Effects of the preventive program Saluda on cognitive factors related to drug use / Efectos del programa Saluda sobre factores cognitivos relacionados con el consumo de drogas
DOI:
https://doi.org/10.21134/haaj.v8i1.66Keywords:
Adolescencia, drogodependencias, evaluación de programas, prevención escolar, percepción normativa, percepción de riesgo. / Keywords, Adolescence, addictions, program evaluation, school prevention, normative perception, risk perception.Abstract
El objetivo de este estudio fue analizar los efectos del programa de prevención escolar Saluda sobre tres factores de riesgo de tipo cognitivo: información sobre las drogas, percepción de riesgo y estimación normativa del consumo. La muestra estuvo compuesta por 133 adolescentes de ambos sexos. Se aplicó un diseño cuasiexperimental con cinco condiciones: programa Saluda, un programa de eficacia probada, un programa de educación para la salud, un grupo de atención placebo y grupo sin intervención. Los resultados mostraron que el programa aumentaba el nivel de información y la percepción de riesgo ante distintas sustancias. El análisis de los tamaños del efecto indican que el programa Saluda se mostraba al menos tan eficaz como el programa de comparación y ambos mejoraban a los grupos de control. A partir de los resultados se concluye que las intervenciones resultan más eficaces que la no intervención a la hora de modificar variables mediadoras de tipo cognitivas.
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Abstract
The aim of this study was to analyze the effects of a school-based prevention program Saluda on three cognitive risk factors: information about drugs, risk perception and normative perception of consumption. The sample consisted of 133 scholars. A quasi-experimental design was carried out with five experimental conditions: program Saluda, a proven efficacy program, a health promotion program, a placebo group and a non intervention
group. The results showed that the program increased the level of information and risk perception to various substances. The analysis of the effect sizes indicate that the program greets showed at least as effective as the program and both improved compared to control groups. Based on the findings concluded that interventions are more effective than non-intervention modifying cognitive mediating variables.
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