ABSTRACT
A grade five through eight substance abuse prevention program, later incorporated into the Michigan Model for Comprehensive School Health Education, was developed, implemented, and evaluated. Results focus on students who received seven lessons on alcohol in grade six, and eight lessons on tobacco, alcohol, marijuana, and cocaine in grade seven taught by their regular classroom teachers (after a 6-hour training in the social pressures resistance skills curriculum). Students (N = 442) received either two years of the program or none, and completed individually-coded questionnaires. Repeated measures analysis of variance resulted in significant treatment by occasion interactions on the use of alcohol, cigarettes, marijuana, cocaine, and other drugs, as well as on knowledge. At the end of grade seven, program students' rates of substance use had increased significantly less and knowledge of alcohol pressures, effects, and skills to resist had increased significantly more than those of comparison students.
Subject(s)
Health Education/organization & administration , School Health Services/organization & administration , Substance-Related Disorders/prevention & control , Adolescent , Analysis of Variance , Child , Curriculum , Female , Health Knowledge, Attitudes, Practice , Humans , Longitudinal Studies , Male , Program Evaluation , Students/psychologyABSTRACT
Breast self-examination (BSE) is an important component of any program for the early detection of breast cancer. Compared to clinical breast examination and mammography, BSE is relatively safe, low cost, offers monthly assessment, and does not require overcoming barriers associated with access to the medical care system (unless an abnormality is discovered). Over the past decade, considerable research has been directed at encouraging women to perform BSE. This paper reviews 33 intervention studies that vary in the type and intensity of strategies employed, and in the BSE behaviors assessed. In general, more-intensive interventions result in better outcomes. With regard to BSE frequency, the provision of information seems sufficient to obtain BSE initiation but not necessarily adequate to maintain practice or to establish proficiency. The addition of skills training and corrective feedback leads to significantly improved BSE proficiency. Prompts and reminder aids seem also to contribute to long-term frequency. The search should continue for motivational mechanisms regarding BSE frequency, and for creative approaches to teaching and maintaining proficiency.
