School Personnel Training for the Prevention of Tobacco, Alcohol, and other Drug Use: Issues and Outcomes

1997 ◽  
Vol 27 (3) ◽  
pp. 245-258 ◽  
Author(s):  
John L. Romano
Keyword(s):  
Drug Use ◽  
Youth Development ◽  
Positive Impact ◽  
School Personnel ◽  
Well Being ◽  
Training Model ◽  
School Year ◽  
Evaluation Procedures ◽  
School Based

The training of inservice school personnel in the prevention of tobacco, alcohol, and other drug use among youth is the focus of this article. The training emphasizes an interdisciplinary, youth development, school team training model, entitled “Enhancing Student Well-Being.” The model includes both content and process components. The manuscript describes the model, evaluation procedures, and training issues. Particular attention is given to follow-up assessment and outcome of school-based prevention projects developed during the training and implemented during the school year. Results support the training model as having a positive impact on prevention initiatives in schools.

Trauma-Informed Elementary Schools: Evaluation of School-Based Early Intervention for Young Children

2019 ◽  
Vol 41 (4) ◽  
pp. 239-248 ◽  
Author(s):  
Carrie W Rishel ◽  
Jiyoung K Tabone ◽  
Helen P Hartnett ◽  
Kathy F Szafran
Keyword(s):  
Elementary Schools ◽  
Early Intervention ◽  
Self Regulation ◽  
Classroom Interaction ◽  
Childhood Experiences ◽  
School Year ◽  
School Based ◽  
Trauma Informed ◽  
Multiple Domains

Abstract Trauma-Informed Elementary Schools (TIES) is a program designed to bring trauma-informed services to early elementary classrooms. Built on a foundation of adverse childhood experiences research and the Attachment, Self-Regulation, and Competency framework, TIES provides early intervention to children who exhibit symptoms of chronic stress or trauma in the classroom. Designed as an innovative school-based approach, TIES provides classrooms with a resource liaison to support teachers in recognizing and responding to trauma indicators. This article describes a study that examined the effectiveness of the TIES intervention across multiple domains, measuring the quality of classroom interaction by comparing TIES classrooms with comparison classrooms in 11 schools in a rural Appalachian state. CLASS (Classroom Assessment Scoring System) was used to measure classroom outcomes at the beginning (baseline) and end (follow-up) of the school year. Results indicate that TIES classrooms demonstrated significant improvement from baseline to follow-up in multiple domains, whereas comparison classrooms showed decline. The article concludes with a discussion of the study’s implications.

scholarly journals School-based interventions targeting stigma of mental illness: systematic review

2014 ◽  
Vol 38 (4) ◽  
pp. 164-171 ◽  
Author(s):  
Catriona Mellor
Keyword(s):  
Mental Illness ◽  
Young People ◽  
Strong Evidence ◽  
Positive Impact ◽  
School Based ◽  
Programme Design ◽  
Stigma Of Mental Illness ◽  
School Based Interventions ◽  
A Current

Aims and methodTo systematically review the published literature on the effectiveness of classroom-based interventions to tackle the stigma of mental illness in young people, and to identify any consistent elements within successful programmes.ResultsSeventeen studies were included in the analysis. A minority of studies reported a positive impact on stigma or knowledge outcomes at follow-up and there were considerable methodological shortcomings in the studies reviewed. These interventions varied substanitally in content and delivery. It was not possible to use this data to draw out what aspects make a successful intervention. There is currently no strong evidence to support previous conclusions that these types of intervention work for children and adolescents.Clinical implicationsWhen anti-stigma interventions for young people are rolled out in the future, it is important that the programme design and method of delivery have evidence to prove their effectiveness, and that the audience and setting are the most appropriate to target. There is a current lack of strong evidence to inform this.

School-based drug education: the shaping of subjectivities

2014 ◽  
Vol 43 (1) ◽  
pp. 95-115 ◽  
Author(s):  
Cary Bennett
Keyword(s):  
Drug Use ◽  
Well Being ◽  
Drug Education ◽  
Content Type ◽  
School Based ◽  
Key Factor ◽  
The Subject ◽  
Political Dimensions ◽  
The Individual ◽  
Practical Implications

Purpose – The purpose of this paper is to explore how school-based drug education programmes in Australia have sought to reduce adolescent drug use. Design/methodology/approach – Drawing on insights from Foucault's later works and writers on governmentality, the paper considers how, through the use of various technologies, techniques and strategies, students have been encouraged to problematise their understanding of self by way of a series of choices they are required to make in relation to recreational drug use. Findings – Drugs are positioned as a key factor in the psychic and social well-being of youths insofar as their health and personal happiness is said to depend on the decisions they make concerning their use of drugs. In the process, moral and political objectives are met as students internalise norms, values and objectives consonant with a self-disciplined, self-governing society. Practical implications – By bringing into question school-based drug education, a space is created for further discussions around this historically controversial strategy. Social implications – What is common to all school-based drug education programmes is that the problem is conceptualised in terms of individual and interpersonal deficiencies or inadequacies. Conceptualised thus, both the problem and the solution lay with the individual; it is the individual who must change. Originality/value – The focus of this paper has not been on why school-based drug education is needed or how to improve it (the focus of most research on the subject), but rather on the methods employed to influence student use of recreational drugs. By identifying how school-based drug education has sought to shape student subjectivities, this paper has exposed specific moral and political dimensions of the project.

scholarly journals The Effect of You Can Do It! Education in Six Schools on Student Perceptions of Well-Being, Teaching-Learning and Relationships

2011 ◽  
Vol 5 (1) ◽  
pp. 22 ◽  
Author(s):  
Professor Michael Edwin Bernard ◽  
Kate Walton
Keyword(s):  
Student Perceptions ◽  
Primary Schools ◽  
Positive Impact ◽  
Well Being ◽  
Emotional Wellbeing ◽  
Learning Program ◽  
Social And Emotional ◽  
School Year ◽  
It Education ◽  
The Impact

This research investigated the impact of a social and emotional learning program, You Can Do It! Education (YCDI), on different aspects of student social and emotional wellbeing. YCDI was implemented on a whole-school basis in six primary schools with six matched schools serving as controls. At the end of the school year, students in grade 5 in both types of schools completed the Attitudes to School Survey (Victorian Department of Education) and, again, at the end of the following school year when they were in grade 6. Results indicated significant improvements over time on different aspects of student well-being in the YCDI schools and not in the non-YCDI schools. The positive impact of a train-the-trainer model used in this study in a variety of schools under naturally occurring conditions holds promise for low-cost, preventive mental health programs.

scholarly journals Improving Schools’ Readiness for Involvement in Suicide Prevention: An Evaluation of the Creating Suicide Safety in Schools (CSSS) Workshop

2019 ◽  
Vol 16 (12) ◽  
pp. 2165 ◽  
Author(s):  
Patricia Breux ◽  
Dana E. Boccio
Keyword(s):  
Suicide Prevention ◽  
Mental Health Professionals ◽  
Administrative Support ◽  
New York State ◽  
Public Health Problem ◽  
School Personnel ◽  
School Based ◽  
Post Test ◽  
The Impact

Schools have an important role to play in combatting suicide, a significant public health problem that disproportionately affects adolescents and young adults. Schools can work to reduce youth suicidality by adopting policies that align with best practice recommendations pertaining to suicide prevention, intervention, and postvention. This study examined the impact of a one-day training, the Creating Suicide Safety in Schools (CSSS) workshop, on the readiness of school personnel to improve their schools’ suicide-related policies and procedures. Participants (N = 562) consisted predominantly of school-based mental health professionals working in communities of low or mixed socioeconomic status in New York State. Survey data were collected according to a one-group pre-test—post-test design with a 3-month follow-up. Workshop participants demonstrated improvements from pre-test to post-test in their attitudes about the importance of school-based suicide prevention, knowledge of best practices, perceptions of administrative support, and feelings of empowerment to work collaboratively to enhance their schools’ suicide safety. At follow-up, participants reported barriers to implementing changes, most commonly in the form of insufficient time and stigma surrounding the topic of suicide. The results of this study provide preliminary evidence for the effectiveness of the CSSS workshop as a promising method for improving schools’ suicide safety, yet additional research using randomized controlled trials needs to be conducted.

The impact of 3-year and 4-year undergraduate programs on university students: the case of Hong Kong

2017 ◽  
Vol 29 (1) ◽  
pp. 49-55 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu
Keyword(s):  
Hong Kong ◽  
General Education ◽  
Youth Development ◽  
Positive Impact ◽  
Undergraduate Curriculum ◽  
Degree Program ◽  
Control Group ◽  
School Year ◽  
The Impact ◽  
Better Than

Abstract The undergraduate curriculum structure in Hong Kong was changed from 3 years to 4 years starting from the 2012–2013 school year, with the extra year of study primarily devoted to general education study. At The Hong Kong Polytechnic University (PolyU), the General University Requirements (GUR) has been designed in response to this change. In this study, the question of whether the development of students in the 4-year program was better than that of the 3-year program was examined via a static group comparison design. The treatment group was Year 3 students of the 4-year undergraduate degree program (n=566) whereas the control group comprised Year 3 students of the 3-year degree program (n=290). Measures on empathy, positive youth development, and student engagement were used as indicators of student holistic development. While the mean age of students in the 3-year program was higher than that of the 4-year program, students in the 4-year program performed better than the students of the 3-year program on several indicators of desired graduate attributes. Bearing in mind the limitations of the static comparison group design, the present study provides support for the positive impact of GUR at PolyU on students of the 4-year undergraduate curriculum.

Effectiveness of Primary Prevention Efforts for Intimate Partner Violence

Partner Abuse ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 175-195 ◽  
Author(s):  
Daniel J. Whitaker ◽  
Christopher M. Murphy ◽  
Christopher I. Eckhardt ◽  
Amanda E. Hodges ◽  
Melissa Cowart
Keyword(s):  
Intimate Partner Violence ◽  
Partner Violence ◽  
Program Effectiveness ◽  
Positive Impact ◽  
Intimate Partner ◽  
Control Group ◽  
School Based ◽  
Prevention Studies ◽  
Program Content

This article presents a systematic review of intimate partner violence (IPV) prevention studies. Using electronic databases and standard search methods, 19 studies met inclusion criteria for the review. These studies targeted partner violence victimization and/or perpetration, included a comparison or control group, and measured IPV behavior or outcomes involving knowledge, attitudes, beliefs, or other constructs related to IPV. Fifteen of the studies used randomized designs, and 9 studies were identified that used rigorous methods (randomized designs, measurement of IPV behavior, sufficient follow-up, independent assessors). Four of the 9 studies were school-based studies conducted in middle or high schools. Only 1 of those found an unqualified positive impact on IPV behavior; another found an IPV preventive effect for boys only. Five of the 9 studies were conducted in community settings, including 2 that worked with couples, 2 that provided group-based interventions set in the community, and 1 that worked with parents to promote dating violence prevention with their teenage children. All 5 of the community-based studies reported positive impact on IPV behavior. Although there are some encouraging findings in the literature, gaps remain. No programs have been replicated, and although there would appear to be a great deal of overlap in program content, there is no analysis examining key components of program effectiveness.

scholarly journals Academic Outcomes Following a School-Based RCT for ADHD: 6-Year Follow-Up

2015 ◽  
Vol 24 (1) ◽  
pp. 66-72 ◽  
Author(s):  
Kapil Sayal ◽  
Christine Merrell ◽  
Peter Tymms ◽  
Adetayo Kasim
Keyword(s):  
Academic Outcomes ◽  
Positive Impact ◽  
Controlled Trial ◽  
School Level ◽  
Evidence Based ◽  
Adhd Symptoms ◽  
Academic Benefits ◽  
School Based ◽  
The Impact

Objective: For children with high levels of ADHD symptoms, to investigate the impact of early school-based interventions on academic outcomes in mid-childhood. Method: A 6-year follow-up of 4- to 5-year-olds ( N = 52,075) whose schools participated in a cluster randomized controlled trial for children at risk of ADHD. School-level interventions involved the provision of a booklet with evidence-based information (book) and/or feedback of names (identification) of children with high levels of ADHD symptoms. At ages 10 to 11 years, outcome measures were scores in English and mathematics tests. Results: For children with high levels of ADHD symptoms, the interventions had no impact on academic outcomes. When all children were analyzed, the book intervention had a positive impact on mathematics. Baseline inattention was associated with poorer academic outcomes, whereas impulsiveness was associated with better academic outcomes. Conclusion: The provision of evidence-based information about helping children with ADHD at school may have wider academic benefits.

scholarly journals Recreational Drug Use in People Living with HIV in Spain: Factors Associated with Drug Use and the Impact on Clinical Outcomes

2021 ◽  
Author(s):  
Vanessa Castro-Granell ◽  
Noé Garin ◽  
Ángeles Jaén ◽  
José Luis Casado ◽  
Lorna Leal ◽  
...  
Keyword(s):  
Drug Use ◽  
Well Being ◽  
People Living With Hiv ◽  
Recreational Drug ◽  
Recreational Drugs ◽  
Antiretroviral Adherence ◽  
Recreational Drug Use ◽  
Living With Hiv ◽  
The Impact

AbstractWe analysed the impact of recreational drug use (RDU) on different outcomes in people living with HIV (PLHIV). A multicentre retrospective cohort study was performed with two cohorts of PLHIV included: people using recreational drugs (PURD) vs. people not using recreational drugs (PNURD). Overall, 275 PLHIV were included. RDU was associated with men having sex with men (OR 4.14, 95% CI [1.14, 5.19]), previous sexually transmitted infections (OR 4.00, 95% CI [1.97, 8.13]), and current smoking (OR 2.74, 95% CI [1.44, 5.19]). While the CD4/CD8 ratio increased amongst PNURD during the follow-up year, it decreased amongst PURD (p = 0.050). PURD presented lower scores of self-reported and multi-interval antiretroviral adherence (p = 0.017, and p = 0.006, respectively), emotional well-being (p < 0.0001), and regular follow-up (p = 0.059), but paid more visits to the emergency unit (p = 0.046). RDU worsens clinical, immunological, and mental health outcomes amongst PLHIV.

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