Developing an instrument to measure students' predisposing factors for drug use and violence

American Journal of Health Studies,  Summer-Fall, 2005  by Brian F. Geiger,  Marcia R. O'Neal,  Cindy J. Petri,  Kelly Stanhope,  David Whittinghill

• E-mail
• Print
• Link

Abstract: During 2000-2003, an urban school system implemented health education programs aimed at preventing adolescent drug use and violence. Planners contracted with university faculty to design, test, and administer the assessment. The aim was to determine perceptions of the school health education program. This manuscript describes the development of a curriculum based assessment tool administered to 908 students during the spring of 2002. Content focused on knowledge, attitudes, and behavior related to drug education and violence prevention. Reliability for three survey sections ranged from .78 to .85. Selected results illustrate student health risks concerning drug use and knowledge. Survey content and format will be revised before re-administering.

**********

The U.S. Centers for Disease Control and Prevention (CDC) identified six health risk behaviors for teens and young adults: a) poor eating habits, b) physical inactivity, c) tobacco use, d) behaviors that result in intentional or unintentional injuries, e) abuse of alcohol and other drugs, and f) sexual behaviors that result in HIV infection, other sexually transmitted infections, or unintended pregnancy (CDC, 2003a). The CDC supports implementation of a coordinated school health program (CSHP) in U.S. school systems (CDC, 2003b) as a planned approach to address these behaviors.

One purpose of a CSHP is to reduce threats to the health of youth by promoting healthy lifestyles. Two of the eight components of a model CSHP (Allensworth & Kolbe, 1987; CDC, 2003a; Kane, 1993; Seffrin, 1994) are most germane to the focus of this manuscript. Health Education includes a planned sequential curriculum with age-appropriate learning experiences. Students should acquire factual health knowledge, develop health-promoting attitudes, and practice health skills (Joint Commission on National Health Education Standards, 1995).

A second component of the CSHP, Family/ Community Involvement, is important to extend the benefits of classroom instruction and school-based services. A community of caring adults is formed representing parents, teachers, business and industry professionals, government officials, higher education faculty, and health service providers. These supporters may be responsible for assessing current health and education needs, planning for change, advocating for policies that support CSHPs, seeking funding for new programs, building links to health and social services, volunteering in schools, and creating opportunities for continuing education of school staff.

Dusenbury and Falco (1995) reported results of a comprehensive review of school-based drug abuse prevention programs and supplemental interviews with 15 recognized experts in prevention research. Key components of effective curricula included developmentally appropriate information about drugs, social resistance skills training, normative education, and comprehensive health education. In addition, there was consensus about the value of family and media components of drug education programs for youth.

Dwyer, Osher and Warger (1998) concluded that effective school violence prevention programs "involve families in meaningful ways and develop links to the community" (p.3). Similarly, Massey (2000) recommended that educators "offer parenting classes, discuss life skills, including specific violence prevention skills ... stress management and positive coping techniques, problem-solving skills, and communication methods" (pp. 7-8). Finally, Pascopella (2003) emphasized the importance of training parents and children together for violence prevention in poor urban neighborhoods in the Midwest. One feature of the MMCSHE curriculum is planned learning activities for parents and children to complete together.

PROJECT HOPE PROGRAM GOALS

During 2000-2003, an urban public school system in a southeastern state received federal funding from the U.S. Department of Education. Growing concern about prevention of drug use and violence in schools and the community provided the impetus for Project HOPE to assess the CSHP. The overall purpose was to implement drug education and violence prevention programs in middle grades. The project included instruction for teachers, students, and their parents. In addition, the school system was engaged in other activities related to CSHP, including implementation of a comprehensive planning model with assistance from CDC and the American School Health Association and promoting healthy peer relationships through a state civil justice grant.

Two goals guided Project HOPE intervention activities:

1. To help all students reach challenging academic standards so that they are prepared for responsible citizenship, further learning, and productive employment.

2. To reduce alcohol, tobacco, and drug use and violence in our school system through multiple approaches: implementation of selected components of the Michigan Model for Comprehensive School Health Education, enhancement of the "Peers for Life" peer helping program, and a countywide collaborative model for student services.