Tena L. St. Pierre

Results of an Independent Evaluation of Project ALERT Delivered in Schools by Cooperative Extension

Reported are results of an independent effectiveness study of the Project ALERT drug prevention program implemented in eight Pennsylvania middle schools by outside program leaders employed by Cooperative Extension. In this randomized, 2-cohort longitudinal evaluation, 1,649 seventh-grade students completed a pretest and four waves of posttests over the 2-year program and 1-year follow-up. Project ALERTs effectiveness was tested through a 3-level hierarchical linear model. Analyses failed to yield any positive effects for substance use or mediators for use in the adult or teen-assisted delivery of the curriculum. An extensive set of additional analyses detected no differential program effects by student risk level, gender, school, or level of implementation quality. Potential explanations for outcomes relative to Project ALERTs original effectiveness trial are discussed, as well as implications for future research, including the need to conduct independent effectiveness studies of previously validated programs in a variety of contexts.

Drug prevention in a community setting: A longitudinal study of the relative effectiveness of a three-year primary prevention program in boys & girls clubs across the nation

Tested the effectiveness of a youth drug prevention program in a community setting. Boys & Girls Clubs of Americas Stay SMART program, adapted from a school-based personal and social competence drug prevention program, was offered, with and without a 2-year booster program, to 13-year-old members of Boys & Girls Clubs. Over 27 months, (a) 5 Boys & Girls Clubs offered the Stay SMART program, (b) 5 Boys & Girls Clubs offered the Stay SMART program with the booster programs, and (c) 4 Boys & Girls Clubs served as a control group. The Stay SMART program alone and the Stay SMART program with the booster programs showed effects for marijuana-related behavior, cigarette-related behavior, alcohol-related behavior, overall drug-related behavior, and knowledge concerning drug use. The Stay SMART program with the booster programs produced additional effects for alcohol attitudes and marijuana attitudes after each year of booster programs. Results suggest that a school-based personal and social competence program can be adapted effectively to a community setting and that booster programs might enhance program effects. Implications for alternative community models of prevention are discussed.

A 27-Month Evaluation of a Sexual Activity Prevention Program in Boys & Girls Clubs across the Nation

This study evaluated an abstinence-only sexual activity prevention programs part of multifocus program Stay SMART also aimed at preventing drug use among Boys & Girls Club youths. No effects were observed for virgins. Desired effects for sexual behavior and attitudes toward sexual activity were found for nonvirgins who participated in only stay SMART. No effects were found for nonvirgins who participated in stay SMART followed by a two-year booster program. (authors)

Involving Parents of High-Risk Youth in Drug Prevention A Three-Year Longitudinal Study in Boys & Girls Clubs

The study evaluated the incremental effect of a 3-year drug prevention program for high-risk early adolescents, combined with monthly youth activities and parent involvement (Family Advocacy Network [FAN] Club group) relative to: (a) the 3-year drug prevention program with monthly youth activities but without parent involvement (Prevention Plus Youth Activities group), (b) the 3-year drug prevention program alone (Prevention Only group), and (c) no program (Control group). Results showed positive effects for the FAN Club group for alcohol refusal, marijuana refusal cigarette refusal and marijuana attitudes. The Prevention Plus Youth Activities group and the Prevention Only group held fairly constant on those four variables. The Control group showed a decrease in reported ability to refuse alcohol, marijuana, and cigarettes; an increase in favorable attitudes toward marijuana use; and the least knwledge of the groups. Implications for youth organization prevention programs with parent involvement are discussed

Boys & girls clubs and school collaborations: A longitudinal study of a multicomponent substance abuse prevention program for high‐risk elementary school children

This study tested the effectiveness of a multicomponent after-school substance abuse prevention program for high-risk second- and third-grade children implemented collaboratively by Boys & Girls Clubs and their local schools. The 2-year program was designed to reduce risk factors predictive of later substance abuse, and to enhance protective factors shown to buffer risk. Results showed positive effects on program childrens personal competency skills including (1) refusing wrongdoing; (2) solving peer and school problems; (3) showing courteousness to teachers and other school personnel; and (4) behaving ethically. For the most part, the program also had positive effects on childrens feelings toward school and grades in spelling. Results suggest that youth-serving organizations and schools can collaboratively implement multicomponent interventions that provide protective factors that may buffer high-risk elementary school children from the multiple risks in their lives for future drug abuse.

Beyond the Schools: Strategies for Implementing Successful Drug Prevention Programs in Community Youth-Serving Organizations

This article discusses why community-based youth-serving organizations are natural settings for drug prevention programming. Based on a three-year study of a school-based drug prevention program adapted to the Boys & Girls Club setting and serving high-risk youths, we identify organizational impediments to implementing a structured prevention program in youth organizations. We also present some strategies the clubs used to achieve success in a nonschool setting where program participation is voluntary. Strategies include: 1) employing a team approach and making program institutionalization a goal; 2) choosing the “right” prevention program leader; 3) creating a special prosocial bonding group for program youths; 4) involving program graduates as recruiters and positive role models; and 5) developing community support. Drug prevention programming in youth-serving organizations can reinforce, supplement, and enhance school-based prevention efforts, thus providing communities with important drug prevention alternatives that go beyond the schools.

Project ALERT with Outside Leaders: What Leader Characteristics are Important for Success?

A previously published effectiveness study of Project ALERT delivered in schools by outside providers from Cooperative Extension found no positive effects for the adult or teen-assisted delivery of the curriculum despite high-quality implementation. Those findings and the likelihood that more outside providers will deliver evidence-based drug prevention programs in the future, led to this investigation of possible influences of leaders’ personal characteristics on ALERT’s program effects. Influence of leader characteristics on students’ drug use and mediating variables for use were assessed by modeling program effects on within-student change as a function of leader characteristics. Students in classrooms with adult leaders who were more conscientious, sociable, or individuated were more likely to experience beneficial program effects. Students in teen-assisted classrooms with teen leaders who were more sociable or, to a lesser extent, highly individuated, showed more positive effects. Implications for research and practice are discussed.

Strategies for Community/School Collaborations to Prevent Youth Substance Abuse

Within communities across the United States, collaborations have developed between community-based organizations (CBOs) and schools to plan and implement unified approaches to prevent youth substance abuse. This article describes challenges and workable strategies reported by a diverse group of 11 community-based organizations (CBOs) for developing and maintaining collaborative relationships with schools. Strategies recommended by CBOs for effective CBO/school collaborations are described within four categories: (1) establishing the collaboration; (2) maintaining cooperation with schools during program implementation; (3) addressing cultural issues; and (4) institutionalizing the collaborative programs. The need to tailor community prevention efforts to the specific context of each community is emphasized.Within communities across the United States, collaborations have developed between community-based organizations (CBOs) and schools to plan and implement unified approaches to prevent youth substance abuse. This article describes challenges and workable strategies reported by a diverse group of 11 community-based organizations (CBOs) for developing and maintaining collaborative relationships with schools. Strategies recommended by CBOs for effective CBO/school collaborations are described within four categories: (1) establishing the collaboration; (2) maintaining cooperation with schools during program implementation; (3) addressing cultural issues; and (4) institutionalizing the collaborative programs. The need to tailor community prevention efforts to the specific context of each community is emphasized.

Book Review: Building Supportive Communities for At-Risk Adolescents: It Takes More than Services

Burt, Resnick, and Novick have written a comprehensive, detailed book on the challenges and lessons in creating and sustaining supportive communities for youth at risk for negative behaviors such as substance abuse, violent behavior, school dropout, or pregnancy. The volume is a valuable resource for a wide range of professionals, including evaluators, and others who work with or care about adolescents. As a prevention researcher, program developer, and instructor of college-level courses on preventive interventions for high-risk youth, I know the book will be very helpful in my research and teaching activities. The book is written in four parts that build logically on one another. Part I begins with an overview of integrated services and a definition of service integration as “integrating services across different service domains to improve the delivery of services to and outcomes for vulnerable or needy populations” (p. 6). Part I also includes a chapter that details the history of service integration and comprehensive service models in the U.S., and a chapter that provides an in-depth discussion of theories related to adolescence and risk. A notable strength of the work is the authors’ strong rationale for shifting from the traditional deficit model of providing services to young people with identified problems to the positive youth development philosophy, which views youth as whole people with strengths that can be enhanced by providing supports. The authors also present a practical and logical conceptual framework drawn from perspectives of social workers, policy makers, and researchers in various disciplines on how to best meet the needs of youth through services and activities. Most important, this