Preventing Alcohol Abuse among Early Adolescents through Family and Computer-Based Interventions: Four-Year Outcomes and Mediating Variables.

Schinke et al. (2006) tested a family-plus-computer program that teaches inner-city minority kids and their parents ways to avoid alcohol. The kids were in early middle school. The team checked drinking risk again four years later.

They used a quasi-experimental design. That means they compared kids who got the program with similar kids who did not, but families were not randomly picked.

After four years, the program group still showed lower alcohol-use risk. The positive effect lasted from early adolescence into high school.

The study did not give exact numbers, but it clearly states the prevention effect stayed strong.

Ganz et al. (2009) extends this work. They moved the same goal—preventing substance use in urban minority youth—into an alternative-education after-school setting. Their program added group mentoring and needed strong school buy-in, showing the idea travels but must be repackaged for new settings.

Stancliffe et al. (2007) looked at keeping families in long teen substance-use studies. They found only family-level and child factors predicted staying in the project; community factors did not matter. This warns us that Steven’s four-year success may hinge on keeping parents engaged, not on outside supports.

Faught et al. (2021) seems to contradict Steven’s rosy picture. Their personality-targeted program for youth with intellectual disability cut rule-breaking but did not touch emotional problems or substance use. The clash fades when you see they served a different population and used a short, individual computer game instead of a family-focused package.

You now have proof that a family-plus-computer package can protect inner-city kids from alcohol for at least four years. When you design prevention for similar youth, blend parent sessions with kid-friendly tech, and plan strong retention tactics aimed at families. If you work in alternative schools, borrow B et al.’s mentor-plus-family model. And remember: one size does not fit all—kids with ID may need added emotional supports beyond a quick computer lesson.