| [Previous] |
|
[Next]
|
|
|
|
|
|||||
| Publication Date / Author(s) / Program | Location / Size | Age / Grade / Gender / Ethnicity | Program Description | Design | PYD Constructs | Domain(s) | Outcomes |
|---|---|---|---|---|---|---|---|
|
1988
Schinke, Botvin, Trimble, Orlandi, Gilchrist & Locklear
Bicultural Competence Skills |
Western Washington State
n = 137 (individual) |
11-12 years
NatAm = 100% |
Exposure: 10 sessions
Content: Skills training to promote competence and positive identity based on bicultural fluency |
Experimental | Social, emotional, cognitive, behavioral and moral competencies, positive identity, bonding, selfefficacy, recognition for positive behavior, opportunities for prosocial involvement, prosocial norms | Community |
Increases(posttests & 6-month follow-up) in
self-control, assertiveness, healthy coping, substance abuse knowledge
Decreases(posttests& 6-month follow-up) in alcohol, tobacco and other drug (ATOD) use |
|
1995
Tierney, Grossman & Resch Big Brothers/Big Sisters |
Phoenix, Wichita, Minneapolis, Rochester, Columbus, Philadelphia,
Houston and San Antonio
n = 959 (individual) |
10-14 years
60% = combined total AfrAm & Hisp 40% = unspec |
Exposure: 9-12 hours per month for 11 months
Content: Activities with mentor |
Experimental | Promotion of social, emotional, cognitive and behavioral competencies, positive identity, bonding, resiliency, selfefficacy, and prosocial norms | Community |
Increases in ability to complete school work, parental
trust, cognitive competence, peer support, social acceptance
Decreases in drug use, hitting, skipping class or day of school, lying to parents |
|
1989
Walter, Vaughan & Wynder Know Your Body |
New York, NY
n = 593 (individual) n=15 (schools) |
4th-9th grade
Cauc=79.3% AfrAm=13.8% Hisp=2.2% Asian=4.7% |
Exposure: 2 hours/wk for 6 years
Content: Health promotion |
Experimental | Social, emotional, cognitive and behavioral competencies, selfefficacy, recognition for positive behavior, positive identity, and prosocial norms | School |
Increase in healthy dietary patterns
Decrease in smoking initiation |
|
1985
Connell & Turner 1985 Connell, Turner & Mason 1992 Smith, Redican & Olson Growing Healthy (a/k/a School Health Curriculum Project) |
20 states: 1 midEastern urban district; 1 midSouthern
suburban district; 2 Western rural districts
n = 1397 (individual) |
4-7th grade
M=50.3% F=49.7% Cauc=57% AfrAm=40% Hisp=1.5% Unspec=1.5% |
Exposure: 43-56 lessons over 1 or 2 years (depending on
experimental condition)
Content: Health competence promotion |
Quasiexperimental | Social, emotional, cognitive, and behavioral competencies, selfefficacy, opportunities for prosocial involvement, recognition for positive behavior, positive identify, and prosocial norms | School |
Increases in positive knowledge and attitudes toward
health, development and personal responsibility
Decreases in smoking and intention to smoke |
|
1985
PedroCarroll & Cowen Children of Divorce Intervention Program |
Rochester, NY
4 suburban schools n = 75 (individual) |
3-6th grade
M=42 F=33 Cauc=100% |
Exposure: 10 sessions
Content: Health and social competence promotion |
Experimental | Social, emotional, cognitive, and behavioral competencies, bonding, selfefficacy, resilience, prosocial norms, opportunities for prosocial involvement, and recognition for positive behavior | School |
Increases in social competence, frustration tolerance,
assertiveness, problemsolving
Decreases in learning problems, anxiety, negative classroom adjustment |
|
1990
Botvin, Baker, Dusenbury, Tortu & Botvin 1995 Botvin, Baker, Dusenbury, Botvin & Diaz
Life Skills Training (LST) |
New York State
Posttests
n=4466
n=3684 Longterm follow-up
n=3597
n=2652 |
7th - 9th grade
Cauc=91% Unspec=9% |
Exposure: 15 sessions, 2 per week (Y1); 10 booster sessions
(Y2); 5 booster sessions (Y3)
Content: Competence promotion & resistance training |
Experimental | Social, emotional, cognitive, & behavioral competencies, bonding, & prosocial norms | School |
Posttests Increases in interpersonal skills, knowledge of smoking & substance abuse consequences Decreases in cigarette & marijuana smoking, alcohol intoxication, in expectations concerning adult smoking norms & norms for adult & peer marijuana use Long-Term (Outcomes are for whole sample and intervention subgroups) Decreases in monthly & weekly cigarette smoking, heavy cigarette smoking, problem drinking, polydrug use (alcohol, cigarettes, marijuana)
High Fidelity Sample |
|
1996
Greenberg 1997 Greenberg & Kusche Providing Alternative Thinking Strategies (PATHS) Curriculum |
Seattle, WA
n=286 (individual) |
6-11 years
1st-3rd grade
Cauc=165 |
Exposure 20-30 minutes 3 times per week over the school
year
Content: Competence promotion in selfcontrol, selfmanagement & problem solving strategies |
Experimental | Social, emotional, cognitive, behavioral and moral competencies, selfefficacy, bonding, resiliency, and recognition for positive behavior | School |
Posttests Increases in social, cognitive & emotional competence, selfefficacy, problemsolving Decreases in aggressiveness, passivity & conduct problems
Long-term Decreases in externalizing behaviors, aggressiveness, passivity, conduct problems
Improvements for special needs group Decreases in aggression, passivity, conduct problems, somatic complaints, depressive symptoms |
|
1993
Ellickson, Bell & Harrison 1993 Ellickson, Bell & McGuigan 1990 Ellickson & Bell Project ALERT |
California & Oregon
n=3852 (individual) |
7th-8th grade
M=49%
Cauc=71% |
Exposure 10 sessions in 7th grade; 3 booster sessions
in 8th grade
Content: Competence promotion & refusal/resistance training |
Experimental | Social, cognitive & behavioral competencies, selfefficacy, & prosocial norms | School |
Posttests (15 months after baseline Increases in selfefficacy, pos. changes in cigarette & marijuana knowledge and attitudes Decreases (subgroups by risk level) in smoking cigarettes & marijuana, expectations of using
Follow-Up (grades 10 & 12) Decreases for all behavioral findings disappeared by 12th grade |
| [Previous] |
|
[Next]
|