Models to Prevent and Intervene Early in Substance Use Disorders
Prevention and early intervention programs are designed to address the varied needs of populations at risk for substance use disorders (SUD). Prevention and early intervention programs help people build knowledge and skills and also influence environmental and community factors affecting broader populations. Providers, public health departments, and community organizations may collaborate to implement prevention and early intervention programs in rural settings such as schools, workplaces, and local community gathering spaces.
Prevention efforts are typically categorized into three primary categories:
- Universal preventive interventions: Aim to prevent SUD across all individuals in an entire population, regardless of individual risk.
- Selective preventive interventions: Focus on specific subgroups identified as having a higher risk for developing SUD.
- Indicated preventive interventions: Focus on individuals showing early signs of SUD, even if they have not yet been diagnosed.
While some SUD prevention strategies are well-established, others are under evaluation. The Centers for Disease Control and Prevention (CDC) Clinical Practice Guideline for Prescribing Opioids for Pain outlines the risks and benefits of prescription opioids and offers evidence-based recommendations for healthcare providers and patients to guide shared decision-making. The Clinical Practice Guideline aims to reduce overprescription of opioids and prevent opioid use disorder. Ongoing research will further evaluate the long-term impact of such prescribing guidelines on SUD rates.
The optimal combination of universal, selective, and indicated prevention intervention programs varies depending on the needs of specific populations. Although many SUD prevention programs have demonstrated success, there is limited evidence on their effectiveness in rural areas. Expanding prevention efforts in these settings is important for developing more engaging and effective strategies in rural contexts.