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In this article the author reflects on the use of the data collection tool photovoice, sometimes referred to as photo novella, in alcohol and drug education. Photovoice can be used by disadvantaged groups to record their experiences, conduct community needs assessments, promote community dialogue and promote change through education.

This paper reports on a process in which program designers, classroom teachers, and students worked together to adapt the 7th grade "keepin' it REAL" prevention curriculum to a developmentally, socially, and academically appropriate curriculum for 5th graders. A Community-Based Participatory Research methodology (CBPR), combined with a 9-step adaptation model, emphasized a collaborative approach, both transformative and empowering. Essential adaptation elements were the Risk-to-Resiliency Continuum; the teaching of a wide range of skills including risk assessment, decision making, and resistance strategies; and, maintaining the theoretical grounding of Narrative Theory, Communication Competence, and Focus Theory of Norms. This paper describes how CBPR methodology can be conducted successfully while focusing on sustained theoretical grounding and effective research practices in a school-based setting. [ABSTRACT FROM AUTHOR]

A "train-the-trainer" workshop was developed to evaluate and enhance presentational skills and offered to 14 youth in grades 6-12 and 9 administrators from youth-focused community, agencies in Indiana. Upon work,shop completion. 7 youth and 6 adults functioned as presenters of a 1 1/2-hour module on refusal and resistance skills to 95 youth enrolled in after-school programs. Attendees completed a 5-item pre-/post-test of knowledge acquisition, a 5-item survey of perceived training effectiveness, and a 12-item measure of perceived trainer effectiveness. Findings indicated: (1) Both youth and adult train-the-trainer workshop participants demonstrated significant presentational competence gains and (2) trained presenters (both peer and adult) using standardized materials and delivery received consistently favorable evaluations. [ABSTRACT FROM AUTHOR]

This research examines the importance of trust in the classroom, and answers the following questions: 1) is trust important to create and maintain in the classroom? 2) What is the significance of trust between a teacher and a student, and 3) do students trust their drug and alcohol educators? In-depth interviews were conducted with 38 middle school students. Analysis of the transcripts reveals the importance of trust in the classroom environment. Trust is important not only between teachers and students, but also between students and their peers. In addition, hurdles to the effective transmission of important information about alcohol, tobacco, and other drugs (ATOD) were discovered. Chief among these revelations was the discover), that students perceive that asking questions about ATOD is tantamount to a tacit admission of guilt for having used or for contemplating using controlled substances, Implications for designers of curricula, drug and alcohol educators', and teachers' of other sensitive subjects are discussed. [ABSTRACT FROM AUTHOR]

Public schools are under increased pressure to implement evidence based substance abuse prevention programs. A number of model programs have been identified, but little research has examined the effectiveness of these programs when "brought to scale" or implemented district-wide. The current paper summarizes the application of the Adelman and Taylor's (1997) model for district-wide program implementation to the dissemination of an evidence-based parent-child drug education program called Keep A Clear Mind (KACM; Werch & Young, 1990). In addition to documenting the partnership process used to scaleup the program to a district-level evaluation results are presented from 2,677 fifth graders in 43 schools who participated in the KACM program. Pre-post comparisons from two consecutive cohorts of students indicated a significant reduction in students' attitudes supporting alcohol use and a significant increase in parent/child communication about prevention, students' perceived ability to resist peer pressure, and their belief that it is "wrong" to use alcohol, tobacco, and marijuana. Focus groups conducted with a subset of the KACM teachers indicated great support for the KA CM program, the partnership approach, and the dissemination model Findings provide support for Adelman and Taylor's (1997) model as a framework for collaborative district-wide implementation of substance-abuse prevention programs. [ABSTRACT FROM AUTHOR]

The author talks about the need for experimentation in alcohol and drug education in the Precaution Adoption Process Model. It is argued that most traditional behavioral theories apply only to people who are engaged by the threat. The process of adopting or quitting a behavior as a logical sequence of qualitatively different cognitive stages. The advantage of a stage theory is that messages can be tailored to different sections of the population.

This study examined the short-term effects of a web-based alcohol misuse and harm prevention course (College Alc) among incoming freshmen at a California public university. Analysis results indicated that at the end of the fall semester, students randomly assigned to College Alc (n = 173) had a higher level of alcohol-related knowledge and less positive attitudes toward alcohol use than students in the control group (n = 197). Students assigned to College Alc also reported a somewhat higher level of intentions to use strategies to minimize alcohol-related harm. College Alc did not have and effects on other targeted psychosocial factors (e.g., alcohol expectancies), alcohol use and heavy drinking, and alcohol-related problems. Observed effect sites were generally small, suggesting that College Alc may have no effect on students' risk for alcohol misuse and related harm. [ABSTRACT FROM AUTHOR]

Comments on the application of social cognitive theory to enhance the effectiveness of alcohol and drug education programs. Triadic reciprocity between behavior, personal factors and environment; Primary determinants of the theory including knowledge of health risks and benefits of healthy practices; Significance of intervention studies for the application of the theory.

Discusses the applications of focus groups in alcohol and drug education research. Overview of needs assessment studies conducted using focus groups; Use of focus groups in developing conceptual frameworks or guidelines; Application of focus groups in intervention and evaluation processes.

This article defines the constructs of capability theory in order to render it applicable in alcohol and drug education research. Alcohol and drug education is an applied field that depends on behavioral and social sciences for the theories that can be reified as measurable and testable for explaining and predicting alcohol and drug-related phenomena. Using a theory is vital for improving practice. Theory helps in discerning measurable program outcomes, identifying timings for the interventions, choosing the right mix of strategies, improving intervention efficacy and effectiveness, and improving program replication. One such theory from the field of microeconomics is Amartya Sen's Capability Theory for which he was awarded the Nobel Prize for Economic Science in 1998. Sen's model has received critical examination in economics, philosophy, ethics, women's development and other social sciences. However, it has not been used in alcohol and drug education research. In order to make any theory meaningful, in the quantitative paradigm, it is imperative to define mutually exclusive constructs that can be measured as numbers. The constructs of Sen's capability theory are: exchange entitlements; characteristics; capabilities; functionings; and, well-being.

To explore the extent of awareness among practitioners of the importance of fidelity of implementation and the factors that inhibit or encourage it, interviews were conducted with nine individuals in each of the following groups: 1) researchers who have developed and evaluated prevention curricula; 2) publishers of drug abuse prevention curricula; 3) school administrators; 4) teachers, and 5) State Safe Drug Free Schools Coordinators. Interviews with leading researchers found there is inconsistency in definition as well as a lack of standard measures and methodology to investigate fidelity. All of the groups agreed that training was critically important to fidelity of implementation. Strategies for promoting fidelity of implementation are discussed. [ABSTRACT FROM AUTHOR]

Presents the results of a process evaluation of a comprehensive drug education training package titled Teacher Training in Prevention (TTIP) aimed at primary and secondary school teachers in the United States. Objectives of TTIP; Factors affecting the success/failure of school-based drug education programming.

Focuses on Research Institute on Addictions' (RIA) Minority Research Development Program (MRDP) for American minority high school honor students designed to educate them regarding alcohol and drug research and treatment approaches. Encouragement of minority students to pursue scientific careers; Use of mentor-based curriculum; Inclusion of a teacher component.

Presents findings from a study of teachers' attitudes about their drug education curriculum and its implementation. Degree of implementation; Ease of teaching; Quality of curriculum; Philosophy; Goals; Integration with other curricula; Materials; Reasons for students' drug use; Effective prevention.

Reports on the results of the training curriculum Mastery Educator Institute (MEI) for the training of school personnel involved in alcohol and drug abuse prevention. MEI pilot program; Key goals; Training curricula and objectives; Department of Education-funded MEI; Evaluation of the courses offered at MEI.

Studies the alcohol and drug education needs among 4-H youth in rural northeast Nevada. Comparison with the survey conducted in local schools by the Nevada Department of Education; Differences; Recommendations for programs; Extent of alcohol and drug abuse among students.

Focuses on project KICK (Kids In Cooperation With Kids), a school-based drug education research project in the United States. Examination of the interaction between parent education, positive peer role modeling and drug education for third grade students; Literature review; Teaching of drug awareness.