Abstract
Objective: To assess perceived implementation of 2 substance-abuse prevention programs: a standard one and a peer-led interactive one. Methods: Data from 16 health educators were collected after 504 classroom sessions, 63 of which were observed by 24 monitors. Results: In the interactive program, health educators (HEs) followed the curriculum less closely, reported less favorable classroom processes and less off-task talking than in the standard one. Conclusions: These data indicate that an interactive substance-abuse prevention program does not necessarily entail more off-task discussion but also does not necessarily guarantee more favorable program implementation.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 297-311 |
| Number of pages | 15 |
| Journal | American Journal of Health Behavior |
| Volume | 31 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2007 |
Keywords
- Prevention
- Process evaluation
- Schools
- Substance use
ASJC Scopus subject areas
- Health(social science)
- Social Psychology
- Public Health, Environmental and Occupational Health
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