Increasing implicit and explicit attitudes toward an organic food brand by referencing to oneself

In the last decades, theoretical and empirical work has been devoted to implicit attitudes toward a large range of food items. Despite the increasing development of green labels in the food market, to our knowledge no study has investigated implicit attitudes toward organic food nor has tried to change them. Capitalizing on the important role of the self in consumer or pro-environmental behavior, we aim to change or form implicit and explicit attitudes toward organic food brands using the self. Moreover, we investigate the possibility of changing hypothetical shopping behavior, brand identification, and attitude change persistence. Targeting two fictitious brands of organic food in two studies, we use the Self-Referencing (SR) task, an evaluative learning paradigm that relies on both the use of the self as a positive source of evaluation and the common action to classify the self and a target. We assess its effects on implicit attitudes, using one of the most common indirect measure (Implicit Association Test), as well as on explicit attitudes. We show that the SR manipulation results in more positive implicit attitudes, explicit attitudes, and to more frequent hypothetical choice of products for the eco-brand paired with the self compared to the other eco-brand. SR manipulation also results in higher level of brand identification. Moreover, changes in implicit attitude mediate changes in explicit attitude, identification, and hypothetical choice. Finally, we provide evidence for the persistence of the effect: Participants liked and identified more with the brand originally paired with the self even after removing the pairing with the self. The discussion is organized around the importance of taking into account implicit attitudes toward organic food brands and the usefulness of the self in changing or forming these attitudes.     

Youth leadership program for changing self-image and attitude toward people with disabilities

Society has a negative attitude toward people with intellectual disabilities or psychiatric disabilities. It is well documented that they are subjected to prejudice, stigma, and negative attitudes (Di Giulio, 2003 ; Finger, 1994 ). Professional literature indicates that information about disabilities and encounters with persons with disabilities can change negative attitudes (Carter, Hughes, Copeland, & Breen, 2001 ; Krajewski & Flaherty, 2000 ). This study accompanied 164 9th-grade students from various junior high schools throughout Israel. Half of the students participated in an integration program for changing attitudes toward persons with disabilities, and the other half served as the control group. The research examined the existence and the degree of relationship between participation in the program, changes in attitudes toward people with disabilities, and self-image. The research findings pointed to a positive change in attitudes of the participants of the program in comparison with the control group, resulting mainly from personal contact with people with disabilities. No relationship was found between levels of self-image of the research group and attitudes toward people with disabilities.     

Side-by-side: An evaluation of Connecticut’s police and youth interaction model

This study evaluated a community-based intervention program designed to promote positive youth development and to create positive interactions between police and youth in a non-enforcement environment. A pre–post-design was used to compare the results of the program for participating youth and police officers, particularly changes in each group’s attitudes toward the other. The results showed that participation in the program improved police officers’ and youths’ attitudes toward each other. For youth, the rate of change in attitudes was greatest for minority youth and for youth who had prior negative experience with the police. That is, youth who had negative prior experiences with police and began with negative attitudes toward police developed more positive attitudes toward police as a result of participating in the program. Furthermore, having opportunities for positive interactions between police and youth played an important role in decreasing negative perceptions of police for ethnic minority youth. This study suggests that community-based programs that involve police with youth can improve participants’ attitude toward each other, which might impact future interactions.     

Peer-led interventions to reduce HIV risk of youth: A review

One approach in HIV prevention programming targeting youth is to use peer leaders in what is referred to as peer education programming. This paper critically reviews and synthesizes the results and lessons learned from 24 evaluated peer-led programs with an HIV/AIDS risk reduction component that target youth in the communities where they live and are delivered in low- and middle-income countries. Interventions were identified through a comprehensive search of the peer reviewed AIDS-related literature as well as publication lists of major organizations in the UN family that address HIV and AIDS. Our synthesis of study results finds that these programs have demonstrated success in effecting positive change in knowledge and condom use and have demonstrated some success in changing community attitudes and norms. Effects on other sexual behaviors and STI rates were equivocal. We include an overview of characteristics of successful programs, a review of program limitations, and recommendations for the development and implementation of successful community-based peer-led programs in low-income countries.     

Identifying and developing effective approaches to foster intercultural understanding in schools

This paper provides a systematic review of education literature focused on identifying school-based approaches for developing students’ intercultural understanding. Studies were assessed using selection criteria and then critically appraised for study quality. A key finding from the review is that developing students’ intercultural understanding beyond cultural awareness requires students and teachers to take a critical approach toward cultural diversity, as well as the opportunity for ongoing intercultural and intergroup contact. Studies reported that only building cultural awareness and knowledge is not enough to promote long-term changes in attitudes. There is a need for more rigorously evaluated longitudinal school-based interventions. Finally, studies consistently call for investment in teachers’ professional and personal intercultural capabilities. The paper concludes by calling for school-based interventions that are informed by best practice approaches at a whole school level in order to effectively develop students’ intercultural attitudes and skills.     

Pulsar: a qualitative study of a substance abuse prevention program

The purpose of this study was to explore the risk, protective factors, and resiliency characteristics of students selected to participate in the Police, Public Educators and Peers Utilizing the Leadership Skills of Students At Risk/As Resources (PULSAR) program. The study is significant as it employed qualitative methods and a resiliency-focused framework to evaluate a substance abuse prevention program. Findings revealed that the PULSAR program: facilitated self-reflection on student negative attitudes toward substance abuse and positive attitudes toward school; allowed students to gain skills that addressed individual needs; and fostered relationships between the students and adult facilitators in a safe environment. These results speak to increased protective factors and resiliency characteristics, but were not found to be constant with each student. Implications for continued research on the PULSAR program are addressed.     

Employee involvement programs: Should unions get involved?

We test the mediated effects of participation in employee involvement (EI) programs on employee desires for union involvement in the future development and diffusion of EI and the perceived durability of an EI program as a possible moderator of these effects. Results indicate that participants developed more positive attitudes toward the EI program than nonparticipants and, in turn, these attitudes were related to higher desires for union involvement in EI. Additionally, volunteers developed more positive attitudes toward the EI program than nonvolunteers and, in turn, these attitudes were related to higher desires for union involvement in EI. However, the relationship between attitudes toward EI and desires for union involvement in EI was significantly less positive for participants who viewed the EI program as durable.     

Effects on high school students of teaching a cross-age alcohol prevention program

This study examined the impact on high school students who taught elementary students MADD's Protecting You/Protecting Me (PY/PM), an alcohol use prevention and vehicle safety program. High school students (N = 188) enrolled in a peer helping course completed surveys before and after teaching PY/PM, and a comparison group of peer helper students (N = 141) from matched schools completed surveys at the same times. Results indicated that, relative to the comparison group, those exposed to PY/PM gained knowledge of alcohol's effects, increased their perceptions of the risks of high levels of alcohol use, gained teaching skills, and showed less frequent episodes of binge drinking. No effects were found for attitudes toward future drinking, perceptions of the risk of low levels of alcohol use, alcohol use, or vehicle safety. This cross-age prevention program may be successful in changing high school students' knowledge, attitudes, and behaviors regarding high levels, but not low levels, of alcohol use.     

Community mental health and mass media preventive education: the alternatives project.

An innovative mental health preventive education and public information program employing mass media was conducted in the Louisville, Kentucky, metropolitan area. Social work and mental health concepts of prevention were applied as a framework for developing project goals. Systematic evaluation, based on data from client-initiated telephone contacts and surveys of the community, demonstrated project success in increasing awareness and utilization of community mental health resources. The overall impact on assessment attitudes was positive; changes in resolution attitudes were not statistically significant. Implications for mass media utilization in mental health prevention are discussed.     

Impact of an Intergenerational Program on 4th Graders' Attitudes Toward Elders andSchool Behaviors

Abstract

The rapid growth of the elderly population coupled with research demonstrating the existence of ageist stereotypes even among very young children have led to the rise of intergenerational programs. Very limited research has been conducted, however, to demonstrate the effectiveness of these programs in producing attitudinal change or other beneficial outcomes for at-risk children. This study examined the impact of an intergenerational program on children's attitudes toward elders and on their school-based behaviors. Eighty-one 4th grade children enrolled in an inner-city school participated in the study. Forty-one children, with matched seniors partners, engaged in activities based on the 4th grade core curriculum within an outdoor classroom environment, while the remaining 40 children participated in usual core curriculum activities. At the conclusion of the program those children who participated in the program had significantly more positive attitudes towards the elderly and significantly better school behavioral grades than did non-participating students. Impli-     

Project Northland in Croatia: results and lessons learned

As part of an international public health partnership formed in 2001 we assessed the impact of Project Northland in Croatia--an adolescent alcohol school-based prevention intervention implemented in Split--on students. The curriculum was implemented in 13 randomly selected schools with another 13 schools serving as controls. The evaluation included quantitative and qualitative methods, using pre/post-tests to compare intervention and controls and follow-up focus groups with parents and teachers. Quantitative data showed the intervention was more successful in changing attitudes in the first two years, but had less impact on older students. Qualitative data suggest benefits from the program overall. Given the intervention was successful in the earlier grades it should be initiated earlier to have a greater impact. Challenges and lessons learned are offered.     

Impact of an Intergenerational Program on 4th Graders' Attitudes Toward Elders and School Behaviors

Abstract

The rapid growth of the elderly population coupled with research demonstrating the existence of ageist stereotypes even among very young children have led to the rise of intergenerational programs. Very limited research has been conducted, however, to demonstrate the effectiveness of these programs in producing attitudinal change or other beneficial outcomes for at-risk children. This study examined the impact of an intergenerational program on children's attitudes toward elders and on their school-based behaviors. Eighty-one 4th grade children enrolled in an inner-city school participated in the study. Forty-one children, with matched seniors partners, engaged in activities based on the 4th grade core curriculum within an outdoor classroom environment while the remaining 40 children participated in usual core curriculum activities. At the conclusion of the program those children who participated in the program had significantly more positive attitudes towards the elderly and significantly better school behavioral grades than did non-participating students. Implications and recommendations for intergenerational programming are discussed.     

College Students' Perception of Philip Morris's Tobacco-Related Smoking Prevention and Tobacco-Unrelated Social Responsibility

This study examined the effects of 2 Philip Morris corporate social responsibility (CSR) programs—a tobacco-related smoking prevention versus a tobacco-unrelated program—on college students' perceived CSR motive, attitudes toward Philip Morris, and behavioral intentions to support the company. Using 2 college student samples in the United States and South Korea, this study found that the tobacco-unrelated program and a positively perceived CSR motive elicited more positive responses about CSR values, attitudes toward CSR activities and the company, and behavioral intentions to support Philip Morris. Korean college students were more likely to perceive Philip Morris's CSR activities as mutually beneficial and to support Philip Morris than were American college students.     

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.     

Evaluating the effectiveness of a school drug and alcohol prevention curriculum: a new look at "Here's Looking at You, Two"

The article reports on the results of an evaluation of a school drug and alcohol prevention curriculum marketed under the title, "Here's Looking at You, Two." Previous evaluations, unreported in the literature and having unresolved methodological problems, have found that while the program appears effective at transmitting information regarding drug and alcohol abuse, it has not been effective at changing the underlying attitudes and behaviors that, in part, explain substance abuse. Employing a more rigorous methodology, our examination of a relatively large sample across five school districts provides support for previous findings. Over the short-term of one year, the program was particularly effective at transmitting substance information to primary and middle school students. The program, however, produced very little of the expected effect on the underlying attitudes that are critical to changing substance abuse behaviors.     

An Exploratory Study of a Computer-Assisted Alcohol Education Program

In many alcohol prevention and treatment programs, education is one of the components employed to change attitudes towards alcohol and drinking behavior. This exploratory research sought to determine whether brief exposure to a computer-based alcohol education program can improve attitudes toward alcohol and self-awareness of alcohol's effects. Seventy-one students were randomly assigned to (a) alcohol education via computer-assisted instruction (CAI), (b) alcohol education via traditional written materials, or (c) placebo/control. Results indicated that the CAI and written materials were about equally effective in improving subjects' attitudes toward alcohol although the computer program was rated most interesting.     

Who Really Wins? Efficacy of a Croatian Youth Gambling Prevention Program

This paper reports on the development and pilot evaluation of a Croatian school-based youth gambling prevention program “Who really wins?”. The program is aimed at minimizing risk and enhancing protective factors related to youth gambling. A short-term evaluation of the program was conducted with a sample of 190 first and second year high-school students (67.6% boys, aged 14–17 years; average age 15.61). An experimental design with two groups (Training vs. No Training) and two measurement sessions (pre-test and post-test sessions) was used to evaluate change in problem gambling awareness, cognitive distortions, knowledge of the nature of random events as well as in social skills. Results showed significant changes in the post-test sessions, which can be attributed to changes in the Training group. We observed a decrease in risk factors, namely better knowledge about gambling and less gambling related cognitive distortions. Immediate effects on protective factors such as problem solving skills, refusal skills, and general self-efficacy were not observed. Findings also show program effects to be the same for both boys and girls, students from different types of schools, for those with different learning aptitudes, as well as for those at different risk levels with regard to their gambling, which speaks in favour of the program’s universality. The program had no iatrogenic effects on behaviour change and shows promise as an effective tool for youth gambling prevention. Future research and a long-term evaluation are needed to determine whether the observed changes are also linked to behavioural change.     

A preliminary evaluation of the effects of a science education curriculum on changes in knowledge of drugs in youth

Drug and alcohol use among youth remains at pervasively high levels, but students are receiving less school-based prevention. Infusing health information into core curricula may be a valuable prevention approach. Therefore, behavior change theory was used to develop a science education curriculum on drugs for fourth- and fifth-grade students, which was then evaluated using a pretest/posttest quasi-experimental design. Exposure to the curriculum was associated with a change in knowledge; other characteristics like grade level also played a role. More positive attitudes toward science at pretest predicted greater knowledge change, and students who knew less at the start showed a greater change in knowledge. Results of this evaluation may support the efficacy of the curriculum and the utility of combining behavior change theory with educational approaches.