Proactive efforts and selected alcohol education programs

1986 ◽  
Vol 1986 (35) ◽  
pp. 17-34 ◽  
Author(s):  
Gerardo M. Gonzalez
Keyword(s):  
Education Programs ◽  
Alcohol Education

The Development of Attitudinal Measures toward Alcohol Education in the School and in the Home

1978 ◽  
Vol 8 (3) ◽  
pp. 203-219 ◽  
Author(s):  
Peter Finn
Keyword(s):  
Education Programs ◽  
Alcohol Education ◽  
Teacher Student ◽  
Evaluation Instruments ◽  
And Behavior ◽  
Attitudes And Behavior ◽  
Student Association

Most alcohol education programs suffer from lack of thorough evaluation. In particular, programs concerned with attitudes and behavior regarding alcohol education itself are rarely assessed, one reason being the lack of user-validated evaluation instruments especially designed for this purpose. As part of a project with the Massachusetts Parent-Teacher-Student Association, a series of alcohol education seminars for parents was conducted in order to develop, pre-test, and test an Alcohol Education Attitudes Questionnaire which can be used in a variety of contexts for evaluating the attitudes of parents, teachers, students, and others toward alcohol education in the school and in the home. A copy of the Questionnaire is provided.

The Effects of Fear Appeal and Communication upon Attitudes toward Alcohol Consumption

1975 ◽  
Vol 5 (2) ◽  
pp. 171-181 ◽  
Author(s):  
Robert D. Fritzen ◽  
Gil E. Mazer
Keyword(s):  
Alcohol Consumption ◽  
Educational Programs ◽  
Alcoholic Beverages ◽  
Fear Appeal ◽  
Education Programs ◽  
Alcohol Education ◽  
Information Retention ◽  
Independent Variables ◽  
The Relationship ◽  
Two Independent Variables

The purpose of the study was to clarify principles of communication pertinent to alcohol and drug educational programs. Specifically the relationship between two independent variables, the fear appeal of the message and the character of the communicator, and the attitudes, behavior and information retention of seventh and eighth grade pupils with respect to the consumption of alcoholic beverages was explored. A number of significant findings are reported and their implications for alcohol education programs are discussed.

An evaluation of two school-based alcohol education programs.

1982 ◽  
Vol 43 (3) ◽  
pp. 352-369 ◽  
Author(s):  
M S Goodstadt ◽  
M A Sheppard ◽  
G C Chan
Keyword(s):  
Education Programs ◽  
Alcohol Education ◽  
School Based

Increased Exposure to Alcohol and Cannabis Education and Changes in Use Patterns

1989 ◽  
Vol 19 (2) ◽  
pp. 183-194 ◽  
Author(s):  
Reginald G. Smart
Keyword(s):  
Heavy Drinking ◽  
Cannabis Use ◽  
Education Programs ◽  
Alcohol Education ◽  
Use Patterns ◽  
Grade Levels

The introduction of new alcohol and cannabis education programs in Ontario schools was associated with significant increases in reported exposure to alcohol and cannabis education. Significant increases were reported for both sexes, all grade levels, and geographic areas. These were associated with decreases in proportions of drinkers, especially among younger students. Little effect was seen on heavy drinking. The evidence also suggests that reported increased exposure to cannabis education was not associated with reduced cannabis use. The challenge remains to develop alcohol education programs which can reduce heavy drinking and to develop effective cannabis education programs.

Alcohol Education Research and Practice: A Logical Analysis of the Two Realities

1986 ◽  
Vol 16 (4) ◽  
pp. 349-365 ◽  
Author(s):  
Michael S. Goodstadt
Keyword(s):  
Education Research ◽  
Empirical Evidence ◽  
Program Effectiveness ◽  
Logical Analysis ◽  
Education Programs ◽  
Alcohol Education ◽  
Research And Practice ◽  
Deductive Logic ◽  
The Impact

The assumptions underlying alcohol education programs, and the impact of such programs are examined from the perspectives of inferential and deductive logic. The inconclusiveness of empirical evidence concerning program effectiveness leads to the adoption of a position of “relative agnosticism,” according to which we can compensate for our state of empirical ignorance by giving greater attention to the deductive logic implied in the assumptions underlying alcohol education. Common flaws in the deductive logic of alcohol education are identified; a series of increasingly sound underlying syllogisms is proposed, leading to the establishment of (inductively and deductively) logically sound objectives and targets for alcohol education programs. A review of existing empirical evidence concerning effectiveness of alcohol education is combined with the outcome of the deductive-logical analysis, resulting in a series of explicit, realistic, recommendations for effective alcohol programming.

scholarly journals A systematic review of alcohol education programs for young people: do these programs change behavior?

2020 ◽  
Author(s):  
Hannah L M Calverley ◽  
Lauren A Petrass ◽  
Jennifer D Blitvich
Keyword(s):  
Systematic Review ◽  
Young People ◽  
Best Practice ◽  
Quality Criteria ◽  
Behavior Changes ◽  
Education Programs ◽  
Alcohol Education ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Change Behavior

Abstract Numerous education programs have addressed young peoples’ alcohol use. To date, no peer-reviewed publication has evaluated the effectiveness of such programs delivered across a range of contexts to change alcohol-related behaviors, attitudes and/or knowledge. This systematic review aimed to identify alcohol education programs addressing young people, and determine whether they changed alcohol-related behavior, knowledge and attitudes; and, ascertain components of successful programs. Studies were identified, guided by the PRISMA review process, from the earliest records until June 2020. Included studies (N = 70) comprised an alcohol education program which focused on young people (15–24 years). Forty programs reported behavior changes, and these programs were the highest quality. Others impacted attitudes and/or knowledge only (n = 12); or reported no impacts (n = 17). Recent programs were more likely than older programs to feature online delivery and report behavior changes. To enhance alcohol education, future programs should include the identified quality criteria, alongside process and long-term outcome evaluations, to better monitor effectiveness. Findings indicated some education programs have capacity to positively change alcohol-related behavior; however, outcome consistency varied even in high-quality programs. Alcohol education programs should be designed alongside health education/promotion models and best-practice recommendations, to improve the likelihood of desirable behavior-related outcomes.

Sign in / Sign up

Export Citation Format

Share Document