Smoking cessation and relapse prevention among undergraduate students: a pilot demonstration project

The prevalence of college students' tobacco use is widely recognized, but successful cessation and relapse-prevention programs for these smokers have drawn little attention. The authors, who explored the feasibility of training peers to lead cessation and relapse-prevention programs for undergraduates, found a quit rate of 88.2%, suggesting that peers were effective facilitators. Relapse-prevention interventions, which began immediately after participants quit smoking, included 6 monthly group programs and individual meetings. Each session provided education and training in stress management, nutrition and exercise habits, managing environmental smoking triggers, and coping in social situations. After participating in the relapse-prevention programs, 63.3% of the initial quitters remained smoke free, another indication that peers were effective facilitators. The success of the program, combined with the dearth of population-specific cessation and relapse-prevention tools, suggests that college administrators and health educators should develop integrated tobacco management strategies on college campuses.     

Facilitating a multidisciplinary parent support & education group guided by Allen's developmental health nursing model

Parents are generally the primary source of support and nurturing for children experiencing an eating disorder; yet, they often feel blamed for the illness. Guided by the developmental health model, the group focused on parents' competence and helped them share solutions; reframed situations related to development in adolescence and mid-life; and shifted the emphasis to process to help parents understand behaviors. Parents became partners in helping their children recover by sharing solutions and creating learning opportunities from adversity.     

Creating pathways to participation: a community-based developmental prevention project in Australia

Pathways to Prevention is a developmental prevention project focused on the transition to school in a disadvantaged multicultural urban area in Queensland. The project incorporates two elements: The Preschool Intervention Program (PIP) promotes communication and social skills related to school success; and the Family Independence Program (FIP) (parent training, facilitated playgroups, support groups, etc) promotes family capacity to foster child development. Using a quasi-experimental design (N= 597), improvements in boys' but not girls' behaviours over the preschool year were found. FIP reached more than a quarter of the target population, including many difficult-to-reach families experiencing high stress. Case studies and other qualitative data suggest positive outcomes.     

Drug education: the prevention issues

This article considers the major issues facing drug education by identifying and discussing eight dichotomies. These dichotomies capture the decisions faced by policy-makers, drug education planners, and practitioners. The dichotomies permit a cohesive, simplified, examination of the complex dilemmas currently faced by the field; they include: identification of the problems to be addressed, etiological under-pinnings, program objectives, target audiences, and effective strategies.     

Reality check. Evaluating a school-based gang prevention model

The Gang Resistance Education and Training (G.R.E.A.T.) program is a school-based gang prevention initiative developed in 1991 through the collaborative efforts of the Bureau of Alcohol, Tobacco, and Firearms, the Federal Law Enforcement Training Center, and the Phoenix Police Department. Uniformed law enforcement officers, certified as G.R.E.A.T. instructors, teach the 9-week curriculum to middle students. In 1994, the National Institute of Justice funded a national evaluation of the G.R.E.A.T. program. The process evaluation component of this larger study is reported. First, results of on-site observations of the G.R.E.A.T. Officer Training program, including an overview of the training activities, and the authors' assessment of the training process are reported. Second, observations of the implementation of the program by officers at six sites are reported. Of primary concern was whether the program delivered to students was similar to the program taught to the officers during the G.R.E.A.T. Officer Training.     

Foster parenting: A developmental model

This paper proposes a developmental framework for foster parents and outlines four distinct growth stages. Such a framework can be of value to program administrators who are required to assess foster parent development during the crucial matching process. To draw a distinction between each developmental stage, specific instrumental tasks and indicators are outlined.     

Parents' perceptions of a school-based prevention education program

There are few studies of parents' views about prevention education in general, or about specific prevention education activities. Yet, their perceptions are important because families are a primary socialization source, and because parents' opinions can either reinforce or countermand the message of prevention education programs. This article is an analysis of parents' views of the Drug Abuse Resistance Education (D.A.R.E.) program based on a statewide survey of adults from rural, suburban, and urban communities who had a child participate in the program within the past year. Parent involvement and knowledge of D.A.R.E. was high. Generally, parents were very positive about D.A.R.E., especially when they viewed the D.A.R.E. officer as an effective educator. This article suggests that much more research on parents' views and support of prevention education program needs to be conducted, especially within the context of how their perceptions may mediate the influence of the prevention effort on young people's attitudes and behaviors about substance use.     

Stages of family therapy: A developmental model

While it is not possible to assert that all family treatment follows a universal and sequential pattern, commonalities can be ascertained which can help the therapist maintain objectivity and provide direction for himself and the family. Four major stages are outlined, each with several substages: 1) the preparation stage—mutual acceptance, definition of the problem, formulation of goals; 2) the transition stage—beginning actualization, crisis, reformulation and acceptance; 3) the consolidation stage—investment in the therapeutic work, working through alternatives; 4) the terminal stage—introduction to termination, defining the duration and format of the ending. Universal issues are identified, tasks for the therapist are outlined and common problems are described.     

The friendship process: A developmental model of interpersonal attraction

Friendship formation as a social process is described by a developmental model incorporating the variables of proximity, interaction, and similarity. This theoretical model differs from previous approaches by describing the differential impact of proximity and different types of similarity at different stages in the friendship process, and by including two feedback loops. Initially, proximity permits social interaction to occur, and this leads to liking through the process of “mere exposure.” At the same time, a feedback loop involving a selection effect operates: individuals who like one another actively seek more interaction, which in turn leads to more liking. Later in the process, social and attitudinal similarity lead to liking through a psychological balancing effect. The second feedback loop occurs when interaction leads to increased attitude similarity by means of mutual socialization; this increase in attitude similarity then causes more liking, and so forth. Finally, it is postulated that friendship emerges as a result of shared values. Support is given to parts of the model by a longitudinal field study, but further research is needed.     

College Smoking Policies and Smoking Cessation Programs: Results of a Survey of College Health Center Directors

Abstract

College students' cigarette smoking rose dramatically during the 1990s. Little is known about what colleges do to address the problem. Health center directors at 393 4-year US colleges provided information (response rate: 65.1%) about college policies addressing smoking and the availability of smoking cessation programs. Of the health center directors surveyed, 85% considered students' smoking a problem; yet only 81% of colleges prohibit smoking in all public areas and only 27% ban smoking in all indoor areas, including students' rooms in dormitories and in private offices. More than 40% of the respondents reported that their schools did not offer smoking cessation programs and that the demand for existing program was low. Colleges need to do more to discourage student tobacco use. Recommended actions include campus-wide no-smoking policies that apply to student residences and identification of new ways of providing smoking prevention and cessation services.     

Family life education: a treatment modality.

Family life education is a long-established form of help that continually ramifies into new areas. It aims at healthier family living, and reduction of family breakdown and child placement. Most child welfare personnel know about family life education, and some are practitioners in it. Many, however, may not be familiar with its present extensiveness or method of organization and operation. This personalized account of one agency's program, presented at the CWLA Central Regional Conference in Detroit, 1975, provides useful information.     

The impact of drug education and prevention programs. Disparity between impressionistic and empirical assessments

In the course of evaluating drug prevention programs for youth, we observed that although staff perceived the programs had quite favorably affected youths' attitudes and behavior, responses from these youths showed little significant impact on their use or attitudes related to drugs. This article explores several explanations for the disparity between staff impressions of the impact of these programs and results from attempts to measure impact objectivity. The analysis considers (a) clients' risk-level for drug use, (b) expectations as to how programs affect client behavior and attitudes, and (c) the sensitivity of empirical measures to ascertain changes reflecting impact of the program.     

AIDS education and prevention programs for intravenous drug users: the California experience

The state of California, pursuant to 1985 legislation, established the California AIDS Program (CAP) within the state Office of AIDS. As part of this program, the Office of AIDS contracts with public and private agencies to provide AIDS education to specific target groups throughout the state. Intravenous drug users (IVDUs) constitute one of the target populations singled out for special attention by the state. This article, based on a statewide evaluation, describes the AIDS education programs for IVDUs funded by the Office of AIDS. The types of educational interventions used are presented, both for IVDUs in treatment and those not in treatment. The unique problems in reaching this target population are also discussed. The article concludes that the state is making a good effort to reach IVDUs, but that further educational and evaluative efforts are needed. Specifically, the individual educational programs must move beyond the transmission and evaluation of cognitive knowledge about AIDS to an assessment of the attitudes that impede behavior change.