Students' Evaluation of the Effectiveness of Substance Abuse Education: The Impact of Different Delivery Modes

2020 ◽  
Author(s):  
Cass Dykeman ◽  
J. Ron Nelson
Keyword(s):  
Substance Abuse ◽  
Effective Means ◽  
Alcohol Prevention ◽  
Delivery Mode ◽  
Delivery Modes ◽  
School Based ◽  
Substance Abuse Education ◽  
The Impact ◽  
Drug And Alcohol ◽  
Type Of Delivery

Ninety-six students, 12 boys and 12 girls each from the 3rd, 6th, 8th, and 12th grades were interviewed regarding the effectiveness of various delivery modes commonly employed in substance abuse education. These delivery modes included (a) expert-red, (b) teacher-led, (c) peer-led, and (d) parent in-home. Students generally believed that each type of delivery mode would positively effect drug- and alcohol-related knowledge but not behavior. Furthermore, students believed that the expert-led mode would be the most effective means for positively effecting the drug- and alcohol-related knowledge of students. The implications of these results for school-based drug and alcohol prevention efforts are discussed.

scholarly journals Student Performance Comparison between Face-to-Face and Online Instructional Delivery Modalities – A Case Study Using an Introductory MIS Course

2015 ◽  
Vol 3 (11) ◽  
pp. 149-151
Author(s):  
Enrique G. Zapatero ◽  
Jim Chen
Keyword(s):  
Student Performance ◽  
Instructional Delivery ◽  
Performance Comparison ◽  
Delivery Mode ◽  
Course Performance ◽  
Face To Face ◽  
Delivery Modes ◽  
Course Grades ◽  
The Impact

An analysis of 177 students at an AACSB-accredited university explores the impact of the instructional delivery mode used on students’ course performance. A comparison of students’ performance as measured by final course grades earned is analyzed to determine the impact (or lack of it) of face-to-face versus online instructional delivery modes, holding all other variables constant.

scholarly journals Increasing Awareness of Substance Abuse and Addictions: Does Early Childhood Drug Education Provide Diversion from Using Drugs and/or Alcohol?

2018 ◽  
Vol 4 (1) ◽  
pp. 107-112
Author(s):  
Megan Linnea Bailey ◽  
Shelby Wasson ◽  
Brilynn Roberts
Keyword(s):  
Substance Abuse ◽  
Early Childhood ◽  
Drug Abuse ◽  
Prescription Drugs ◽  
Alcohol Prevention ◽  
Drug Education ◽  
Childhood Education ◽  
Education Needs ◽  
Alcohol And Drug Abuse ◽  
Drug And Alcohol

According to the National Institute on Drug Abuse, 70 percent of adolescents have experimented with alcohol, while 20 percent have experimented with prescription drugs before their senior year in high school. Alcohol and drug abuse has become a nationwide problem. A small rural community in southern Indiana reports that almost 12 percent of its population uses drugs daily. The authors hypothesize that current school-based alcohol and drug curriculums are not robust enough to divert risky behavior during adolescence. Surveys were administered to residents living in two separate transitional homes for people with addiction. The surveys consisted of questions regarding drug and alcohol abuse related to childhood education. The process was completed using a descriptive study. Participants in the study (n = 17) revealed valuable information confirming their rationales for substance abuse. Overwhelmingly, all participants agreed that drug education needs to be available in early childhood education. As substance abuse escalates, so must our efforts to research and understand the problem. The examination of current adolescent drug and alcohol prevention programs isessential to help promote program evaluation and in identifying potential education needs for our youth.

scholarly journals The Impact of Parental Substance Abuse and Psychosocial Behaviour of Children in Age Group of 6-12 years: School Based Study

2021 ◽  
pp. 95-102
Author(s):  
Monali Walke ◽  
Nikita Waghmare ◽  
Priya Waghmare ◽  
Mamata Vaitage ◽  
Shiwani Umate ◽  
...  
Keyword(s):  
Substance Abuse ◽  
Psychosocial Development ◽  
Prevalence Rate ◽  
Substance Abusers ◽  
Sampling Technique ◽  
Parental Substance Abuse ◽  
School Based ◽  
Age Appropriate ◽  
The Impact ◽  
Structured Questionnaire

Aim of the study is 1. Find out the extent of reported parental substance abuse 2. Assess the psychosocial development of child 3. Assess the perceived impact of parental substance abuse on psychosocial development of children. Methodology: The study was conducted in the school of Wardha district, Maharashtra, India. Population: School going children of age 6-12yrs and their parents. 200 sample size was selected, each 100 parent and 100 children. Non-probability convenient sampling technique used.  A structured questionnaire used for both parent and their children separately. Results: The reported prevalence rate of parental substance abuse as reported by children shows the ratio as: The rate of no substance abusers which scores from 0-12 of frequency (14) is 14%.The rate of Borderline abusers which scores from 13-24 of frequency (23) is 23%. The rate of Mild abusers which scores from 25-36 of frequency (22) is 22%.The rate of Moderate abusers which scores from 37-48 of frequency (23) is 23%.The rate of Severe abusers which scores from 49-60 of frequency (18) is 18%. The reported prevalence rate of parental substance abuse as reported by parent shows the ratio as: The rate of no substance abusers which scores from 0-9 of frequency (6) is 6%. The rate of Borderline abusers which scores from 10-18 of frequency (24) is 24%. The rate of Mild abusers which scores from 19-27 of frequency (28) is 28%. The rate of Moderate abusers which scores from 28-36 of frequency (18) is 18%. The rate of Severe abusers which scores from 37-44 of frequency (26) is 26%. Psychosocial behaviour of children which reveals that most of the children will act as crying or will get angry which is an age appropriate behaviour.

The Effects of School-Based Substance Abuse Education — A Meta-Analysis

1988 ◽  
Vol 18 (3) ◽  
pp. 243-264 ◽  
Author(s):  
Robert L. Bangert-Drowns
Keyword(s):  
Substance Abuse ◽  
Drug Use ◽  
Meta Analysis ◽  
Group Discussion ◽  
Poor Quality ◽  
Positive Effects ◽  
School Based ◽  
Lower Drug ◽  
Attitudinal Effects ◽  
Substance Abuse Education

Since the late 1960s, evaluators have examined the use of school-based alcohol and drug education programs as a means of substance abuse prevention. Narrative reviews of these evaluations agree on two points. The evaluations are generally of poor quality and they do not provide evidence that substance abuse education reduces drug use. This study used meta-analysis to review a carefully selected sample of evaluations in this area. Outcomes of thirty-three evaluations were statistically integrated. The meta-analysis showed that typical substance abuse education had its most positive effects on knowledge and attitudes, but was unsuccessful in changing the drug-using behaviors of students. Attitudinal effects were significantly higher when peers were used as instructional leaders and when group discussion was part of the instructional method. Furthermore, students who volunteered for substance abuse education reported lower drug use after treatment than did students who were required to participate in such programs.

Evaluating the Effectiveness of a School Drug and Alcohol Prevention Curriculum: A New Look at “Here's Looking at You, Two”

1989 ◽  
Vol 19 (2) ◽  
pp. 117-132 ◽  
Author(s):  
Justin J. Green ◽  
John M. Kelley
Keyword(s):  
Substance Abuse ◽  
Middle School Students ◽  
School Districts ◽  
Alcohol Prevention ◽  
Short Term ◽  
School Students ◽  
Prevention Curriculum ◽  
Methodological Problems ◽  
One Year ◽  
Drug And Alcohol

The article reports on the results of an evaluation of a school drug and alcohol prevention curriculum marketed under the title, “Here's Looking at You, Two.” Previous evaluations, unreported in the literature and having unresolved methodological problems, have found that while the program appears effective at transmitting information regarding drug and alcohol abuse, it has not been effective at changing the underlying attitudes and behaviors that, in part, explain substance abuse. Employing a more rigorous methodology, our examination of a relatively large sample across five school districts provides support for previous findings. Over the short-term of one year, the program was particularly effective at transmitting substance information to primary and middle school students. The program, however, produced very little of the expected effect on the underlying attitudes that are critical to changing substance abuse behaviors.

Substance Abuse Education in the U. S. Air Force

1978 ◽  
Vol 8 (1) ◽  
pp. 1-7
Author(s):  
James D. Colson
Keyword(s):  
Substance Abuse ◽  
Substance Use ◽  
Alcohol Abuse ◽  
Air Force ◽  
Personal Responsibility ◽  
Local Conditions ◽  
The Status ◽  
Substance Abuse Education ◽  
Drug And Alcohol ◽  
New Phase

The USAF Substance Abuse Seminar represents a new phase of preventative drug and alcohol abuse education, which has been implemented Air Force wide. The four hour seminar is presented to the general Air Force population on an event oriented basis. It is designed specifically to raise the level of substance abuse awareness among Air Force members and emphasize substance abuse information in relation to the individual's role and responsibilities within the Air Force. The seminar includes: (1) Air Force Drug/Alcohol Abuse Control policies, relating to substance use by Air Force members; (2) local conditions, regarding substance abuse; (3) socio-pharmacology, concerning the status of substances relative to their effects; and (4) personal responsibility in the use of substances, reflecting the concept of responsible substance use. Further information concerning the objectives and implementation of the seminar program is presented.

A Critical and Comparative Review of the Prevention of Drug and Alcohol Abuse in Israel

1989 ◽  
Vol 19 (1) ◽  
pp. 59-81 ◽  
Author(s):  
Zipora Barnea
Keyword(s):  
Substance Abuse ◽  
Secondary Prevention ◽  
Intervention Strategies ◽  
Primary And Secondary Prevention ◽  
Community Based ◽  
Future Developments ◽  
School Based ◽  
Community Based Programs ◽  
Comparative Review ◽  
Drug And Alcohol

The article reviews the various programs and intervention strategies of substance abuse prevention in Israel. It concentrates mainly on the stages of primary and secondary prevention among youth. School-based prevention programs, those designated for detached youth as well as community-based programs, are presented and analyzed. The prevention efforts in Israel are also compared to those in other Western countries. The discussion includes recommendations for future developments in this domain.

The Impact of the “I'M Special” Program on Student Substance Abuse and other Related Student Problem Behavior

1989 ◽  
Vol 19 (1) ◽  
pp. 83-93 ◽  
Author(s):  
Sehwan Kim ◽  
Jonnie McLeod ◽  
Charles L. Palmgren
Keyword(s):  
Substance Abuse ◽  
Problem Behavior ◽  
Special Program ◽  
Substance Users ◽  
Grade Levels ◽  
School Based ◽  
Fourth Grade Students ◽  
Student Problem Behavior ◽  
High Level ◽  
The Impact

There has been a proliferation of school-based substance abuse prevention programs geared toward reducing or delaying the onset of student use of illegal drugs. But the field has shown a general absence of evaluation dealing with the behavior consequences of these practices. This article fiis this gap by using the case of the “I'm Special” Program (ISP) targeted for fourth grade students. Using a quasiexperimental design, a comparison is made between the substance using and other problem behavior of students who have been exposed to the ISP and those who have not during their later school years in grades S through 12. At the aggregate level, the proportions of current substance users and the incidence of their related problem behavior were significantly lower among the ISP graduates than those who have not been exposed to the program. In particular, there were consistently lower proportions of current substance users among the ISP recipients than the nonrecipients in grades 5–7. However, the impact of the ISP seems to diminish significantly in and around ninth grade. During the senior high level, the pattern revealed is almost random. And, in some drug categories, it has been speculated that the ISP students were trying to “catch up” with what they may have missed out on during earlier grade levels.

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