The Experts below are selected from a list of 318 Experts worldwide ranked by ideXlab platform
Christine C Benally - One of the best experts on this subject based on the ideXlab platform.
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Building partnerships between indigenous communities and universities: lessons learned in HIV/AIDS and Substance Abuse Prevention research.
American journal of public health, 2009Co-Authors: Julie A Baldwin, Jeannette L Johnson, Christine C BenallyAbstract:Many HIV/AIDS and Substance Abuse Prevention studies in American Indian and Alaska Native communities have been directed by academic researchers with little community input. We examined the challenges in conducting HIV/AIDS-related research in American Indian and Alaska Native communities and the benefits of changing the research paradigm to a community-based participatory model. The lessons we learned illustrate that the research process should be a cyclical one with continual involvement by community members. Steps in the process include (1) building and sustaining collaborative relationships, (2) planning the program together, (3) implementing and evaluating the program in culturally acceptable ways, and (4) disseminating research findings from a tribal perspective. These steps can enhance the long-term capacity of the community to conduct HIV/AIDS and Substance Abuse Prevention research.
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building partnerships between indigenous communities and universities lessons learned in hiv aids and Substance Abuse Prevention research
American Journal of Public Health, 2009Co-Authors: Julie A Baldwin, Jeannette L Johnson, Christine C BenallyAbstract:Many HIV/AIDS and Substance Abuse Prevention studies in American Indian and Alaska Native communities have been directed by academic researchers with little community input. We examined the challenges in conducting HIV/AIDS-related research in American Indian and Alaska Native communities and the benefits of changing the research paradigm to a community-based participatory model. The lessons we learned illustrate that the research process should be a cyclical one with continual involvement by community members. Steps in the process include (1) building and sustaining collaborative relationships, (2) planning the program together, (3) implementing and evaluating the program in culturally acceptable ways, and (4) disseminating research findings from a tribal perspective. These steps can enhance the long-term capacity of the community to conduct HIV/AIDS and Substance Abuse Prevention research.
Zili Sloboda - One of the best experts on this subject based on the ideXlab platform.
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Evaluation of Substance Abuse Prevention and Treatment Programs
Research Methods in the Study of Substance Abuse, 2017Co-Authors: Peggy C. Stephens, Zili Sloboda, Deric R. KenneAbstract:In this chapter, program evaluation is examined as a way to systematically utilize the scientific method to determine whether adolescent Substance use Prevention interventions implemented with families, within schools and the workplace, and at the community level achieve their intended goals. General purposes and approaches to program evaluation are described, as well as the processes associated with the planning and conduct of evaluations, with a focus on addressing common challenges for evaluators and stakeholders. Finally, a summary case involving an evaluation of a large, national school-based Substance use Prevention intervention is used to illustrate concepts and processes important to the evaluation of Substance Abuse Prevention and treatment programs.
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The Adolescent Substance Abuse Prevention Study: A randomized field trial of a universal Substance Abuse Prevention program
Drug and Alcohol Dependence, 2009Co-Authors: Zili Sloboda, Richard C. Stephens, Brent Teasdale, Scott F. Grey, Joseph Williams, Peggy C. Stephens, Richard D. Hawthorne, Jesse F. MarquetteAbstract:Abstract Objectives The purpose of the study was to determine whether a universal school-based Substance Abuse Prevention program, Take Charge of Your Life (TCYL), prevents or reduces the use of tobacco, alcohol, or marijuana. Methods Eighty-three school clusters (representing school districts) from six metropolitan areas were randomized to treatment (41) or control (42) conditions. Using active consenting procedures, 19,529 seventh graders were enrolled in the 5-year study. Self-administered surveys were completed by the students annually. Trained Drug Abuse Resistance Education (D.A.R.E.) police officers presented TCYL in seventh and ninth grades in treatment schools. Analyses were conducted with data from 17,320 students who completed a baseline survey. Intervention outcomes were measured using self-reported past-month and past-year use of tobacco, alcohol, and marijuana when students were in the 11th grade. Results Main effect analyses show a negative program effect for use of alcohol and cigarettes and no effect for marijuana use. Subgroup analyses indicated that the negative effect occurred among nonusers at baseline, and mostly among white students of both genders. A positive program effect was found for students who used marijuana at baseline. Two complementary papers explore the relationship of the targeted program mediators to the use of alcohol, tobacco, and marijuana and specifically for students who were Substance-free or who used Substances at baseline. Conclusions The negative impact of the program on baseline nonusers of alcohol and tobacco indicate that TCYL should not be delivered as a universal Prevention intervention. The finding of a beneficial effect for baseline marijuana users further supports this conclusion. The programmatic and methodological challenges faced by the Adolescent Substance Abuse Prevention Study (ASAPS) and lessons learned offer insights for Prevention researchers who will be designing similar randomized field trials in the future.
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The Adolescent Substance Abuse Prevention Study: A randomized field trial of a universal Substance Abuse Prevention program.
Drug and alcohol dependence, 2009Co-Authors: Zili Sloboda, Richard C. Stephens, Brent Teasdale, Scott F. Grey, Joseph Williams, Peggy C. Stephens, Richard D. Hawthorne, Jesse F. MarquetteAbstract:The purpose of the study was to determine whether a universal school-based Substance Abuse Prevention program, Take Charge of Your Life (TCYL), prevents or reduces the use of tobacco, alcohol, or marijuana. Eighty-three school clusters (representing school districts) from six metropolitan areas were randomized to treatment (41) or control (42) conditions. Using active consenting procedures, 19,529 seventh graders were enrolled in the 5-year study. Self-administered surveys were completed by the students annually. Trained Drug Abuse Resistance Education (D.A.R.E.) police officers presented TCYL in seventh and ninth grades in treatment schools. Analyses were conducted with data from 17,320 students who completed a baseline survey. Intervention outcomes were measured using self-reported past-month and past-year use of tobacco, alcohol, and marijuana when students were in the 11th grade. Main effect analyses show a negative program effect for use of alcohol and cigarettes and no effect for marijuana use. Subgroup analyses indicated that the negative effect occurred among nonusers at baseline, and mostly among white students of both genders. A positive program effect was found for students who used marijuana at baseline. Two complementary papers explore the relationship of the targeted program mediators to the use of alcohol, tobacco, and marijuana and specifically for students who were Substance-free or who used Substances at baseline. The negative impact of the program on baseline nonusers of alcohol and tobacco indicate that TCYL should not be delivered as a universal Prevention intervention. The finding of a beneficial effect for baseline marijuana users further supports this conclusion. The programmatic and methodological challenges faced by the Adolescent Substance Abuse Prevention Study (ASAPS) and lessons learned offer insights for Prevention researchers who will be designing similar randomized field trials in the future.
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Is the Receptivity of Substance Abuse Prevention Programming Affected by Students' Perceptions of the Instructor?
Health education & behavior : the official publication of the Society for Public Health Education, 2008Co-Authors: Peggy C. Stephens, Augustine Hammond, Zili Sloboda, Richard C. Stephens, Brent Teasdale, Scott F. Grey, Richard D. Hawthorne, Joseph WilliamsAbstract:Drawing on the elaboration likelihood model of persuasive communication, the authors examine the impact of the perceptions of the instructor or source on students' receptivity to a new Substance Abuse Prevention curriculum. Using survey data from a cohort of students participating in the Adolescent Substance Abuse Prevention Study, the authors use structural equation modeling to determine the effects of the perceptions students have of their program instructor on measures of the targeted program mediators and the use of cigarettes, alcohol, and marijuana. They test these instructor effects after each component of a two-part curriculum is administered (during the seventh and ninth grades). They find that the perceptions of the instructor significantly affect refusal, communication and decision-making skills, normative beliefs, perceived consequences of use, and Substance use. The authors discuss the implications of these findings for school-based Prevention programming and indications for further research.
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Reports of Substance Abuse Prevention programming available in schools.
Prevention science : the official journal of the Society for Prevention Research, 2008Co-Authors: Zili Sloboda, Richard C. Stephens, Brent Teasdale, Peggy C. Stephens, Amod Pyakuryal, David W. Forrest, Scott F. GreyAbstract:Evaluations of school-based Substance Abuse Prevention programs with schools or school districts randomly assigned to either the treatment or control condition have demonstrated effective strategies over the past 30 years. Although control schools were never considered “pure” (i.e., no other interventions were being offered), school-based programming in the 1980s did not include evidence-based interventions. Since the late 1990s, funding agencies have required schools either to select programming from approved lists of Prevention strategies or to demonstrate the efficacy of the strategies that would be used. This has increased the number of schools delivering evidence-based programs to their students. As a result, “treatment as usual” is more challenging to researchers. This paper describes exposure to Prevention programming as reported by 204 school administrators from 83 districts and their 19,200 students who are participating in the Adolescent Substance Abuse Prevention Study, a national randomized evaluation trial of the program, Take Charge of Your Life. In order to determine the extent of student exposure to Prevention programming in both the control and treatment schools, data were collected in each of the 5 years of the study from two sources: principals and Prevention coordinators and from students. The data provided by the principals and Prevention coordinators indicate that the vast majority of schools assigned to the control condition offered students drug Prevention programming. This finding has implications for the evaluation of Take Charge of Your Life but also for other evaluation studies. The students were asked questions regarding participation in drug education posed on annual surveys. When their responses were compared to the reports from their school principals and Prevention coordinators, it was found that the students underreported exposure to drug education. A follow-up qualitative study of a sample of students suggests the need for rewording of the questions for students in future studies. The implications of our findings for evaluation studies are discussed.
Jesse F. Marquette - One of the best experts on this subject based on the ideXlab platform.
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The Adolescent Substance Abuse Prevention Study: A randomized field trial of a universal Substance Abuse Prevention program
Drug and Alcohol Dependence, 2009Co-Authors: Zili Sloboda, Richard C. Stephens, Brent Teasdale, Scott F. Grey, Joseph Williams, Peggy C. Stephens, Richard D. Hawthorne, Jesse F. MarquetteAbstract:Abstract Objectives The purpose of the study was to determine whether a universal school-based Substance Abuse Prevention program, Take Charge of Your Life (TCYL), prevents or reduces the use of tobacco, alcohol, or marijuana. Methods Eighty-three school clusters (representing school districts) from six metropolitan areas were randomized to treatment (41) or control (42) conditions. Using active consenting procedures, 19,529 seventh graders were enrolled in the 5-year study. Self-administered surveys were completed by the students annually. Trained Drug Abuse Resistance Education (D.A.R.E.) police officers presented TCYL in seventh and ninth grades in treatment schools. Analyses were conducted with data from 17,320 students who completed a baseline survey. Intervention outcomes were measured using self-reported past-month and past-year use of tobacco, alcohol, and marijuana when students were in the 11th grade. Results Main effect analyses show a negative program effect for use of alcohol and cigarettes and no effect for marijuana use. Subgroup analyses indicated that the negative effect occurred among nonusers at baseline, and mostly among white students of both genders. A positive program effect was found for students who used marijuana at baseline. Two complementary papers explore the relationship of the targeted program mediators to the use of alcohol, tobacco, and marijuana and specifically for students who were Substance-free or who used Substances at baseline. Conclusions The negative impact of the program on baseline nonusers of alcohol and tobacco indicate that TCYL should not be delivered as a universal Prevention intervention. The finding of a beneficial effect for baseline marijuana users further supports this conclusion. The programmatic and methodological challenges faced by the Adolescent Substance Abuse Prevention Study (ASAPS) and lessons learned offer insights for Prevention researchers who will be designing similar randomized field trials in the future.
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The Adolescent Substance Abuse Prevention Study: A randomized field trial of a universal Substance Abuse Prevention program.
Drug and alcohol dependence, 2009Co-Authors: Zili Sloboda, Richard C. Stephens, Brent Teasdale, Scott F. Grey, Joseph Williams, Peggy C. Stephens, Richard D. Hawthorne, Jesse F. MarquetteAbstract:The purpose of the study was to determine whether a universal school-based Substance Abuse Prevention program, Take Charge of Your Life (TCYL), prevents or reduces the use of tobacco, alcohol, or marijuana. Eighty-three school clusters (representing school districts) from six metropolitan areas were randomized to treatment (41) or control (42) conditions. Using active consenting procedures, 19,529 seventh graders were enrolled in the 5-year study. Self-administered surveys were completed by the students annually. Trained Drug Abuse Resistance Education (D.A.R.E.) police officers presented TCYL in seventh and ninth grades in treatment schools. Analyses were conducted with data from 17,320 students who completed a baseline survey. Intervention outcomes were measured using self-reported past-month and past-year use of tobacco, alcohol, and marijuana when students were in the 11th grade. Main effect analyses show a negative program effect for use of alcohol and cigarettes and no effect for marijuana use. Subgroup analyses indicated that the negative effect occurred among nonusers at baseline, and mostly among white students of both genders. A positive program effect was found for students who used marijuana at baseline. Two complementary papers explore the relationship of the targeted program mediators to the use of alcohol, tobacco, and marijuana and specifically for students who were Substance-free or who used Substances at baseline. The negative impact of the program on baseline nonusers of alcohol and tobacco indicate that TCYL should not be delivered as a universal Prevention intervention. The finding of a beneficial effect for baseline marijuana users further supports this conclusion. The programmatic and methodological challenges faced by the Adolescent Substance Abuse Prevention Study (ASAPS) and lessons learned offer insights for Prevention researchers who will be designing similar randomized field trials in the future.
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Implementation fidelity: the experience of the Adolescent Substance Abuse Prevention Study
Health education research, 2008Co-Authors: Zili Sloboda, Richard C. Stephens, Brent Teasdale, Peggy C. Stephens, Richard D. Hawthorne, Jesse F. Marquette, Amod Pyakuryal, Joseph WilliamsAbstract:While researchers have developed more effective programs and strategies to prevent the initiation of Substance use and increasingly communities are delivering these interventions, determining the degree to which they are delivered as they were designed remains a significant research challenge. In the past several years, more attention has been given to implementation issues during the various stages of program development and diffusion. This paper presents the findings from a substudy of an evaluation of a newly designed middle and high school Substance Abuse Prevention program, Take Charge of Your Life delivered by local Drug Abuse Resistance Education officer instructors. A key aspect of the study was to determine the extent to which implementation fidelity, using the measures of content coverage and appropriate instructional strategy, was associated with improvement in the program mediators of realistic normative beliefs, understanding the harmful effects of Substance use and the acquisition of decision-making and resistance skills. Although it was found that higher fidelity was associated with better scores on some of the mediators, this was not a consistent finding. The mixed results are discussed within the context of the lesson activities themselves.
Julie A Baldwin - One of the best experts on this subject based on the ideXlab platform.
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Building partnerships between indigenous communities and universities: lessons learned in HIV/AIDS and Substance Abuse Prevention research.
American journal of public health, 2009Co-Authors: Julie A Baldwin, Jeannette L Johnson, Christine C BenallyAbstract:Many HIV/AIDS and Substance Abuse Prevention studies in American Indian and Alaska Native communities have been directed by academic researchers with little community input. We examined the challenges in conducting HIV/AIDS-related research in American Indian and Alaska Native communities and the benefits of changing the research paradigm to a community-based participatory model. The lessons we learned illustrate that the research process should be a cyclical one with continual involvement by community members. Steps in the process include (1) building and sustaining collaborative relationships, (2) planning the program together, (3) implementing and evaluating the program in culturally acceptable ways, and (4) disseminating research findings from a tribal perspective. These steps can enhance the long-term capacity of the community to conduct HIV/AIDS and Substance Abuse Prevention research.
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building partnerships between indigenous communities and universities lessons learned in hiv aids and Substance Abuse Prevention research
American Journal of Public Health, 2009Co-Authors: Julie A Baldwin, Jeannette L Johnson, Christine C BenallyAbstract:Many HIV/AIDS and Substance Abuse Prevention studies in American Indian and Alaska Native communities have been directed by academic researchers with little community input. We examined the challenges in conducting HIV/AIDS-related research in American Indian and Alaska Native communities and the benefits of changing the research paradigm to a community-based participatory model. The lessons we learned illustrate that the research process should be a cyclical one with continual involvement by community members. Steps in the process include (1) building and sustaining collaborative relationships, (2) planning the program together, (3) implementing and evaluating the program in culturally acceptable ways, and (4) disseminating research findings from a tribal perspective. These steps can enhance the long-term capacity of the community to conduct HIV/AIDS and Substance Abuse Prevention research.
Peggy C. Stephens - One of the best experts on this subject based on the ideXlab platform.
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Evaluation of Substance Abuse Prevention and Treatment Programs
Research Methods in the Study of Substance Abuse, 2017Co-Authors: Peggy C. Stephens, Zili Sloboda, Deric R. KenneAbstract:In this chapter, program evaluation is examined as a way to systematically utilize the scientific method to determine whether adolescent Substance use Prevention interventions implemented with families, within schools and the workplace, and at the community level achieve their intended goals. General purposes and approaches to program evaluation are described, as well as the processes associated with the planning and conduct of evaluations, with a focus on addressing common challenges for evaluators and stakeholders. Finally, a summary case involving an evaluation of a large, national school-based Substance use Prevention intervention is used to illustrate concepts and processes important to the evaluation of Substance Abuse Prevention and treatment programs.
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The Adolescent Substance Abuse Prevention Study: A randomized field trial of a universal Substance Abuse Prevention program
Drug and Alcohol Dependence, 2009Co-Authors: Zili Sloboda, Richard C. Stephens, Brent Teasdale, Scott F. Grey, Joseph Williams, Peggy C. Stephens, Richard D. Hawthorne, Jesse F. MarquetteAbstract:Abstract Objectives The purpose of the study was to determine whether a universal school-based Substance Abuse Prevention program, Take Charge of Your Life (TCYL), prevents or reduces the use of tobacco, alcohol, or marijuana. Methods Eighty-three school clusters (representing school districts) from six metropolitan areas were randomized to treatment (41) or control (42) conditions. Using active consenting procedures, 19,529 seventh graders were enrolled in the 5-year study. Self-administered surveys were completed by the students annually. Trained Drug Abuse Resistance Education (D.A.R.E.) police officers presented TCYL in seventh and ninth grades in treatment schools. Analyses were conducted with data from 17,320 students who completed a baseline survey. Intervention outcomes were measured using self-reported past-month and past-year use of tobacco, alcohol, and marijuana when students were in the 11th grade. Results Main effect analyses show a negative program effect for use of alcohol and cigarettes and no effect for marijuana use. Subgroup analyses indicated that the negative effect occurred among nonusers at baseline, and mostly among white students of both genders. A positive program effect was found for students who used marijuana at baseline. Two complementary papers explore the relationship of the targeted program mediators to the use of alcohol, tobacco, and marijuana and specifically for students who were Substance-free or who used Substances at baseline. Conclusions The negative impact of the program on baseline nonusers of alcohol and tobacco indicate that TCYL should not be delivered as a universal Prevention intervention. The finding of a beneficial effect for baseline marijuana users further supports this conclusion. The programmatic and methodological challenges faced by the Adolescent Substance Abuse Prevention Study (ASAPS) and lessons learned offer insights for Prevention researchers who will be designing similar randomized field trials in the future.
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The Adolescent Substance Abuse Prevention Study: A randomized field trial of a universal Substance Abuse Prevention program.
Drug and alcohol dependence, 2009Co-Authors: Zili Sloboda, Richard C. Stephens, Brent Teasdale, Scott F. Grey, Joseph Williams, Peggy C. Stephens, Richard D. Hawthorne, Jesse F. MarquetteAbstract:The purpose of the study was to determine whether a universal school-based Substance Abuse Prevention program, Take Charge of Your Life (TCYL), prevents or reduces the use of tobacco, alcohol, or marijuana. Eighty-three school clusters (representing school districts) from six metropolitan areas were randomized to treatment (41) or control (42) conditions. Using active consenting procedures, 19,529 seventh graders were enrolled in the 5-year study. Self-administered surveys were completed by the students annually. Trained Drug Abuse Resistance Education (D.A.R.E.) police officers presented TCYL in seventh and ninth grades in treatment schools. Analyses were conducted with data from 17,320 students who completed a baseline survey. Intervention outcomes were measured using self-reported past-month and past-year use of tobacco, alcohol, and marijuana when students were in the 11th grade. Main effect analyses show a negative program effect for use of alcohol and cigarettes and no effect for marijuana use. Subgroup analyses indicated that the negative effect occurred among nonusers at baseline, and mostly among white students of both genders. A positive program effect was found for students who used marijuana at baseline. Two complementary papers explore the relationship of the targeted program mediators to the use of alcohol, tobacco, and marijuana and specifically for students who were Substance-free or who used Substances at baseline. The negative impact of the program on baseline nonusers of alcohol and tobacco indicate that TCYL should not be delivered as a universal Prevention intervention. The finding of a beneficial effect for baseline marijuana users further supports this conclusion. The programmatic and methodological challenges faced by the Adolescent Substance Abuse Prevention Study (ASAPS) and lessons learned offer insights for Prevention researchers who will be designing similar randomized field trials in the future.
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Is the Receptivity of Substance Abuse Prevention Programming Affected by Students' Perceptions of the Instructor?
Health education & behavior : the official publication of the Society for Public Health Education, 2008Co-Authors: Peggy C. Stephens, Augustine Hammond, Zili Sloboda, Richard C. Stephens, Brent Teasdale, Scott F. Grey, Richard D. Hawthorne, Joseph WilliamsAbstract:Drawing on the elaboration likelihood model of persuasive communication, the authors examine the impact of the perceptions of the instructor or source on students' receptivity to a new Substance Abuse Prevention curriculum. Using survey data from a cohort of students participating in the Adolescent Substance Abuse Prevention Study, the authors use structural equation modeling to determine the effects of the perceptions students have of their program instructor on measures of the targeted program mediators and the use of cigarettes, alcohol, and marijuana. They test these instructor effects after each component of a two-part curriculum is administered (during the seventh and ninth grades). They find that the perceptions of the instructor significantly affect refusal, communication and decision-making skills, normative beliefs, perceived consequences of use, and Substance use. The authors discuss the implications of these findings for school-based Prevention programming and indications for further research.
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Reports of Substance Abuse Prevention programming available in schools.
Prevention science : the official journal of the Society for Prevention Research, 2008Co-Authors: Zili Sloboda, Richard C. Stephens, Brent Teasdale, Peggy C. Stephens, Amod Pyakuryal, David W. Forrest, Scott F. GreyAbstract:Evaluations of school-based Substance Abuse Prevention programs with schools or school districts randomly assigned to either the treatment or control condition have demonstrated effective strategies over the past 30 years. Although control schools were never considered “pure” (i.e., no other interventions were being offered), school-based programming in the 1980s did not include evidence-based interventions. Since the late 1990s, funding agencies have required schools either to select programming from approved lists of Prevention strategies or to demonstrate the efficacy of the strategies that would be used. This has increased the number of schools delivering evidence-based programs to their students. As a result, “treatment as usual” is more challenging to researchers. This paper describes exposure to Prevention programming as reported by 204 school administrators from 83 districts and their 19,200 students who are participating in the Adolescent Substance Abuse Prevention Study, a national randomized evaluation trial of the program, Take Charge of Your Life. In order to determine the extent of student exposure to Prevention programming in both the control and treatment schools, data were collected in each of the 5 years of the study from two sources: principals and Prevention coordinators and from students. The data provided by the principals and Prevention coordinators indicate that the vast majority of schools assigned to the control condition offered students drug Prevention programming. This finding has implications for the evaluation of Take Charge of Your Life but also for other evaluation studies. The students were asked questions regarding participation in drug education posed on annual surveys. When their responses were compared to the reports from their school principals and Prevention coordinators, it was found that the students underreported exposure to drug education. A follow-up qualitative study of a sample of students suggests the need for rewording of the questions for students in future studies. The implications of our findings for evaluation studies are discussed.
