Evaluation of a primary school drug drama project: methodological issues and key findings

Abstract

This paper describes the impact evaluation of a primary school drug drama project developed by a health promotion service and a theatre's education department in England. The project targeted 10-11 year olds in 41 schools with an interactive drama production and workshop day on attitudes, choices, decisions and risks of alcohol, tobacco and illegal drug use. Parents were also involved in parents' evenings and watching children's performances. The research consisted of both process evaluation, consultation with pupils, teachers, parents, actors and health promotion staff on the project itself, and impact evaluation which looked at potential changes in children's knowledge, attitudes and decision-making skills. This paper reports findings of the impact evaluation, from six of the schools participating in the project. The impact evaluation consisted of pre- and post-project testing using a 'draw and write' and a problem-solving exercise. These findings suggest that the project had a significant impact on the children's knowledge of names of specific illegal drugs, and on their awareness that alcohol and cigarettes were also drugs, and secondly encouraged the children to think in less stereotypical terms about drugs and drug users. The problem-solving exercise, involving decision-making scenarios, showed small but positive trends between pre- and post-project solutions in more than half of the response categories. Methodological difficulties relating to evaluating such a project are discussed.

The Paradox of Realism and “Authenticity” in Entertainment-Education: A Study of Adolescents' Views About Anti-Drug Abuse Dramas

“…Various studies indicate that changes measured after exposure to educational dramas may correspond only partially with program goals. For example, exposure to a play about AIDS caused viewers mainly to show more empathy toward those who got ill (Probart, 1989, as cited in Glik et al, 2002), and the main influence found in a study of the impact of an anti-drug abuse play was an increase in children's knowledge of names of specific illegal drugs, rather than attitude change (Starkey & Orme, 2001). These findings underscore concerns raised by EE researchers regarding possible unintended effects of EE programs (Singhal & Rogers, 2002).…”

The Conversations About Cancer ( CAC ) Project—Phase II: National findings from viewing When Cancer Calls… and implications for Entertainment–Education (E–E)

“…A wide range of important health topics have been addressed through film and TV, including excessive drinking ( Guiding Light /CBS), diabetes ( Amarte AsÍ/ Telemundo), kidney disease ( George Lopez /ABC), HIV and pregnancy (Without A Trace/CBS), liver disease ( Scrubs /NBC), drug abuse ( Huff /Showtime), amputees ( Days of Our Lives/ NBC), heart transplants and failures ( Numb3rs/ CBS; Albert, Buchsbaum, & Li, 2007), emotional eating and weight loss ( George Lopez /ABC). Theatre or drama has also been used across related health education fields such as teen smoking prevention (Starkey & Orme, 2001), HIV/AIDS prevention education (Watts, 1998), and sexual education in grade schools (Blakey & Pullen, 1991). …”

Primary Health Care and England: The coming of age of Alma Ata?

“…One exception to this was the high profile media campaign against HIV/AIDS in 1986/1987. Although controversial at the time, with its emphasis on a mass 'blanket' campaign and on promoting changes in personal habit through fear, it is generally regarded now as successful in raising awareness [33,34]. The Health Education Council, the body responsible for setting health education policy and which had led this campaign, came under pressure from the Conservative Government on their approaches to sexual health and community development.…”