Polydrug use in Australian 12-14 year olds from 2006 to 2017: an examination of drug use profiles, emotional control problems, and family relationship characteristicsShow others and affiliations
2023 (English)In: Australian journal of psychology, ISSN 0004-9530, E-ISSN 1742-9536, Vol. 75, no 1, article id 2174705Article in journal (Refereed) Published
Abstract [en]
Objective: This study examined the nature and prevalence of polydrug use in 12–14 year old Australians.
Method: Three Australian school surveys (2006, n=4091; 2009, n=5635; 2017, n=1539; age 12–14 years) spanning 11 years were used. Substances included alcohol, tobacco, cannabis, inhalant, and other illicit substances. Risk factors included depressed mood, low emotional control, poor family management and conflict, and academic performance. Latent class analysis was used to discern classes. Regression analyses were used to test the association of risk factors with classes.
Results: Consistent across surveys, there was a class of adolescents who engaged in wide-ranging polydrug use, with prevalences ranging from 0.44% (2006) to 1.78% (2017). Emotional control problems, low academic performance, and poor family management were elevated in the polydrug class.
Conclusion: A small proportion of 12–14-year-old adolescents engage in polydrug use. Interventions focusing on family risks and emotional control problems may be beneficial.
Place, publisher, year, edition, pages
Taylor & Francis, 2023. Vol. 75, no 1, article id 2174705
Keywords [en]
Adolescent, polydrug use, family relationships, family conflict, academic performance, emotional control
National Category
Drug Abuse and Addiction
Research subject
Psychology; Public health
Identifiers
URN: urn:nbn:se:oru:diva-104398DOI: 10.1080/00049530.2023.2174705ISI: 000935317400001Scopus ID: 2-s2.0-85148634209OAI: oai:DiVA.org:oru-104398DiVA, id: diva2:1738455
Funder
Australian Research Council, FT170100294
Note
Funding agencies:
National Health and Medical Research Council (NHMRC) of Australia APP1087781
Centre for Inclusive Education, Queensland University of Technology, Brisbane, Australia
2023-02-222023-02-222025-02-11Bibliographically approved