p–ISSN: 2723 - 6609 e-ISSN: 2745-5254

Vol. 5, No. 7 July 2024 http://jist.publikasiindonesia.id/

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3240

Family-Based Intervention Program for Adolescents

Vulnerable to Drug Abuse in Dukong Village, Belitung

Regency

Dianti E. Kusumawardhani

, Nina Kreasih

Universitas Indonesia, Indonesia

Email:

[email protected]

*Correspondence

ABSTRACT

Keywords: family-based

interventions; adolescents;

drug abuse; family united;

family.

This study adopted a family-based intervention model

(Family United) developed by BNN and UNODC. The

participants in this study were 8 (eight) vulnerable

adolescents aged 14-18 years along with their families who

live in Dukong Village. The intervention was carried out for

4 (four) sessions over 4 (four) days. The instruments used

were the AntiDrugs Scale, Family Assessment Device and

behavioural checklist to measure changes in family

communication behaviour and adolescent behaviour to

refuse drugs. Family communication behaviour after 4 (four)

weeks after the intervention decreased than immediately

after the intervention, while adolescents' behaviour to refuse

drugs tended to remain. T-test results showed anti-drug scale

scores (p<0.001) after and before the intervention was given.

Meanwhile, the results of the posttest and pretest of family

functioning showed (p<0.001) from the parents' side and the

adolescents' side.

Introduction

In a study that reviewed several studies related to the vulnerability factors of

adolescents falling into drugs, (Carver, Elliott, Kennedy, & Hanley, 2017) found that

there was a relationship in the family with the risk of adolescents falling into juvenile

delinquency. (Carver et al., 2017) stated that there are adolescent protection factors and

risk factors that cause adolescents to be vulnerable to delinquency. The factors that affect

how adolescents fall into drug addiction are further explained in the research conducted

by (Goliath & Pretorius, 2016) and (Kobulsky, 2017). This study found that there are

risk factors and protective factors related to drug abuse in adolescents. Similar research

was also conducted by (Santi, Yuliartini, & Mangku, 2019) which found that the more

we understand the interaction between these risk factors and protection, the more we can

prepare for the right intervention. The most consistent risk factors related to the family

are incomplete family structure, lack of parental warmth, mistreatment, and inadequate

parental supervision. Families that have a high risk of drug abuse include families that

are not harmonious, there are often conflicts in the family, families that have problems

with a history of drug abuse and families that have a history of neurosis are risk factors

Family-Based Intervention Program for Adolescents Vulnerable to Drug Abuse in Dukong

Village, Belitung Regency

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3241

(Nurzahrah, Solahudin, Permata, Shafahiera, & Hadji, 2024). Meanwhile, the protection

factor is how parents care for their children. This form of concern can be in the form of

good communication between parents and children, discussing good things for the child

to know and agree on, as well as good supervision. Therefore, it can be concluded that

the family has a big role in preventing drug abuse (Febriantika, Ramadhan, & Virginia,

2023).

Based on the results of various studies on various family intervention programs,

UNODC then developed The Strong Families Programme which had a positive impact

after being piloted in an Asian country, namely Afghanistan (UNODC, 2019). The

adaptation of the program implemented in Afghanistan shows that the program positively

improves mental health as well as parenting and family adjustment skills (Haar et al.,

2023). In 2019, UNODC revised The Strong Families Programme and called it the Family

United Programme. The program is a preventive intervention targeted at three groups,

namely parents, children, and families (parents and children). Through activities carried

out together, parents and children will get experiences that will increase family

attachment between them. The Family United Program trial has been carried out in West

Java and East Java (2019). The results of the trial are then used to develop programs that

are adapted to conditions in Indonesia. The next program is called the Family Resilience

Program. The implementation of the program aims to describe the influence of

interventions for negative social impacts, namely on children's behaviour, parenting

patterns, and self-reliance (anti)drug (resilience).

Research using the Family United model is carried out universally to strengthen

parenting skills has been carried out in several loci in Indonesia (BNN, 2024). The pilot

project carried out by BNN was carried out by comparing the family groups that were

given intervention and those that were not given intervention (Anjani & Hutasoit, 2022).

However, this pilot project is carried out at regional loci that have carried out Narcotics

Abuse and Illicit Circulation Prevention and Eradication Activities (P4GN) and with

participants with families in general (BNN, 2024). For intervention programs aimed at

families who have vulnerabilities, not much has been done, especially in areas outside

Java. As is known, the problem of drug abuse does not only occur in urban areas but also

circulates in remote areas of the archipelago such as Bangka Belitung province. One of

the districts that is of special concern in the prevention of drug abuse is in Belitung

Regency (Rachman, 2022).

According to BNN Belitung Regency (2023), the number of drug cases in demand

in Belitung Regency where children and adolescents become addicted to one brand of

commercial cough medicine and glue is very worrying. One of the efforts to solve this

problem is to provide family-based interventions to families who have vulnerabilities due

to communication problems between parents and children (Melati, 2024). Thus, families

who have communication problems make the protection factor stronger and the risk factor

weaker.

Against the background of the phenomenon of rampant drug abuse and studies on

the effectiveness of family-based interventions, we feel the need to design a study on

Dianti E. Kusumawardhani, Nina Kreasih

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3242

adolescents with mild drug abuse with a study on whether providing family-based

interventions can affect adolescents' resilience to drugs, whether providing family-based

interventions can affect family functioning both from the parental side and from the

adolescent side and whether providing family-based interventions will change parental

behaviour in communicating and adolescent behaviour to overcome peer pressure to

abuse drugs.

According to (Haar et al., 2023), the Family United Program is based on three

theories that form the components of the program session as a whole. First, the

Biopsychosocial Vulnerable Model shows that skills to overcome family problems

positively such as conflict resolution, active problem-solving skills, and positive

communication, can protect each family member and protect adolescents' vulnerability

from the negative impact of family conflicts. In this theory, the caregiver's influence on

their children is greatest when the children are young and decreases significantly when

they enter early adolescence. The second theory is the Resiliency Model, which

emphasizes the basic role of caregivers in the family in developing child resilience.

Resilience is defined as the ability to bounce back from difficult or bad circumstances

and is considered more likely to develop when the child is raised in a family environment

where the caregiver is positive and supportive. This theory focuses on life skills that are

promoted when the caregiver is supportive, such as reflective skills, emotion management

skills, and the ability to solve problems. This theory is supported by research that

identifies that the relationship a child has with a caregiver can have a more significant

impact on his or her mental health projections compared to when in a difficult conflict

situation. The third theory is Social Learning Theory which proposes that children's daily

experiences in the world through interaction with others, imitation, and reinforcement

they receive, shape their behavior both directly and indirectly. This places the role of

caregivers as crucial to healthy social development and also guides family skills

interventions to focus on improving the quality of care by improving basic parenting

skills. Based on the theoretical foundation above, the Family United module focuses on

improving an empathetic and warm approach to parenting; improving family cohesion,

communication and relationships; as well as skills for emotional regulation and assertive

skills in managing peer pressure. In parenting sessions, caregivers learn how to normalize

and manage stress and how to improve their confidence and parenting skills to develop

positive parenting strategies. In parallel, children also learn about how to cope with stress

better, how they can reduce challenging behaviours and children also learn positive and

healthy ways to fit in with peers. The main goal of these family sessions is to improve

communication and relationships between children and their caregivers and to reduce

pushy parenting behaviours. Overall, Family United aims to reduce risk factors, such as

poor parenting skills, high stress levels, and an environment that favours early initiation

of drug use and other risky behaviours, as well as improve proactive factors, such as

family interactions and relationships, positive non-violent discipline, and prosocial

engagement. In the short term, Family United aims to improve parenting skills, child

behaviour, and the ability to cope with stress, while in the long term, it aims to reduce

Family-Based Intervention Program for Adolescents Vulnerable to Drug Abuse in Dukong

Village, Belitung Regency

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3243

violence, drug use, and risky behaviours, as well as improve mental health for parents and

children.

In addition, in a study conducted by (Busse et al., 2021) it was stated that to carry

out family-based interventions, skills such as active listening are needed. Furthermore, to

be able to listen actively, it is necessary to have elements of active listening, such as

positive labelling of negative behaviours without having to accept them as good things,

positive labelling of negative behaviours in relationships with the family without having

to accept them as natural, developing empathy and the ability to consider other people's

points of view, supporting perspective taking, relational questions being asked, etc. and

helps family members feel heard and understood, which reduces defensive attitudes and

allows for more productive conversations.

Research Methods

This research method uses the Theory of change. Theory of Change is a method

that explains how an intervention or a series of interventions are expected to lead to

specific changes, based on causal analysis and based on existing evidence (UNDAF,

2017). Broadly speaking, this intervention can be explained through the following figure.

Studi Baseline

The location of the baseline study was carried out in several places in Belitung

Regency from March to April 2024. The researcher conducted interviews with

community leaders, the Regency BNN, and Satpol PP. The researcher also conducted a

Focus group discussion with the Children's Forum, the Family Learning Center (Puspaga)

and the Dukong Village PATBM Group. The population in this study is adolescents who

are in families prone to dysfunction. This is because based on previous background

reviews adolescents who come from dysfunctional families often become vulnerable to

drug abuse. The data collection method used in this baseline study uses a qualitative

approach. In the interview, this troubled teenager is a teenager who comes from a

dysfunctional family. Neglect and violence often colour the daily lives of these children.

Dianti E. Kusumawardhani, Nina Kreasih

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3244

After conducting a baseline study, the researcher found various information from

various sources regarding addictive substance abuse behaviour, so it can be concluded

that there is a need for supporting interventions to strengthen communication in the

family.

Intervention Design

In this study, the type of research used is quasi-experimental research, which is

experimental research that is carried out on only one group without any comparison group

or control group. The population of the participants in this study is families who have

received services and are recommended by the Family Learning Center (Puspaga) and the

Community-Based Integrated Child Protection Group (PATBM).

The population of this study is 8 (eight) adolescents and their parents (father or

mother). To measure adolescent self-resilience, the measuring tool used is to use the Anti

Drug Scale (ADS) which consists of 3 (three) dimensions, namely self-regulation,

assertiveness, and reaching out. The indicators of the Self Regulation Dimension are

controlling impulses and emotions, controlling the influence of the environment on

oneself, being aware of one's thoughts, being aware of and using the necessary sources of

information, and feeling obligated to complete tasks. Indicators of the Assertiveness

Dimension include directly stating what is desired, expressing directly what is not wanted,

and being able to communicate directly, openly and honestly. Meanwhile, the indicators

of the Reaching Out Dimension include the ability to improve the positive aspects of life

by accepting challenges or using opportunities and increasing connections with others.

ADS is compiled by BNN using 23 (twenty-three) items of the Behaviorally Anchored

Rating Scale (BARS) scale model. The measurement also uses a Family Assessment

Device which is used to measure effective family functioning, from the perspective of

adolescents. The Family Assessment Device (FAD) is a measurement tool developed by

Ryan, Epstein, Keitner, Miller, and Bishop in 2005. This measurement tool is based on

the McMaster Model of Family Function (MMFF). FAD consists of 53 (fifty-three) items

that are represented from the dimensions of family functioning according to MMFF

(Epstein et al., 1983) totalling 7 dimensions, namely: Problem-Solving, Communication,

Roles, Affective Responsiveness, Affective Involvement, Behavior control and General

Functioning.

In addition to ADS and FAD, the researcher also used a behavioural checklist to

measure changes in parental communication behaviour to children and adolescent

behaviour to cope with peer pressure measured after the intervention and 4 (four) weeks

after the intervention.

Results and Discussion

Preparation for the intervention began by coordinating with the Family Learning

Center and the Dukong Village PATBM Group to obtain participant recommendations.

There were 4 (four) participants aged 15 years, 3 (three) participants aged 16 years and 1

(one) participant aged 17 years. There were 2 (two) male participants and 6 (six) female

participants. For parent participants, as many as 100% of parent participants who

Family-Based Intervention Program for Adolescents Vulnerable to Drug Abuse in Dukong

Village, Belitung Regency

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3245

participated in the activity were mothers of adolescent participants. The implementation

of this intervention was carried out in 4 (four) sessions for 4 (four) days. The first session

of intervention was held on Thursday, May 16, 2024, the second session was held on

Saturday, May 18, 2024, the third session was held on Tuesday, May 21, 2024, and the

fourth session was held on Friday, May 24, 2024. The class is divided into adolescent,

parent and family classes.

Intervention Session-1

The first session of the parent class aims to help parents feel comfortable in the

group, introduce the importance of parenting skills and help parents listen and reward

their children. The parent participants also discussed the development of adolescents their

physical changes, and social and emotional ways of thinking. Meanwhile, in the

adolescent class, the aim is to help adolescents get to know each other, encourage

adolescents to think positively about the qualities they develop and help adolescents

understand parental responsibilities and the qualities of themselves that they want to

develop when they grow up. Through the self-quality card game, adolescent participants

were guided to identify their qualities. Then all participants gathered in the family class

(class with parents and teenagers), the facilitator guided each family to recognize the

qualities of other family members by making a picture of the family tree.

Second Session Intervention

In the second session, teenagers and parents returned to their respective classes. In

the adolescent class, adolescent participants recognized symptoms of stress in themselves.

In the second activity, the facilitator guided the adolescent participants to role-play how

to cope with stress. The facilitator then showed you a stress card and guided you through

the slow breathing technique. Adolescent participants were then guided to understand

stress in parents. In the parent class, parent participants know the challenges they face

and help parents recognize the sources, symptoms, and effects of stress caused by the

challenges they face. In the family class, the first activity carried out is to understand the

stress of each family member with a stress thermometer game. To help teen participants

and parents how relieve stress, the facilitator guides the bingo card game. The game

encourages parents and teens to identify what they enjoy doing when they are stressed.

Third Session Intervention

In the parent class, the third session aims to provide parents with an understanding

of how to respond to the negative behaviour of adolescents, train parents on how to

change adolescent behaviour and help parents practice written agreements on behaviour

to change behaviour. In the adolescent class, child participants reflected that sometimes

a person feels worried about how to be accepted by their peers. To recognize peer

pressure, child participants practised peer pressure role play using 5 W 1 H questions. In

the family class, parent and youth participants discuss the values that are most important

to them, help family members build communication skills and encourage families to talk

about things they can do to build family relationships.

Fourth Session Intervention

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Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3246

To help parents learn to recognize adolescent aggressive behaviour, the Facilitator

guided parent participants to listen to adolescents' anxieties and concerns in releasing the

pressure they felt. The second way is clear rules about what is and is not allowed. The

activity in the adolescent class is to understand the characteristics of good friends with a

debrief that in the daily association, you will meet friends of various characteristics, both

good and bad, external appearance does not guarantee that the character is good. If

adolescent participants recognize which are good and bad friends, it will help attitudes in

the association.

Table 1

Descriptive Statistical Results of Anti Drugs Scale Instrument Dimensions

Dimensi

Self Regulation

Assertiveness

Reaching Out

Pre

Mea

per-

item

Post

Mea

per-

item

Pre

per-

ite

Pos

Per-

ite

Pre

Mean

Per-

item

Post

Mea

Per-

item

Mean

17.

2.51

24.0

3.42

20.0

2.5

28.

3.5

18.

2.25

26.1

3.26

2.3

2.33

1.93

1.85

1.8

2.2

3.2

3.25

2.03

For the self-regulation dimension, the mean difference of 6.4 indicates a change in

the attitude of adolescent participants to control impulses and emotions, control

environmental influences on themselves, be aware of their thoughts, be aware of and use

the necessary information sources, and feel obligated to complete tasks. The number of

items (n=7) in the self-regulation dimension showed that the average participant answered

2.51 before the intervention and 3.42 after the intervention. This shows a change of 0.91

in the self-regulatory dimension.

Meanwhile, in the Assertiveness dimension, the difference in mean post-test and

pretest of 8.6 also showed a change in the attitude of adolescent participants to express

directly what they wanted or did not want to others firmly. With the number of items

(n=8), the mean difference per posttest-pretest item is 1.07. This shows the difference in

the change in the average item of the participants from the average answer at 2.5 then to

3.57. In the Reaching Out dimension, the difference between the mean pretest and the

postest of 8.1 also shows the ability to improve the positive aspects of life by accepting

challenges or using opportunities and increasing connections with others. With the

number of items (n=8), the average participant answered 2.25 before the intervention and

3.26 after the intervention. This shows a change in the Reaching Out Per Item dimension

item score of 1.01.

Family-Based Intervention Program for Adolescents Vulnerable to Drug Abuse in Dukong

Village, Belitung Regency

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3247

Table 2

Hasil Perbedaan Mean Pretest-Postest Anti Drugs Scale

Pre

test

Mean

per-item

pre-test

Posttest

Mean per

item

post-test

Mean

55.

2.41

78.8

3.42

Median

2.39

78.5

3.41

4.0

4.03

3.69

1.4

1.43

1.31

Overall, there was a significant mean difference between adolescent resilience

scores after the intervention and before the intervention 23.2. While the average value per

item in the pre-test is 2.41 and the post-test is 3.42, this shows the average change in items

(number of items=23) of 1.01. This shows that overall adolescent participants have an

increased understanding of self-resilience from drug abuse.

Table 3

Results of the ADS Pre-Test and Post-Test

Post-Test-

Post-Test

Mean

Difference

SE Difference

Effect

Size

7.00

<0.01

0.014

-23.2

2.19

-1.00

When comparing pre-test and post-test measurements, it can be seen that the

average anti-drug scale score is quite low and needs to be improved. Meanwhile, the

average post-test score was 78.8, whereas the anti-drug scale score managed to increase

by 23.2 after being given family-based interventions. Supported by the results of the

differential test analysis in the table above, it can be seen that p (0.014) < 0.001, it can be

concluded that there is a significant difference between the self-resilience of adolescent

participants before the intervention and after the intervention.

The researcher also conducted a t-test to see the relationship between pre-test and

post-test on family functioning in parental participants.

Table 4

Results of Pretest and Post-Test FAD Measurement of Parent Participants

Pretest

Mean

Postest

Mean

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Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3248

per-item

pre-test

per-item

Post-test

Mean

127

2.39

182

3.43

Median

125

2.35

181

3.41

4.63

4.83

1.64

1.71

In the table above, it can be seen that there is a difference in the mean in the

measurement of the functioning of the family of the parent participants by 55. This shows

a change in the extent to which parents view that the family can carry out their duties and

interact in their daily lives. With participants coming from families with communication

problems, this intervention has a transformative impact on improving parental

communication with adolescents. As for the difference in the average per item, it can be

seen that before the intervention, the parent participants answered with an average of 2.39

per item, while after the intervention the parent participants answered 3.43.

Meanwhile, to see the difference between the pretest and the family functioning

posttest, you can see the table below.

Table 5

Results of the Difference between Pre-Test and Post-Test FAD in Parent Participants

Post-test

Pre-test

Mean

difference

Effect

size

7.00

<0.0

0.008

-55.0

1.63

-1.00

In the table, it can be seen that p (0.008) < 0.001, it can be concluded that there is a

significant difference between the functioning of the family of the parent participants

before the intervention and after the intervention is given. This shows that family-based

interventions are proven to improve family functioning. As for adolescent participants,

family functioning can be seen in the following table.

Table 6

Results of Pretest and Post-Test FAD Measurement of Adolescent Participants

FAD

Pretest

Postest

Mean

125

184

Median

131

187

16.9

9.74

Family-Based Intervention Program for Adolescents Vulnerable to Drug Abuse in Dukong

Village, Belitung Regency

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3249

5.34

3.08

In the table above, it can be seen that there is a difference in the mean in the

measurement of the functioning of the family of adolescent participants 59. This shows a

change in the extent to which adolescents see that their families can carry out their duties

and interact in their daily lives. With adolescent participants from families who had

communication problems and vulnerability to juvenile delinquent behaviour, this

intervention had a transformative impact on improving adolescent communication in the

family. Meanwhile, to see the difference between pretest and posttest of family

functioning from the side of adolescent participants, you can see in the table below.

Table 7

Results of Different Pre-Test and Post-Test FAD in Adolescent Participants

Pre-test-

Post-test

Mean

difference

Effect

size

7.00

<0.01

0.006

-59.0

3.37

-1.00

In Table 7, it is seen that p (0.006) < 0.01, so it can be concluded that there is a

significant difference between family functioning seen from the adolescent's side before

the intervention and after the intervention is given. This shows that family-based

interventions are proven to improve family functioning from the perspective of

adolescents.

The results of the behavioural checklist showed that there was the least difference

in behavioural frequency, namely on the indicator of giving touch with n after the

intervention = 7, but after 4 (four) weeks after the intervention, the frequency was reduced

to 5. This shows that it is still difficult to give a touch to some parents with the background

of previous habits. This reduction in frequency showed that with an interval of 4 weeks

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Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3250

after the intervention, there was a decrease in behaviour changes. It can be understood

that measurements immediately after the intervention tend to be high because they are

still fresh with the material provided during the intervention. For this behaviour to tend

to be settled, participants need to continue practising. In this case, the researcher felt that

it was necessary to provide a follow-up intervention that was useful to reinforce the

desired behaviour after the intervention was given.

In the diagram above, it can be concluded that the child participants have

understood and internalized how to overcome peer pressure by expressing opinions

firmly, respectfully refusing, expressing self-limits, and controlling emotions both after

the intervention and within 4 (four) weeks after the intervention. This shows that

adolescents' skills to cope with peer pressure can be understood and internalized by

adolescent participants which is expected to appear in daily behavior.

In the diagram above, it can also be seen that for the indicator of sharing stories or

asking for the opinion of friends, there are 1 (one) adolescent participant who has not

been able to show this behavior in the measurement after the intervention and 2 (two)

adolescent participants who have not been able to show this behavior. It can also be

understood that to ask for the opinion of a friend, some participants have not shown this

behavior. But overall that adolescent participants already know what to do when they are

pressured by peers to engage in negative behavior is good.

Conclusion

By providing family-based interventions, it can improve family functioning both

from the parent side and from the adolescent side. With a family background that has

problems so that adolescents are vulnerable to negative behavior, the provision of family-

based interventions is considered good to improve the quality of the relationship between

parents and adolescents. Thus, the 7 (seven) dimensions in Family Functioning also

change for the better when parent and adolescent participants view the family to be more

positive. When associated with the flow of behavior change in the theory of change, it

can be concluded that this behavior change has an impact on fewer dysfunctional families

Family-Based Intervention Program for Adolescents Vulnerable to Drug Abuse in Dukong

Village, Belitung Regency

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3251

and fewer adolescents who behave negatively. The expected impact is also present in the

community that this intervention contributes to the welfare of families and communities.

By providing family-based interventions, it can change the communication

behavior of parents in their children. Changes in parental communication behavior to

adolescents that occur during role play shortly after the intervention and 4 (four) weeks

after the intervention show that this behavior change needs to be strengthened. For this

reason, further interventions to strengthen can be considered in future research.

By providing family-based interventions, it has a direct impact on adolescent

participants to equip themselves with the skills to cope with peer or environmental

pressures from negative influences. Changes in the behavior of adolescent participants

tended to be sedentary, which indicates that adolescent participants internalized the ability

to identify good and bad friends. Thus, this skill is expected to be useful for adolescents'

lives in their daily lives and future.

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Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3252

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