Lessons Learned from Implementing School-Based Substance Abuse Prevention Curriculums

Sobeck, Joanne; Abbey, Antonia; Agius, Elizabeth

doi:10.1093/cs/28.2.77

Cited by 16 publications

(20 citation statements)

References 28 publications

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“…High-risk behaviors such as substance abuse, multipartner sex, and delinquency are prohibited in school settings and have been linked to poorer academic achievement (Hallfors et al 2002;University of Minnesota 2007). In the developmental literature, high-risk behaviors have been conceptualized as pathological and many intervention approaches to reducing their prevalence have been developed and studied (e.g., substance abuse prevention, sex education, and notolerance approaches to bullying; Ellis et al 2012;Hansen et al 2007;Nation et al 2003;Roe and Becker 2005;Sobeck et al 2006;Wandersman and Florin 2003). By and large, these approaches can be framed as working against adolescents' motivations to engage in high-risk behaviors because they attempt to modify these motivations directly or eliminate their behavioral manifestations.…”

Section: Survival and Reproductive Challenges Faced By Adolescentsmentioning

confidence: 99%

Ecological and Evolutionary Principles for Secondary Education: Analyzing Career and Tech Ed

Richardson

Castellano

Stone

et al. 2015

Evolutionary Psychological Science

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Current approaches to secondary education expose students to cultural information and environmental conditions that were not typical features of youth development for the vast majority of human evolution. Understanding the mismatch between adolescents' evolved information processing biases and the educational content and environmental cues they often experience in school can help us to identify and/ or develop educational approaches that will work with student biases in attention and motivation, rather than against them. In this paper, we present an evolutionary perspective on adolescent learning, review life history theory, and describe how adolescents adopting a fast life history strategy (fast LHS) are especially susceptible to the mismatch between evolved biases and modern schooling. We then argue that learning in context is an approach that is more consistent with adolescents' evolved biases than traditional academic school environments and suggest that career and technical education (CTE) is an existing model that can be used successfully in secondary education, especially with students following a fast LHS. We conclude with future directions for CTE research and also applications of evolutionary theory to education and educational psychology.

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Section: Survival and Reproductive Challenges Faced By Adolescentsmentioning

confidence: 99%

Ecological and Evolutionary Principles for Secondary Education: Analyzing Career and Tech Ed

Richardson

Castellano

Stone

et al. 2015

Evolutionary Psychological Science

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“…However, implementation requires the process of teachers ' conduction and students ' reception. Before implementing a program, it is crucial to understand the needs of the target population (8) . Project P.A.T.H.S.…”

Section: Refl Ections About the Programmentioning

confidence: 99%

“…Extensive literature suggests that effective leadership and planning promotes quality program implementation through ensuring adequate fi nancial, personnel and administrative support (3,8,10) . It is often the case that principals applied for funding with good intention, and then passed the project to the coordinator and urged the front-line implementers to make progress (8) .…”

Section: Refl Ections About Peoplementioning

confidence: 99%

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The role of program, people, process, policy and place (5Ps) in the implementation of a positive youth development program

Shek²

2012

International Journal of Adolescent Medicine and Health

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There is scant literature about identifying factors contributing to the success of the implementation of programs to help understand the interrelationships among multiple facets of implementation. In this paper, a front-line implementer reviewed the execution practice of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in her former school in terms of program, people, process, policy and place (5Ps). By examining the factors contributing to the success of the implementation, the authors intend to fi ll the gap between the research and the practical school-based front-line implementation. Although the program implementation process was examined in researchers ' " expert " perspective, it would be helpful if more research employed front-line workers as collaborators and participants in the implementation process to understand what actually happen in the program implementation process.

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“…Although Sobeck et al (2006) did not find significant program effects when evaluating the Michigan Model for Comprehensive Health Education, an evidence-based substance use prevention program in schools, they opted to share lessons learned when the program was implemented. Included in these findings were that middle school teachers delivering substance use prevention curricula did not teach all the lessons, skipped lessons, omitted activities, and combined lessons to save time.…”

Section: Program Fidelity Among Teachers and Other Program Providersmentioning

confidence: 99%

Factors Influencing the Implementation of Substance Use Prevention Programs in Elementary Schools

Wagener¹

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ACKNOWLEDGMENTSI would like to thank the following individuals for the role they played in helping me complete my dissertation:To my advisor, Eric Wagner, for his guidance and wisdom these past four years -from helping me narrow down my topic to developing quality scholarly work -and for everything in between. Thank you also for being my advocate.To Mark Macgowan for his support throughout the program and for giving me the opportunity to work with him on research projects.To Mario de la Rosa for his assistance in raising the quality of my methodology and for helping to shape my problem/policy qualifying paper.To Maureen Kenny for her expertise in schools and children, as well as for her help in coordinating the pre-testing of my survey.

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Lessons Learned from Implementing School-Based Substance Abuse Prevention Curriculums

Cited by 16 publications

References 28 publications

Ecological and Evolutionary Principles for Secondary Education: Analyzing Career and Tech Ed

Ecological and Evolutionary Principles for Secondary Education: Analyzing Career and Tech Ed

The role of program, people, process, policy and place (5Ps) in the implementation of a positive youth development program

Factors Influencing the Implementation of Substance Use Prevention Programs in Elementary Schools

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