Evaluation of the All Stars Program: student and teacher factors that influence mediators of substance use

The authors examined the relationship between students' perceptions of a problem behavior prevention program, All Stars, and changes in the program variables. Three factors--Program Enjoyment, Student Engagement, and Teacher Relationship--were used to predict changes in the four variables targeted by the All Stars program. Student Engagement was related to greater changes in student idealism, commitment, and bonding. Program Enjoyment was related to positive changes in student idealism and normative beliefs. Teacher Relationship had little impact on the program variables. Students who were taught All Stars by regular classroom teachers reported greater Program Enjoyment and Student Engagement than students taught by health education specialists.     

Teachers' delivery skills and substance use prevention program outcomes: the moderating role of students' need for cognition and impulse decision making

The purpose of this study was to extend the literature in both substance use implementation and persuasive health communication by examining the extent to which students' need for cognition and impulsive decision-making moderated the relationship between teachers' classroom communication behavior and program outcomes in an evidence-based middle school substance use prevention curriculum. Participants included 48 teachers and their respective 7th grade students who participated in a randomized trial testing the effectiveness of personal coaching as a means to improve the quality with which teachers implemented the All Stars curriculum. Need for cognition and impulse decision-making were both associated with positive changes in lifestyle incongruence and commitments to not use substances for students whose teachers displayed greater interactive teaching. Further, need for cognition was associated with lower alcohol use rates while impulse decision making related to lower rates of marijuana use in classes with interactive teaching.     

The impact of the "I'm Special" Program on student substance abuse and other related student problem behavior

There has been a proliferation of school-based substance abuse prevention programs geared toward reducing or delaying the onset of student use of illegal drugs. But the field has shown a general absence of evaluation dealing with the behavior consequences of these practices. This article fills this gap by using the case of the "I'm Special" Program (ISP) targeted for fourth grade students. Using a quasi-experimental design, a comparison is made between the substance using and other problem behavior of students who have been exposed to the ISP and those who have not during their later school years in grades 5 through 12. At the aggregate level, the proportions of current substance users and the incidence of their related problem behavior were significantly lower among the ISP graduates than those who have not been exposed to the program. In particular, there were consistently lower proportions of current substance users among the ISP recipients than the non-recipients in grades 5-7. However, the impact of the ISP seems to diminish significantly in and around ninth grade. During the senior high level, the pattern revealed is almost random. And, in some drug categories, it has been speculated that the ISP students were trying to "catch up" with what they may have missed out on during earlier grade levels.     

The effect of a college sexual assault prevention program on first-year students' victimization rates

OBJECTIVE: Although a variety of sexual assault prevention programs are currently available to college health professionals, there is a dearth of information about the effect of these programs on sexual assault victimization rates. PARTICIPANTS: The authors evaluated the efficacy of a sexual assault prevention program for first-year students at a college in the Northeast (N = 1,982). METHODS: They used a retrospective cohort design and assessed the prevalence of sexual assault victimization among students exposed to the sexual assault prevention program and students 1 year their senior who were not exposed. RESULTS: Students who had no exposure were more likely to report that they were sexually assaulted during their first year of college (odds ratio = 1.74, 95% confidence interval [1.32-2.29]). Results suggest that the program was effective for males and females, but not for students with a prior history of sexual assault victimization. Gay, lesbian, and bisexual students were at increased risk for victimization as compared with heterosexual students, and students who drank alcohol or engaged in binge drinking were at increased risk as compared with alcohol abstinent students. CONCLUSIONS: Findings suggest that this program had a positive effect on victimization rates for certain sub-groups of students.     

The effect of active parental consent on the ability to generalize the results of an alcohol,tobacco, and other drug prevention trial to rural adolescents

The authors report the effect of active parental consent on sample bias among rural seventh graders participating in a drug abuse prevention trial. Students obtaining active consent from their parents to complete the survey were of higher academic standing, missed fewer days of school, and were less likely to participate in the special education program at their school as compared to students who did not return a parental consent form. However, students with consent were not significantly different from students whose parents actively declined. The sample obtained under active parental consent represents students less at risk for problem behaviors than would have been obtained under passive consent procedures.     

Collaborative evaluation of a high school prevention curriculum: How methods of collaborative evaluation enhanced a randomized control trial to inform program improvement

Blending high-quality and rigorous research with pure evaluation practice can often be best accomplished through thoughtful collaboration. The evaluation of a high school drug prevention program (All Stars Senior) is an example of how perceived competing purposes and methodologies can coexist to investigate formative and summative outcome variables that can be used for program improvement. Throughout this project there were many examples of client learning from evaluator and evaluator learning from client. This article presents convincing evidence that collaborative evaluation can improve the design, implementation, and findings of the randomized control trial. Throughout this paper, we discuss many examples of good science, good evaluation, and other practical benefits of practicing collaborative evaluation. Ultimately, the authors created the term pre-formative evaluation to describe the period prior to data collection and before program implementation, when collaborative evaluation can inform program improvement.     

Differences between actual and perceived student norms: an examination of alcohol use, drug use, and sexual behavior

Researchers in the social norms area have previously focused primarily on alcohol consumption, paying comparatively less attention to drug use and sexual behavior. The major purposes of this study were to (1) compare perceptions of peer norms in the areas of alcohol use, drug use, and sexual behavior with actual behavior and (2) determine if a relationship existed between a student's perceptions of normative behavior and a student's actual behavior. Participants were 833 college students at a large, public university in the Northeast. Study participants overestimated alcohol use, drug use, and sexual behavior among their peers. There was also a positive relationship between actual behavior and perceived peer norms, although the effect sizes for all behaviors were small to moderate. The authors provide further support for the tenets of social norms theory and suggest that social norms interventions are appropriate both campus-wide and to targeted high-risk groups.     

Adolescent Pregnancy Prevention in a Rural Native American Community

Nationally, the United States has a higher rate of teen pregnancy than any other industrialized nation. Native American youth have a higher birth rate than the national rate. A full-year healthy relationship program, based on Native American teachings, traditions, and cultural norms, was delivered to all eighth-grade students at a rural tribal school and a new group of eighth graders every year for 5 years, to teach healthy relationships and encourage abstinence. This article summarizes the Discovery Dating curriculum and compares the participants in the healthy relationship program to the comparison group, at the end of 5 years, in regards of the number of pregnancies as well as self-reported sexual behavior. The comparison group comprises students in the same community who attended a public middle school, rather than the tribal middle school, but the same public high school. All students had a similar age, socioeconomic status, culture, and ethnicity. Students who received the healthy relationship program (treatment group) had fewer pregnancies than the students who did not receive the healthy relationship program (comparison group). Of those who reported that they were sexually active, the students who received the healthy relationship program (treatment group) reported higher condom use than the students who did not receive the healthy relationship program (comparison group).     

Efficacy of a web-based, tailored, alcohol prevention/intervention program for college students: 3-month follow-up

This study presents the results of an efficacy evaluation of a web-based brief motivational alcohol prevention/intervention program called Michigan Prevention and Alcohol Safety for Students (M-PASS). Four on-line sessions providing individually-tailored feedback were delivered to first-year college students over 9 weeks. Non- and low-risk drinking participants received risk prevention, while high-risk drinking participants received a risk-reduction intervention. Both intervention and control groups were surveyed at baseline and at a 3-month follow-up. Analysis showed positive effects for both men and women on stage of change, drinking behavior, drinking motivation and attitudes, and use of risk-reduction strategies. These results provided evidence of efficacy and found that M-PASS had both intervention and prevention effects, making it unique among currently developed brief alcohol interventions for college students.     

Evaluation of a comprehensive elementary school curriculum-based drug education program

This study was designed to evaluate the effectiveness of a province-wide chemical abuse prevention education program for grades two through six. Two separate studies were conducted. Study 1 measured pre- and post-scores on a test with 1101 experimental and 991 control subjects in a quasi-experimental design. Study 2 surveyed 500 elementary school teachers on their opinions and practices regarding drug education, and on the prevalence of the program in schools. The study found that: 1) students had a high initial knowledge level; 2) students showed modest but statistically significant knowledge gains for urban schools and grades three, four, and five of rural schools; 3) the program was most effective with students with a low base knowledge; 4) an estimated 20 to 30 percent of Manitoba elementary teachers had been in-serviced and/or were using the program across the province; and 5) the program was received well among teachers.     

An evaluation of immediate outcomes and fidelity of a drug abuse prevention program in continuation high schools: project towards no drug abuse (TND)

The present study provides an implementation fidelity, process, and immediate outcomes evaluation of Project Towards No Drug Abuse (TND), a drug prevention program targeting continuation high school youth (n=1426) at risk for drug abuse. A total of 24 schools participated in three randomized conditions: TND Only, TND and motivational interviewing follow-up, and no treatment control. Fidelity was high: across program schools the curriculum was implemented as intended and was received favorably by students. Relative to controls, intervention conditions produced effects on hypothesized mediators, including greater gains in program related knowledge, greater reductions in drug use intentions, and positive changes in motivation. However, few generalizations to attitudes and intentions regarding risky sexual behavior were found. The pattern of results suggests that the experimental manipulations worked as intended.     

Evaluation of a tobacco prevention program on knowledge, attitudes, intention and behavior of tobacco use among fourth grade students--a preliminary study

This was a preliminary study to evaluate the effectiveness of a tobacco prevention program on knowledge, attitude, intention, and behavior of tobacco use among fourth-grade students in four north central Florida counties. The results suggest that the program was effective in improving students' knowledge, attitudes, and intention toward not using tobacco products. Data analysis showed that students in the education group had a greater improvement in knowledge than the comparison group. Students in the education group also improved their attitude and intention scores while the comparison group did not show any improvement. The results also indicated positive responses from the students. In addition, teachers also gave a very positive response to the program.     

Reconnecting Youth: Promoting emotional competence and social support to improve academic achievement

Previous research indicates that students who drop out of high school are at risk for a number of negative outcomes. Both ecological and individual risk factors contribute to students' propensity for dropout. This study examined the effectiveness of a targeted dropout prevention program at improving academic achievement and investigated whether improved social support and emotional competencies partially mediated the association between intervention participation and student outcomes. A sample of 110 middle and high school students (55 intervention participants and 55 students in a matched control group) completed surveys investigating their social-emotional assets and schools provided academic data for participants. Structural equation modeling revealed that students who participated in the program had higher academic achievement compared to the control group. Prior levels of academic achievement moderated the effectiveness of the program with students with low initial levels of academic achievement benefiting more. Emotional competencies and social support did not mediate the relation between participation and achievement. The intervention was related to improved academic achievement among participants; however, the means by which it was effective was unclear. Given the evidence that the program was more effective for some students than others, targeting interventions to meet specific needs of students may be advantageous.     

Development and immediate impact of a self-instruction curriculum for an adolescent indicated drug abuse prevention trial

This article describes the development and immediate impact of a self-instruction indicated drug abuse prevention program, Project Towards No Drug Abuse (TND). Self-instruction programming often is used to help youth that are at high risk for dropout and drug abuse to complete their high school education, and is a method of choice among educators at alternative high schools. This article describes the justification for the self-instruction program, keys to good programmed self-learning, and how a 12-session health educator delivered program was converted to a self-instruction format. In addition, the immediate impact of a 3-group experimental trial is presented. Health educator led, self-instruction, and standard care control conditions are compared on knowledge change, and the two program conditions are compared on process ratings. Self-instruction programming can be successfully adapted from a health educator-led format, though the lack of student group interaction in this modality may limit its receptivity among students.     

Positive Social Support,Negative Social Exchanges,and Suicidal Behavior in College Students

Abstract

Objective: Risk for suicide is often higher among college students, compared to same-age noncollegiate peers, and may be exacerbated by quality of social support and interactions. The authors examined the independent contributions of positive social support and negative social exchanges to suicide ideation and attempts in college students. Participants: Participants were 439 volunteer undergraduate students, who were primarily female (71%). Methods: Cross-sectional, survey design. Participants completed measures assessing positive social support, including emotional, informational, and tangible support; negative social exchanges; and suicidal behavior, including ideation and attempts. Results: Positive social support, particularly tangible support, and negative social exchanges were significantly predictive of greater suicidal behavior. Conclusions: Practical manifestations of support may buffer against suicide risk for college students, whereas conflict-based interactions may contribute to increased risk. At the institutional, parental, and peer levels, promotion of supportive relationships may be an important suicide prevention strategy.     

Pearls and pitfalls in evaluating a Student Assistance Program: a five-year case study

This article presents data from a five-year evaluation-research case study of a large urban schools district's internal Student Assistance Program (SAP). The district employed specially trained and licensed school-based counselors to implement an internal SAP expanded to include tertiary prevention, and modeled after an employee assistance program established for adults. From the population of more than 10,000 students who received some type of program assistance for at-risk behaviors, a stratified random sample of 2,238 cases, over a five year period, were reviewed. Results indicate a statistically significant decline (p < .05) in students' drug use and a significant improvement in internal locus of control occurred each year. While not statistically significant, the average number of student discipline referrals was less than the year prior to program admission; however, there was no significant change in academic performance. A significant correlation between students' drug use and the amount of time in program, the type of assistance received, and the student's custody status was also found.     

Recruiting,engaging, and educating social work leaders: an innovative curricular model

Graduate social work student interest in administration or management studies has been low in comparison to their interest in clinical practice. Recruiting graduate students to administration or management specializations in social work education remains a challenge for social work programs. Recognizing the need to attract and prepare MSW students for administration, various curriculum models have been proposed. This study presents a unique model that was designed specifically for social work students who wanted to become competent clinical practitioners, yet were also interested in macropractice. By marketing to, and recruiting, graduate students who have a passion for the dual (macro and micro) focus of social work, the administration specialization in this large, US-based urban graduate social work program has been able to attract over 120 additional students each year, comprising nearly 24% of the graduating class. This qualitative study examined students’ rationale for selecting this specialization, their experiences in the program and their suggestions for improvement. Implications for other graduate social work programs are highlighted.