A look at an interactive classroom-based drug abuse prevention program: interactive contents and suggestions for research

Interactivity has been shown to be a critical element of effective drug abuse prevention programs. This study examined the contents of Project Towards No Drug Abuse, a program that has revealed strong effects only when delivered in a highly interactive version. Types of teacher and student interactive messages were identified. It is speculated that explicit action on the part of the teacher to have students make statements and ask questions of one another may be the essence of effective drug education program delivery. Suggestions for future research on interactivity were made.     

Project HOPE: Evaluation of Health Science Career Education Programming for Rural Latino and European American Youth

Project HOPE comprises a health science career pipeline program based in social cognitive career theory. The program aims to promote health science career exploration for rural and Latino middle school students while simultaneously emphasizing the importance of achieving in math and science subjects. The authors conducted 2 studies to evaluate Project HOPE using baseline and follow‐up evaluation data. Results of Study 1 indicated that Project HOPE was associated with increases in math/science self‐efficacy for both Latino (n = 42) and European American (n = 31) students. Results of Study 2 indicated that Project HOPE was associated with higher health science career self‐efficacy beliefs for European American students (n = 22) and higher health science career interests for Latino students (n = 28). These results suggest that domain‐specific career interventions for middle school students that focus on jobs tied to the local economy may be a useful way to engage students in career exploration.     

How an intervention project contributes to social inclusion of adolescents and young people of foreign origin

This article presents the results of the impact study of the Nightingale Project, a social mentoring project, whose aim is to support the welcoming and social inclusion processes of adolescent students of foreign origin who recently arrived in Catalonia and who are currently enrolled in the country's schools. The more than one hundred mentoring pairs (mentor and mentee) that took part in the intervention project were administered a questionnaire (N = 58). This same questionnaire was also given to a group of adolescents with the same profile but who did not participate in the project (N = 128) and who were treated as a control group.After six months of intervention (which corresponds to the duration of the Nightingale Project), results show that students who participate in mentoring learn the language faster, create broader and more diverse networks of friends in school, develop higher educational aspirations and expectations, are better acquainted with the reception context (municipality they live in), and improve standards of self-confidence and self-esteem, among other characteristics. The research also demonstrates that mentoring aimed at adolescents, as is the case of the Nightingale Project, plays a key role in avoiding development of an oppositional identity and, conversely, helps facilitate a process of resilience in adolescents in the new context of reception.     

Measurement of Dating Aggression During Middle School: Structure,Measurement Invariance,and Distinction From General Aggression

Two studies examined the factor structure of a modified version of the Safe Dates dating aggression scale and evaluated whether dating aggression is distinct from general aggression during early adolescence. Analyses were conducted on a derivation sample of 3,894 adolescents from 37 schools (Study 1) and an independent cross‐validation sample of 938 middle school youth (Study 2). Categorical confirmatory factor analyses supported a two‐factor model (perpetration and victimization) over models differentiating psychological and physical forms of aggression. The model was invariant across time, sex, grade, and season. Study 2 also supported dating aggression as distinct from general aggression. Results supported measuring dating aggression perpetration and victimization as latent constructs represented by ordered categorical indicators that capture item severity and frequency.     

Project success' effects on substance use-related attitudes and behaviors: a randomized controlled trial in alternative high schools

Using a randomized controlled effectiveness trial, we examined the effects of Project SUCCESS on a range of secondary outcomes, including the program's mediating variables. Project SUCCESS, which is based both on the Theory of Reasoned Action and on Cognitive Behavior Theory, is a school-based substance use prevention program that targets high-risk students. We recruited two groups of alternative high schools in successive academic years, and randomly assigned schools in each group to either receive the intervention (n = 7) or serve as a control (n = 7). Students completed surveys prior to and following the administration of the program, and again 1 year later. Although participation in Project SUCCESS significantly increased students' perceptions of harm resulting from alcohol and marijuana use, students in the control group reported greater increases in peer support. We also found conflicting evidence in two opposing trends related to students' perceptions of the prevalence and acceptability of substance use. Therefore, the effects of Project SUCCESS on substance use-related beliefs and behaviors must be considered mixed.     

Technology-Based Interventions and Trainings to Reduce the Escalation and Impact of Alcohol Problems

There has been a rapid increase in the development of technological innovations to reduce the escalation and impact of alcohol problems among adolescents and adults. Technology-based interventions offer the possibility of reaching individuals who otherwise might not seek treatment, (e.g., those in remote areas, those not perceiving a need for treatment, or others who might resist treatment). This article describes 4 case examples of technology-based interventions for risky drinking: (a) a freely available and interactive Web site that provides individualized feedback and information on risky drinking patterns; (b) a brief intervention for adolescents that provides individualized feedback to teens regarding their alcohol use; (c) a computer-delivered screening and brief intervention for alcohol use among pregnant women; and (d) a simulation program for training social workers in screening and brief intervention. These case examples highlight how technology could have a role in addressing the Alcohol Misuse Grand Challenge.     

Spanish version of the Objectified Body Consciousness Scale (OBCS): results from two samples of female university students / Versión española de la Objectified Body Consciousness Scale (OBCS): resultados correspondientes a dos muestras de estudiantes universitarias

Self-objectification happens when people internalize a view of themselves as an object or collection of body parts. Two studies were conducted to validate the Spanish version of the Objectified Body Consciousness Scale (OBCS). This scale assesses self-objectification through three components: body surveillance, body shame and appearance control beliefs in women. In Study 1 and Study 2, 218 and 201 female undergraduate students, respectively, responded to the Spanish version of this scale and other related measures. In Study 2, they also reported on their emotions after being exposed to an objectifying scenario. The three subscales of the Spanish version of the OBCS showed acceptable indices of internal consistency (ranging between α = .68 to .84), and the confirmatory factor analysis showed a three-factor solution to be the most appropriate. Adequate convergent validity was found with respect to the Self-Objectification Questionnaire (SOQ) and other variables such as self-esteem, other-directedness, hostile sexism and enjoyment of sexualization. These findings suggest that the Spanish version of the OBCS is a satisfactory measure of college women’s self-objectification.     

A Factor Analytic Study of Four Listening Tests

This paper describes the nature and assessment of an interactive videodisc instructional program on listening. The program is available to other educational institutions seeking to expand cost-effective listening instruction to students. Formative evaluations indicate that students enjoyed the Level III interactive multimedia instruction (IMI). Results of a dummy variable regression analysis indicate that students receiving IMI in listening achieved significantly higher immediate cognitive test scores and listening gain scores than did students in the control group. Regression analysis indicated no significant effect of reported GPA, year in school, previous listening instruction, or time-on-task on listening test gain scores of the IMI treatment group. However, significant effects on cognitive test scores were found for reported GPA, previous listening instruction, time-on-task, and senior versus non-senior standing.     

A review of the chance to grow project: A care project for pregnant and parenting adolescents

This paper reports on the process and outcome of an innovative program for pregnant and parenting adolescents, the Chance to Grow Project. One hundred sixty-one pregnant adolescents were exposed to intensive decision-making counseling and case management services. These young women were followed for 24 months, as were 87 pregnant teens who served as a comparison group. The results of the analysis suggest a number of important findings. These include a much higher placement for adoption of the babies of the program participants, higher levels of school retention, economic self-sufficiency, and more responsible sexual behavior on the part of the participants. This article describes the Chance to Grow Project in detail and suggests some important practice implications which can be drawn from this analysis.The Chance to Grow Project and its associated evaluation was funded by Office of Adolescent Pregnancy Programs, Office of Population Affairs, Department of Health and Human Services (Federal Grant Number APH 000128-05); Robert H. Brethen Foundation; Christ Child Society; Louise Kramer Foundation; Mathile Family Foundation; Charles McNamee Foundation; Gerald and Carole Miller Family Foundation; Montgomery County Community Human Services; United Way of Dayton; and the University of Dayton.     

Student and Teacher Views on Cheating in High School: Perceptions,Evaluations, and Decisions

Why do so many adolescents cheat despite judging that cheating is wrong? Two studies tested a new model of cheating in high school. In Study 1, 85 high schoolers in the Western U.S. reported their perceptions, evaluations, and motivations surrounding their own and hypothetical cheating. In Study 2, 83 teachers reported their views about cheating; we also analyzed course syllabi. About half of the adolescents reported unintentional cheating, and many judged their own cheating—but not hypothetical cheating—as acceptable. Decisions to cheat were responses to competing pressures, low value placed on the assignment, and other considerations. Study 2 revealed teacher-student disagreements about cheating, and minimal content about academic integrity in syllabi. The findings supported the proposed model of adolescent cheating.     

Project northland in Croatia: a community-based adolescent alcohol prevention intervention

War and social transition in Croatia have increased unemployment and rates of substance abuse. A decrease in prevention programs places adolescents at an increased risk. Data collected from the 2002 Split Youth Behavior Risk Survey (YRBS) showed that adolescents are at risk for alcohol use and related problems. Thus, there is a need to strengthen primary and secondary prevention activities to empower adolescents and counteract negative societal change. A public health partnership between the University of Medicine and Dentistry of New Jersey-School of Public Health (UMDNJ-SPH) and Split, Croatia was formed in 2001. Adolescent alcohol prevention was identified as our focus and Project Northland, a model U.S. program, was selected. A strong network of NGOs and government officials support the project. Qualitative evaluation showed strong parent, teacher, and student satisfaction. Preliminary analysis shows a heightened awareness on the part of students that will likely contribute to the overall success of the program.     

Attitudes of Social Work Students About Substance Abuse: Can a Brief Educational Program Make a Difference?

ABSTRACT

This study examined whether a brief educational program could modify attitudes of master's level social work students about substance abuse. Study methodology involved a two-group pre-test and post-test quasi-experimental design. The Substance Abuse Attitude Survey, a standardized assessment instrument, was used to measure attitudes based on five distinct factors. No significant changes in student attitudes were found after participating in the educational session. Recommendations are offered for how social work schools may enhance their efforts to prepare students to effectively work with substance abusing clients and their families.     

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 case: The implementation and evaluation of a problem-solving training program for adolescents

This study recounts the implementation and evaluation of a problem-solving skills training program for adolescents. Sixty-six students from the seventh, eighth, and ninth grades of a local junior high school were identified by guidance counselors as needing problem-solving training—48 male and 18 female students between the ages of 11 and 16. The hypothesis that students included in the training sessions would demonstrate better problem-solving skills, a more internal locus of control, and a higher level of self-esteem than control group students was tested via a pretest-posttest Control Group Design. The results of a stepwise discriminant analysis of the data supported the hypothesis. An analysis of grade level differences indicated that the program had less effect on the seventh-grade training group. Implications for program modification and the limitations of the evaluation findings are discussed.     

A re-evaluation of project pride, a redesigned school-based drug abuse prevention program

The present study examined the effectiveness of Project PRIDE, a school-based, counselor-administered, drug and alcohol prevention program. The study is presented in the context of Project PRIDE'S efforts to keep itself current and effective via continual evaluation-based development. In this outcome evaluation, Project PRIDE participants demonstrated greater pretest to posttest gains on five of six outcome measures compared to control students, although many of the changes were small or moderate and only two were statistically significant. Further, as predicted, gains in more factual or objective areas of the program were greater than in more subjective areas dealing with student perceptions and feelings. The limitations and implications of the findings are discussed. Also discussed are the advantages of the Binomial Effect Size Display as a data presentation mode that promotes both client and general audience understanding of results.     

‘Making it relevant’: a rural teacher’s integration of an international studies program

This paper presents a case study in which a series of international programs was delivered via interactive videoconferencing technology to a middle school classroom in a small rural town in the USA. Despite positive reactions to the international programs, a deeper look at the use of the programs pointed to some reason for concern regarding the manner in which the international program was used to motivate students. The danger of ethnocentric interpretation was clearly present.     

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.     

Career Maturity and Quality of Life in Korean Adolescents: A Cross‐Lagged Panel Design

This study investigated the effectiveness of a short‐term career exploration program for enhancing career maturity and quality of life in Korean adolescents. It further tested causality between career maturity and quality of life defined as school satisfaction and subjective well‐being. We used a cross‐lagged panel design to examine the links among career maturity, subjective well‐being, and school satisfaction, measured both before and 4 weeks after a career exploration program for 224 Korean middle school students. Study results indicated that 4 weeks after the program implementation, there were significant increases in career maturity, subjective well‐being, and school satisfaction. A significant causal relationship from the pretest score of career maturity to the posttest score of school satisfaction was found. Results suggest that the implementation of a short‐term career exploration program designed to increase career maturity also significantly promotes school satisfaction. Limitations of the study are discussed along with suggestions for future research.     

Health outcomes of elementary school students in New Brunswick. The education perspective

With data from the New Brunswick School Climate Study (N = 6,883 students from 147 schools), this study examined individual differences in and school effects on health outcomes of students. Results of hierarchical linear modeling showed that females reported experiencing more physical health problems, eating less healthy food, and doing fewer exercises than males. Students of high socioeconomic status (SES) reported eating more healthy food and doing more exercises than students of low SES. Native students reported experiencing more physical health problems and eating less healthy food than nonnative students. Students of single parents reported eating more healthy food and exercising more than students of both parents. Schools showed effects on health outcomes over and above the effects of students. Students in schools with high SES and positive disciplinary climate reported fewer physical and mental health problems. Students in large schools reported less healthy food intake and fewer physical exercises.