A Qualitative Review of Therapists and Teachers Working in the Botvin Life Skills Training Elementary School Program

Children who use illicit substances early in life are increasing, and their participation in using them regularly is a steadily growing epidemic of substance use. To combat the problem or issues with children who use substances, an approach needs to happen from several angles, including education. Students in grades 3 to 6 are directly observed in their classrooms, with feedback provided on substance prevention discussions. The qualitative and descriptive design’s purpose is to utilize a multifaceted study format examining and exploring therapists and their experiences when they implement the Botvin Life Skills Training to gain their perspectives investigating the challenges the therapists are experiencing while in their observations working to raise the student self-esteem, teaching problem-solving skills, dealing with anxiety, and cultivating skills to reduce stress. The study is also multifaceted in the therapists’ significance, participation in focus groups, describing what they have observed and learned when administering the Life Skills Training program, and educating students with external prevention methods to refuse using illegal substances as a defense measure. Through a nuanced, comprehensive, and therapeutic approach and practices associated with therapists who employ the Botvin Life Skills Training program, the insight to gain is necessary to enhance settings therapeutically. The method and design include gathering information to understand attitudes, beliefs, behaviors, and motivations and describe therapists providing feedback based on the knowledge they observed and heard. This method allows the therapists to speak as themselves in how the students reciprocate to prevention programs in the school setting. A multifaceted approach, including education, is needed. Students in grades three (3) through six (6) are observed directly in their classrooms with feedback and reactions to information provided when discussing substance prevention at their young ages. The qualitative and descriptive design’s purpose is to utilize a multifaceted study format examining and exploring therapists and their experiences when they implement the Botvin Life Skills Training to gain their perspectives investigating the challenges the therapists are experiencing while in their observations working to raise the student self-esteem, teaching problem-solving skills, dealing with anxiety, and cultivating skills to reduce stress. The study is also multifaceted in the therapists’ significance, participation in focus groups, describing what they have observed and learned when administering the Life Skills Training program, and educating students with external prevention methods to refuse using illegal substances as a defense measure. Through a nuanced, comprehensive, and therapeutic approach and practices associated with therapists who employ the Botvin Life Skills Training program, the insight to gain is necessary to enhance settings therapeutically. The method and design include gathering information to understand attitudes, beliefs, behaviors, and motivations and describe therapists providing feedback based on the knowledge they observed and heard. This method allows the therapists to speak as themselves in how the students reciprocate to prevention programs in the school setting. Students in grades 3 through 6 are observed in their classrooms, with feedback given when discussing substance prevention.