Program Implications Based on Children's Cognitive and Social Development

Gibbs (1986) designed the following chart to link prevention implications with the cognitive and social development of children at various ages and grade levels:

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AGE/GRADE	KEY SYSTEMS	COGNITIVE DEVELOPMENT	SOCIAL DEVELOPMENT	PROGRAM IMPLICATIONS
2-4 yrs. Preschool	Family	Preoperative Stage: magical thinking circularity difficulty dealing with more than 1 or 2 causes confuses physical and psychological causes of illness developing language skills	emphasis on self oriented to parents needs limits, supportive, secure environment developing motor skills	build self-esteem and pro-social development
5-7 yrs. Kindergarten to First Grade	Family School Neighborhood	Preoperative Stage: magical thinking circularity difficulty dealing with more than 1 or 2 causes confuses physical and psychological causes of illness concrete mental operations	emphasis on self identifies with own gender enjoys group play oriented to parent	build self-esteem and pro-social development involve parents in activities and knowledge of developmental stages positive parenting, setting limits, etc. emphasize positive caring interaction with others teach and practice health
7-11 yrs. 2nd to 5th Grade	Family School Neighborhood Peers	Concrete Operations: begins to think relationally and to generalize begins and is capable of integrating several variables in causal relationships begins and is able to reverse causal relationships	oriented to parents and teachers enjoys group play and peer relationship of same gender often competitive or has difficulties with peers often awkward of effect of behavior on others impressed by older role models learns behavior from parents, peers, and role models more concerned about physical health effects than social more motivated by health promotion approach than causal information begins experimenting with licit drugs	involve parents and teachers in prevention activities (teaching drug ed, parenting programs, teacher training) use small groups to teach social skills, democratic processes and cooperation teach and use cooperative team processes provide feedback on behavior use peer assistance and positive role models help parents understand modeling role in use of drugs and socialization tasks use curriculum that gives accurate information/decision-making and builds competency in social skills select curriculum that sequences first use drugs (alcohol, cigarettes, marijuana) parents guide children into nondrug using groups and activities
12-16 yrs. Sixth to Tenth Grade	Family Peer Group School	Normal Mental Operations: capable of cognitive problem solving and decision-making ability to think abstractly and hypothetically integrates multiple factors in understanding illness	oriented to present rather than future preoccupied with self presentation, physical maturity, and acceptance by peer group initial sexual intimacy oriented to peers and role models more concerned with and motivated by social effects of drug use than physical seeks opportunities for independent more judgment differentiates between self and environment feels unsure and awkward in social skills experimenting and using drugs	use social inoculation learning life skills curriculum involving peer role models and teaching refusal skills use team learning team teaching methods in classes provide drug information decision-making program identify drug users and refer to intervention system resources promote peer leadership, peer assistance, peer counseling programs provide drug information decision-making program taught by role models in health, science or driving ed classes involve students in changing drinking practice norms
16-18 yrs. Eleventh to Twelth Grade	Peer Group School Work Family Larger Community	Relativistic Thinking: capable of synthesizing wide range of relational material	primary concern with individual identity, financial independence, deepening relationships, self-exploration, distancing from family and making own decisions more concerned with psychological effects of drugs than physical or social oriented to peers and role models	identify drug users and refer to intervention systems resources sponsor youth business ventures, community projects and drug-free alternative activities implement curricula focused on the health, social, economic, and legal consequences of misuse and abuse especially in relation to the concrete situations teens face at this age, i.e., drinking and driving

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