Book contents
- Frontmatter
- Contents
- Preface
- Acknowledgments
- SECTION ONE CONCEPTS AND CLASSES OF DRUGS
- SECTION TWO ETIOLOGY
- SECTION THREE PREVENTION
- 10 Concepts of Prevention
- 11 Neurobiologically Relevant
- 12 Cognitive Processes
- 13 Social Interaction and Social Groups
- 14 The Large Social and Physical Environment
- SECTION FOUR CESSATION
- SECTION FIVE CONCLUSIONS AND THE FUTURE
- References
- Author Index
- Subject Index
13 - Social Interaction and Social Groups
Published online by Cambridge University Press: 18 December 2009
- Frontmatter
- Contents
- Preface
- Acknowledgments
- SECTION ONE CONCEPTS AND CLASSES OF DRUGS
- SECTION TWO ETIOLOGY
- SECTION THREE PREVENTION
- 10 Concepts of Prevention
- 11 Neurobiologically Relevant
- 12 Cognitive Processes
- 13 Social Interaction and Social Groups
- 14 The Large Social and Physical Environment
- SECTION FOUR CESSATION
- SECTION FIVE CONCLUSIONS AND THE FUTURE
- References
- Author Index
- Subject Index
Summary
Prevention programming administered in social settings is beneficial and perhaps fundamentally central to inducing and maintaining change. Making use of the group can help correct adolescents' cognitive misperceptions, as well as provide a venue for practicing newly learned behavioral skills in social settings, with corrective input from educators, and peer feedback that may mimic real-world social situations. This form of programming often makes use of simulations of real-world settings. For example, learning how to avoid, escape, refuse, or otherwise correct social pressures facilitative of drug use, particularly among young teens, can be practiced in group settings. Practice facilitates performance if and when such pressures occur naturally in one's social environment.
There are several microsocial-level strategies that can help prevent one from drug misuse. For example, youth who take on responsibility for the care of others, who adaptively emotionally distance themselves from problem others, and who take on more prosocial pursuits (where they can find them) appear to be more resilient against drug misuse (Sussman & Ames, 2001). Thus, programming that facilitates such behavior (e.g., involvement in community service) may provide a protective effect. Also, individuals who maintain a more hopeful outlook, develop good communication skills, and seek out prosocial support when needed tend to be more resilient against drug abuse (Hawkins, Catalano, & Miller, 1992; U.S. OTA, 1994). Instruction in communication skills and how to seek out social support might provide a protective impact.
- Type
- Chapter
- Information
- Drug AbuseConcepts, Prevention, and Cessation, pp. 179 - 192Publisher: Cambridge University PressPrint publication year: 2008