Preventure - a personality-targeted intervention to prevent substance use disorders in vulnerable youth

At a glance

Country of origin

  • United Kingdom

Last reviewed:

Age group
11-14 years
15-18/19 years
Target group
Young people in UK school years 9 and 10
Programme setting(s)
School

Level(s) of intervention

  • Indicated prevention,
  • Targeted intervention

This short indicated prevention intervention comprises two 90-minute sessions delivered by a counsellor and co-facilitator. The sessions targets specific high-risk personality traits: negative thinking; anxiety sensitivity; impulsivity; and sensation seeking. The sessions are intended to educate participants about their personality types and to identify and challenge personality-specific cognitive distortions that lead to problematic behaviours.

Keywords

No data

Links to this programme in other registries

Implementation Experiences

Read the experiences of people who have implemented this programme.

Contact details

Patricia Conrod
Université de Montréal
Centre de Recherche, CHU Ste-Justine
Montréal, QC, H3T 1C5
Email: patricia.conrod[at]umontreal.ca

Overview of results from the European studies

Evidence rating

  • Possibly beneficial
About Xchange ratings

Studies overview

The PreVenture programme has been evaluated in three separate randomised controlled trials (RCTs) in Europe: two in England (Conrod et al., 2008, 2010, 2011, 2013; Castellanos-Ryan, et al., 2006; O’Leary-Barrett et al., 2010, 2013; Mahu et al., 2014; Perrier-Menard, et al., 2018).and one in the Netherlands (Lammers et al., 2015, 2017)., all involving youth aged between 13 and 16 years..

All studies were conducted with students scoring more than one standard deviation above the mean of the school on any of the subscales the Substance Use Risk Profile Scale (SURPS), comprising hopelessness, anxiety sensitivity, impulsivity and sensation seeking, as the intent-to-treat sample.
Two studies (cluster randomised trials) additionally reported the impact of the programme on the whole population of similarly aged students, including students who were not delivered any intervention. The Dutch study had an additional inclusion criterion, namely that participants must have had a lifetime use of at least one glass of alcohol.

United Kingdom Trial: PreVenture

The first European trial to evaluate the PreVenture Programme was conducted across 12 London Boroughs in the United Kingdom. There was a lower increase in the self-reported quantity and frequency of drinking (modelled as an intercept across 4 six-monthly assessments over two years). The intervention showed to reduce alcohol consumption six months post intervention, and these early intervention effects were maintained over the course of the two-year follow-up. There were no effects on binge drinking at any time-point. The experience of negative consequences of drinking (problem drinking symptoms) was lower in the intervention group compared to the control condition at all time-points. At 12 and 24 month follow-ups, Preventure participants expressed a lower need to drink in order to cope with difficult feelings (statistically significant at these time-points but not at six and 18 months). There was no effect on students’ motivation to drink to feel good as opposed to avoiding feeling bad on any time-point. (Conrod et al., 2011; Conrod et al., 2008).

This trial also reported the effects on self-reported drug use assessed six, 12, 18 and 24 months after the intervention. The programme was associated with a statistically significant reduction in frequency of drug use at all time-points and for the number of drugs used at 12 and 24 months (but not at the other time-points, although the overall effect remained significant). There was a statistically significant effect favouring the intervention for the probability of cocaine use at all time-points, no effect on marijuana use at any specific time-point, and a statistically significant effect favouring the intervention on the probability of other drug use at 12 and 24 months (but not the earlier time-points)(Conrod et al., 2010).

A third publication examined in a randomised trial the effect of the programme on young people’s mental health and risk-taking behaviours. Six months after the programme ended, results showed a moderate effect of the NT intervention on depression scores, and a similar effect of the AS intervention on panic attack and truancy (i.e., school avoidance). (Castellanos-Ryan, et al., 2006).

United Kingdom Trial (2): Adventure

The second English trial was cluster randomised, and involved training school-based counsellors and teachers on the delivery of the Preventure programme. At 6-months post intervention, the programme was shown to have a statistically significant effect favouring the intervention on self-reported drinking status and binge drinking 6 months after baseline. Controlling for other variables, there was also a statistically significant positive effect on quantity and frequency of drinking and drinking-related problems (O’Leary-Barrett et al., 2010).

A second study (Conrod et al., 2013) reported on the 24-month outcomes of this cluster randomised trial in youth evaluated as high and low risk for early onset substance misuse. This analysis indicated population-level reductions in onset and frequency of drinking, and selective effects on quantity of alcohol consumed, binge drinking, alcohol problems. The programme was effective in reducing high risk drinking behaviours in high-risk youth, and additionally showed indirect effects on drinking initiation and frequency of drinking in the low-risk students.

Another secondary analysis (Mahu et al., 2014) examined cannabis use outcomes specifically and reported that the intervention was only considered to be associated with significant reduction in cannabis use when those lost to follow-up were considered as likely cannabis users.

A study examined (Perrier-Menard, et al., 2018) the potential moderator effects of baseline mental health symptoms, traumatic experiences, and socio-economic status revealed that only baseline attention- hyperactivity and conduct symptoms moderate intervention effects on adolescent drinking outcomes, with the intervention showing more beneficial effects on outcomes in those reporting higher levels of externalising symptoms at baseline. Source: .

In the third study in England, the effects on self-reported drug use were assessed six, 12, 18 and 24 months after the intervention. The programme had a statistically significant effect favouring the intervention for the frequency of drug use at all time-points and for the number of drugs used at 12 and 24 months (but not at the other time-points, although the overall effect remained significant). There was a statistically significant effect favouring the intervention for the probability of cocaine use at all time-points, no effect on marijuana use at any time-point, and a statistically significant effect favouring the intervention on the probability of other drug use at 12 and 24 months (but not the earlier time-points).

The fourth English study looked at the effect of the programme on young people’s mental health and risk-taking behaviours. Six months after the programme ended, there was a statistically significant effect favouring the intervention on shoplifting and panic attacks but not on truancy, vandalism, sex without contraception, sex with someone not known well or depression symptoms.

A final study (O’Leary-Barrett et al., 2013) reported on the secondary mental health outcomes of this trial, including severity of mental health symptoms, and likelihood of transitioning to clinically significant levels of mental health concerns. This study reported that the intervention was associated with significant reductions in self-reported symptoms of depression, anxiety, suicidal ideation and conduct problems. The interventions were also shown to be associated with a 20-25% reduction in likelihood of transitioning to severe mental health symptoms.
These intervention effects indicate that personality-targeted interventions designed to prevent alcohol misuse, can concurrently reduce other relevant psychological problems in youth.

The Dutch Preventure Trial:

A Dutch study from 2015 reported that Preventure, appears to have little or no effect on overall prevalence of binge drinking in adolescents in the Netherlands but may reduce the development of binge drinking over time. Alcohol use, binge drinking rates and problem drinking were not significantly different between the intervention (42.9%) and control group (49.2%) at 12 months follow-up. However, the post-hoc latent-growth analyses revealed significant effects of the intervention programme on the development (growth) of binge drinking (β = –0.16, P = 0.05), and binge drinking frequency (β = –0.14, P = 0.05) over the course of the follow-up period (Lammers et al., 2015).

A secondary analysis on subgroups of participants revealed that the program also appears to have effect on the prevalence of binge drinking and alcohol use among specific groups of adolescents in the Netherlands, particularly anxious and sensation seeking SS youth and those attending vocational schools. (Lammers, et al., 2017).

Click here to see the reference list of studies

Countries where evaluated

  • Netherlands,
  • United Kingdom

Characteristics

Protective factor(s) addressed

  • Individual and peers: coping skills
  • Individual and peers: positive self-concept and self-efficacy

Risk factor(s) addressed

  • Individual and peers: early initiation of drug/alcohol use
  • Individual and peers: other
  • Individual and peers: sensation-seeking

Outcomes targeted

  • Depression or anxiety
  • Other mental health outcomes
  • Alcohol use
  • Use of illicit drugs
  • Crime

Description of programme

The intervention is a manualised indicated approach, with two 90-minute group sessions being delivered by a counsellor and a co-facilitator in schools. The sessions have three aspects: a psycho-educational component, a motivational interviewing component and a cognitive behavioural component. Each session incorporates the real-life experiences of high-risk personality young people. Session one involves goal-setting exercises designed to help young people cope with particular personality traits. The session revolves around educating participants about their personality types and the problems that can go along with them. Using a cognitive behavioural model, participants are encouraged to dissect personal experiences using the components of an emotional response. The second session focuses on identifying and challenging personality-specific cognitive distortions that lead to problematic behaviours. Those identified as negative-thinking personality types challenge negative-based cognitions such as generalising and internalisations. Those with anxiety sensitivity are encouraged to challenge catastrophic cognitions. Impulsive students focus on aggressive thinking and failure to think things through, while sensation-seeking students challenge the distortions that lead to reward-seeking and boredom susceptibility.

The very first school-based trial of personality-targeted brief interventions was conducted in Canada with youth reporting having already initiated alcohol consumption in their lifetime and who reported elevated scores on one of three personality dimensions: anxiety sensitivity, sensation seeking and hopelessness. This randomised controlled trial reported that the sensation seeking intervention was associated with reduced binge drinking, and the anxiety sensitivity and hopelessness interventions were associated with increased abstinence from alcohol 4 months post intervention (Conrod, et al., 2006).

Studies outside Europe are however not included in the Xchange rating procedure.

Implementation Experiences

Feedback date

Contact details

Jeroen Lammers
Trimbos Institute
jlammers[a]trimbos.nl

Main obstacles

With respect to individual professionals

The professionals did not have the right skills to implement Preventure in schools. Besides, the Preventure approach did not match the different levels of schools (in the Netherlands there is a school system with different levels of schools — lower level schools and higher level schools). In particular the lower level schools, which have students with special needs, had different requirements.

With respect to social context

Schools have different norms and cultures and different populations of students. You have to take account of this.

With respect to organisational and economic context

Financing the implementation: each region/municipality has its own finance system. The addiction care centres and the health centres receive finance from the municipality to carry out prevention activities at the schools (e.g. the Preventure programme). The amount of financial support differs per municipality. Some addiction care centres do have more potential to carry out Preventure than others.

How they overcame the obstacles

With respect to individual professionals

Together with the professionals we carried out several pilots at lower level schools. There were two goals: to train the professionals (to make them familiar with the method) and to adapt the Preventure programme to the special needs of the different schools.

With respect to social context

We had good contact and conversations with the schools and the prevention professionals before starting the implementation.

With respect to organisational and economic context

In the implementation pilots we looked at different funding methods and involving different organisations, other than the addiction care centres, in carrying out Preventure.

Lessons learnt

With respect to individual professionals

You need to involve the professionals in the process of implementation. Form a team and cooperate with the schools as a team.

With respect to social context

Have good contact and conversations with the schools and the prevention professionals before starting the implementation.

With respect to organisational and economic context

The implementation process is different in every municipality/region. The local prevention professionals play an important role in determining the best implementation at the schools.

Strengths

A good addition to the existing offer of universal prevention programmes. The intervention fits better with vulnerable groups (e.g. students with lower levels of education).

Weaknesses

Financial costs of the implementation; prevention professionals need special skills, e.g. a knowledge of cognitive behavioural therapy (CBT).

Opportunities

The programme could be adapted for other vulnerable groups of students (special needs education) and other age groups (e.g. 16-18 years).

Threats

Ethical issues: the selection procedure at schools (students are selected by screening for one of four personality traits) must be carried out carefully to avoid stigmatising students.

Recommendations

With respect to individual professionals

Good training and careful selection of the prevention professionals (counsellors for the sessions at schools).

With respect to social context

Create a good infrastructure at local and regional levels.

With respect to organisational and economic context

Obtain funding at municipality level.

Number of implementations

1

Country

Feedback date

Contact details

michal.miovsky[a]lf1.cuni.cz

Main obstacles

With respect to individual professionals

1. Create a simple plan for implementation process with no clear conditions what are the requirements given by authors.

2. Following implementation procedure step by step and no improvising and changing rules. 

With respect to social context

1. Cultural differences.
2. Different situation in participating regions and schools.

With respect to organisational and economic context

We asked for help our Ministry of Education and conducted implementation and adaptation study and project. We created and prepared a local training system and centralised our leadership with sensitive balancing local differences and needs. The most critical problem was missing licencing policy and clear information about all requirements by authors.

How they overcame the obstacles

With respect to individual professionals

1. We contacted author at the beginning and asked for help and permission to adopt and use the tool but there was not clear contract and clear requirements, including missing license policy. We initiated the implementation project despite this unclear situation what was critical mistake and wrong decision.
2. We asked for help our Ministry of Education and conducted implementation and adaptation study and project. We created and prepared a local training system and centralised our leadership with sensitive balancing local differences and needs.

With respect to social context

We had to invite more extensively our local teams from schools and local NGOs and invested more money into the extensive qualitative evaluation e.g. in terms of adaptation of pictures and descriptions and instructions. This work represented a separate study and extra budget for local collaborators.

With respect to organisational and economic context

We were able to manage – the author did not agree with our final framework and full adaptation without extensive RCT study what was out of our budget and real capacity. We did everything, including really extensive implementation study and needs assessment etc., but the PreVenture team did not agree with our final proposal and we had to stop entire process. So, we have no permission to use the tool and train local trainers.

Lessons learnt

With respect to individual professionals

No. 1 is clear contract with author and clear licence policy given by author. There is necessary to know exactly all particular requirements and final price for all items.

With respect to social context

To take adaptation very seriously and don’t underestimate culture differences - many things are not so automatic as it looks like... This tool is relatively highly sensitive and adaptation has to be done very accurately and repeatedly tested on target population. 

With respect to organisational and economic context

No. 1 is clear contract with author and clear licence policy given by author. There is necessary to know exactly all particular requirements and final price for all items. We did all steps very carefully and responsibly and spent significant budget on it. We have trained people by original team in UK and we paid for this trainings and supervisions extra money etc, etc. but the PreVenture team was not able to express what is the final price as well as conditions and requirements and stopped negotiation when we were not able to conduct RCT study on the Czech population.

Strengths

Perfect tool.
Highly motivated local professionals.
Positive feedback by local professionals
 

Weaknesses

Copyright/missing clear licensing policy. Contract with author/conditions/rules.

Opportunities

Highly professional intervention and comparability.

Threats

Copyright/missing clear licensing policy.

Recommendations

With respect to individual professionals

Higher selection criteria and motivation. 

With respect to social context

Good and clear plan and communication with all participants in all regions and respect local differences and needs.

With respect to organisational and economic context

The most important thing is to have a clear contract with author and clear licence policy given by author. There is necessary to know exactly all particular requirements and final price for all items.

 
REPLY FROM THE PROGRAMME OWNER 24.05.2022- 

The Preventure Program is a turn-key program that has been validated in 6 clinical trials around the world. It is designed to be implemented independently with guidance and support from the PreVenture team. The implementation referred to above was done in 2015, before the program was established as a turn-key protocol. Our pricing is straightforward and clearly indicated. Pricing information is available upon request. In addition, the PreVenture team engages in research and partners with institutions on a case by case basis depending on the rigor and novelty of the research design with certain time constraints.

Note from the authors

Programme implemented in 2012.

Number of implementations

1

Country

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