Keywords
substance use
violence
school coexistence
Prevención
uso de sustancias
violencia
convivencia escolar
How to Cite
Abstract
For decades, Mexico's northern border has been the center of national and international attention for the level of violence generated by organized crime, human trafficking and illicit activities linked to drug trafficking. Due to the economic and social impact of insecurity and violence, there is a need to develop educational actions that promote the construction of a culture of security and peace among adolescents. This study analyzes the role of Mantente REAL in the construction of norms and values that promote inclusive school relationships, conflict resolution, values oriented to selfcare, and the common good among students. Methodology: This study analyzes qualitative information that was collected in 2018 in the context of the implementation of the substance use prevention program Mantente REAL. Information from 10 focus groups with students (n=8) and teachers (n=2) who participated in the program was analyzed. Result: Findings indicate that learning life skills, and using the strategies of the acronym REAL -Refuse, Explain, Avoid and Leave- foster peace and citizenship students participating in the program. Conclusions: Participants engaged in individual and collective efforts to prevent problems such as substance use, bullying and other forms of violence. Recommendations highlight the need to investigate further the potential benefits of implementing school-based interventions with multiple outcomes.
References
Abad, J. M. y Cooperación Técnica Alemana-GTZ. (2006). Estado del arte de los programas de prevención de la violencia en jóvenes, basados en el trabajo con la comunidad y la familia, con enfoque de género (9275326797). https://iris.paho.org/bitstream/handle/10665.2/2733/Estado%20del%20arte%20de%20los%20programas%20de%20prevencion%20%20de%20la%20violencia%20en%20jovenes,%20basados%20en%20el%20trabajo%20con%20la%20comunidad%20y%20la%20familia%20con%20enfoque%20de%20genero.pdf?sequence=1
Abrams, L. S. y Snyder, S. M. (2010). Youth offender reentry: Models for intervention and directions for future inquiry. Children and Youth Services Review, 32(12), 1787-1795. https://doi.org/10.1016/j.childyouth.2010.07.023
Arizona State University, El Colegio de la Frontera Norte, y Secretaría de Educación y Cultura del Gobierno de Estado de Sonora. (2018). Mantente REAL Reporte de investigación. https://doi.org/10.13140/RG.2.2.25504.81920.
Berk, L. (2015). Child development (9th ed.). Pearson Higher Education AU.
Bradbury‐Jones, C., Sambrook, S. y Irvine, F. (2009). The phenomenological focus group: an oxymoron? Journal of advanced nursing, 65(3), 663-671. https://doi.org/10.1111/j.1365-2648.2008.04922.x
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Bronfenbrenner, U. y Morris, P. A. (1998). The Ecology of Developmental Processes. En W. Damon y R. M. Lerner (Eds.), Handbook of Child Psychology, Vol. 1: Theoretical Models of Human Development (pp. 993-1028). John Wiley.
Buchanan, H. (2011). Fleeing the drug war next door: Drug-related violence as a basis for refugee protection for Mexican asylum-seekers. Merkourios-Utrecht J. Int'l & Eur. L., 27, 28.
Cardozo Rusinque, A. A., Morales Cuadro, A. R. y Martínez Sande, P. A. (2020). Construcción de paz y ciudadanía en la Educación Secundaria y Media en Colombia. Educação e Pesquisa, 46. https://doi.org/https://doi.org/10.1590/S1678-4634202046214753
Castro, M. E., Llanes, J., Amador Buenabad, N. G., Villatoro, J. y Medina-Mora, M. E. (2015). La prevención del consumo de drogas en México. En A. Pérez Gómez, J. Mejía Trujillo, y B. Iglesias (Eds.), De la prevención y otras historias. Historia y evolución de la prevención del consumo del alcohol y drogas en América Latina y Europa.
Cohen, L. y Chehimi, S. (2010). The Imperative for Primary Prevention. En L. Cohen, V. Chávez, y S. Chehimi (Eds.), Prevention is Primary (pp. 3-31). Wiley.
Deering, K. y Williams, J. (2019). Social justice, capabilities and learning support provided by lecturers: a phenomenological-hermeneutic study. Nurse Education in Practice, 37, 153-158. https://doi.org/10.1016/j.nepr.2018.08.014
Hardaway, C. R., Sterrett-Hong, E., Larkby, C. A. y Cornelius, M. D. (2016). Family resources as protective factors for low-income youth exposed to community violence. Journal of youth and adolescence, 45(7), 1309-1322. https://doi.org/10.1007/s10964-015-0410-1
Instituto Nacional de Estadísticas y Geografía. (2013). Estadística de suicidios de los Estados Unidos Mexicanos 2011. https://www.inegi.org.mx/contenidos/productos/prod_serv/contenidos/espanol/bvinegi/productos/continuas/sociales/suicidio/2011/702825047436.pdf.
Instituto Nacional de Estadísticas y Geografía. (2022). Defunciones por homicidios de enero a junio de 2021 (Preliminar) https://www.inegi.org.mx/contenidos/saladeprensa/boletines/2022/do/do2021.pdf
Instituto para la Economía y la Paz. (2022). Índice de Paz México 2022. Identificación y medición de los factores que impulsan la paz. https://www.indicedepazmexico.org/
Kulis, S., Garcia-Perez, H., Marsiglia, F. F. y Ayers, S. L. (2021). Testing a culturally adapted youth substance use prevention program in a Mexican border city: Mantente REAL. Substance use & misuse, 56(2), 245-257. https://doi.org/10.1080/10826084.2020.1858103
Kulis, S., Marsiglia, F. F., Porta, M., Arévalo Avalos, M. R. y Ayers, S. L. (2019). Testing the Keepin’it REAL substance use prevention curriculum among early adolescents in Guatemala city. Prevention Science, 20(4), 532-543. https://doi.org/10.1007/s11121-018-0956-8
Marsiglia, F., Booth, J. M., Ayers, S. L., Nuño-Gutierrez, B. L., Kulis, S. y Hoffman, S. (2014). Short-term effects on substance use of the keepin’it REAL pilot prevention program: Linguistically adapted for youth in Jalisco, Mexico. Prevention Science, 15(5), 694-704. https://doi.org/10.1007/s11121-013-0421-7
Marsiglia, F., Medina-Mora, M. E., Gonzalvez, A., Alderson, G., Harthun, M., Ayers, S., Gutiérrez, B. N., Corona, M. D., Melendez, M. A. M. y Kulis, S. (2019). Binational cultural adaptation of the keepin’it REAL substance use prevention program for adolescents in Mexico. Prevention Science, 20(7), 1125-1135. https://doi.org/10.1007/s11121-019-01034-0
Marsiglia, F. F., Kulis, S., Kiehne, E., Ayers, S. L., Libisch Recalde, C. A. y Sulca, L. B. (2018). Adolescent substance-use prevention and legalization of marijuana in Uruguay: A feasibility trial of the keepin’it REAL prevention program. Journal of Substance use, 23(5), 457-465
Meza, J. I., Bondoc, C., Keshav, N., Bosco, J. y Barnert, E. (2022). Exploring the Link Between Neighborhood Violence and Health Among African-American and Latinx Youth Returning Home After Incarceration. Child & Youth Care Forum, (52), 533-558 https://doi.org/510.1007/s10566-10022-09696-10568.
Organización de las Naciones Unidas. (2015). La Asamblea General adopta la Agenda 2030 para el Desarrollo Sostenible. https://www.un.org/sustainabledevelopment/es/education/.
Organización de las Naciones Unidas para la Educación la Ciencia y la Cultura. (2008). Convivencia democrática, inclusión y cultura de paz. Lecciones desde la práctica educativa innovadora en América Latina. https://unesdoc.unesco.org/ark:/48223/pf0000162184
Organización de las Naciones Unidas para la Educación la Ciencia y la Cultura. (2013). Caja de herramientas en educación para la paz. https://unesdoc.unesco.org/ark:/48223/pf0000221205.locale=es
Secretaría de Salud, y Comisión Nacional Contra las Adicciones. (2021). Informe sobre la Situación de la Salud Mental y el Consumo de Sustancias Psicoactivas en México. https://www.gob.mx/cms/uploads/attachment/file/648021/INFORME_PAIS_2021.pdf
Secretaría de Salud, y Consejo Nacional Contra las Adicciones. (2003). Modelos preventivos. http://www.conadic.salud.gob.mx/pdfs/publicaciones/modprev.pdf
Secretaría de Salud y Consejo Nacional Contra las Adicciones. (2008). Modelo de Atención UNEME–CAPA, Centros de Atención Primaria en Adicciones “Nueva Vida”. http://www.conadic.salud.gob.mx/pdfs/publicaciones/UNEME_CAPA.pdf.
Sloan, A., y Bowe, B. (2014). Phenomenology and hermeneutic phenomenology: The philosophy, the methodologies, and using hermeneutic phenomenology to investigate lecturers’ experiences of curriculum design. Quality & Quantity, 48(3), 1291-1303. https://doi.org/https://doi.org/10.1007/s11135-013-9835-3
Türk, F. (2018). An Examination of Empathic Tendency, Self-Regulation and Self-Efficacy as Predictors of Conflict Resolution Skills in Adolescents. Universal Journal of Educational Research, 6(5), 994-1004. http://dx.doi.org/10.13189/ujer.2018.060520
United Nations Office on Drugs and Crime. (2020). World Drug Report 2020. https://wdr.unodc.org/wdr2020/field/WDR20_Booklet_3.pdf
United Nations Office on Drugs and Crime, y World Health Organization. (2018). International Standards on Drug Use Prevention, Second updated edition. https://www.unodc.org/documents/prevention/UNODC-WHO_2018_prevention_standards_E.pdf
Viramontes, G. P. (2018). Construir paz y trasformar conflictos: algunas claves desde la educación, la investigación y la cultura de paz (1a ed.). ITESO, Universidad Jesuita de Guadalajara. https://rei.iteso.mx/bitstream/handle/11117/5417/Construir%20paz%20y%20transformar%20conflictos.pdf?sequence=4&isAllowed=y.
Comments
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2023 María Hilda García-Pérez, Flavio F. Marsiglia, Stephen Kulis