The 130th Annual Meeting of APHA

Abstract #50790

Kathleen J. Zavela, PhD, CHES, Community Health and Nutrition, University of Northern Colorado, Gunter Hall, Greeley, CO 80639, 970.351.2755, kathy.zavela@unco.edu and victor Battistich, PhD, Deputy Director of Research, Developmental Studies Center, 2000 Embarcadero, Suite 305, oakland, CA 94606.

The Colorado Youth Leadership Project (CYLP), a middle school drug prevention grant from the U.S.D.H.H.S. Center for Substance Abuse Prevention, was based on Bandura’s Social Learning Theory. Interventions included six components: (1) life skills class with Project ALERT, (2) academic tutoring (3) youth leadership training & Leadership Council, (4) adventure challenge, (5) service learning, and (6) portfolios. Parents and family members of all participating students were actively involved. Positive peer role modeling was achieved by including some students from low-risk environments.

The project was able to demonstrate in Cohort IV (73 CYLP treatment, 147 in-school comparison students and 90 outside-school comparison 7th grade students of Hispanic or European-American descent), that CYLP students reported a significantly lower use of alcohol (F=7.30, p<.01) or marijuana (F=8.43, p<.01) in the past 30 days, fewer smoked cigarettes (F=4.37, p< .05) and lower intended future use of drugs (F=12.28, p<.002) than comparison students in the same school. Program student end-year grade point averages were markedly reduced.

Between school comparisons indicated that among high-risk middle school students, students in the treatment group (CYLP Program) were higher in total protective factors than comparison students. The CYLP students reported significantly higher generalized contentment (F=4.57, p<.04), scored higher in social bonding (F=12.58, p<.01) and personal competence (F=10.43, p<.01).

These results indicate that a multifaceted, interactive drug prevention program emphasizing personal competence, team building and academic skills can result in reduced drug use and can be implemented in similar settings.

Learning Objectives:

• 1. Describe the components of an effective middle school drug prevention program for students of diverse ethnic backgrounds in rural settings.
• 2. List at least two models or theories that are related to drug prevention programs for high risk students in middle school settings.
• 3. Describe the results of a rural, drug prevention program.
• 4. Discuss the impact of the CYLP Program on drug use, protective factors and other evaluation measures.

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.