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CORK Bibliography: Curricula

99 citations. January 1999 to present

Prepared: September 2007

Addiction Technology Transfer Center of New England. Developing Interdisciplinary Teams for Substance Abuse Treatment Practitioners and Agency Personnel. Providence RI: Addiction Technology Transfer Center of New England, 2000. (185 book refs.)

The volume consists of then teaching modules, it is designed to assist health care profession to work together more effectively. It is designed to be a two day training. The ten modules include a pre-test, working agreement, the role of the interdisciplinary teams, the role of its members, developing a team mission, and team development efforts. The material includes overheads for presentations.

Amodeo M; Litchfield L. Integrating substance abuse content into social work courses: Effects of intensive faculty training. Substance Abuse 20(1): 5-16, 1999. (18 refs.)

An evaluation was conducted in a graduate school of social work to assess the integration of substance abuse content into basic and advanced courses by instructors with and without specialized substance abuse training. Students in these courses completed questionnaires that asked about the amount, type, and usefulness of substance abuse content presented during the semester. Instructors with and without specialized substance abuse training completed questionnaires that examined their perceptions of the amount, type, and usefulness of the substance abuse content they had taught. Results showed that (1) faculty with specialized substance abuse training were more likely than faculty without such training to integrate substance abuse content; (2) courses taught by trained faculty received higher ratings from students on the quality of the content; (3) both groups of faculty (trained and untrained) perceived that more substance abuse content had been taught than their students perceived; and (4) neither faculty nor students perceived that too much substance abuse content had been taught. This approach could be useful to social work programs and other disciplines interested n measuring the effects of changes in course content.

Beckers JL. The determination of caffeine in coffee: Sense or nonsense? Journal of Chemical Education 81(1): 90-93, 2004. (13 refs.)

If students in undergraduate analytical chemistry education analyze samples of known composition, their results can be verified. If the students get a "real" sample with an unknown composition in the frame of a problem-posing approach to teaching, it is difficult to check whether the students work accurately or not. Thus it is advisable to apply at least two different analytical methods. In this way the students gain a better insight into the differences and similarities of the diverse analytical methods and, by comparing the analytical results obtained with these methods, they get a better idea of the possibilities and accuracies. An important advantage in this approach is that students stimulate themselves to repeat experiments if different values are obtained from different analytical methods. This approach is demonstrated by the determination of caffeine in coffee applying a UV spectrophotometer, HPLC equipment, and CE apparatus. Some representative results are given showing the accuracy of the methods and showing the differences between the separation methods HPLC and CE versus UV spectrophotometry.

Bland E; Oppenheimer L; Brisson-Carroll G; Morel C; Holmes P; Gruslin A. Influence of an educational program on medical students' attitudes to substance use disorders in pregnancy. American Journal of Drug and Alcohol Abuse 27(3): 483-490, 2001. (11 refs.)

Substance use disorders (SUDs) in pregnancy are becoming increasingly prevalent. Our study aimed to measure the effect of a teaching module on alcohol, tobacco, and drug use on the attitude of second year medical students toward pregnant women with SUDs. A questionnaire was administered to 84 medical students before a 5-week systems block on human reproduction, which included specific learning events related to SUDs. The questionnaire was readministered at the completion of the block. Pre- and postintervention scores were compared. Students showed significant improvement (p < .05, reliability coefficient 0.90) in their level of comfort in dealing with women with SUD in pregnancy. Other positive trends relating to attitudes toward drug- and alcohol-dependent women during pregnancy were also identified. SUD teaching interventions among medical students can improve their comfort level and attitude toward pregnant women with SUDs. This supports the current initiative of Project CREATE (Curriculum Renewal and Evaluation of Addiction Training and Education) to implement a comprehensive undergraduate SUD teaching program in Canadian medical schools.

Botvin GJ. Preventing drug abuse in schools: Social and competence enhancement approaches targeting individual-level etiologic factors. Addictive Behaviors 25(6): 887-897, 2000. (70 refs.)

Drug abuse continues to be an important public health problem throughout the world. Although considerable progress has been made in identifying effective prevention approaches, there is a large gap between what research has shown to be effective and the methods generally used in most schools. The most promising prevention approaches target individuals during the beginning of adolescence and teach drug resistance skills and norm setting either alone or in combination with general personal and social skills. Evaluation studies testing these approaches show that they can significantly reduce adolescent tobacco, alcohol, and marijuana use. While some studies show that these effects may decrease over time, booster interventions have been found to maintain and in some instances even enhance prevention effects. The results of one large-scale evaluation study shows that it is possible to produce reductions in drug use that last until the end of high school. Available evidence suggests that these approaches may be effective when taught by different kinds of teachers and with different populations. The current paper provides a brief review of school-based prevention approaches targeting individual-level etiologic factors, evidence supporting their effectiveness, and a discussion of potential mediating mechanisms.

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.

Card JJ; Benner T; Shields JP; Feinstein N. The HIV/AIDS Prevention Program Archive (HAPPA): A collection of promising prevention programs in a box. AIDS Education and Prevention 13(1): 1-28, 2001. (30 refs.)

This article describes the methods used and findings obtained in establishing the HIV/AIDS Prevention Program Archive (HAPPA), a collection of effective HIV/AIDS prevention programs in a box. The HAPPA collection builds on a previously established collection of 13 effective HIV/AIDS/sexually transmitted disease (STD) prevention programs for adolescents known as PASHA, the Program Archive on Sexuality, Health, & Adolescence. Together, the HAPPA and PASHA collections provide a rich source of 23 promising programs designed to prevent the spread of HIV/AIDS. The HAPPA and PASHA programs are available for use by communities, schools, family planning clinics, STD clinics, mental health centers, and drug rehabilitation centers throughout the country.

Chatrou M; Maes S; Dusseldorp E; Seegers G. Effects of the Brabant Smoking Prevention Programme: A replication of the Wisconsin Programme. Psychology & Health 14(1): 159-178, 1999

A three-lesson smoking prevention programme which was originally developed in the United States, was applied in a study of 949 12-14- year old Dutch adolescents. The programme focused on the emotional aspects of smoking behaviour. Questionnaires were completed at four measurement points, one before and three following delivery of the programme. A research model was developed to investigate the relationships between intention and behaviour and other relevant variables such as social environment, personality characteristics, school type, treatment, smoking-related knowledge, and reasons-to-smoke. Stepwise logistic regression analyses indicated that friends' smoking behaviour had significant effects on the intention to smoke as well as on the smoking behaviour of adolescents. Parents' permission to smoke had significant effects on the smoking behaviour of adolescents, especially on starting to smoke. Adolescents who reduced their anxiety by eating or by taking medication were more likely to have a high intention to smoke, and were also more likely to smoke. Risk-taking behaviour was significantly related with intention to smoke. Students attending vocational and other academically lower-level schools were more likely to have a high intention to smoke. The programme had neither a significant effect (p>0.01) on intention to smoke nor on smoking behaviour. Results indicated that intention to smoke and smoking behaviour at a previous time predicted intention to smoke and smoking behaviour at later times of measurement, given that the time between the measurements did not exceed one year. Intention to smoke was the most important predictor for both starting to smoke (positive association) and quitting smoking (negative association). It is suggested that in future studies educational level should be given due consideration in the planning and timing of smoking prevention activities.

Coleman W. Alkaloids: Strychnine, codeine, heroin, and morphine. Journal of Chemical Education 81(9): 1366-1366, 2004. (0 refs.)

The featured molecules this month come from the article ‚"The Conversion of Carboxylic Acids to Ketones: A Repeated Discovery‚" by John W. Nicholson and Alan D. Wilson. The authors describe the repeated ‚"discovery‚" of this reaction and illustrate its central role in Woodward's total synthesis of strychnine. Strychnine is a member of a large class of nitrogen heterocycles known as alkaloids, a name derived from the fact that all produce basic solutions in water. Other well-known members of this class of compounds, all of which are pharmacologically active, are nicotine, atropine (deadly nightshade), quinine, lysergic acid, cocaine, and the three structurally similar compounds codeine, heroin, and morphine. Fully manipulable (Chime) versions of these molecules are included.

Copello A; Templeton L; Krishnan M; Orford J; Velleman R. A treatment package to improve primary care services for relatives of people with alcohol and drug problems. Addiction Research 8(5): 471-484, 2000. (24 refs.)

The present paper reports the results of an intervention study with baseline and post treatment measures that was conducted to test the feasibility and impact of a structured treatment package. The latter was used by professionals in the primary care setting working with relatives of people with alcohol and drug problems. The package consisting of a brief psyche-social intervention and information leaflets was tested by a) measuring the impact of the intervention on relatives' stress and coping and b) assessing the feasibility of training General Practitioners, Practice Nurses and Health Visitors to use the package as well as the impact of using the package upon their attitudes and confidence towards working with this group. Both relatives' coping and symptoms and the primary care professionals attitudes and confidence towards working with this group were measured twice, once before and again after the intervention. It was found that following the intervention relatives showed a significant decrease in physical and psychological symptoms and a reduction in engaged and tolerant forms of coping. In addition a significant improvement was found in the confidence and attitudes of the group of professionals who tested the intervention when compared to those who did not. It is concluded that given a coherent package and ongoing support, primary care professionals can be recruited and trained to work with relatives of alcohol and drug users in their health care setting. This work results in positive outcomes for these relatives.

Coutts MC; Graham K; Braun K; Wells S. Results of a pilot program for training bar staff in preventing aggression. Journal of Drug Education 30(2): 171-191, 2000. (27 refs.)

One hundred and twenty-one staff from eight bars in Ontario, Canada participated in a three-hour training program that used a peer learning model to teach problem-solving skills regarding the prevention and management of aggressive behavior in bars. Participants showed significant positive changes in knowledge and attitudes regarding effective approaches to preventing aggression. The majority of participants reported that the training made them think about ways they handed problem situations and that they would change the way they handle problems in the future. Participants rated most aspects of the training as very useful, especially the group discussion. The program illustrates the potential for increasing skills and knowledge of bar staff in preventing aggression and associated injury.

Curry LA; Maniar SD. Academic course for enhancing student-athlete performance in sport. Sport Psychologist 18(3): 297-316, 2004. (51 refs.)

The purpose of this paper is to describe content and methods of an academic course offered twice annually at an NCAA Division I University. With empirical support to the effectiveness of this academic approach to psychological skills training presented elsewhere (Curry & Maniar, 2003), the focus of this paper is on the type and extent of each intervention treatment during the 15-week semester course (Vealey, 1994). Course content includes applied strategies for best performance targeting, arousal/affect control, identifying purpose, goal setting, imagery, sport confidence, trust, flow, sport nutrition, on-/off-field problem solving, self-esteem, and life skills education on eating disorders and drug/alcohol abuse. Teaching methods include narrative story telling, small group activities, journal writing, cognitive-behavioral homework, brainteasers, and active learning demonstrations.

D'Onofrio G; Nadel ES; Degutis LC; Sullivan LM; Casper K; Bernstein E; Samet JH. Improving emergency medicine residents' approach to patients with alcohol problems: A controlled educational trial. Annals of Emergency Medicine 40(1): 52-64, 2002. (42 refs.)

Study objective: We determine whether training using a structured skills-based intervention would improve emergency medicine residents' knowledge and practice in screening and intervening with patients presenting to the emergency department with alcohol problems. Methods: In a controlled trial conducted at 2 similar emergency medicine residency programs associated with urban, Level I trauma centers, a 4-hour didactic, video, and skills-based workshop was conducted. Main outcome measures included (1) scores on changes in self-reported knowledge, current practice, self-efficacy, role responsibility, attitudes and beliefs, and provider readiness to change from baseline to 1 year after intervention and (2) change in practice as measured by record review before and after intervention. Results: The intervention group (n=17) had a significant increase in knowledge scores (P<.001) and practice with regard to percent of medical records with evidence of screening and intervention (17% before versus 58% after; 95% confidence interval [CI] 31 to 50; P<.001); no change was observed in the control group (n=19). These increases were significantly different between groups (95% Cl 30 to 54; P<.001). There were no significant differences within or between groups for composite scores derived for current practice, self- efficacy, role responsibility, or readiness to change. Conclusion: A brief, structured, educational intervention for residents contributed to significant improvement in knowledge and practice with regard to patients with alcohol problems.

Durante JMB. Interest of MSW students and field instructors in working with elders, substance abusers and elders with drinking problems. Dissertation Abstracts International Section 64(4A): 1406, 2004

Using a convenience, cross-sectional survey methodology, 166 MSW students from three Florida Universities and 134 social work field instructors were sampled to determine their level of preparedness in terms of interest and knowledge of concentration related to working with elderly clients who also abuse alcohol. A multivariate analysis found interest in working with elders and interest in working with substance abusers predictors for interest in working with elderly persons with drinking problems. Among factors influencing such interests were attendance at aging specific workshops and attendance at substance abuse workshops. Students and field instructors lacked knowledge about aging and late-life drinking. The findings offer insight on how current and future social work practice with the elders may be negatively impacted by the lack of knowledge about alcohol usage among this vulnerable population. Implications for social work education regarding curriculum content and continuing education were revealed as a result of this study.

Dusenbury LA; Hansen WB; Giles SM. Teacher training in norm setting approaches to drug education: A pilot study comparing standard and video-enhanced methods. Journal of Drug Education 33(3): 325-336, 2003. (19 refs.)

Norm setting has been shown to be a crucial element of effective drug education. The purpose of this study was to examine the degree to which a videotape describing concepts and methods for establishing positive norms would enhance standard training. Participants included 35 teachers and 64 health education students who were randomly assigned to the standard training condition or the video-enhanced training. Participants completed pretest and posttest measures of beliefs, attitudes, and knowledge concerning prevention methods. Both the standard and the video-based instruction produced improved understanding of norms and norm setting prevention methods. However, the video-based instruction resulted in several notable improvements beyond what was achieved in standard instruction. Video training can be an important tool as research-based drug abuse prevention achieves wide-scale dissemination. It offers a way of standardizing training and has the potential to increase the fidelity with which prevention programs are implemented.

Eagles JM; Calder SA; Nicoll KS; Walker LG. A comparison of real patients, simulated patients and videotaped interview in teaching medical students about alcohol misuse. Medical Teacher 23(5): 490-493, 2001. (18 refs.)

Doctors perform poorly in identifying and in treating patients with alcohol misuse problems and this has been linked to inadequate undergraduate education. We compared three methods of teaching among Aberdeen medical students. In groups of eight or nine students, teaching was conducted with a simulated patient, with real patients or with a videotaped interview. The teachers were five consultant psychiatrists. At the end of each teaching session, students completed a measure of knowledge (multiple-choice questions), two measures of attitudes towards alcohol misusers and a questionnaire tailored to assessment of the teaching session. From the class of 176 students, 156 (89%) participated in the study. Two-way analyses of variance identified a significant difference between teaching methods; students rated the simulated patient sessions as more helpful in acquiring interview skills (F = 11.71, df 2, p < 0.001). We have since expanded our rise of simulated patients in the undergraduate teaching programme.

Economic and Social Commission for Asia and the Pacific. Young People and Substance Use: Prevention, Treatment, and Rehabilitation. Module 1. New York: United Nations, 2005. (0 refs.)

This is training manual providing materials for four presentations related to adolescent substance use. Each session is designed to last four hours. Session 1 is directed to probing the world of a young substance users. Session 2 deals with the question of why do young people use substances. Session 3 considers different substances and the patterns of use along with the desired effects. Session 4 presents the consequences of substance use and stages of change. For each session objectives and learning outcomes are outlined and different activities described. For each session there are also participant handouts and facilitator resources, as well as case studies to facilitate discussion. This is designed for the Mekong subregion.

Economic and Social Commission for Asia and the Pacific. Young People and Substance Use: Prevention, Principles and Strategies for Intervention. Module 2. New York: United Nations, 2005. (0 refs.)

This is training manual provides materials for four presentations related to adolescent substance use, with a focus upon prevention. Each session is designed to last 4 hours. Session 1 provides an overview of the principles underpinning prevention efforts and the the nature of different intervention. Session 2 deals with the steps needed to prepare for prevention efforts. Session 3 sets forth the skills for within communities, families, and in individuals which help to prevent subtance use. Session 4 focuses upon the process of designing an prevention program. For each session objectives and learning outcomes are outlined and different activities described. For each session there are also participant handouts and facilitator resources, as well as case studies to facilitate discussion. This is designed for the Mekong subregion.

Economic and Social Commission for Asia and the Pacific. Young People and Substance Use. Treatment and Continuing Care: Principles and Strategies for Intervention. Module 3. New York: United Nations, 2005. (0 refs.)

This is training manual providing materials for four presentations related to treatment of adolescent substance use. Each session is designed to last four hours. Session 1 sets forth the principles of treatment and continuing care. Session 2 outlines the stages of change and stages of care. Session 3 discusses basic life skills. Session 4 deals with the process of designing intervention. For each session objectives and learning outcomes are outlined and different activities described. For each session there are both participant handouts and facilitator resources, as well as case studies to facilitate discussion. This is designed for the Mekong subregion.

Eisen M; Zellman GL; Massett HA; Murray DM. Evaluating the Lions-Quest "Skills for Adolescence" drug education program: First-year behavior outcomes. Addictive Behaviors 27(4): 619-632, 2002. (27 refs.)

Thirty-four schools (n=7,426 consented sixth graders, 71 percent of the eligible population) were randomized to conditions to test the hypothesis that "Skills for Adolescence" (SFA) is more effective than standard care in deterring and delaying substance use through middle school. One-year posttest data were collected from 6,239 seventh graders (84 percent of those eligible). Initiation of "ever" and "recent" use of five substances for baseline nonusers and changes in recent use for baseline users by experimental conditions were compared using mixed model regression to control for school clustering. For pretest nonusers, recent cigarette smoking was lower for SFA than controls, as was lifetime marijuana use. There were also three Treatment x Ethnicity interactions around drinking behaviors. Hispanics in SFA were less likely to ever drink, to recently drink, and to recently binge drink than Hispanic controls; there were no treatment differences among non-Hispanics. For baseline users, there were three significant SFA delays in transition to experimental or recent use of more "advanced" substances: drinking to smoking, drinking to marijuana use, and binge drinking to marijuana.

Feehan J; Wynn G. Addressing driver impairment through challenging attitudes and improving education: A UK success story. Glasgow: ICADTS, 2004. (0 refs.)

In the 1980s the UK introduced an effort via the Department of Transport to introduce a pilot drink-drive rehabilitation scheme to impact the level of alcohol related accidents. The Department specified the broad course content, duration and fees. A variety of organizations were approved to run the courses. Telford Training Consultants, a not-for-profit, was one of the initial course providers and has become the largest provider in England and Wales, running courses in over 80 venues. This presentation outlines the content which is organized into seven modules, the course organization, and the incentives for attendance, such as reduced length of driving disqualification and reduced insurance costs for course completers. There is a brief description of the participants. Of note is that 20% of people are arrested on the following day, having done everything correctly the evening of drinking, still are impaired the following morning. There is a brief review of long term outcome data, re-offences rates, characteristics of those who do best. Data is also provided on drug-driving. Compared to many comparable courses in the US the UK program includes general information on highway safety and the common myths. There is an accompanying PowerPoint presentation with 24 slides.

Feinberg ME; Greenberg MT; Osgood DW; Anderson A; Babinski L. The effects of training community leaders in prevention science: Communities That Care in Pennsylvania. Evaluation and Program Planning 25(3): 245-259, 2002. (46 refs.)

This paper examines the effects of training community leaders in prevention science in the context of Communities That Care (CTC). The data analyzed here comes from an evaluation of CTC in 21 Pennsylvania communities, including in-depth interviews with 203 community leaders. The association of attendance at training sessions was investigated at the individual and community levels. Multi-level modeling supported the findings from the corelational analyses at each level separately. The findings suggest that training is positively, albeit modestly, linked with participant attitudes and knowledge, and with internal and external functioning of the CTC coalition. Training was not linked to perceived community readiness nor perceived CTC efficacy. In addition, some evidence suggests that the long-term influence of training in this context may be found at the group or coalition level, not at the individual level.

Fiellin DA; O'Connor PG, eds. Methadone Medical Maintenance: A Training and Resource Guide for Office-Based Physicians. Providence RI: New England Technology Transfer Center: 44, 2000. (104 book refs.)

This volume was developed to train physicians to care for patients who have been stable in a methadone maintenance treatment program for an extended period of time and wish to transfer their care to a primary care provider. The training is designed for training in a small group format, conducted by an experienced physician in the same geographical region. It provides an overview of the core knowledge as well as common clinical issues. It is organized into 16 sections. These cover the following: opioid abuse and dependence; epidemiology; neurobiology; natural history of opioid dependence; long-term adverse effects of opioid abuse; opioid abuse and psychopathology; overview of opioid dependence treatment; overview of methadone maintenance; methadone (pharmacology and metabolism; psychosocial aspects of opioid agonist treatment; management of psychiatric comorbidity; phases of methadone treatment; over view of office-based methadone maintenance; special clinical issues; administrative issues; and diversity issues. Curriculum materials are included: slides, overheads, and materials for case presentations.

Flay BR. Approaches to substance use prevention utilizing school curriculum plus social environment change. Addictive Behaviors 25(6): 861-885, 2000. (125 refs.)

Hundreds of studies have tested the efficacy or effectiveness of school curriculum-based (CB) substance use prevention programs. Over the years, various researchers have also tested programs that included school curricula, but with the addition of school environment, family, mass media, or community components. The purpose of this review is to determine the extent to which adding any of these components to CB programs improves overall program effectiveness in the prevention of substance use (SU).

Ford C; Ryrieb I. A comprehensive package of support to facilitate the treatment of problem drug users in primary care: An evaluation of the training component. International Journal of Drug Policy 11(6): 387-392, 2000. (14 refs.)

Since the early 1980s, government policy documents and specialist reports have encouraged the involvement of general practitioners (GPs) in the treatment of problem drug users. In spite of such policy initiatives, their involvement has been patchy and slow. In response to this apparent reluctance, the London Boroughs of Brent and Harrow established the substance misuse management project (SMP) to support and train GPs in the management of substance misuse. The SMP is a GP-led project that provides ongoing support, shared-care protocol, primary care team training, treatment audits and financial reimbursements. In 1996, the SMP worked with GPs who were not currently involved in treating problem drug users, and those who were providing only minimal interventions. This paper evaluates the training and support given to these GPs and examines changes in their practice. A pre- and post-test survey was undertaken of GP knowledge, attitudes and levels of activity. A structured questionnaire was administered to all GPs before training (n=40) and re-administered between 6 and 9 months following training. SMP audit data were also reviewed to validate any reported changes in practice. All GPs initially reported insufficient knowledge to manage problem drug users. One-fifth were unaware they could prescribe methadone, and nearly half believed drug problems should be treated by specialist services. Post-training, the GPs had increased their levels of treatment activity and reported greater confidence and willingness to treat. This study demonstrates the potential to involve GPs in the treatment of problem drug users. The training was part of a package that included ongoing support sessions, team training, audits of treatment and financial reimbursements. It is proposed that, whilst training is a necessary condition, a more comprehensive package of support is needed to facilitate the treatment of problem drug users in primary care.

Gassman RA; Demone HW; Albilal R. Alcohol and other drug content in core courses: Encouraging substance abuse assessment. Journal of Social Work Education 37(1): 137-145, 2001. (8 refs.)

This article measures the efficacy of two approaches to tea ching students to assess clients for substance abuse: an alcohol and other drug (AOD) minor program and integration of AOD content into core courses. A quasi-experimental design involved nonrandom assignment to an AOD miners program or to a nonminors curriculum. Both groups reported on their usual AOD assessment and on AOD assessment in their first interview with their most recent client. Self-report outcomes, examined in relation to the number of courses with integra ted A OD con tent taken, suggest that these courses lead to significantly more self-reported assessment for substance abuse.

Gehan JP; Toomey TL; Jones-Webb R; Rothstein C; Wagenaar AC. Alcohol outlet workers and managers: Focus groups on responsible service practices. Journal of Alcohol and Drug Education 44(2): 60-71, 1999. (17 refs.)

We conducted focus group discussions with managers, bartenders, waitstaff and security staff of on-sale, retail alcohol establishments (i.e., bars and restaurants). The purpose of the focus groups was to identify beliefs, attitudes, behaviors, and practices among management and staff to guide development of training programs. Results indicate that, compared to management, staff had received more training and felt greater responsibility for patron behavior. Although staff wanted written establishment policies, few staff or managers indicated having such policies on file. Retail alcohol establishments need manager training programs that emphasize policy development and enforcement.

Giannetti VJ; Sieppert JD; Holosko MJ. Attitudes and knowledge concerning alcohol abuse: Curriculum implications. Journal of Health & Social Policy 15(1): 45-58, 2002. (46 refs.)

This study presents data regarding social work practitioner experiences, attitudes and knowledge about alcoholism. A standardized instrument was used to survey BSWs and MSWs (N=105) at three sites in Canada. Significant findings were: (a) these practitioners had low levels of knowledge about alcoholism as measured on the Alcohol Knowledge Scale (AKS), and (b) professional experiences, not personal ones, shaped their knowledge. The latter included whether they had participated in any postgraduate coursework/continuing education or conducted research with this population. Implications are directed toward curriculum development for educators and practitioners working in this field.

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.

Gorman DM. "Science" of drug and alcohol prevention: The case of the randomized trial of the Life Skills Training program. International Journal of Drug Policy 13(1): 21-26, 2002. (28 refs.)

In recent years in the field of drug and alcohol prevention the outcome of "science-based" or "research-based" interventions has been subjected to a much greater accountability. As a result, the National Institute on Drug Abuse and the Department of Education have produced documents describing such interventions and advocating their widespread use and dissemination. An example of one of these "science-based" or "research-based" interventions is the Life Skills Training (LST) program, a randomized trial conducted with white middle-class adolescents in New York State. Results with small selected sub-samples of program participants from this 6-year program indicate that it is effective in reducing alcohol, marijuana and other illicit drug use. However, refining the data analysis samples in this manner violates one of the fundamental principles of a randomized trial, and therefore cannot be considered an application of rigorous research methods. It is by no means an unreasonably stringent methodological requirement to require that the analyses of data be made from all of those who were reassessed at follow-up. It is estimated that only 7.5 percent of those who initially received the LST intervention in the trial were included in the most recent set of analyses reported.

Gosin M; Marsiglia FF; Hecht ML. keepin' it R.E.A.L.: A drug resistance curriculum tailored to the strengths and needs of pre-adolescents of the southwest. Journal of Drug Education 33(2): 119-142, 2003. (84 refs.)

Research has shown that students respond more favorably to drug prevention programs when they see their culture and themselves represented in the prevention message. Additionally, studies highlight important ethnic differences in drug behaviors and attitudes, indicating that students' ethnic culture should be considered in the creation of prevention programs. Because there are few effective, culturally grounded programs, new approaches are needed, particularly among Mexican American youth. This need inspired the Drug Resistance Strategies Project (DRS) to develop and test the keepin' it R.E.A.L curriculum serving ethnically diverse seventh grade students residing in a large southwestern city. This article describes development of the keepin' it R.E.A.L. curriculum, focusing on the methods used to ensure cultural grounding. The article also reviews literature on cultural approaches in prevention, presents a theoretical framework, summarizes key outcomes of the curriculum evaluation, and concludes with recommendations for the development of prevention programs for ethnically diverse youth.

Green AJ; Holloway DG; Fleming PM. An education programme for professionals who specialize in substance misuse in St Petersburg, Russia: Part 1. Nurse Education Today 21(8): 656-662, 2001. (33 refs.)

This paper provides an account of a joint project of education and training of doctors and nurses in St Petersburg, funded by the Know How Fund Health Sector Small Partnership Scheme (Russia). Contextual material on drug and alcohol misuse in Russia is introduced prior to a focus on the drug and alcohol misuse issues in St Petersburg. Reference is made to historical and contemporary material on alcohol and drug misuse, and attention is drawn to the reliability of statistical data. The main aims of the project and the work carried out are outlined. Firstly, to bring together medical and nursing colleagues, enabling a recognition of the overlap in training and educational needs of both professional groups, and the learning that can occur from understanding each others roles and responsibilities. Secondly, that the theory and practice of different approaches to care and treatment can be incorporated into already established curricula used to educate both nurses and doctors. Colleagues in St Petersburg have requested the support and guidance of UK practitioners and nurse educationalists to facilitate these changes in perspectives. The paper concludes with a brief discussion of the influence of the project in anticipation of a forthcoming paper that will detail evaluation processes that the provision has undergone and examine the findings in more detail.

Greenberg WM; Ritvo JI; Fazzio L; Bridgeford D; Fong T. A survey of addiction training programming in psychiatry residencies. Academic Psychiatry 26(2): 105-109, 2002. (11 refs.)

The authors surveyed 50 psychiatry residency training programs to examine the current status of addiction training and the impact of the new Residency Review Committee addiction training criteria for general psychiatry residencies. Only 5 programs did not already meet the new 1-month full-time equivalent addiction training requirement, and those programs anticipated only modest changes, The modal full- time equivalent addiction experience was actually 2 months, with great diversity in timing and settings. Respondents, however, often felt that their programs relied on one key addiction supervisor and that affiliated PGY-5 addiction residents usually had only limited roles in teaching and supervising the general psychiatry residents.

Hagemaster J. Internet program development leading into certification in substance abuse prevention. Substance Abuse 22(2): 119-125, 2001. (9 refs.)

The purpose of this project was to develop a multidisciplinary educational program that would provide information needed to work more efficiently in substance abuse prevention and prepare the learner for certification examination. Because prevention service providers are scattered throughout the state, country, and global community, an educational program had to be easily accessible. The solution was to develop a web-based curriculum that could be accessed anywhere in the world. One that would meet not only state requirements, but also would conform to international certification criteria. Qualitative analysis was used to categorize broad content areas of university course offerings, core functions considered vital by the state, and various educational programs in substance abuse throughout the country. As themes and subthemes emerged, clusters of essential components were retrieved and divided into four groupings. These groupings later translated into four distinct modules, each containing four to six components of study. A pilot group of 17 people were recruited throughout the state. These service providers took the web-based program over a period of 3 months and then participated in a special administration of an international certification exam. Results showed a 94 percent pass rate for the pilot group as compared with a national 32 percent.

Hahn EJ; Noland MP; Rayens MK; Christie DM. Efficacy of training and fidelity of implementation of the Life Skills Training Program. Journal of School Health 72(7): 282-287, 2002. (10 refs.)

This study assessed the effectiveness of a model for diffusing the Life Skills Training (LST) Program into middle schools, examined implementation fidelity, and explored factors associated with involvement in training and program implementation. A convenience sample of master trainers (n = 44) and teachers (n = 45) from 16 Kentucky counties participated. Teachers were observed for content and process fidelity, and trainers and teachers completed questionnaires to assess factors related to training and program implementation. More than one-fourth (27%) of master trainers conducted training sessions, and 60% of teachers taught the curriculum. While implementation fidelity was relatively high, teachers were less likely to use the more innovative elements of the program. Trainers and teachers who conducted training and/or taught the LST Program were more enthusiastic toward the program than those who did nothing beyond being trained.

Hallfors D; Godette D. Will the 'Principles of Effectiveness' improve prevention practice? Early findings from a diffusion study. Health Education Research 17(4): 461-470, 2002. (37 refs.)

This study examines adoption and implementation of the US Department of Education's new policy, the `Principles of Effectiveness', from a diffusion of innovations theoretical framework. In this report, we evaluate adoption in relation to Principle 3: the requirement to select research-based programs. Results from a sample of 104 school districts in 12 states indicate that many districts appear to be selecting research-based curricula, but that the quality of implementation is low. Only 19% of the responding district coordinators indicated that schools were implementing a research- based curriculum with fidelity. Common problems included lack of teacher training, lack of requisite materials, use of some but not all of the required lessons and teaching strategies, and failure to deliver lessons to age-appropriate student groups. This study represents the first attempt to assess the quality of implementation of research-based programs as required by the Principles of Effectiveness. We conclude that low levels of funding, inadequate infrastructure, decentralized decision making and lack of program guidance have contributed to the slow progress in improving school-based prevention.

Harthun ML; Drapeau AE; Dustman PA; Marsiglia FF. Implementing a prevention curriculum: An effective researcher-teacher partnership. Education and Urban Society 34(3): 353-364, 2002. (28 refs.)

Researchers from social work, education, and communications worked with practicing teachers to create and implement a curriculum around four culturally grounded prevention strategies in urban southwestern schools, The project proposed to test the effectiveness of various degrees of ethnic sensitivity in school-based drug prevention curricula developed around three different models, including a Latino, a non-Latino (Euro-American), and a multicultural (Latino, Euro-American, and African American) model, based on the cultural norms of these dominant populations. Collaboration with schools to implement the curriculum and to administer pretest and posttest surveys to students was accomplished by developing a strong partnership with teachers. Significant trends in urban drug prevention education and at least four essential conclusions about conducting effective school-based research surfaced from the implementation of this study,

Hayes PD. Substance abuse integration in nursing education: An innovative collaborative model. Substance Abuse 23(1): 67-79, 2002. (13 refs.)

This paper reports the outcomes of a 3-year faculty development project, the Nursing School Education Collaborative (NSEC) implemented in four baccalaureate schools of nursing. The focus of the NSEC was to strengthen educational programs through faculty development and curriculum integration in the area of substance abuse and addictions education. A comprehensive needs assessment process is outlined, and faculty development and curriculum integration activities are detailed. Faculty development has resulted in significant improvements in each school's substance abuse curriculum. Outcomes at each participating school have included continuing education activities, acquisition of additional teaching resources, the development of an integration model, and increased curriculum and clinical contact hours. With the increasing recognition of substance abuse as a number one public health problem and nursing as a major health work force, this project serves as a model for replication.

Heimbuck CA; Bower NW. Teaching experimental design using a GC-MS analysis of cocaine on money: A cross-disciplinary laboratory. Journal of Chemical Education 79(10): 1254-1256, 2002. (9 refs.)

Forensic analysis of drug money appeals to a wide audience and the lessons encountered are appropriate for undergraduate courses in analytical and environmental chemistry or forensic science. The uncertainties of cocaine analysis on currency provide an opportunity for students to develop and use experimental designs to refine and optimize a procedure from the literature.

Hyman Z. Historical interpretations of alcohol use and misuse. implications for nursing curricula. Journal of Psychosocial Nursing and Mental Health Services 42(11): 46-55, 2004

Since the 1950's, nursing schools have been encouraged to include some formal content on alcoholism in their curricula. Yet there remains on immerse disparity between the prevalence of drug and alcohol problems in our society and the required number of hour on these topics in our nursing curricula. The International Nurses Society on Addictions calls on the nursing profession to promote healthy lifestyles for "at-risk" individuals. In a historical context, this article critiques the ambivalence related to alcohol use and misuse in the United States. Within that background, pedagogy to help nursing faculty and students meet current societal and professional demands and standards regarding intervention for alcohol-related problems will be explored. The constructivist educational and caring-educative models are highlighted.

Indian Health Service; Center for Substance Abuse Prevention. Gathering of Native Americans. Substance Abuse Prevention Curriculum. (Facilitator's Guide). Rockville MD: Indian Health Service, 1999. (0 refs.)

This curriculum facilitator's guide is organized into 10 chapters. Following an introduction, there is a presentation of the philosophical overview, an outline of the goals of training, the target audience, principles, qualifications for facilitators, preparing to present the curriculum, logistical issues, and a suggested agenda. This is followed by detailed instructions for delivering the program, which is set forth as a three day program.

Keller DS; Galanter M. Technology transfer of network therapy to community-based addictions counselors. Journal of Substance Abuse Treatment 16(2): 183-189, 1999. (36 refs.)

This paper describes a technology transfer initiative in which Network Therapy (NT), a substance abuse treatment that utilizes peer and family support, was disseminated to a cohort of addictions counselors located in an outpatient community-based addictions treatment center. Training methods included a didactic seminar; role-playing, use of videotaped illustrations, and clinical supervision, and are described in detail. Counselors then implemented the NT approach with a sample of cocaine-abusing patients (N = 10) who were being treated concurrently with the standard program provided by the treatment setting. NT patients were compared by chart review with a cohort of cocaine abusers who received community treatment-as-usual (TAU) (N = 20). The groups did not differ on demographic variables or the amount of TAU received at the community program. However, NT patients had significantly less positive urinalyses than TAU patients, though they were not significantly different iii terms of treatment retention. Implications for technology transfer are discussed.

Kovalesky A; Williams W. Feature films with alcohol concerns identified by upper-division college students. Journal of Addictions Nursing. 14(2): 75-83, 2003. (22 refs.)

The purpose of this descriptive study was to utilize the most frequently identified feature movies by college students, whose main characters have alcohol problems, to assist these students in addressing their knowledge and beliefs about alcohol abuse and recovery. A sample of 280 registered nursing (RN) to bachelor of science in nursing (BSN) and other upper-division college students, mostly female and white, at one university commuter campus submitted the names of feature films having major characters with alcohol problems. One hundred and seventy-three feature movies were identified, with three movies comprising 35.7% of the 574 submissions: When a Man Loves a Woman (1994), Leaving Las Vegas (1995), and 28 Days (2000). Five additional movies resulted in another 14.5% of the responses: Days of Wine and Roses (1962), Arthur (1981), Clean and Sober (1988), Animal House (1978), and Barfly (1987). These eight movies are briefly reviewed and information is provided about incorporating movies into course work to address students' knowledge and beliefs about alcohol abuse and recovery. An example of how these movies were used in an elective class on the portrayal of alcoholism in U.S. films is provided.

Labianca DA. Conversion of serum-alcohol concentrations to corresponding blood-alcohol concentrations. (letter). Journal of Chemical Education 79(7): 803-803, 2002. (7 refs.)

Labianca DA. The flawed nature of the calibration factor in breath-alcohol analysis. Journal of Chemical Education 79(10): 1237-1240, 2002. (39 refs.)

This articles discusses Henry's law, which describes the equilibrium distribution of ethanol vapor between alveolar air and circulating pulmonary blood at 34 degrees C, within the context of breath-alcohol analysis.

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.

Marcus MT. An interdisciplinary team model for substance abuse prevention in communities. Journal of Professional Nursing 16(3): 158-168, 2000. (48 refs.)

Recognizing the continuing threat of alcohol, tobacco, and other drug abuse and the mandate for health care reform with emphasis on community-based care and prevention, the University of Texas-Houston Health Science Center School of Nursing developed a model to link faculty to communities to provide culturally competent, scientifically based, preventive interventions. Faculty and community associates engaged in individual and group training activities such as seminars, courses, and off-site meetings. The Preventive intervention Research Cycle was used to structure prevention activities and assure scientific rigor. In addition to the specific outcomes of five preventive interventions, the project resulted in increased faculty scholarship in the field, increased community awareness and sustained interventions related to substance abuse, enhanced curriculum for students, and expanded collaborations with other community-based organizations. Collaborative interdisciplinary partnerships between academic institutions and community organizations are critical to the development of the science of substance abuse prevention.

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.

McAvoy BR. Alcohol education for general practitioners in the United Kingdom: A window of opportunity? (review). Alcohol and Alcoholism 35(3): 225-229, 2000. (49 refs.)

Alcohol misuse is a major public health problem. In the UK, general practitioners are perceived as key players in prevention and management of alcohol problems, but may not be prepared sufficiently to undertake this work. A systematic review of the literature by computerized search of the Medline database, hand search of review article citations and a survey of relevant educational and training organizations and agencies were undertaken. Although there is no shortage of educational materials, there has been little evaluation of their effectiveness. A need for more training and support has been identified, but this requires better coordination and a more multidisciplinary approach. Forthcoming changes in the National Health Service and the organization of continuing professional development offer a unique opportunity to advance this agenda.

Miller L; Schweingruber H; Oliver R; Mayes J; Smith D. Teaching neuroscience through Web adventures: Adolescents reconstruct the history and science of opioids. Neuroscientist 8(1): 16-21, 2002. (9 refs.)

New technological and cultural developments surrounding adolescents' use of the World Wide Web offer an opportunity for turning aspects of the Internet gaming phenomenon to the advantage of neuroscience education. Specifically, an experimental project to transmit aspects of problem-based learning and the National Science Standards through an interactive Web adventure is reported here. The Reconstructors is an episodic Web-based adventure series entitled Medicinal Mysteries from History. It is funded by the National Institute ofitute on Drug Abuse, and the first series focuses on opioids. It was created with the input of middle school students and teachers. Through the use of multimedia technologies, middle school students enter a futuristic world in which they become "reconstructors," members of an elite scientific unit charged with recovering lost medical knowledge about analgesic drugs. Two of the four episodes have been evaluated through a comprehensive review process involving middle school students, teachers, neuroscience researchers, and clinicians. Analysis of the pretest and posttest scores demonstrated significant knowledge gain that validly can be attributed to use of the game. These data provide evidence that science content can be transmitted through innovative online techniques without sacrificing compelling content or effective pedagogical strategies.

Moller M; Berghaus G; Engel O. Drug recognition in road traffic: A training program for police officials. Glasgow: ICADTS, 2004. (3 refs.)

It is believed that the number of driving offences and accident caused by drugs other than alcohol is far higher than is demonstrated by official figures. In Germany a training program "drug recognition in road traffic" was established to train police to better recognize drivers under the influence of drugs other than alcohol, and has been in use since 1997. This paper describes the content of the training which includes epidemiology, legal issues, visual recognition of drugs, drug effects, how to recognize suspicion circumstances and how to preserve evidence. A two-stage system of training is conducted, with participants receiving training, and then conducting seminars for colleagues. The implementation of the program and its advantages are outlined. There is an accompanying PowerPoint presentation.

Mustaine BL; West PL; Wyrick BK. Substance abuse counselor certification requirements: Is it time for a change? Journal of Addictions & Offender Counseling 23(2): 99-108, 2003. (15 refs.)

The minimum professional training requirements of 32 state certifying bodies for substance abuse counselors were analyzed. Only 14 of the certifying boards included any of the Council for the Accreditation of Counseling and Related Educational Programs core knowledge areas in their training components for Certified Addictions Counselors. Specific training in counseling and drug and alcohol treatment issues also appeared to be minimal. The lack of specific drug and alcohol training brings the quality of preparation for substance abuse counselors into question.

National Institute on Alcohol Abuse and Alcoholism. The College Drinking Prevention Curriculum for Health Care Providers. Rockville MD: National Institute on Alcohol Abuse and Alcoholism, 2002. (module refs.)

The goal of this curriculum is to help all health care professionals-physicians, nurses, nurse practitioners, physician assistants, social workers, health educators, counselors, psychologists, and others who work with college students-identify and treat students who are at-risk or are having alcohol-related problems. The curriculum is divided into four teaching modules. Module 1 focuses on the epidemiology and prevention of alcohol use and alcohol problems among college students. Module 2 reviews the screening and assessment of students in college health settings. Module 3 presents a number of clinical protocols used for brief intervention or brief talk therapy as well as the evidence that supports the use of these counseling methods. Module 4 focuses on development of skills in motivational interviewing, an approach used in behavioral medicine that can enhance brief intervention.In addition to the text and references, the curriculum contains a set of PowerPoint slides for each module. The curriculum also contains a brief intervention workbook that clinicians may want to copy for use with students (see Appendix A). This workbook is a step-by-step approach to conducting brief intervention therapy. Trainers and clinicians may want to use the role-plays included in Appendix B to practice screening, brief intervention, and motivational interviewing.

Public Domain

National Institute on Drug Abuse; Needle RH, eds. The NIDA Community-Based Outreach Model: A Manual to Reduce the Risk of HIV and Other Blood-Borne Infections in Drug Users. Rockville MD: National Institute on Drug Abuse, 2000. (20 book refs.)

This manual offers scientifically tested model of community-based outreach to reduce the risk of HIV and other blood-borne infections among drug users. It includes research-based principles of HIV prevention for drug-using individuals not in drug treatment; background information on community-based HIV prevention, including how it works, why it works, where it works, and the populations for whom it works. There is a discussion of the roles and personal characteristics of effective community -based outreach workers, as well as step-by-step instructions for conducting community-based outreach and risk reduction counseling sessions for out-of-treatment individuals and their partners. There is also information for program managers on how to establish a community-based prevention program locally, establish a field station and provide training and supervision for staff. There are also cue cards that can be used or adapted for educational and counseling session initiatives.

Norman R. Experiential learning in drug and alcohol education. Journal of Nursing Education 40(8): 371-374, 2001. (18 refs.)

Nusbaumer MR, Reiling DM. Where problems and policy intersect: Servers, problem encounters and targeted policy. Drugs: Education, Prevention and Policy 10(1): 21-29, 2003. (25 refs.)

In an effort to broaden and design server intervention policies more efficiently, this research examines the work location where the greatest intersection between the point of policy intervention (licenced servers) and the problem (intoxicated customers) occurs. Given the historic policy focus on servers, this research examines perceptions of all licenced servers, rather than those employed in selected settings. A six-page questionnaire was mailed to a random probability sample of all licenced servers. The sample was drawn from an official list of all individually licenced servers in the State of Indiana, USA. Bivariate and regression analyses were conducted on the 938 responses received. The analyses indicated that licenced servers' perception of their frequency of encounters with intoxicated customers is highly variable, and dependent upon numerous work location variables. The most important variable was type of establishment, particularly nightclubs and hotel or motel bars. The results suggest the need for targeted policy-making efforts, such as differential licensing and training on the basis of establishment type, which would result in more effective use of scarce resources.

Pederson LL; Blumenthal D. Smoking cessation: What works in primary care settings. Ethnicity & Disease 15(2 Supplement 2): 10-13, 2005. (15 refs.)

This paper presents evidence-based strategies for assisting patients in quitting smoking. Summaries of the effectiveness of advice alone, varying levels of behavioral counseling, nicotine replacement therapies, and bupropion either alone or in combinations are presented. We describe two web-based resources, one that offers guidance to practitioners and another that is intended as a training tool for students or healthcare professionals on ways to intervene with patients who smoke. The training curriculum contains both didactic material based on the US Public Health Service Clinical Practice Guideline and tutorials with simulated patients depicting various types of real-life scenarios. The curriculum can meet the need for training among both students and practitioners in medicine, nursing, health education, dentistry, and other healthcare professions.

Perry CL; Komro KA; Veblen-Mortenson S; Bosma L; Munson K; Stigler M. The Minnesota DARE PLUS Project: Creating community partnerships to prevent drug use and violence. Journal of School Health 70(3): 84-88, 2000. (30 refs.)

The research community has criticized Drug Abuse Resistance Education (D.A.R.E) because the extent literature indicates a lack of evidence that the elementary school program prevents drug use. Yet D.A.R.E continues to be the most widely implemented drug use prevention program in the United States and has considerable community support. To date, the junior high D.A.R.E. program has not been evaluated. The Minnesota DARE PLUS Project is a randomized trial of 24 schools and communities. During 1999-2001, students in eight schools will receive the junior high D.A.R.E. curriculum in 7th grade; eight schools also will receive the curriculum as well as additional parent involvement, peer leadership, and community components in the 7th and 8th grades: and eight schools will serve as controls. This article describes the background and conceptualization, the curriculum and additional intervention components, and the evaluation methods of the DARE PLUS Project.

Pillon SC; Ramos LH; Villar-Luis MA; Rassool GH. Nursing students' perceptions of the curricula content on drug and alcohol education in Brazil: An exploratory study. Journal of Addictions Nursing 15(3): 133-137, 2004. (18 refs.)

In Brazil, there is a dearth of research in addictions nursing and the educational preparation of nurses in the care and management of substance abuse. The aim of this study was to explore the students' perceptions of their teaching and learning strategies and their nursing care experiences with substance abusers. The method used in this exploratory study was a descriptive survey among students enrolled in 25 schools of nursing in Brazil. The findings suggested that the teaching received by undergraduate nurses on drug and alcohol education was mainly during the third and fourth year of graduation especially in the discipline of psychiatric nursing. The learning and teaching activities were based on theory (37%), clinical practice development (26%), group discussion (6%), and research (3%). The majority of nursing students in the Brazilian sample perceived substance abuse as a psychiatric disturbance and the predominant view was that it was categorized as a medical/disease model. This orientation may be due to the prevailing treatment and intervention philosophy in the management of psychiatric disorders and substance use problems. The findings suggested that undergraduate nurses in Brazil are receiving limited amount of instruction in drug and alcohol dependence and abuse. The need for a change in nurse education curricula to meet the demands of a public health program on drug and alcohol abuse is a key priority.

Rastegar DA; Fingerhood MI; Jasinski DR. A resident clerkship that combines inpatient and outpatient training in substance abuse and HIV care. Substance Abuse 25(4): 11-15, 2005

Substance abuse and HIV infection are important medical problems that receive comparatively little attention in residency training programs and residents often feel unprepared to deal with them. We developed a month-long rotation that combined outpatient care for patients with HIV infection and addiction, with inpatient care for medically-ill patients on a detoxification unit. At the end of the rotation, residents reported greater comfort with caring for these patients and improved self-rated competence. They also rated the rotation highly. Our experience shows that a rotation combining inpatient and outpatient substance abuse and HIV care was valued by residents and increased their comfort and proficiency with caring for these underserved and stigmatized populations.

Redding BA; Selleck CS. Perinatal substance abuse education: A review of existing curriuculum. Substance Abuse 20(1): 17-31, 1999. (28 refs.)

The magnitude of the substance abuse problem in this country requires that health care professionals be appropriately and adequately trained to recognize and care for substance abusing patients, yet didactic and clinical curricular content on the topic remains limited for most of them. Efforts have been made over the past 25 years of develop faculty who have expertise in alcohol, tobacco, and other drug abuse and who can provide leadership in curricular development. Through these efforts, pockets of faculty expertise developed in nursing, medicine, social work, and psychology programs around the country. In addition, a number of printed substance abuse curricula were developed. The purpose of this article is to address issues regarding the substance abuse information needed by health professionals and to review the available educational curricula, especially as they relate to perinatal substance abuse. Discussion of methods to update information as substance abuse knowledge expands is also included.

Richmond R. Teaching medical students about tobacco. (review). Thorax 54(1): 70-78, 1999. (109 refs.)

The purpose of this paper is to review the literature on medical students' smoking rates, knowledge of tobacco related diseases and their skills in smoking cessation, as well as to determine the extent of teaching about tobacco in medical schools. A teaching programme for implementation in the medical curriculum is described.

Ringwalt C; Ennett ST; Vincus A; Simons-Rudolph A. Students' special needs and problems as reasons for the adaptation of substance abuse prevention curricula in the nation's middle schools. Prevention Science 5(3): 197-206, 2004. (49 refs.)

In this study we estimate the proportion of the nation's middle school teachers who have adapted substance abuse curricula in response to their students' special problems or needs. We also explore a variety of characteristics associated with schools, teachers, and the curricula implemented that are associated with adaptations made in response to the most prevalent of these student problems or needs. Study data were collected in 1999 from a representative sample of lead substance abuse prevention teachers in the nation's public and private schools. We found that 79.8% of respondents report adapting their prevention curricula in response to at least one of the dozen student problems and needs specified. The problems cited most frequently, by slightly more than half of all respondents, relate to the needs of students who are sexually active or have discipline problems. Associated most strongly with adaptations for these two reasons were teachers who were recently trained in their curricula, and substance abuse prevention lessons that could readily be integrated into the school's overall curriculum. We discuss the need for curriculum developers to recognize the frequency with which, and reasons for which, teachers are adapting their curricula, and to include appropriate optional content that addresses students' needs.

Ringwalt CL; Ennett S; Johnson R; Rohrbach LA; Simons-Rudolph A; Vincus A et al. Factors associated with fidelity to substance use prevention curriculum guides in the nation's middle schools. Health Education & Behavior 30(3): 375-391, 2003. (60 refs.)

Teachers' fidelity of implementation of substance use prevention curricula is widely considered desirable and is linked empirically to effectiveness. The authors examine factors pertinent to teachers' fidelity to curricula guides, using data from a nationally representative sample of 1,905 lead substance use prevention teachers in the nation's public and private schools. Findings suggest that about one-fifth of teachers of substance use prevention curricula did not use a curriculum guide at all, whereas only 15% reported they followed one very closely. Positively associated with adherence were teachers' discretion in their coverage of prevention lessons, beliefs concerning the effectiveness of the most recent training they received and the curricula they taught, and level of support they received from their principals for substance use prevention. The authors conclude that some degree of curriculum adaptation is inevitable and suggest how adherence to curricula guides may be improved through teacher training.

Ringwalt CL; Vincus A; Ennett S; Johnson R; Rohrbach LA. Reasons for teachers' adaptation of substance use prevention curricula in schools with non-white student populations. Prevention Science 5(1): 61-67, 2004. (47 refs.)

In this study we investigate reasons why teachers adapt substance use prevention curricula in the nation's middle schools. We hypothesize that these reasons will be most salient in schools with racially and ethnically diverse student populations, for whom teachers may believe it appropriate to tailor their curricula. The study sample comprised a nationally representative sample of lead substance use prevention teachers in the nation's middle schools. Respondents answered questions concerning eight student problems or needs that constituted reasons why they might adapt their prevention lessons. Controlling for a variety of school and teacher characteristics, we found that teachers in high minority schools were more likely to adapt curricula in response to three of the eight characteristics presented: youth violence, limited English proficiency, and various racial/ethnic or cultural groups. We suggest that curriculum developers make a systematic effort to understand how teachers are adapting their curricula in high minority schools and incorporate these modifications, if found effective, into their curricula.

Robinson LA; Klesges RC; Levy MC; Zbikowski SM. Preventing cigarette use in a bi-ethnic population: Results of the Memphis Smoking Prevention Program. Cognitive and Behavioral Practice 6(2): 136-143, 1999. (35 refs.)

Previous research has shown that smoking prevention programs significantly reduce rates of adolescent smoking. However, such programs have been evaluated using primarily Caucasian samples. As a result, little is known about the efficacy of existing curricula with African American youth. Further, few attempts have been made to modify prevention programs for African American students. Thus, these programs may be less relevant for African American children than Caucasian youngsters. To address these issues, we have developed a smoking prevention program specifically for an ethnically diverse population. this curriculum, known as the Memphis Smoking Prevention Program, was submitted to a large-scale randomized pilot evaluation. In this report, we summarize the effects of the program on smoking- related knowledge, attitudes, and behavioral expectations.

Romano JL. Prevention training of paraprofessionals in the schools: An examination of relevancy and effectiveness. Journal of Drug Education 29(4): 373-386, 1999. (30 refs.)

Prevention training programs for paraprofessional school personnel are examined in this article. Prevention training for the reduction of student alcohol and other drug use, incorporating a student well-being model, is described and evaluated. The prevention training, entitled "Enhancing Student Well-Being," took place in two urban school districts with over 200 paraprofessional school personnel participating. The training was evaluated using measures of knowledge gained, self-efficacy, and participant satisfaction. Pre- and post- training differences showed consistent gains in participant efficacy expectations but less consistent gains in outcome expectations and knowledge. Participant satisfaction and self-reports of knowledge enhanced and skill improvement were uniformly high across all training programs. Implications for inservice prevention training of paraprofessionals are discussed.

Saitz R. Training community-based clinicians in screening and brief intervention for substance abuse problems: Translating evidence into practice. Substance Abuse 21(1): 21-31, 2000. (50 refs.)

Screening and brief intervention in general health care settings are efficacious but have not been widely adopted. Our objective was to assess the effect of an educational intervention on clinicians' substance abuse-related clinical practices. This study was a telephone survey of practicing physicians, nurses, psychologists, physician's assistants, and social workers who attended a half-day continuing education course on one of four occasions. The course covered the stages of behavioral change and motivational counseling, using primarily role-play with standardized patients. Of 87 course attendees, 70 (80%) completed the interview. Months to years after the course, most (91%) reported that the course made an impact on their practice. Most (78%) of respondents reported they frequently or always asked new patients who drank alcohol a formal screening questionnaire such as the CAGE, and 94% frequently or always assessed their substance abusing parents' readiness to change. Most respondents reported that since taking the course they were more likely (1) to screen patients for alcohol or drug related problems (86%) and (2) to ask patients about their substance abuse on a follow-up visit (96%). After exposure to an active-learning half-day continuing education course, clinicians reported improvement with and high rates of desirable substance abuse-related clinical practices up to 5 years later. Continuing education efforts that incorporate active learning directed toward practicing clinicians show promise for improving rates of brief intervention for alcohol and other drug abuse.

Sharpe TT; Alexander M; Hutcherson J; Floyd RL; Brimacombe M; Levine R. Physician and allied health professionals' training and fetal alcohol syndrome. Journal of Women's Health 13(2): 133-139, 2004. (19 refs.)

Maternal prenatal alcohol use is one of the leading preventable causes of birth defects and developmental disabilities. On the severe end of the spectrum of conditions related to drinking during pregnancy is fetal alcohol syndrome (FAS). Physicians and other health practitioners play a critical role in diagnosing FAS and in screening women of childbearing age for alcohol use during pregnancy. The Fetal Alcohol Syndrome Prevention Team at CDC's National Center on Birth Defects and Developmental Disabilities awarded funds to four medical school partners (Meharry and Morehouse Medical Colleges, St. Louis University, the University of Medicine and Dentistry of New Jersey, and the University of California at Los Angeles) to develop FAS regional training centers (RTCs). The RTCs are developing, implementing, evaluating, and disseminating educational curricula for medical and allied health students and practitioners that incorporate evidence-based diagnostic guidelines for FAS and other prenatal alcohol-related disorders.

Shields P. Teaching for the Prevention of Fetal Alcohol Spectrum Disorder (FASD): Grades 1-12. A resource for teachers of Health Skills and Career and Life Management. Edmonton Canada: Alberta Learning-Alberta Partnership on Fetal Alcohol Syndrome, 2002. (20 refs.)

The goals of this resource are to: support specific outcomes of the Health and Life Skills Program of Studies, and the Career and Life Management Program of Studies; provide current, research-based, factual content that gives teachers an informed knowledge base about fetal alcohol spectrum disorder; focus on the prevention of fetal alcohol spectrum disorder (FASD) through student activities and information so students learn the consequences of high-risk behavior during pregnancy; and provide support to community resource people who work with teachers and students in the classroom. Main section headings in this manual include: (1) understanding relationships; (2) dealing with feelings; (3) managing risks and making personal choices; and (4) teacher backgrounders, including introduction to FASD, effects of FASD, preventing FASD, discussing the truths and myths of FASD, discussing the student activity, “Stand and Be Counted,” and questions students often ask about FASD. Appendix materials include a rubric and checklist template, bibliography, a booklet for community resource people and health professionals, and a feedback and evaluation form.

Public Domain

Sigelman CK; Rinehart CS; Sorongon AG; Bridges LJ; Wirtz PW. Teaching a coherent theory of drug action to elementary school children. Health Education Research 19(5): 501-513, 2004. (34 refs.)

This study examined whether two versions of a drug and alcohol curriculum explaining how substances affect behavior and health, one version more causally coherent than the other, were more effective than a control curriculum on disease in changing school-age children's (N = 327) beliefs and attitudes regarding cocaine and alcohol. Few differences were found between the two drug and alcohol curricula. Compared to children receiving the control curriculum, however, both treatment groups demonstrated greater understanding of the circulation of alcohol and cocaine throughout the body, the true long-term effects of these substances, and the stimulant effects of cocaine. Moreover, they had less positive attitudes and intentions toward cocaine. Several differences were evident at both a 3-month post-test and a 1-year follow-up, pointing to the potential value of applying an intuitive theories perspective in designing drug prevention and other health education programs.

Simon TR; Sussman S; Dahlberg LL; Dent CW. Influence of a substance-abuse-prevention curriculum on violence-related behavior. American Journal of Health Behavior 26(2): 103-110, 2002. (28 refs.)

Objective: To test the impact of a school-based substance-abuse prevention program, Project Towards No Drug Abuse (TND), on risk for violence. Methods: Logistic regression analyses tested whether victimization, perpetration, or weapon carrying differed for intervention students relative to control students within a sample of 850 continuation high school students followed over 12 months. Results: We observed a higher risk for victimization (OR=1.57) among male control students. No intervention effect was observed for female students or for perpetration among males. Conclusion: The findings provide limited support for a generalization of TND's preventive effect.

Springer E. Harm Reduction in Clinical Work: Case Studies and Skill Building. New York: Harm Reduction Training Institute, 1999. (Section refs.)

This workbook distributed as part of a workshop conducted in April 1999 in Vermont addresses harm reduction efforts in clinical practice. It includes definitions of harm reduction and outlines a number of related constructs such as stages of change models, models of substance abuse, motivational interviewing. It also includes very specific information related to harm reduction such as proper injection techniques and a number of case vignettes.

Stothard B; Romanova O. Moscow materials: Useful habits. Drugs: Education, Prevention and Policy 6(3): 309-319, 1999. (1 refs.)

In 1998 drug education teaching materials for use in Moscow schools were published under the title Useful Habits. The production of these materials formed part of a long-term drug education project by Project HOPE. There has been increasing official recognition of drug and alcohol use in post-1991 Russia. A 1997 Drug Use Survey of 1000 10-15-year-olds in North Moscow schools, which formed part of Project HOPE's work, showed an established use of tobacco and alcohol, high use of inhalants and some use of other substances, prescribed and illegal, by the age of 15. The teaching materials have been produced by local practitioners informed by 'Western' content and methodology. The materials were evaluated at first draft stage by an English- speaking external consultant to monitor appropriateness for age group, consistency, skills' content; and to assist in designing a training programme. The consultancy report confirmed the importance of skills content and active learning methodology. A survey of student users of the materials indicated a high level of learning and involvement, and attitudinal shifts. Surveys of teacher users of the materials confirmed professional approval of the materials, their content and methodology, but questioned their impact on students' behaviour. A Memorandum of Agreement between Project HOPE and the Ministry of Education for the Russian Federation was signed in July 1998. This represented governmental approval of the materials and an acceptance of the need for programmes of drug education and prevention. The materials have been adopted since September 1998 for use throughout the Russian Federation, and a national training programme is being established. A second stage of evaluation (spring to summer 1999) is looking at detailed amendments to the existing materials and their possible extension to include older students. There was a Russian Federation Ministry of Education/Ministry of Health seminar in late May to discuss the implications of the project's findings on young people's drug education and prevention.

Straussner SLA; Senreich E. Educating social workers to work with individuals affected by substance use disorders. Substance Abuse 23(3 Supplement): 319-340, 2002. (80 refs.)

It is noted that social workers work in diverse clinical settings, and commonly work in a multidisciplinary setting. This article sets forth core competencies and clinical skills that should be standard for social work professionals. It describes the historical contribution of social work to the field, the training initiatives of social work training, the social work values and their relationship to treatment efforts, obstacles to curriculum change and development, and the requisite knowledge domains and clinical skills. The chapter concludes with 9 recommendations, along with their rationale, recommended actions, responsible agents, and expected outcomes.

Sussman S; Dent CW; Craig S; Ritt-Olsen A; McCuller WJ. Development and immediate impact of a self-instruction curriculum for an adolescent indicated drug abuse prevention trial. Journal of Drug Education 32(2): 121-137, 2002. (20 refs.)

This article describes the development and immediate impact of a self- instruction indicated drug abuse prevention program, Project Towards No Drug Abuse (TND). Self-instruction programming often is used to help youth that are at high risk for dropout and drug abuse to complete their high school education, and is a method of choice among educators at alternative high schools. This article describes the justification for the self-instruction program, keys to good programmed self-learning, and how a 12-session health educator delivered program was converted to a self-instruction format. In addition, the immediate impact of a 3-group experimental trial is presented. Health educator led, self-instruction, and standard care control conditions are compared on knowledge change, and the two program conditions are compared on process ratings. Self-instruction programming can be successfully adapted from a health educator-led format, though the lack of student group interaction in this modality may limit its receptivity among students.

Thompson GD; Lyman S; Childers K; Taylor P. Strategy for alcohol abuse education: A service learning model within a course curriculum. American Journal of Health Education 33(2): 88-93, 2002. (14 refs.)

Drug abuse education, particularly on a college level, should involve students with their college and local community to establish a more fundamental understanding of the consequences of drug abuse. Therefore, the authors proposed a student court monitoring of driving-while-intoxicated (DWI) cases utilizing a service learning strategy. As a requirement for a chemical and substance abuse class, students took part in court monitoring of DWI cases within a judicial district. Students also provided a reflective paper in which they could share their subjective feelings, opinions, and overall observation of the courtroom environment. The court-monitoring of DWI cases has been implemented by Mother Against Drunk Driving and has served as an effective tool designed to increase the likelihood of convictions, decrease the likelihood of dismissals, and in the case of a repeat offender, increase the length of jail sentence. This article examines the service learning strategy's initiation, developmental process implementation, specific outcomes, and offers suggestions for future implementation and duplication within other college drug abuse courses. The Driving While Intoxicated (DWI) Court Monitoring Form is included.

Tubman JG; Vento RS; Barr JE; Langer LM. Teachers' perceptions of tobacco use prevention education (TUPE) programs in Florida: Relations with perceived barriers and other contextual factors. Journal of Child & Adolescent Substance Abuse 11(3): 63-88, 2002. (34 refs.)

Data were collected via brief telephone surveys from two statewide random samples of middle school teachers (n = 296) and high school teachers (n = 282) responsible for tobacco use prevention education (TUPE) in Florida. Cluster analysis was used to classify teachers based on their levels of support of, commitment to, and perceived effectiveness of TUPE programs. Between-cluster differences in teachers' perceptions of TUPE were significantly associated with perceived barriers and features of school contexts, although these relationships were more consistent among middle school teachers than among high school teachers. The implications of these findings for the effective delivery of TUPE programming to adolescents at different developmental levels are discussed.

Turner LR; Morera OF; Johnson TP; Crittenden KS; Freels S; Parsons J; Flay B; Warnecke RB. Examining the effectiveness of a community-based self-help program to increase women's readiness for smoking cessation. American Journal of Community Psychology 29(3): 465-491, 2001. (42 refs.)

This study investigated the effectiveness of two components of a smoking cessation intervention: a reading manual and a series of televised programs. Female smokers in the Chicago metropolitan area with a high school education or less were interviewed at 4 different times: baseline, immediate postintervention, and 6 and 12 months. We examined the effects of several baseline measures (race, age, number of cigarettes smoked, and stage of readiness to change) and exposure to the intervention components on subsequent stage of change. Race, baseline smoking rate, baseline stage, and exposure to both intervention components had direct effects on stage at immediate postintervention, with both intervention components increasing readiness to quit. Furthermore exposure to the manual interacted with baseline stage, such that the manual benefited women at earlier stages more than women at later stages. Effects of both components were sustained at 6 months, and the effects of the manual were sustained at 12 months.

Unger JB; Chou HP; Palmer PH; Ritt-Olson A; Gallaher P; Cen S; Lichtman K; Azen S; Johnson CA. Project FLAVOR: 1-year outcomes of a multicultural, school-based smoking prevention curriculum for adolescents. American Journal of Public Health 94(2): 263-265, 2004. (24 refs.)

To evaluate a multicultural smoking prevention curriculum, 16 schools were randomized to receive the multicultural curriculum or a standard curriculum and program effects on 1-year smoking initiation among 1430 never smokers were assessed. Hispanic boys who received the multicultural curriculum were less likely to initiate smoking than were those who received the standard curriculum; effects were insignificant among other groups. The prevention effect among Hispanic boys is encouraging, but additional research is needed to improve prevention effects among other groups.

Valente TW; Unger JB; Ritt-Olson A; Cen SY; Anderson JC. The interaction of curriculum type and implementation method on 1-year smoking outcomes in a school-based prevention program. Health Education Research 21(3): 315-324, 2005. (38 refs.)

Studies have shown that the effectiveness of programs or curricula may depend in part on who delivers the material. In adolescent health education programs, peer leaders are often recruited to implement programs because they are more persuasive to other adolescents than adults. Teachers also systematically vary how groups are constructed in school-based health education programs. This study compared the effects of three leader and group selection methods within the context of two tobacco prevention programs. Eight schools received a social influences program (Chips) and eight received a program with a multicultural emphasis (Flavor). Within these 16 schools 84 classrooms consisting of 1486 students were randomly assigned to one of three leader and group creation conditions: (i) leaders defined as those who received the most nominations by students and groups created randomly (random group), (ii) same as (i) but groups created by assigning students to the leaders they nominated (network), and (iii) leaders and groups created by teachers (teacher). One year follow-up data showed that main effects of the curriculum and network assignments were non-significant on smoking initiation when entered alone. Interaction terms of curriculum and assignment methods, however, were significant such that the network and teacher conditions were less effective than the random group condition with Chips, and more effective than random group condition with Flavor. These data show that school-based prevention programs should be evaluated in light of who implements the program. Even a peer-led program will be differentially effective based on how leaders are selected and how groups are formed, and this effect may be curriculum dependent.

Vamvakas A; Rowe M. Mental health training in emergency homeless shelters. Community Mental Health Journal 37(3): 287-295, 2001. (18 refs.)

The prevalence of mental illness among homeless persons points to the importance of providing mental health training to emergency shelter staff. The authors report on their own work and argue that such training offers the potential to significantly improve shelter staffs ability to respond to the needs of shelter residents with mental illness, and to the behavioral problems some of these individuals may pose for shelter operation. Mental health care providers should take into consideration organizational dynamics when planning and implementing such training.

Van Brunt DL. Modular cognitive-behavioral therapy: Dismantling validated treatment programs into self-standing treatment plan objectives. Cognitive and Behavioral Practice 7(2): 156-165, 2000. (17 refs.)

A novel approach to using empirically supported treatment approaches in a managed care setting is discussed from an administrative perspective. A military mental health clinic adapted a skill-based group cognitive behavior therapy curriculum by dismantling empirically supported group treatment programs into free-standing modular components. Treatment plans are prescribed by combining desired. treatment components in accordance with specific treatment objectives. Modules are assigned uniquely for each client and can be used either alone or in conjunction with individual therapy. The result is cost-effective and individualized mental health care that is both efficacious and time limited. Clinical, research. and administrative implications are discussed.

Weintraub TA; Saitz R; Samet JH. Education of preventive medicine residents: Alcohol, tobacco, and other drug abuse. American Journal of Preventive Medicine 24(1): 101-105, 2003. (16 refs.)

The education of medical residents in general preventive medicine residency (PMR) programs is discussed, with a focus on alcohol, tobacco, and other drug (ATOD) abuse. The authors interviewed 41 program directors (PDs) of accredited PMR programs in the United States, using an interviewer-administered telephone survey. The following results of the survey were seen: (1) interest in increased ATOD education in 78% of PDs; (2) a finding that for 68%, it was not a high educational priority; (3) a ranking of tobacco in the top third of preventive medicine topics by 58%, while alcohol and other drugs was ranked in the bottom third by 48% and 52%, respectively; (4) requirement for a clinical ATOD rotation in 22% of programs, most commonly smoking-cessation clinics; (5) a feeling that residents were well prepared in clinical aspects of ATOD in only 29% of PMR PDs; (6) a feeling that residents were prepared in ATOD research and public health issues in 60%; and (7) reported barriers to ATOD training including lack of resident interest, limited faculty time, limited teaching time, lack of available teaching materials, and lack of faculty expertise. It is concluded that while the majority of PMR PDs recognize the importance of teaching about addictions in training, much of the ATOD education in PMRs focuses only on tobacco. Important next steps toward preparing preventive medicine physicians to effectively reduce the public health toll of addictions includes preparing and creating ATOD curricular modules.

Westera W; Niesink RJM. Coping with Research Evidence: a multimedia approach for further training of professional workers in the field of drugs and addiction. Drugs: Education, Prevention and Policy 8(3): 281-292, 2001. (14 refs.)

This paper outlines and discusses the use of a self-contained multimedia training program that allows professionals to improve their scientific thinking and reasoning skills. In many domains, scientific research produces new knowledge and insights that are of practical importance. Practitioners in the domains should constantly keep up with new research developments to anticipate practical implications or to participate in public debates. However, this often presumes a basic understanding of the applied research methods and the associated scientific reasoning. To support this understanding amongst professionals the Open University of the Netherlands developed a multimedia computer simulation program. The program design is strongly based oil the principles of experiential learning, problem-based learning and contructivism. While using domain-specific cases, the computer program focuses on the cognitive aspects of scientific research, emphasizing the strategic decisions, domain- specific choices and discussions on validity that go with the process of designing and interpreting scientific research. So far, the program has been incorporated in a self-instructive course on neurobehavioural toxicology and addiction. In the present article, the design of the simulation is discussed and evaluated. This includes a description of the educational context and design philosophy. The paper provides examples of the Ecstasy case.

Zabzdyr JL; Lillard SJ. Was the driver drunk? An instrumental methods experiment for the determination of blood alcohol content. Journal of Chemical Education 78(9): 1225-1227, 2001. (15 refs.)

An instrumental methods experiment for the determination of blood alcohol content is featured. The significance of this experiment is to teach students that experiments are performed for a reason and that careful laboratory technique is extremely important.

Zhong H; Zhao X; Deason-Howell LM. Does gender matter? Assessing the new D.A.R.E. program effects on mediators across gender groups. Journal of Alcohol and Drug Education 49(4): 15-25, 2005. (10 refs.)

This article examines the role of gender in prevention programs, examining the impact of D.A.R.E. programs. This report is based upon a new D.A.R.E. curriculum developed by the Instutitue for Health and Social Policy at the University of Akron. This curriculum based on efforts to address three mediators: normative beliefs about substance use, attitudes toward substance use and the adoption of refusal skills. Among the findings is that there are general differences based on the type of substance -- alcohol, nicotine, and marijuana. One of the gender differences identified was greater peer tolerance for smoking among girls.

Zimmerman J. Distilling Democracy: Alcohol Education in America's Public Schools, 1880-1925. Lawrence KS: University Press of Kansas, 1999. (Book refs.)

"Scientific Temperance" Instruction has been described as the most successful grassroots education program in American history, championed by the Woman's Christian Temperance Union under the leadership of Mary Hanchett Hunt. As Hunt and her forces took their message across the country, they were opposed by many educators and other professionals who believed that ordinary citizens had no business interfering with educational matters. Scientific Temperance Instruction sparked heated conflict between expert and popular authority in the debate over alcohol education, but it was eventually mandated as part of public school curricula in all states. The author maintains that the fundamental issue was not alcohol, but the tension between efforts to reconcile democracy and expertise. This book reports and analyzes the history of drug and alcohol use education programs in U.S. public schools. The influences of temperance societies such as the Woman's Christian Temperance Union and "Scientific Temperance Instruction" of the late 19th and early 20th Centuries on school programs are discussed in the context of democracy and citizen activism. The roles of laypeople and professional experts in the controversy over educational program content are examined, along with the implications for modern educational curricula.