Associations between adverse childhood experiences, student-teacher relationships, and non-medical use of prescription medications among adolescents. (May 2017)

• Record Type: Journal Article
• Authors: Forster, Myriam; Gower, Amy L.; Borowsky, Iris W.; McMorris, Barbara J.
• Is Part Of: Addictive behaviors. Volume 68(2017)
• Page Start: 30
• Page End: 34
• Publication Date: 2017-05
• Subjects: Substance abuse -- Periodicals; Alcoholism -- Periodicals; Drug addiction -- Periodicals; Nicotine addiction -- Periodicals; Smoking -- Periodicals; Gambling -- Psychological aspects -- Periodicals; Electronic journals; 362.29
• DOI: 10.1016/j.addbeh.2017.01.004
• Languages: English
• ISSNs: 0306-4603

Abstract

Abstract: Objective: Few studies have investigated associations between adverse childhood experiences (ACE) and nonmedical use of prescription medication (NMUPM) in population-based samples of adolescents, and even fewer have examined whether promotive factors might buffer these effects. The present study assesses the direct effects of ACE and positive student-teacher relationships on NUMPD and whether positive student-teacher relationships moderate this association. Design: Data were from the 2013 Minnesota Student Survey (MSS), an in-school survey administered every three years to students throughout Minnesota. The analytic sample (n = 104, 332) was comprised of 8th, 9th, and 11th graders. Results: Approximately 3% of students acknowledged past year NMUPM, the majority of whom reported at least one ACE. The most frequently used prescription drug was Ritalin/ADHD medications (1.71%) followed by opiate-based painkillers (1.67%), tranquilizers (0.92%), and stimulants (0.75%). Students who reported any use tended to use more than one medication. For every additional ACE, there was a 56%, 51%, 47%, and 52% increase in the odds of past year stimulant use, ADHD medication, pain reliever, and tranquilizer use, respectively. The estimated rate of the number of prescription drugs used increased by 62% for every additional ACE. Positive student- teacher relationships buffered the association between ACE and NMUPD, especially at higher levels of ACEs. Conclusion: Our findings have important implications for prevention work. Training educators to recognize trauma symptomology and cultivating strong student-teacher relationships are important considerations for future school-based substance use prevention initiatives. Highlights: The strong, graded relationship between ACE and NMUPM needs further consideration in prevention program design. Positive and caring student-teacher relationships are inversely associated with NMUPM. Students' positive perceptions of teachers and belief that teachers care about them can buffer the ACE-NUMPM relationship, especially among students experiencing multiple ACE.