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CORK Bibliography: Curricula

47 citations. January 2006 to present

Prepared: September 2009

Adams TB; Evans DR; Shreffler RM; Beam KJ. Development and evaluation of theory-based alcohol education programs. (letter). Journal of Alcohol and Drug Education 50(3): 21-30, 2006. (11 refs.)

This letter reports the results of an effort to create a curriculum for college students that would promote primary prevention by changing beliefs, and attitudes toward excessive drinking, drawing upon the theory of planned behavior. The process of developing the curriculum is described, i.e., the use of focus groups and a campus-wide survey. The curriculum was comprised of two components, and Internet assignment and an Interactive education session. The curriculum was delivered to first year students as part of an orientation classes. The results of the evaluation of this curriculum are described.

Baldwin JN. A guided abstinence experience to illustrate addiction recovery principles. American Journal of Pharmaceutical Education 72(4): e-article 78, 2008. (14 refs.)

Objectives. To develop and implement an elective pharmacy course that included a guided abstinence experience to illustrate addiction recovery principles. Design. A 1-credit elective course to illustrate addiction recovery principles was developed and implemented. The course required students to give up a habit for 6 weeks that was causing them problems, meet weekly to discuss addiction recovery processes, and relate their experiences in a journal. Course grades were determined by class participation, submitted worksheets, and submission of the journal and a paper concerning their role as a pharmacist in dealing with those with addictions and in recovery. Pre- and posttests consisting of addiction case scenarios were used to assess students' application of course material. Assessment. Graded course elements, pretesting and posttesting, and student course evaluations indicated that course objectives were met. Over the past 15 years, student enrollment has grown from approximately 10% of pharmacy classes to approximately 50% (average 31 students). Conclusion. A guided abstinence experience was an effective tool for teaching pharmacy students the concepts of addiction and recovery.

Ballon BC; Skinner W. "Attitude is a little thing that makes a big difference": Reflection techniques for addiction psychiatry training. Academic Psychiatry 32(3): 218-224, 2008. (18 refs.)

Objective: The authors aim to incorporate educational reflection techniques in an addiction psychiatry postgraduate core rotation in order to increase critical self-awareness of attitudes, values, and beliefs related to working with people with substance use and other addictive disorders. Methods: Reflection discussion times, reflection journaling, and mandatory end-of-rotation reflection papers were embedded into a core addiction psychiatry postgraduate training block. Qualitative analysis of 28 reflection papers was performed to determine key factors and constructs that impacted on the development of attitudes and professionalism. Results: A number of constructs emerged that demonstrated the attitudes, beliefs, stereotypes, and stigmas students have regarding addictive disorders. Some constructs also highlighted that students felt much more comfortable dealing with addictive disorders after the training and would treat individuals with these conditions in a more effective manner Conclusion: Reflection techniques were endorsed as extremely valuable by students, especially in the development of professional attitudes that will help clinicians effectively engage and provide appropriate care for individuals suffering from addictive disorders. The authors suggest that reflective practices be used more extensively in psychiatric training in order to build and establish reflexive self-awareness as a core professional competence essential to work effectively in clinical practice, especially in the most demanding contexts.

Boyd LD; Fun K; Madden TE. Initiating tobacco curricula in dental hygiene education: a descriptive report. Substance Abuse 27(1/2): 53-60, 2006

Two hours of tobacco instructions were incorporated into the baccalaureate dental hygiene curricula in a university in the Northwestern United States. Prior to graduation, all senior students were invited to complete anonymously a questionnaire surveying attitudes and clinical skills in providing tobacco services to their clinic patients. Twenty students (67%) responded but no data was collected on the non-respondents. Eighteen (90%) reported practicing some of the "5 A's," and a few reported sustained adherence to all "5 A's." Moderately successful clinical outcomes paralleled students' moderate self-rating of their knowledge/skills. When asked to identify barriers to sustained and ongoing full adherence, most students cited "patient resistance/disinterest," and their own "lack of knowledge or confidence in the skills." Our preliminary findings suggest that additional content and training time may be required for dental hygiene graduates to feel highly confident and knowledgeable, and for them to sustain comprehensive tobacco services once in practice.

Brown S; Birch D; Thyagaraj S; Teufel J; Phillips C. Effects of a single-lesson tobacco prevention curriculum on knowledge, skill identification and smoking intention. Journal of Drug Education 37(1): 55-69, 2007. (32 refs.)

One in five students report experimenting with tobacco before the age of 13 and most prevention efforts take place in the school setting. This study measures the effect of a single-lesson tobacco prevention curriculum, conducted by a health education center, focusing on knowledge of tobacco, ability to identify refusal techniques, and intent not to smoke. Data were collected, via electronic keypads, from students visiting a non-school, health education center in Michigan (n = 704 intervention and 85 comparison). Contingency table Chi-squared tests and t-tests demonstrated that a single lesson can improve general knowledge and ability to identify appropriate refusal techniques. Improvement in intent not to smoke was not significant because both groups had very high intent prior to implementation. Similar to results from other programs, multivariate logistic regression of gender, general knowledge, and skill identification revealed that only the skill variable was associated with intent not to smoke at pretest. Recommendations are given for further research and for designing more effective curricula or programs.

Brown S; Birch D; Thyagaraj S; Teufel J; Phillips C. Effects of a single-lesson tobacco prevention curriculum on knowledge, skill identification and smoking intention. Journal of Drug Education 37(1): 55-69, 2007. (32 refs.)

Butler KM; Rayens MK; Zhang M; Maggio LG; Riker C; Hahn EJ. Tobacco dependence treatment education for baccalaureate nursing students. Journal of Nursing Education 48(5): 249-254, 2009. (32 refs.)

Tobacco use is the leading cause of preventable disease and death in the United States. Nurses are effective interventionists for tobacco dependence treatment but lack the related education. This quasi-experimental study evaluated the impact of the Rx for Change: Clinician-Assisted Tobacco Cessation curriculum on baccalaureate nursing students' perceived knowledge, confidence, skills, and opinions related to tobacco dependence treatment. Cohort 1 completed a process evaluation to assess acceptability of the pretraining survey and intervention. Cohort 2 completed pretraining and posttraining surveys. A sub-sample received a 2-hour intervention, whereas other participants received 6 hours of training. Cohort 1 rated the pretraining survey instrument favorably. In cohort 2, the Rx for Change program had a positive impact on perceived knowledge, confidence, skills, and opinions. Outcomes did not differ based on duration of intervention or students' smoking status. Further research related to standardized content for tobacco dependence treatment is indicated.

Cape G. Movies as a vehicle to teach addiction medicine. International Review of Psychiatry 21(3, Special Issue): 213-217, 2009. (32 refs.)

Dependence on a substance and the role of medical practitioners in this health problem can be perceived as an enigma. Movies, as a tool for teaching, can be a powerful means of engaging, clarifying and educating students within the addiction medicine arena. Popular mythologies and stereotypes of drug use (including alcohol) and users in cinema can be explored within a learning environment aiding the understanding of this complex topic, thereby improving the therapeutic commitment to addiction medicine. There is a responsibility of the teacher to use this tool with care so as not to perpetuate the mythologies of addiction as often portrayed within commercial cinema. Tried and tested use of this potent educational aid, with suggestions for further development, are outlined in this article.

Cape G; Hannah A; Sellman D. A longitudinal evaluation of medical student knowledge, skills and attitudes to alcohol and drugs. Addiction 101(6): 841-849, 2006. (56 refs.)

Aim: To examine the knowledge, skills and attitudes of medical students to alcohol and drugs as training progresses. Design A longitudinal, prospective, cohort-based design. Setting The four schools of medicine in New Zealand. Participants: All second-year medical students (first year of pre-clinical medical health sciences) in New Zealand were administered a questionnaire which was repeated in the fourth (first year of significant clinical exposure) and then sixth years (final year). A response rate of 98% in the second year, 75% in the fourth year and 34% in the sixth year, with a total of 637 respondents (47.8% male) and an overall response rate of 68%. Questionnaire: The questionnaire consisted of 43 questions assessing knowledge and skills -- a mixture of true/false and scenario stem-based multiple-choice questions and 25 attitudinal questions scored on a Likert scale. Demographic questions included first language, ethnicity and personal consumption of alcohol and tobacco. Findings: The competence (knowledge plus skills) correct scores increased from 23.4% at the second year to 53.6% at the fourth year to 71.8% at the sixth year, being better in those students who drank alcohol and whose first language was English (P < 0.002). As training progressed the student's perceptions of their role adequacy regarding the effectiveness of the management of illicit drug users diminished. For example, at second year 21% and at sixth year 51% of students felt least effective in helping patients to reduce illicit drug use. At the sixth year, 15% of sixth year students regarded the self-prescription of psychoactive drugs as responsible practice. Conclusion: Education on alcohol and drugs for students remains a crucial but underprovided part of the undergraduate medical curriculum. This research demonstrated that while positive teaching outcomes were apparent, further changes to medical student curricula need to be considered to address specific knowledge deficits and to increase the therapeutic commitment and professional safety of medical students to alcohol and drugs.

Carbines R; Wyatt T; Robb L. Best Practice in Drug Education as Applied to Life Education Australia. Final Report. Sydney Australia: Life Education Australia, 2006. (9 refs.)

Life Education Australia is a not-for-profit organization providing drug prevention education, and the largest non-government provider throughout Australia. this review focusses on the question of the program's fidelity to best practices and assess potential changes to enhance effectiveness. The program involves mobile learning centres visiting schools once per year. It provides interactive programs and includes high-tech, multi-media equipment, which includes a transparent anatomical model, a talking brain and electronic modules of all body systems. An enduring feature of the program is the Life Education mascot, entitled Healthy Harold, a puppet giraffe, directed to early and primary students. The program is designed as a modular resource to meet different needs of schools, and needs at different levels. The program goals are to engage students in learning and health and drug issues, heightened understanding of the implications of drug use, to recognize the values and attitudes that influence lifestyle choices, enhance family communication, increase connections to school, family and community. Secondary school resources utilize a harm minimization approach. The range of resources available to schools include a pre-visit to assess school needs, teacher professional development, parent informaiton sessions, a teacher manual, units of work plus student workbooks, websites to support program efforts, interactive student-centred learning activities. The evaluation process is described, principles to underpin school efforts are outlined and the program is assessed against these standards. Of note is that program modules are intended to focus on real life contexts and challenges.

Cleary M; Hunt GE; Malins G; Matheson S; Escott P. Drug and alcohol education for consumer workers and caregivers: A pilot project assessing attitudes toward persons with mental illness and problematic substance use. Archives of Psychiatric Nursing 23(2): 104-110, 2009. (37 refs.)

With the development of peer support networks in the mental health system, formal training should be provided regarding the adverse effects of substance use. Four educational workshops were conducted with caregivers and consumer workers to increase their knowledge and confidence to support people with a dual diagnosis. Workshops were evaluated through presurvey and postsurvey. The workshops were well received, and postworkshop, participants reported fewer negative attitudes toward people with a dual diagnosis and increased understanding and knowledge regarding substance misuse. This study highlights the effectiveness of targeted workshops for caregivers and consumer workers and advocates that nurses take a more active role in educational projects involving stakeholders.

Epstein J; Collins KK; Bailey-Burch B; Walker-Thoth D; Pancella T. Space Scouts: A collaboration between university researchers and African American churches. Journal of Ethnicity in Substance Abuse 6(1): 31-43, 2007

Space Scouts, funded by the National Institute on Drug Abuse (NIDA) and produced by the Missouri Institute of Mental Health (MIMH), is a three-episode series of media tools designed to teach fourth-, fifth-, and sixth-grade children from African American churches about the science of drug addiction. This article examines the effectiveness of the principles of practice for community-based participatory research used to create Space Scouts. Academic researchers at MIMH collaborated with an inter-faith agency-Committed Caring Faith Communities (CCFC)-and solicited feedback from members of the target audience, their pastors, and other church staff, substance abuse researchers, and curriculum development specialists in order to ensure that the final program would meet the needs of all involved parties.

Gatins DE; White RM. School-based substance abuse programs: Can they influence students' knowledge, attitudes, and behaviors related to substance abuse? North American Journal of Psychology 8(3): 517-532, 2006. (27 refs.)

Over the course of one academic year (2002-2003), 413 high school students participated in a study to assess the effectiveness of a school-based substance abuse curriculum. Methods included pre and post test surveys. The substance abuse curriculum was successful in improving students' knowledge of (p < .001) and attitudes about (p < .05) substance abuse. In terms of behavior, 36% of the students who used drugs reported a decline in use and 26% who used alcohol reported a decline in use. Other noteworthy findings included the percentages of students who stated that exposure to the program had them "thinking about" reducing their use as well as percentages of students who acknowledged the negative impact substance use had on their schoolwork, family relationships, and choice of friends.

Gingiss P; Boerm M; Roberts-Gray C. Follow-up comparisons of intervention and comparison schools in a state tobacco prevention and control initiative. Journal of School Health 76(3): 98-103, 2006. (29 refs.)

This study provides information about prevention and control practices in intervention and comparison secondary schools 2 years after the start-up of the Texas Tobacco Prevention Initiative. The intervention, which was funded through the Texas Department of State Health Services, consisted of guidance, training, technical assistance, and reimbursement of approximately $2000 per year for program expenses. Self-administered written surveys for Principals and Health Coordinators, based on the School Health Education Profile Tobacco Module, were designed for periodic assessment of the status of school programs. Surveys were sent in 2002 to intervention (n = 74) and comparison (n = 60) schools. Response to the Principal Survey was received from 109 (81%) schools, and response to the Health Coordinator Survey was received from 84 (63%) schools. Survey analysis showed that intervention schools more frequently (p <= 5.05) reported: (1) being extremely or moderately active in student cessation support, teacher training, policy development, family involvement, and assessment of the prevention program; (2) using recommended curricula, offering more tobacco-related lessons, involving more teachers, and using more recommended teaching methods such as role-playing, simulations or practice, and peer educators; and (3) having more interest in staff development and more,funding to purchase release time. Similarities across schools are provided, as well as recommendations for future planning.

Glenn MK; Diaz S; Moore LC. Using problem gambling helpline data to inform addiction education. Journal of Teaching in the Addictions 5(1): 31-44, 2006

There appears to be an association between substance use and pathological gambling disorders in the research. This will present concerns for clinicians in substance use treatment programs as clients present with the co-occurring disorders. This exploratory study provides descriptive information learned from calls made to a problem gambling helpline by people reporting co-occurring substance use and gambling disorders. The information can be used by educators to inform students of the characteristics of this population.

Goodwin LR. A comprehensive substance abuse counselor education program: From specialty certificate to PhD. Journal of Teaching in the Addictions 5(2): 59-80, 2006

East Carolina University has one of the few comprehensive substance abuse counselor education (SACE) programs in the nation that offers an undergraduate, master's, and doctoral level of preparation in substance abuse counseling. This article describes the evolution of this SACE from its beginning in 1972 to its current status. This comprehensive program can serve as a model for substance abuse counselor educators developing SACE programs at other universities.

Hagedorn, WB. Editor's Note. Journal of Addictions & Offender Counseling 27(1): 46, 2006. (1 refs.)

In this article, the editor explains why an article from "Counselor Education and Supervision" is reprinted in this issue. For one, the edior states he does not believe there is much overlap in readership. Secondly, it there are the recent developments of the Council for Accreditation of Counseling and Related Educational Programs (CACREP) Board of Directors. First, the Board voted unanimously to forward the proposed Addictions Counseling Program area standards to be considered by the SRC for inclusion in the 2008 CACREP Standards. Furthermore, the Board voted unanimously for the SRC to consider the integration of addictions-related competencies into the core curriculum for every CACREP program area. This means that graduate students in all program areas, including School Counseling, College Counseling, Career Counseling, Student Affairs, Marital, Couple, and Family Counseling, and Counselor Education and Supervision doctoral programs, will have to demonstrate competence in addictions counseling.

Heath J; Kelley FJ; Andrews J; Crowell N; Corelli RL; Hudmon KS. Evaluation of a tobacco cessation curricular intervention among acute care nurse practitioner faculty members. American Journal of Critical Care 16(3): 284-289, 2007. (39 refs.)

Background: In 2002, a report indicated that tobacco-related curricular content in educational programs for acute care nurse practitioners was insufficient. To provide healthcare professionals with the necessary knowledge and skills to intervene with patients who smoke tobacco, the Summer Institute for Tobacco Control Practices in Nursing Education was implemented at Georgetown University in Washington, DC. Objective: To evaluate the impact of a train-the-trainer program in which the Rx for Change. Clinician-Assisted Tobacco Cessation curriculum was used among faculty members of acute care nurse practitioner programs. Methods Thirty faculty members participated in the 2-day train-the-trainer program. Surveys were administered at baseline and 12 months after training to examine perceived effectiveness for teaching tobacco content, the value of using an evidence-based national guideline, and the number of hours of tobacco content integrated in curricula. Results The percentage of faculty members who devoted at least 3 hours to tobacco education increased from 22.2% to 74.1% (P<0.01). Perceived effectiveness in teaching tobacco cessation also increased (P>0.01), as did mean scores for the perceived value of using an evidence-based national guideline (P<0.01). Conclusions: Use of the Rx for change train-the-trainer program can enhance the level of tobacco education provided in acute care nurse practitioner programs. Widespread adoption of an evidence-based tobacco education in nursing curricula is recommended to help decrease tobacco-related morbidity and mortality.

Holtz KD; Twombly EC. A preliminary evaluation of the effects of a science education curriculum on changes in knowledge of drugs in youth. Journal of Drug Education 37(3): 317-333, 2007. (51 refs.)

Drug and alcohol use among youth remains at pervasively high levels, but students are receiving less school-based prevention. Infusing health information into core curricula may be a valuable prevention approach. Therefore, behavior change theory was used to develop a science education curriculum on drugs for fourth- and fifth-grade students, which was then evaluated using a pretest/posttest quasi-experimental design. Exposure to the curriculum was associated with a change in knowledge; other characteristics like grade level also played a role. More positive attitudes toward science at pretest predicted greater knowledge change, and students who knew less at the start showed a greater change in knowledge. Results of this evaluation may support the efficacy of the curriculum and the utility of combining behavior change theory with educational approaches.

Iannucci R; Sanders K; Greenfield SF. A 4-Year curriculum on substance use disorders for psychiatry residents. Academic Psychiatry 33(1): 60-66, 2009. (18 refs.)

Objective: The authors describe an addiction psychiatry curriculum integrated in a general psychiatry training program to demonstrate comprehensive and practical approaches to educating general psychiatric residents on the recognition and treatment of substance use disorders. Methods: The Massachusetts General Hospital/McLean Hospital adult psychiatric residency training program provides training in addiction psychiatry in multiple treatment settings during the 4 years of residency. Addiction specialists, nonspecialty psychiatrists, and residents and fellows provide training. Results: Adult psychiatric residencies can provide comprehensive addiction psychiatry training that spans multiple treatment settings and postgraduate years by training general staff psychiatrists, senior residents, and fellows to assist core addiction faculty in providing addiction psychiatry education. Conclusion: Substance use disorders are common among patients presenting to general psychiatry treatment settings, and thus it is important that all psychiatric residents be well trained in the screening, diagnosis, and treatment of outpatients with these problems.

Kerber CS; Schlenker E. Use of a breathalyzer in a local bar: A community education project. Journal of Nursing Education 45(11): 455-457, 2006. (6 refs.)

In completing a faculty-assigned service-learning project, a group of nursing students sought to educate their peers and the public about the effects of alcohol consumption. Breathalyzer readings were obtained from 150 bar patrons and correlated with the number of drinks consumed and number of hours spent drinking. The results were used to educate bar patrons about the difference between how intoxicated they felt and their actual blood alcohol levels. The students also distributed information about substance abuse assistance and safe transportation home. This screening technique served as an application of secondary prevention principles for the nursing students. The project was considered innovative in that no similar study was found in the literature. Selected Healthy People 2010 goals were also addressed in this project.

Kramer SI. Where there's smoke, can there be fire? (editorial). Academic Psychiatry 32(6): 458-459, 2008. (18 refs.)

This editorial comments on an excellent curriculum for psychiatry residents to train them address smoking cessation among the chronically mentally ill, and the authors fear that it will go largely unused and unimplemented.

Lee PH; Wu DM; Lai HR; Chu NF. The impacts of a school-wide no smoking strategy and classroom-based smoking prevention curriculum on the smoking behavior of junior high school students. Addictive Behaviors 32(10): 2099-2107, 2007. (28 refs.)

Background: This study aimed at exploring the impacts of a school-wide no smoking strategy and a classroom-based smoking prevention curriculum on smoking-related knowledge, attitude, behavior, and skill of junior high school students. Methods: Using a pre-post quasi-experimental design, 469 seventh-to ninth-grade students at four junior high schools in Taiwan, were selected and separated into three groups according to class unit. Experimental group A experienced a school-wide no smoking strategy and a six-session smoking prevention curriculum. Experimental group B experienced only the school-wide no smoking strategy. The control group experienced no intervention. The students were tested I week before intervention began and I week after it ended. Results: Experimental group A exhibited a better understanding than either experimental group B or the control group of the dangers of smoking and of techniques for refusing cigarettes; and in fact, group A indicated low smoking intention than experimental group B. Experimental group A also had a better attitudes towards resisting smoking than the control group. However, the intervention had no demonstrable effect on the smoking behavior and on the smoking substitution methods of students. Conclusions: To reduce the smoking rates among junior high school students, diversified school-wide no smoking strategies and standardized, diversified instruments should be adopted so that outcomes of smoking prevention work may be assessed more objectively and effectively.

Lennox RD; Cecchini MA. The NARCONON (TM) drug education curriculum for high school students: A non-randomized, controlled prevention trial. Substance Abuse Treatment, Prevention and Policy 3: e-article 8, 2008. (51 refs.)

Background: An estimated 13 million youths aged 12 to 17 become involved with alcohol, tobacco and other drugs annually. The number of 12- to 17-year olds abusing controlled prescription drugs increased an alarming 212 percent between 1992 and 2003. For many youths, substance abuse precedes academic and health problems including lower grades, higher truancy, drop out decisions, delayed or damaged physical, cognitive, and emotional development, or a variety of other costly consequences. For thirty years the Narconon program has worked with schools and community groups providing single educational modules aimed at supplementing existing classroom-based prevention activities. In 2004, Narconon International developed a multimodule, universal prevention curriculum for high school ages based on drug abuse etiology, program quality management data, prevention theory and best practices. We review the curriculum and its rationale and test its ability to change drug use behavior, perceptions of risk/benefits, and general knowledge. Methods: After informed parental consent, approximately 1000 Oklahoma and Hawai'i high school students completed a modified Center for Substance Abuse Prevention (CSAP) Participant Outcome Measures for Discretionary Programs survey at three testing points: baseline, one month later, and six month follow-up. Schools assigned to experimental conditions scheduled the Narconon curriculum between the baseline and one-month follow-up test; schools in control conditions received drug education after the six-month follow-up. Student responses were analyzed controlling for baseline differences using analysis of covariance. Results: At six month follow-up, youths who received the Narconon drug education curriculum showed reduced drug use compared with controls across all drug categories tested. The strongest effects were seen in all tobacco products and cigarette frequency followed by marijuana. There were also significant reductions measured for alcohol and amphetamines. The program also produced changes in knowledge, attitudes and perception of risk. Conclusion: The eight-module Narconon curriculum has thorough grounding in substance abuse etiology and prevention theory. Incorporating several historically successful prevention strategies this curriculum reduced drug use among youths.

Manwell LB; Pfeifer J; Stauffacher EA. An interdisciplinary faculty development model for the prevention and treatment of alcohol use disorders. Alcoholism: Clinical and Experimental Research 30(8): 1393-1399, 2006. (28 refs.)

The skills of faculty working in health fields are inadequate to meet the needs of those adversely affected by alcohol. This project was designed to increase the teaching, clinical, and research activities of faculty from multiple disciplines at the university level. The faculty development model included two 2-day skills-based courses held 6 months apart, precourse and postcourse evaluations, active mentoring, and development of a specific work plan for each participant. The educational model utilized skills-based courses previously developed for full-time clinical/teaching medical faculty with limited time and resources. A total of 153 participants at 6 locations completed the courses; 131 completed the 6-month follow-up interview. Sixty-four designed teaching, clinical, or research projects during the 6-month period between the first and second courses. Precourse versus postcourse clinical scores from standardized patient encounters showed highly significant improvements in screening, brief intervention, and motivational interviewing skills (p < 0.001). At the 6-month follow-up interview, 61% of the participants reported teaching on alcohol, tobacco, or drug problems; 49% reported clinical activities in this area; 36% reported conducting research; 10% had submitted manuscripts for publication; 12% had submitted grant applications; and 32% percent had sought additional AODA training. Participants gave high scores to all components of the faculty development model; 81% would repeat the training and 98% would recommend the program to colleagues. This cost-effective faculty development program can serve as a model to increase educational programs on substance abuse at public universities, increase faculty research activities in the alcohol area, and increase clinical programs in university hospitals.

Mark TL; Song X; Vandivort R; Duffy S; Butler J; Coffey R et al. Characterizing substance abuse programs that treat adolescents. Journal of Substance Abuse Treatment 31(1): 59-65, 2006. (19 refs.)

Few systematic studies have examined the characteristics of substance abuse treatment programs serving adolescents. An expert panel recently identified nine key elements of effective adolescent substance abuse treatment. We measured the percentage of treatment programs in the United States with at least 10 adolescent clients on a given day that reported these elements using data from the 2003 National Survey of Substance Abuse Treatment Services. This first look into the characteristics of facilities serving significant numbers of adolescents indicates that many facilities may be lacking in components considered important. The most significant measured potential areas for improvement occurred in the areas of including mental health as well as medical issues in comprehensive assessments and developing curricula to meet the developmental and cultural needs of clients. On a more encouraging note, many facilities were conducting discharge planning and providing aftercare, although the specifics of these services were not determined.

Martin TC; Josiah-Martin JA; Roberts CW; Henry HP. Toward effective school-based substance abuse prevention "Breaking the Cycle" programme in Antigua and Barbuda. West Indian Medical Journal 57(4): 360-363, 2008. (25 refs.)

The "Breaking the Cycle" programme, based on the Project Charlie programme, was developed for Antigua and Barbuda third grade students and was implemented in 2001. Aspects of the programme are compared with aspects recently proven effective in randomized studies in developed countries. The "Breaking the Cycle " programme includes life-skills training, teaches decision making skills, includes peer resistance training, uses trained teachers, interactive teaching methods, effective content and delivery, targets students prior to onset of drug use, teaches drug harm, teaches community values and is culturally sensitive, all aspects of successful programmes overseas. The cost of about $7 US per student would suggests cost-benefit effectiveness compared with overseas programmes. The "Breaking the Cycle " school-based drug and alcohol use prevention programme includes most aspects of evidence-based successful programmes overseas, appears cost effective and could serve as a model for programmes in the Caribbean region.

Mohan S; Pradeepkumar AS; Thresia CU; Thankappan KR; Poston WSC; Haddock CK et al. Tobacco use among medical professionals in Kerala, India: The need for enhanced tobacco cessation and control efforts. Addictive Behaviors 31(12): 2313-2318, 2006. (11 refs.)

In developing nations where reductions in tobacco use have not been realized, it is critical that health professionals be encouraged to abstain from tobacco use. Data on tobacco use among health professionals in India are limited. We conducted cross-sectional surveys among 110 male medical school faculty (MSF), 229 physicians (67% male), 1130 medical students (46% male), and 73 female nursing students. Information on tobacco use and quit attempts was collected using structured questionnaires. Among the male respondents, current smokers were 15.1% of MSF, 13.1% of physicians, and 14.1% of medical students. Among current smokers, 42% of MSF and physicians and 51% of medical students had not attempted quitting in the last year. However, one third of MSF and physicians and 16% of medical students had attempted to quit at least 4 times. This is one of the first studies among health care professionals in India. Our findings show that a substantial proportion of physicians and medical students in Kerala continue to smoke. Smoking cessation programs are warranted in medical schools in Kerala. An initiative is presently underway by the authors to incorporate tobacco education into the medical school curriculum.

Newton NC; Vogl LE; Teesson M; Andrews G. CLIMATE Schools: alcohol module: cross-validation of a school-based prevention programme for alcohol misuse. Australian and New Zealand Journal of Psychiatry 43(3): 201-207, 2009. (36 refs.)

Objective: The aim of the present study was to conduct a cross-validation trial of the efficacy of a computerized school-based intervention for alcohol misuse in adolescents. Method: A cluster randomized control trial was carried out. Intervention and control groups were assessed at baseline, immediately after and 6 months after the intervention. A total of 764 Year 8 students from 10 independent secondary schools in Sydney, Australia participated in the study. Half of the schools were randomly allocated to the computerized prevention programme (n=397), and half to their usual classes (n=367). The six-lesson computerized intervention was evidence and curriculum based while having a focus on harm-minimization. Knowledge, expectancies, alcohol consumption (frequency, quantity and binging), patterns of use, and harms associated with one's own use of alcohol were assessed. Results: There were significant improvements in knowledge regarding alcohol use at immediate and 6 month follow up. Average weekly alcohol consumption was reduced immediately after the intervention. No differences between groups were found on alcohol expectancies, frequency of drinking to excess and harms related to alcohol use over time. Conclusions: The present results support the Climate Management and Treatment Education (CLIMATE) Schools: alcohol module as an effective intervention in increasing alcohol knowledge and reducing alcohol use in the short term.

Nigwekar SU; Morse DS. Educational half day: An innovative way to incorporate substance abuse curriculum into residency training. Substance Abuse 27(3): 1-3, 2006

Internal medicine residents often come across substance use disorder (SUD) issues; however not all residency programs have curricula to educate residents on management of these issues. We hereby describe a curricular action plan incorporating an innovative method of Educational Half Day (EHD) to address SUD issues in small group settings. We believe that EHD is an effective way of addressing substance abuse issues in the residency curriculum and it has the potential to change the way residents manage their patients with SUD.

Paley B; O'Connor MJ; Baillie SJ; Guiton G; Stuber ML. Integrating case topics in medical school curriculum to enhance multiple skill learning: Using fetal alcohol spectrum disorders as an exemplary case. Academic Psychiatry 33(2): 143-148, 2009. (10 refs.)

Objectives: This article describes the use of fetal alcohol spectrum disorders (FASDs) as a theme to connect the learning of basic neurosciences with clinical applications across the age span within a systems-based, integrated curricular structure that emphasizes problem-based learning. Methods: In collaboration with the Centers for Disease Control and Prevention (CDC) and the National Organization on Fetal Alcohol Syndrome, the Western Regional Training Center for Fetal Alcohol Exposure at UCLA developed and integrated educational materials on FASDs into the curriculum for first-year medical students. Results: Quantitative and qualitative evaluations suggested materials were effective in enhancing student knowledge and skills related to FASDs, as well as embryology, brain development, substance abuse, developmental psychopathology, and medical ethics. Conclusion: The use of a unifying theme integrating basic science and clinical information and skills is effective for medical student training in the prevention and treatment of common medical problems.

Pankratz MM; Jackson-Newsom J; Giles SM; Ringwalt CL; Bliss K; Bell ML. Implementation fidelity in a teacher-led alcohol use prevention curriculum. Journal of Drug Education 36(4): 317-333, 2006. (27 refs.)

There is now ample evidence that teachers tend to make substantial modifications to both the prescribed content and methods of the curricula they administer, and that such modifications are likely to attenuate curricula effects. We examine the fidelity with which teachers implement "Protecting You, Protecting Me," an underage alcohol use prevention curriculum. Findings suggest that while teachers attempted to implement most sections of a lesson, the lessons taught were consistently-and often extensively-adapted. We conclude that since teachers are likely to continue to modify lessons, curriculum developers and trainers should enhance their understanding of how prevention curricula are taught under real world conditions, help teachers to reinforce key curriculum concepts, and consider modifying those curricular sections that teachers are adapting with greatest frequency.

Parish SJ; Stein MR; Hahn SR; Goldberg U; Arnsten JH. Residents' objective structured clinical exam skills scores improve after introduction of enhanced substance abuse curriculum. (meeting abstract). Journal of General Internal Medicine 23(Supplement 2): 209-209, 2008. (0 refs.)

Price JH; Mohamed I; Jeffrey JD. Tobacco intervention training in American College of Nurse-Midwives accredited education programs. Journal of Midwifery & Women's Health 53(1): 68-74, 2008. (31 refs.)

The objective of this study was to assess the content, amount of time, and educational techniques used in tobacco intervention training in American College of Nurse-Midwives (ACNM) accredited programs. All 43 ACNM-accredited programs were surveyed; 34 (79%) responded. Almost one in three programs (29%) offered fewer than 3 hours of instruction in tobacco education. The programs were more likely to offer training in the clinical science areas and least likely to offer training in the sociopolitical areas. Few programs (38%) required students to be taught smoking cessation techniques with patients in a clinical setting. The main barriers to teaching more (>3 h) tobacco education were not enough time in the curriculum (28%) and not having staff who are adequately trained (15%). Midwife education programs need to increase their instructional efforts, especially in the clinical science and sociopolitical areas, if midwives are to meet their coals of keeping women healthy, and in the case of pregnancies, making it a healthy experience for the woman and her newborn. This may require the development of a model core tobacco curriculum for all ACNM-accredited programs.

Prochaska JJ; Fromont SC; Leek D; Hudmon KS; Louie AK; Jacobs MH et al. Evaluation of an evidence-based tobacco treatment curriculum for psychiatry residency training programs. Academic Psychiatry 32(6): 484-492, 2008. (32 refs.)

Objective: Smokers with mental illness and addictive disorders account for nearly one in two cigarettes sold in the United States and are at high risk for smoking-related deaths and disability. Psychiatry residency programs provide a unique arena for disseminating tobacco treatment guidelines, influencing professional norms, and increasing access to tobacco cessation services among smokers with mental illness. The current study evaluated the Rx for Change in Psychiatry curriculum, developed for psychiatry residency programs and focused on identifying and treating tobacco dependence among individuals with mental illness. Methods: The 4-hour curriculum emphasized evidence-based, patient-oriented cessation treatments relevant for all tobacco users, including those not yet ready to quit. The curriculum was informed by comprehensive literature review, consultation with an expert advisory group, faculty interviews, and a focus group with psychiatry residents. This study reports on evaluation of the curriculum in 2005-2006, using a quasi-experimental design, with 55 residents in three psychiatry residency training programs in Northern California. Results: The curriculum was associated with improvements in psychiatry residents' knowledge, attitudes, confidence, and counseling behaviors for treating tobacco use among their patients, with initial changes from pre- to posttraining sustained at 3-months' follow-up. Residents' self-reported changes in treating patients' tobacco use were substantiated through systematic chart review. Conclusion: The evidence-based Rx for Change in Psychiatry curriculum is offered as a model tobacco treatment curriculum that can be implemented in psychiatry residency training programs and disseminated widely, thereby effectively reaching a vulnerable and costly population of smokers.

Rastegar DA; Sisson SD. Use of a web-based curriculum to teach internal medicine residents about addiction. (meeting abstract). Journal of General Internal Medicine 23(Supplement 2): 215-215, 2008. (0 refs.)

Richardson MA. Social work education: The availability of alcohol-related course curriculum and social workers' ability to work with problem drinkers. Journal of Social Work Practice 22(1): 119-128, 2008. (22 refs.)

An explanatory cross-sectional investigation was employed to assess how well masters-level social work (MSW) programs in the State of New York prepare students for practice with problem drinkers. The following areas were explored: (1) the incorporation of alcohol-related coursework and field placement opportunities within MSW programs; (2) the relationship between students' completion of alcohol-related courses and field placements and their subsequent ability to diagnose clients with alcohol problems, their willingness to work with problem drinkers, and their levels of alcohol-related knowledge; and (3) subjects' levels of alcohol-related knowledge in relation to their diagnostic ability and their willingness to work with problem drinkers. The sample consisted of 89 MSW-level social work practitioners, who were active members of the New York State Chapter of the National Association of Social Workers (NASW) during the fall of 2005. Fewer than 3% of the sample reported the completion of an alcohol-related course as a mandatory degree requirement and only 29.5% of the sample acknowledged the completion of an alcohol-related field placement. These findings suggest that a possible gap exists in what social workers are being taught and what they need to know to successfully work with problem drinkers. The findings indicate that clients with alcohol problems are at risk of going untreated due to social workers' inability to correctly diagnose them as a result of insufficient training in the area of alcohol studies.

Robertson SL. A million little lessons: The evaluation and use of mass media in counselor addiction education. Journal of Teaching in the Addictions 5(1): 45-63, 2006

Mental health counselors, school counselors, and rehabilitation counselors, much like other professional counselors, encounter clients whose lives are somehow affected by substance use and addictions. Although counselors regularly encounter substance-dependent clients, spouses, children, and/or employers affected by substance abuse, training in substance abuse and related issues is often not included in counselor training programs. This paper offers caution and considerations to be addressed when developing the objectives and techniques of a pedagogy that uses films, biographies, memoirs, and other forms of contemporary mass media as an adjunct in addiction training in counselor education.

Salyers KM; Ritchie MH; Cochrane WS; Roseman CP. Inclusion of substance abuse training in CACREP-accredited programs. Journal of Addictions & Offender Counseling 27(1): 47-58, 2006. (11 refs.)

Note: This article is reprinted from "Counselor Education & Supervision, 2005, 45[1], 30-42." Professional counselors and counselors-in-training continue to serve clients who have substance abuse issues, yet systematic training in substance abuse counseling is not available to many counselors. The authors investigated the extent to which students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2001) are exposed to clients presenting with substance abuse issues and the relationship between state licensure or certification in substance abuse and the resulting perception of the need for the inclusion of substance abuse training in these programs. Three methods are presented for possibly including substance abuse training in CACREP standards.

St Pierre TL; Osgood DW; Siennick SE; Kauh TJ; Burden FF. Project ALERT with outside leaders: What leader characteristics are important for success? Prevention Science 8(1): 51-64, 2007. (39 refs.)

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.

Stein MR; Kunins HV; Parish SJ; Arnsten J. Evaluation of a substance abuse curriculum for internal medicine residents. (meeting abstract). Journal of General Internal Medicine 23(Supplement 2): 200-201, 2008. (0 refs.)

Truncali A; Gillespie C; Ark TK; Lee J; Zabar S; Kalet AL. Need for targeted training in substance abuse prevention and treatment competencies. (meeting abstract). Journal of General Internal Medicine 23(Supplement 2): 350-350, 2008. (0 refs.)

Warsh CK. Reflection Essay. Teaching alcohol and drug history to undergraduates. The Social History of Alcohol and Drugs 20(2): 290-295, 2006. (7 refs.)

The author reflects on her experiences in teaching an undergraduate course on the history of alcohol and drugs in Canada. She notes the multiple ways alcohol/drugs are woven throughout the Canadian experience, in respect to the earliest days of the fur trade, with alcohol being the favored instrument of trade which had a devastating impact on Native peoples, to the temperence societies, many of which were imported by American immigrants and became involved in anti-American sentiments, to the way it speaks to issues of gender and national identify, via major sporting teams being sponsored by the leading brewers. The history of alcohol and drugs lends itself to being incorporated in a popular history course.

Webster-Stratton C; Reid MJ. Incredible Years parent and teacher training series: A Head Start partnership to promote social competence and prevent conduct problems. IN: Tolan P; Szapocznik JA; Sambrano S, eds. Preventing Youth Substance Abuse: Science-based Programs for Children and Adolescents. Washington DC: American Psychological Association, 2007. pp. 67-88. (32 refs.)

Parents and teachers of young children, particularly those living or working in poverty situations, are often overwhelmed by the task of parenting or teaching. Parents may be struggling with multiple stressors, such as juggling work schedules, child care, difficult relationships, financial problems, or perhaps overcoming a model of harsh parenting they received from their own parents. Teachers are often faced with overcrowded classrooms, multiple children with special needs, and inadequate training in classroom management. Faced with these difficulties, teachers and parents may feel isolated, helpless, unsupported, and stressed about their ability to nurture and educate the young children who are in their care. Prevention and early intervention programs that strengthen the skills of parents and teachers and encourage home-school partnerships can provide the needed support to prevent the escalation of children's aggressive behavior problems and promote social competence and school readiness in young children. Unfortunately, the incidence of aggressive behavior problems in young children is escalating (Hawkins, Catalano, & Miller, 1992). Research on the prevention and treatment of oppositional defiant disorder (ODD) and conduct disorder (CD) has been identified as one of the nation's highest priorities (National Institute of Mental Health, 1996). This agenda is important because early onset ODD-CD in preschool children (high rates of oppositional defiant and aggressive behaviors) is stable over time and appears to be the single most important predictor of delinquency, substance abuse, and violence for boys and girls in adolescence. Unfortunately, recent projections suggest that fewer than 10% of the children who need mental health services for ODD-CD actually receive them (Kazdin & Kendall, 1998). Even fewer children receive preventive services or programs targeting promotion of children's social and emotional competence. Head Start, which enrolls over 800,000 children from low-income families in the United States each year, is an ideal context for implementing empirically validated mental health prevention and early intervention programs. To prevent children from progressing on the trajectory from early onset conduct problems to later substance abuse, early intervention and preventive efforts should concentrate on reducing known risk factors and increasing known protective factors related to delinquency and substance abuse. The Incredible Years training series does this by addressing four predictor variables: (a) promoting parent involvement by helping parents learn how to be more positive and nurturing in their parenting styles and less harsh or abusive in their discipline approaches; (b) promoting stronger school bonding by increasing positive teacher relationships with children and with their parents; (c) increasing children's social competence; and (d) promoting children's self-regulation skills by teaching teachers and parents to help children learn anger management strategies, problem-solving skills, appropriate social behaviors, and friendly communication. This multifaceted approach to early intervention reduces child risk factors, such as conduct problems, and strengthens the protective factors that will lay the groundwork for preventing later development of substance abuse and other antisocial behaviors.

Weingardt KR; Villafranca SW; Levin C. Technology-based training in cognitive behavioral therapy for substance abuse counselors. Substance Abuse 27(3): 19-25, 2006

This study compared the learning outcomes achieved by 166 practicing substance abuse counselors who were randomized to one of three conditions: (1) a Web-Based Training (WBT) module designed to familiarize practitioners with the "Coping with Craving" module from the NIDA treatment manual, "A Cognitive-Behavioral Approach: Treating Cocaine Addiction" (www.nidatoolbox.org), (2) a face-to-face training workshop covering the identical content, or (3) a delayed training control condition. Participants in all three conditions completed an identical test of knowledge before and after the session. Results indicated that participants in both the WBT and face-to-face workshop conditions showed improvement in mean test scores, while participants in the delayed training control condition did not. Improvements in test scores for participants in both the WBT and face-to-face conditions were statistically significant and equally modest in magnitude. The finding of equivalent rates of knowledge transfer across these two delivery mechanisms highlight one function for which WBT may be particularly well-suited, and suggest that the most effective clinical training applications may use a "blended delivery" format that leverages the strengths of both WBT and face-to-face training.

Whittinghill D. A preliminary investigation of the components of a curriculum for the preparation of master's-level addiction counselors. Journal of Drug Education 36(4): 357-371, 2006. (22 refs.)

This study identified the preliminary curriculum components for the preparation of graduate-level addiction counselors. A review of the related literature revealed no agreed upon standards for post baccalaureate instruction of addiction counseling. The Delphi method was used to establish curriculum items from a list of 198 previously identified work behaviors associated with graduate-level addiction counseling. A panel of 28 addiction counseling experts responded to three administrations of an evolving questionnaire and reached consensus on a final list of 89 curriculum items. Consensus of expert judgments was corroborated by a post hoc multivariate of analysis of variance (MANOVA) that revealed no significant differences in ratings of importance among panelist subgroups.

Witherspoon KM; Richardson AW. Sisters In Support Together Against Substances (SISTAS): An alcohol abuse prevention group for black women. Journal of Ethnicity in Substance Abuse 5(3): 49-60, 2006

This paper examines the existing literature for alcohol abuse prevention and treatment of African American women and offers a group counseling intervention to address the culturally specific needs of this population. The group, SISTAS: Sisters In Support Together Against Substances, includes a curriculum that focuses on key components such as spirituality, self-esteem, racial identity, social support and intimate relationships. The purpose of the group is to raise awareness of and educate members about the factors that can lead African American women from drug abuse to dependency.