Theoretical standpoint, procedures and instruments used to evaluate school-based substance abuse prevention in the New York City public schools are detailed. Outcome measures are discussed, and the argument is made that the process by which the outcome behavioral change was achieved must be explored before the outcomes are certified as beneficial and appropriate for an educational environment. The changes in the meanings the student attaches to objects and events in his environment and the way in which he construes his environment and self which are antecedent to behavioral change are explored by obtaining written responses from the student, but more fully by repeated observation of the prevention process for the duration of the prevention activities. If the changes in meaning and construct are likely to enhance the student's life, the outcome behaviors are judged adequate. A further argument is made that prediction of future behaviors can be made from the meaning and construct data, and these favorable or unfavorable predictions caused by changes attributable to prevention activities can serve as a basis for evaluation of the prevention work, even in the absence of presently observable behavioral outcomes.
Chlamydia Infection Among Adolescent Long-Acting Reversible Contraceptive and Shorter-Acting Hormonal Contraceptive Users Receiving Services at New York City School-Based Health Centers
