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Population: Male athletes ages 15-18
Setting: School or Classroom
Risk Factors Addressed: Body image and substance use norms for male athletes
Description: The program is designed to reduce or stop adolescent male athletes’ use of anabolic steroids, sport supplements, alcohol, and illegal drugs, while improving nutrition and exercise practices. Participants learn how to achieve their athletic goals by using state-of-the-art sports nutrition and strength training and how to avoid using harmful substances that will impair their physical and athletic abilities. ATLAS is delivered in a classroom to an entire school sports team at once. The curriculum consists of 10, 45-minute interactive classroom sessions and 3 exercise-training sessions facilitated by peer educators, coaches, and strength trainers.
Population: Elementary, Middle, and High School students
Risk Factors Addressed: Peer pressure, low skill efficacy
Description: LifeSkills Training (LST) is a school-based program that aims to prevent alcohol, tobacco, and marijuana use and violence by targeting the major social and psychological factors that promote the initiation of substance use and other risky behaviors. Consistent with this theoretical framework, LST addresses multiple risk and protective factors and teaches personal and social skills that build resilience and help youth navigate developmental tasks, including the skills necessary to understand and resist prodrug influences. LST is designed to provide information relevant to the important life transitions that adolescents and young teens face, using culturally sensitive and developmentally and age-appropriate language and content. Facilitated discussion, structured small group activities, and role-playing scenarios are used to stimulate participation and promote the acquisition of skills.
Population: All populations and socioeconomic levels and ages
Risk Factors Addressed: Problem behaviors, family conflict, academic problems
Description: Positive Action is an integrated and comprehensive curriculum-based program that is designed to improve academic achievement; school attendance; and problem behaviors such as substance use, violence, suspensions, disruptive behaviors, dropping out, and sexual behavior. It is also designed to improve parent–child bonding, family cohesion, and family conflict. Its concepts are universal and effective for all populations and socioeconomic levels and ages. All materials are based on the same unifying broad concept (one feels good about oneself when taking positive actions, and there is a positive way to do everything) with six explanatory subconcepts (positive actions for the physical, intellectual, social, and emotional areas) that elaborate on the overall theme. These positive actions are skills that one needs to achieve academically and in life. The skills, or positive actions, are taught within six units and are the basis of all materials, which provides coherence and consistency within the whole program.
**The SERC Library has purchased the kits for Grades 5 - 12**
Population: Students ages 14-19
Risk Factors Addressed: Poor academic achievement, school absenteeism, school dropout, lack of school bonding, emotional distress, depression, aggression
Description: Reconnecting Youth: A Peer Group Approach to Building Life Skills (RY) is a school-based prevention program for students ages 14-19 years that teaches skills to build resiliency against risk factors and control early signs of substance abuse and emotional distress. RY targets youth who demonstrate poor school achievement and high potential for school dropout. Eligible students must have either (1) fewer than the average number of credits earned for all students in their grade level at their school, high absenteeism, and a significant drop in grades during the prior semester or (2) a record of dropping out of school. Potential participants are identified using a school's computer records or are referred by school personnel if they show signs of any of the above risk factors. Eligible students may show signs of multiple problem behaviors, such as substance abuse, aggression, depression, or suicidal ideation. RY also incorporates several social support mechanisms for participating youth: social and school bonding activities to improve teens' relationships and increase their repertoire of safe, healthy activities; development of a crisis response plan detailing the school system's suicide prevention approaches; and parent involvement, including active parental consent for their teen's participation and ongoing support of their teen's RY goals.
Population: High School students
Setting: School or Classroom
Factors Addressed: Creating a supportive learning community, developing self-awareness and self-management, building relationships and solving conflicts, and preparing for college and the workforce.
Description: The School-Connect program is an 80-lesson multimedia curriculum is designed to improve high school students’ social, emotional, and academic skills and strengthen relationships among students and between students and teachers. The program consists of four modules based on CASEL's Social and Emotional Learning (SEL) Competencies identified by researchers as critical to success in school, the workplace, and life in general: social awareness, self-awareness, self-management, relationship skills, and responsible decision making.
Population: 12- to 19-year-olds who display the early stages of alcohol or drug involvement
Setting: Outpatient or School
Risk Factors Addressed: Substance use, barriers to behavioral change
Description: Teen Intervene is a brief, early intervention program for 12- to 19-year-olds who display the early stages of alcohol or drug involvement. The intervention aims to help teens reduce and ultimately eliminate their substance use. The program is typically administered in an outpatient, school, or juvenile detention setting by a trained professional in three 1-hour sessions conducted 10 days apart. During session 1, an individual session with the adolescent, the therapist elicits information about the adolescent's substance use and related consequences, examines the costs and benefits of the substance use, and helps the adolescent set goals of behavior change, including goals to reduce or eliminate substance use. In session 2, the therapist assesses the adolescent's progress, discusses strategies for overcoming barriers, and negotiates the adolescent's continued work toward meeting goals. Session 3 is an individual counseling session with the teenager's parent (or guardian); this session addresses parent-child communication and discipline practices, and specific ways for the parent to support the child's goals. The third session also includes a brief wrap-up conversation with the parent and adolescent.
Population: Young adults ages 14-19
Risk Factors Addressed: Depression and anxiety
Description: CAST delivers life-skills training and social support in a small-group format (6-8 students per group). The program consists of 12 55-minute group sessions administered over 6 weeks by trained high school teachers, counselors, or nurses with considerable school-based experience. CAST serves as a follow-up program for youth who have been identified through screening as being at significant risk for suicide. CAST's skills training sessions target three overall goals: increased mood management (depression and anger), improved school performance, and decreased drug involvement. Group sessions incorporate key concepts, objectives, and skills that inform a group-generated implementation plan for the CAST leader. Sessions focus on group support, goal setting and monitoring, self-esteem, decision-making skills, better management of anger and depression, "school smarts," control of drug use with relapse prevention, and self-recognition of progress through the program.
Population: Students aged 5 - 19
Setting: Home or School
Risk Factors Addressed: Lack of knowledge and skills associated with practicing and maintaining healthy behaviors
Description: The Michigan Model for Health is a comprehensive and sequential health education curriculum that aims to give students aged 5-19 years (grades K-12) the knowledge and skills needed to practice and maintain healthy behaviors and lifestyles. The intervention provides age-appropriate lessons that address issues commonly faced by students, including use of alcohol, tobacco, and other drugs; prevention of HIV/AIDS; proper nutrition; physical activity; and other wellness and safety concerns. These 20- to 45-minute lessons are designed to be implemented by the classroom teacher, and they include extension ideas for core subjects such as language arts and social studies, as well as ways to use the intervention outside of the classroom. The intervention also provides information for parents regarding the content that students are learning in the classroom and suggestions for related activities that can be done at home. The Michigan Model for Health, which can be implemented in public, private, or alternative schools, facilitates learning and skill development through a variety of interactive teaching and learning techniques, including demonstration and guided practice.
Population: First-time offenders between the ages of 12 and 18, and their parents
Setting: School and other Community settings
Risk Factors Addressed: Anger, stress, inadequate parental monitoring, ineffective communication skills, positive attitudes about ATOD
Description: Project MAGIC (Making A Group and Individual Commitment) is an alternative to juvenile detention for first-time offenders between the ages of 12 and 18. The program's goals include helping youths achieve academic success; modifying attitudes about alcohol, tobacco, and other drugs; and enhancing life skills development and internal locus of control. Project MAGIC is based on the ecological model, involving individual, family, school, and community domains. Over the 2-month course of the program, separate interventions are provided to the youths and their parents, who are trained to better monitor their children's behavior.
Setting: Home, School, or other Community settings
Risk Factors Addressed: Negative self-image, negative health habits
Description: SPORT Prevention Plus Wellness, a motivational intervention designed for use by all adolescents, integrates substance abuse prevention with health promotion to help adolescents minimize and avoid substance use while increasing physical activity and other health-enhancing habits, including eating well and getting adequate sleep. The intervention promotes the benefits of an active lifestyle with positive images of youth as active and fit, and emphasizes that substance use is counterproductive in achieving positive image and behavior goals. Adolescents participating in SPORT complete a short, self-administered health behavior screen measuring physical activity and sport behaviors and norms, healthy nutrition, sleep, and alcohol use. During a one-on-one session with a fitness specialist--a teacher, coach, or other professional (e.g., fitness trainer, nurse)--participants receive a booklet and a personally tailored consultation that follows a written script. Participants complete a simple fitness prescription goal plan intended to encourage positive behavior and image change. In addition, flyers addressing key content of the intervention are provided to parents/caregivers for 4 consecutive weeks after the intervention.
**The SERC Library offers the elementary, middle, and high school versions of this material.**
Population: Elementary, Middle and High School students
Setting: School or Classroom
Risk Factors Addressed: Perception of risk, exposure to positive substance use messages via media, positive attitudes toward substance use, misinformation regarding the effects and/or consequences of substance use
Description: First developed by Friends of Narconon Intl. and Narconon International in 1996, the Narconon Truth About Drugs Video Program started as a stand-alone prevention DVD (or VHS) for schools to use to supplement their ongoing prevention efforts. In 2002, the first edition of the kit was developed. Currently, the program is a multimedia, 8-session curriculum for middle school and high school students. The program aims to positively change youths’ attitudes and perceptions of risk in regard to drug use; in part, by correcting false data as well as incorrect impressions presented by the media and other sources. The curriculum incorporates a unique combination of prevention strategies for addressing the use of tobacco, alcohol, marijuana, and common "hard drugs." The Narconon Truth About Drugs Video Program conveys science-based information from diverse fields such as toxicology, forensic science, nutrition, marketing, and pharmacology, in simple terms, through illustrative examples and stories. The DVDs also feature vignettes of young adults sharing their personal stories of addiction and recovery to illustrate the harms associated with drug use, including the lies they told themselves and others when using and even dealing drugs. According to the program developer, the Truth About Drugs Video Program has been implemented in 1,000 U.S. high schools, 23 middle schools, 8 elementary schools, and one Girls and Boys Club.
Population: Elementary, Middle, and High School Students
Setting: Not Specified
Risk Factors Addressed: Problem behavior, school engagement, social-emotional development
Description: Functional behavioral assessment (FBA) is an individualized problem-solving process for addressing student problem behavior. An assessment is conducted to identify the purpose or function of a student’s problem behavior. This assessment process involves collecting information about the environmental conditions that precede the problem behavior and the subsequent rewards that reinforce the behavior. The information that is gathered is then used to identify and implement individualized interventions aimed at reducing problem behaviors and increasing positive behaviors. Accordingly, the studies evaluating FBA examine different FBA-based interventions identified for each student. FBA-based interventions can be used to address diverse problem behaviors, such as disruptive and off-task behaviors, noncompliance, and inappropriate social interactions.
Population: Students grades K - 5 (with a separate program for teens)
Risk Factors Addressed: Aggression, violence
Description: PeaceBuilders is a schoolwide violence prevention program for elementary schools (grades K-5) with a corresponding teen-centered PeacePack program. PeaceBuilders attempts to create a positive school climate by developing positive relationships between students and school staff; directly teaching nonviolent attitudes, values, and beliefs; and providing incentives for young people to display these behaviors at school, in the community, and at home. PeaceBuilders introduces a common language to a school centered on six principles: praise people; avoid put-downs; seek wise people as advisers and friends; notice and correct hurts we cause; right wrongs; and help others. Activities and rewards designed to teach and encourage these "peace-building" behaviors are woven into the school's everyday routine with the participation of all staff in the school, including teachers, classroom aides, administrators, librarians, nurses, playground monitors, and any others who regularly interact with students. Targeted outcomes include improved social competence, more frequent positive and prosocial behavior, and reduced aggression.
Population: High school youth
Risk Factors Addressed: School dropout, attitudes favorable to substance use
Description: Project Towards No Drug Abuse (Project TND) is a drug use prevention program for high school youth. The current version of the curriculum is designed to help students develop self-control and communication skills, acquire resources that help them resist drug use, improve decision-making strategies, and develop the motivation to not use drugs. It is packaged in 12 40-minute interactive sessions to be taught by teachers or health educators. The TND curriculum was developed for high-risk students in continuation or alternative high schools. It has also been tested among traditional high school students.
Population: Latino/Latina teenagers at risk for substance abuse, HIV, and other problem behaviors due to living in impoverished communities with high availability of drugs and limited health care services
Risk Factors Addressed: Access to substances, limited efficacy to resist substance use, and perceptions that peers use or approve of substance use
Description: Storytelling for Empowerment is a school-based, bilingual (English and Spanish) intervention for teenagers at risk for substance abuse, HIV, and other problem behaviors due to living in impoverished communities with high availability of drugs and limited health care services. The program primarily targets Latino/Latina youth and uses cognitive decision-making, positive cultural identity (cultural empowerment), and resiliency models of prevention as its conceptual underpinnings. Storytelling for Empowerment aims to decrease alcohol, tobacco, and other drug (ATOD) use by identifying and reducing factors in the individual, family, school, peer group, neighborhood/community, and society/media that place youth at high risk for ATOD use, while enhancing factors that may strengthen youth resiliency and protect against ATOD use. The core components of the intervention include the Storytelling PowerBook and the Facilitator's Guide. The PowerBook is a series of activity workbooks that include the following sections:
Population: High School Students (Grades K - 8 offer the Too Good for Drugs and Too Good for Violence programs separately)
Risk Factors Addressed: Peer pressure, low perception of harm regarding substance use, ineffective communication skills, violent/aggressive behavior
Description: Too Good for Drugs and Violence is a combined, school-based prevention program for kindergarten through 12th grade that builds on students' resiliency by teaching them how to be socially competent and autonomous problem solvers. The program is designed to benefit everyone in the school by providing needed education in social and emotional competencies and by reducing risk factors and building protective factors that affect students in these age groups. TGFD focuses on developing personal and interpersonal skills to resist peer pressures, goal setting, decision-making, bonding with others, having respect for self and others, managing emotions, effective communication, and social interactions. The program also provides information about the negative consequences of drug use and the benefits of a nonviolent, drug-free lifestyle.