Life Skills and the prevention of psychoactive substance use
According to Botvin (2004) and Sloboda (2004), there is empirical evidence that prevention programs, such as Life Skills, based on knowledge, identification of risk factors and development of psychosocial skills related to drugs are more effective. One of the examples of the use of the life skills model for the prevention of the use of psychoactive substances, with greater success and application time, is the work of more than 20 years carried out by Botvin and collaborators, from Cornell University, United States. With the school as its stage of action, the program called Life Skills Training (BOTVIN; 1998, 2004) is aimed at all students of the institution, and is composed of three main axes:
1st - Development of personal control skills: Decision-making and problem-solving skills are developed, through which adolescents are expected to become competent in identifying problems, setting goals, establishing solutions and evaluating the consequences of their actions.
It is essential that in this first moment of the work, adolescents are taught how to set realistic goals, as well as sub-goals, indicating the benefits of evaluating and remembering the progress already achieved, as well as dealing with success and even failure throughout life.
It is also important that in this first moment of the intervention, the development of skills such as dealing with stress, through the teaching of relaxation techniques, in addition to dealing with feelings of anger and frustration, which will contribute to the reduction of impulsive reactions, is also favored.
In addition, young people should be encouraged to carry out a self-assessment project, in which they can think about what they would like to improve or even transform in themselves.
According to Botvin (2004), the objectives of teaching these basic principles of personal behavior are directly related to the elevation of self-esteem.
2nd - The second axis to be worked on with young people is the skills used in social interaction: initially it is important to emphasize the training of effective communication skills, building together with adolescents effective ways to avoid misunderstandings, meet new people and establish and maintain friendships.
In addition, the teaching of techniques that help the young person to start and maintain a conversation, as well as how to end it in a pleasant way, give and receive greetings, as well as how to approach individuals of the opposite sex.
Young people are also encouraged to assert their rights, making requests and refusing requests devoid of reason. An example of an exercise to be used would be the creation of a situation, such as involving the purchase of an electronic device that is not working. A scenario can be created in which the young person can go to the "salesperson", requesting his money back or the repair of the device, helping the adolescent to develop efficient and assertive communication.
3rd - Increase the knowledge of adolescents regarding drugs, in addition to promoting the development of skills of resistance to consumption and social influences, such as the media, family and friends.
The focus of the intervention becomes the consequences of drug use, the expectations of young people in relation to substances, the social losses resulting from consumption, and for example, class exercises are carried out to demonstrate the immediate physiological effects after use.
Botvin (2004) emphasizes that the program is carried out over a period of three years, starting preferably with students from the 7th grade of elementary school. In the United States, during the first year, 15 sessions are held, lasting approximately 45 minutes. In the following two years, 10 reinforcement sessions are promoted with adolescents in the 8th grade and in the last year, 5 sessions are held with students already in the 1st year of high school.
The WHO (1997) reiterates that the teaching of life skills should be carried out through a process of social and deductive learning, which enables young people to discover for themselves, observing, establishing connections between concepts and the reality that surrounds them, being able to put into practice what is being learned, in addition to receiving feedback from adults and peer groups. It is a more dynamic process than the simple transmission of information and requires opportunities for practice over time.
Botvin (2004) argues that life skills can be considered important protective factors against the use of psychoactive substances. According to the author, skills are protective, since they favor the increase of psychological well-being, contribute to the reduction of the positive expectations of young people in the face of drugs, and also help to increase assertive communication. The author also considers that the development of a greater set of life skills can promote resilience effects among young people, thus contributing to lower consumption of alcohol, tobacco and other drugs.
Sources:
http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1808-42812008000300009