Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 24. Next 10 >>
1. Immediate and Short-Term Effects of the 5th Grade Version of the "keepin' it REAL" Substance Use Prevention Intervention (EJ819079)
Author(s):
Hecht, Michael L.; Elek, Elvira; Wagstaff, David A.; Kam, Jennifer A.; Marsiglia, Flavio; Dustman, Patricia; Reeves, Leslie; Harthun, Mary
Source:
Journal of Drug Education, v38 n3 p225-251 2008-2009
Pub Date:
2009-00-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Elementary School Students; Curriculum Development; School Activities; Intervention; Prevention; Programming; Grade 6; Grade 5; Drug Education; Substance Abuse; Program Effectiveness; Comparative Analysis; Questionnaires; Attitude Change; Decision Making; Intention; Expectation; Mexican Americans; Culturally Relevant Education; Middle School Students
Abstract: This study assessed the immediate and short-term outcomes of adapting a culturally-grounded middle school program, "keepin' it REAL", for elementary school students. After curriculum adaptation, 10 schools were randomly assigned to the intervention in 5th grade with follow-up boosters in 6th grade; 13 schools were randomly assigned to the control condition, implementing the school's pre-existing substance use prevention programming. Students (n = 1,566) completed a questionnaire prior to curriculum implementation and follow-up questionnaires toward the end of 5th and 6th grade. The 5th grade "kiR" curriculum generally appeared no more effective than the control schools' programming in changing students' resistance or decision-making skills; substance use intentions, expectancies, or normative beliefs; or lifetime and recent substance use. Such findings have implications for the age appropriateness of school-based programs. (Contains 4 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
2. Culture in the Classroom: Developing Teacher Proficiency in Delivering a Culturally-Grounded Prevention Curriculum (EJ816607)
Harthun, Mary L.; Dustman, Patricia A.; Reeves, Leslie Jumper; Hecht, Michael L.; Marsiglia, Flavio F.
Journal of Primary Prevention, v29 n5 p435-454 Sep 2008
2008-09-00
Descriptors: Prevention; Adult Learning; Adult Students; Culturally Relevant Education; Program Effectiveness; Curriculum; Adult Educators; Student Characteristics; Substance Abuse; Teaching Methods; Health Promotion; Professional Development
Abstract: The authors describe the training model used to develop proficiency in teaching a culturally-grounded prevention curriculum. Teachers believed it vital to discuss substance use and considered culture and ethnicity central to students' lives, although few had experience teaching prevention curricula. Training effects were evaluated using three datasets. Analyses showed that training should emphasize teaching adult learners; encompass culture from many perspectives; address the teaching of prevention curricula, and emphasize fidelity as imperative. Trainers found the embedded focus on culture in "keepin' it REAL" essential to success. Teachers learned that a prevention curriculum can be instructionally engaging while theory-driven and academically rigorous. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Role of Identity Gaps, Discrimination, and Acculturation in International Students' Educational Satisfaction in American Classrooms (EJ781658)
Wadsworth, Brooke Chapman; Hecht, Michael L.; Jung, Eura
Communication Education, v57 n1 p64-87 Jan 2008
2008-01-00
Descriptors: Acculturation; Foreign Students; Satisfaction; Identification (Psychology); Social Discrimination; Racial Discrimination; Hypothesis Testing; Correlation; College Students; Educational Environment; Interpersonal Communication; Student Attitudes; Student Adjustment; Communication Skills; Classroom Communication; Ethnicity
Abstract: This study examined a model of international students' educational satisfaction in the U.S. Using Communication Theory of Identity as a framework, the authors proposed that personal-enacted identity gaps and personal-relational identity gaps contribute to international students' educational satisfaction. Furthermore, acculturation and perceived discrimination were hypothesized as contributing factors to those gaps. Survey data were collected from 218 international students. Acculturation and perceived discrimination were significantly related to educational satisfaction. The perceived personal-enacted identity gap was also related to educational satisfaction and mediated the relationships among acculturation, discrimination, and educational satisfaction. (Contains 3 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. The Drug Resistance Strategies Project as Translational Research (EJ777069)
Hecht, Michael L.; Miller-Day, Michelle
Journal of Applied Communication Research, v35 n4 p343-349 Nov 2007
2007-11-00
Journal Articles; Reports - Descriptive
No
Descriptors: Prevention; Substance Abuse; Program Descriptions; Adolescents; Middle Schools; Curriculum Development; Personal Narratives; Drug Use; Models; Program Effectiveness; Drug Education
Abstract: This paper tells the story of the multi-layered translational process of the Drug Resistance Strategies Project. The Drug Resistance Strategies Project provides an exemplar of translational scholarship, translating adolescent narratives about their substance use experiences into an efficacious, substance abuse prevention middle school curriculum. The curriculum, called "keepin' it REAL," was developed using the principle of cultural grounding and translational performances and has been found to reduce adolescent substance use. The authors tell the story of this project from its inception to its current role as a model substance abuse prevention program. (Contains 1 figure and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Communicating Prevention: The Effects of the "Keepin' it REAL" Classroom Videotapes and Televised PSAs on Middle-School Students' Substance Use (EJ734562)
Warren, Jennifer R.; Hecht, Michael L.; Wagstaff, David A.; Elek, Elvira; Ndiaye, Khadidiatou; Dustman, Patricia; Marsiglia, Flavio F.
Journal of Applied Communication Research, v34 n2 p209-227 May 2006
2006-05-00
Journal Articles; Reports - Research
Descriptors: Prevention; Statistical Analysis; Middle School Students; Teaching Methods; Substance Abuse; Adolescents; Questionnaires; Audiovisual Aids
Abstract: This study sought to determine if exposure to two communication-oriented activities, videotapes and public service announcements, accounts for changes in substance use among adolescents participating in the Drug Resistance Strategies Project's keepin it REAL adolescent substance use prevention curriculum. Middle-school students (4,734, 72% Latino) responded to questionnaires related to these analyses. An analysis of covariance (ANCOVA) model was fit separately to six substance use outcomes. The results suggested that intervention students who saw four or five videos engaged in less substance use in the past month than did students who saw fewer videos. Having seen the PSAs one or more times did not predict the reported change in substance use. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Mexican/Mexican American Adolescents and "Keepin' It REAL": An Evidence-Based Substance Use Prevention Program (EJ724861)
Kulis, Stephen; Marsiglia, Flavio F.; Elek, Elvira; Dustman, Patricia; Wagstaff, David A.; Hecht, Michael L.
Children & Schools, v27 n3 p133-145 2005
2005-00-00
Descriptors: Middle Schools; Prevention; Social Work; Marijuana; Hispanic Americans; Mexican Americans; School Social Workers; Substance Abuse; Teaching Methods; Control Groups
Abstract: A randomized trial tested the efficacy of three curriculum versions teaching drug resistance strategies, one modeled on Mexican American culture; another modeled on European American and African American culture; and a multicultural version. Self-report data at baseline and 14 months post-intervention were obtained from 3,402 Mexican heritage students in 35 Arizona middle schools, including 11 control sites. Tests for intervention effects used simultaneous regression models, multiple imputation of missing data, and adjustments for random effects. Compared with controls, students in the Latino version reported less overall substance use and marijuana use, stronger intentions to refuse substances, greater confidence they could do so, and lower estimates of substance-using peers. Students in the multicultural version reported less alcohol, marijuana, and overall substance use. Although program effects were confined to the Latino and multicultural versions, tests of their relative efficacy compared with the non-Latino version found no significant differences. Implications for evidence-based practice and prevention program designs are discussed, including the role of school social workers in culturally grounded prevention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. keepin' it R.E.A.L.: A Drug Resistance Curriculum Tailored to the Strengths and Needs of Pre-Adolescents of the Southwest. (EJ674213)
Gosin, Monika; Marsiglia, Flavio Francisco; Hecht, Michael L.
Journal of Drug Education, v33 n2 p119-42 2003
2003-00-00
Information Analyses; Journal Articles; Reports - Descriptive
N/A
Descriptors: Cultural Relevance; Curriculum Evaluation; Drug Use; Outcomes of Education; Preadolescents; Prevention; Program Descriptions; Student Needs
Abstract: Research has shown that students respond more favorably to drug prevention programs when they see their culture and themselves represented in the prevention message. Describes development of the keepin' it R.E.A.L. curriculum, focusing on the methods used to ensure cultural grounding. Reviews literature on cultural approaches in prevention, presents a theoretical framework, and summarizes key outcomes of the curriculum evaluation. (Contains 85 references, 2 tables, 1 figure, and 1 appendix.) (GCP) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library
8. Looking through "Northern Exposure" at Jewish American Identity and the Communication Theory of Identity. (EJ660805)
Hecht, Michael L.; Faulkner, Sandra L.; Meyer, C. R.; Niles, TA; Golden, Doug; Cutler, Melanie
Journal of Communication, v52 n4 p852-69 Dec 2002
2002-00-00
Descriptors: Communication Research; Community Characteristics; Ethnic Groups; Higher Education; Jews; Television
Abstract: Explores Jewish American identity from a communication theory of identity perspective. Analyzes six episodes of the television program "Northern Exposure" for their representation of Jewish American identity, and explains how the episodes were then shown to 26 Jewish Americans. Notes that the study focused on a communal representation of this group based identity as well as how this representation interpenetrated the individual, interactional, and relational levels of identity. (PM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Gender Labels and Gender Identity as Predictors of Drug Use among Ethnically Diverse Middle School Students. (EJ642370)
Kulis, Stephen; Marsiglia, Flavio Francisco; Hecht, Michael L.
Youth & Society, v33 n3 p442-75 Mar 2002
Descriptors: Diversity (Student); Drug Use; Femininity; Masculinity; Middle School Students; Middle Schools; Predictor Variables; Self Esteem; Sex Stereotypes; Sexual Identity
Abstract: Investigated the roles of gender labels and gender identity in predicting drug use among diverse, urban middle school students, examining nurturant femininity, confident masculinity, and dominant masculinity. Overall, gender labels and gender identity were important predictors of drug use. Gender labels were more salient in explaining differences in drug use than two of the three gender identity measures. (Contains references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Ethnic Labels and Ethnic Identity as Predictors of Drug Use among Middle School Students in the Southwest. (EJ628450)
Marsiglia, Flavio Francisco; Kulis, Stephen; Hecht, Michael L.
Journal of Research on Adolescence, v11 n1 p21-48 2001
2001-00-00
Descriptors: Adolescent Attitudes; Adolescent Development; Adolescents; Age Differences; Black Youth; Comparative Analysis; Drinking; Drug Use; Ethnicity; Grade 7; Hispanic American Students; Individual Differences; Labeling (of Persons); Middle School Students; Middle Schools; Minority Groups; Predictor Variables; Sex Differences; Smoking; Whites
Abstract: Contrasted role of ethnic labels and identity in predicting drug use among seventh graders. Found that minority students with strong ethnic pride reported less drug use/exposure than those with weak pride; ethnically proud White students reported more. Minority students who viewed themselves as consistent with their ethnic group reported more drug use/exposure than nonconsistent minority students; Whites reported less. (Author/KB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help