evidence of effectiveness (Hansen, 1997).

Traditional lectures, prepared by well intentioned but ill-trained classroom teachers who teach about  substances and consequences, also lack research of effectiveness (Bosworth and Sailes, 1993). Even  prevention programs that were proven effective in the original research may not be effective when  altered in an effort to save time or money. Examples of ways school staff render research-based  programs ineffective include requiring untrained staff to deliver lessons, eliminating lessons or attempting to provide information via large assembly settings.  The most popular prevention programs are ineffective in reducing tobacco, alcohol and other drug use if they are implemented  without social skills practice or attention to developmentally appropriate strategies. 

Punitive and Zero Tolerance Approaches

Del Elliot, Director of the Center for the Study and Prevention of Violence at the University of  Colorado at Boulder states that "Many after-the-fact punitive reactions focus on deterrents rather than  causes of the problem. Serious violence continues because the underlying problems are never  addressed." Programs which remove youth from their peers and group together young people with problem  behavior, result in increased problem behavior because the novices learn from the more practiced  youth. Described in the 2001 “Youth Violence: A Report of the Surgeon General”, evaluation of  boot camps for delinquent youths modeled after military basic training showed significant harmful  effects on youths, with significant increase in recidivism. Youths are also placed with other delinquent youths, who are role models as they reinforce each other’s undesirable behavior.    

Investing Prevention Time and Money Wisely

Nancy Tobler (1992) and Linda Dusenbury  (1995) sum up elements of the most effective  prevention strategies: focus on healthy  alternatives, peer involvement, interactive  approaches that include skill practice and  normative education, which portrays true use  rates and corrects misperceptions. Positive  school climates are achieved through a  combination of clear policies and procedures, training and support for school staff, students and  families and partnerships with community members. Colorado practitioners share strong agreement, backed up by science, that our time and  energy is best used to teach positive, healthy behavior, rather than fruitlessly trying to stop dangerous  behavior through manipulation and punishment.  We know how to leverage time and money with  caring people to bring about safe, healthy, drug free school communities. For more information, feel free to contact authors Cindy Wakefield, wakefield_c@cde.state.co.us  and Jim Campain jcampain@psdschools.org.

Available on www.cde.state.co.us/cdeprevention/pi_safedrugfree.htm, under “Resources”