Literaturnachweis - Detailanzeige
| Autor/inn/en | Newman, Ian M.; und weitere |
|---|---|
| Institution | Nebraska Univ., Lincoln. Nebraska Prevention Center for Alcohol and Drug Abuse. |
| Titel | Teaching Students To Resist Pressures To Drink and Drive: First Year Evaluation, English Classes. Prevention Center Papers. Technical Report No. 17. |
| Quelle | (1987), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adolescents; Behavior Change; Behavior Patterns; Drinking; Driving While Intoxicated; English; Grade 9; Junior High Schools; Prevention; Program Effectiveness; Secondary School Students; Videotape Recordings |
| Abstract | During the 1984-1986 academic years, the Nebraska Prevention Center for Alcohol and Drug Abuse again cooperated with the Omaha Public Schools to assess the effects of the videotape-based educational program, "Resisting Pressures to Drink and Drive." This report summarizes the activities of the 1984-1985 year and presents an assessment of the effects of those activities. This educational program was presented to 48 classes of 9th-graders in their English classes. The specific risk reduction strategies taught in this curriculum include learning and practicing techniques to delay decisions to drink and drive, recruiting friends to help counter peer pressure, interpreting one's self-worth as reason enough to avoid risky alcohol situations, and the application of some specific ways to say no to peers and adults. Because this is a skill-based program it was important that students participated in skills-related classroom activities. To encourage actual practice, these skills were illustrated on the videotapes, and a number of exercises in the student/teacher workbook were provided to aid in skills development. Overall, the group exposed to the curriculum did not report significant differences in the alcohol-related behaviors, especially when compared with the control group. However, although this curriculum did not significantly affect immediate behavior over the short term, it may well have affected behavior over the long term. The relationship between knowledge of risk and risk-taking behavior remains unclear. (LLL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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