Implementation of the Child Intervention for Living Drug-free (CHILD): A Qualitative Study of Children, Parents and Treatment Staff in New Delhi
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Abstract
There is a growing and urgent worldwide need to reduce the number of children under 12 years of age using drugs. The Child Intervention for Living Drug-Free (CHILD) curriculum has been developed and implemented around the world to help clinicians treat children between the ages of 4-12 for drug use problems. The aim of the present study is to determine the barriers and benefits of the Child Intervention for Living Drug-Free for children enrolled in residential treatment for drug problems, for their parents/caregivers, and for the staff providing care to the children. Within two treatment programs operated by the Society for the Promotion of Youth and Masses (SPYM) in New Delhi, India, six focus groups were conducted. Focus group 1 had n=15 children, focus group 2 had n=8 children, focus group 3 had n=12 parents/caregivers, focus group 4 had n=6 parents/caregivers, focus group 5 had n= 7 parents/caregivers and focus group 8 had n=8 staff. Findings revealed that children valued interactive, expressive activities that promoted personal growth and emotional well-being. Caregivers reported improvements in their child’s behavior but voiced concerns about their child’s possible future return to substance use, the impact of stigma on their families, and the lack of educational and vocational support in their communities. Staff praised the Child Intervention for Living Drug-Free curriculum’s engagement strategies but suggested simplifying content and increasing the use of visual and activity-based tools. Common themes across groups emphasized the importance of emotional resilience, decision-making skills, family support, and life skills linked to future employment.
This qualitative evaluation underscores the importance of developmentally appropriate, family-centered, and community-supported approaches to child substance use treatment. While these findings are rooted in the Indian context, the challenges and solutions resonate globally. Given similar risk factors in the U.S., including lack of community support and peer pressure, the Child Intervention for Living Drug-Free curriculum offers a promising, adaptable model for early intervention especially for illicit drugs like fentanyl. Broader implementation and further research are recommended to support its effectiveness across diverse cultural settings.
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