The Juvenile and Adolescent Substance Abuse Prevention Program: An Evaluation

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Autor/inn/en	Talpade, Medha; Lynch, Diane; Lattimore, Barbara; Graham, Ashlee
Titel	The Juvenile and Adolescent Substance Abuse Prevention Program: An Evaluation
Quelle	In: International Journal of Behavioral Consultation and Therapy, 4 (2008) 4, S.304-310 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-7855
Schlagwörter	Health Promotion; Program Evaluation; Self Efficacy; Prevention; Pretests Posttests; Drug Abuse; Drinking; Prior Learning; Measures (Individuals); Substance Abuse; Program Effectiveness; Adolescents; Decision Making; Health Behavior; Attitude Change; Behavior Change; Knowledge Level; Behavior Problems; Psychological Patterns; Occupational Aspiration; Academic Aspiration; Children; Georgia + Suchen Sie Ihr Suchwort? Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Programme evaluation; Programmevaluation; Self-efficacy; Selbstwirksamkeit; Prävention; Vorbeugung; Trinken; Vorkenntnisse; Messdaten; Drug use; Drug consomption; Drogenkonsum; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Decision-making; Entscheidungsfindung; Health behaviour; Gesundheitsverhalten; Attitudinal change; Einstellungsänderung; Wissensbasis; Berufsneigung; Berufsziel; Child; Kind; Kinder
Abstract	The Juvenile and Adolescent Substance Abuse Prevention Program (JASAP) is a curriculum-based prevention and health promotion program for youth between the ages of 13 to 18 years in Fulton County, Georgia. The program was established in 2007 to promote healthy decision-making skills that would eventually lead to informed choices and decisions surrounding drug and alcohol use. Program evaluation assessed the cognitive and behavioral impact of the program--how program participation had changed prior knowledge, and the processes and outcomes related to making decisions about drug and alcohol use and how this was reflected in behavioral measures. The following scales were utilized in addition to other survey questions: (a) Stages of Change and Readiness Ruler (Prochaska & DiClemente, 1982); (b) Decisional Balance Worksheet for Pros and Cons Assessment (Prochaska & DiClemente, 1984); (d) Self-efficacy scale (Bandura, 1977); and (e) An adapted version of Robinson et al.'s (2001) assessment of substance abuse education. Demographics from the database (n=407) indicated an almost even distribution of males (57%) and females (43%). Majority of the students reported being exposed to alcohol and drugs in their homes and/or community. All reported they had learned something about drugs and alcohol at school. And a majority of the students reported that they had at least 2 people who they could talk to about anything. Pre post tests assessed knowledge gain and attitude change (n = 246). Knowledge was tested using the same test as the pretest and another equivalent test. The equivalent test was administered as a post test. Results indicated that the knowledge on the similar pretest increased significantly after the educational program, t (205)= -3.03, p =0.001 (Mean= 11.32) to the post test (Mean= 12.68),. Scores on the equivalent test of knowledge about alcohol and substance abuse revealed that participants scored an average of 9 points out of a total of 12. Also, although non significant, the attitude about alcohol and drugs improved from the pretest (Mean= 3.63) to the post test (Mean= 3.84). Students rated their instructor and course positively, and strongly agreed with the statement that they knew significantly more about substance abuse than they did before they took this course. Students identified the same number of pros and cons (2.0) for changing behaviors and reported their readiness to change their problematic behaviors (6.9 on a 10-point scale). Problematic behaviors identified by most of the children included attitude, anger, and specific behaviors. Participants' decision-making skills regarding alcohol/drug abuse were also evaluated. Results indicated that the majority of the participants (94%) made significantly more healthy decisions (Decision scenario 1, [data omitted] (1, n= 92)=85.172). Furthermore, participants were asked to indicate if they have considered career options and higher education. Participants reported a higher confidence in future decisions: Jobs, [data omitted] (2, n = 102) = 23.011, p less than 0.001; Education, [data omitted] (2, n = 102)=20.176, p less than 0.001. Thus overall the JASAP program was successful in attaining its goals. Continued funding for this intervention is thus deemed crucial! (As Provided).
Anmerkungen	Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10