Table 1.

Capable Families and Youth Project Interventions

Intervention Theory	Goals	Training process	Delivery	Adherence to content/tasks/activities
Life Skills Training (LST)
Social learning theory (Bandura, 1977); problem behavior theory (Jessor & Jessor, 1977)	Skill development (social resistance, self-management, general social skills) and knowledge regarding avoidance of substance misuse	Interactive teaching techniques, homework, behavioral rehearsal	(a) University-trained teachers conducted the 15 session program	(a) 85%
			(b) Five booster sessions one year later	(b) 82%
			(c) Four 11th grade booster sessions for a randomly-selected half of the schools	(c) 77%
Strengthening Families Program: For Parents and Youth 10–14 (SFP 10–14)
Biopsychosocial Model Empirically-based risk/protective factors originating in the family (Molgaard et al., 2000)	Reduce youth substance misuse and other problem behaviors; enhance parenting skills (nurturing, limit-setting, and communication); enhance youth skills (prosocial, peer resistance)	Interactive with videotaped modeling of positive behavior; each session required one parent and two youth facilitators	(a) University-trained facilitators conducted seven 1-hour concurrent youth and parent sessions, plus 1-hour conjoint sessions for 137 families	(a) 98% families, 92% parents, 94% youth
			(b) Four booster sessions offered one year later (69% of families attended ≥1 session)	(b) 97% families, 94% parents, 96% youth
			(c) Booster sessions for a randomly-selected half of the schools included: videotape and handout on effective parenting with self-assessment questionnaire; family-school resource fair and resource directory; student goal-setting seminar	(c) 68% return on self-assessment, 40% attendance for resource fair, 65% of students attended goal-setting seminar