Characteristics of successful drug prevention programs in higher education

Abstract

A qualitative study of five campus programs yields thirteen success factors that correlate with effective alcohol and other drug abuse prevention for students enrolled in higher education.

An Examination of Infrastructures for Health Information Dissemination in the United States

“…Building on this recognition, health communication research has cumulatively identified practices that support sustainable behavioral change at the community level, such as building personal relationships with local change agents rather than seeking to impose external agendas (Flora et al 1993) and tailoring messages to specific audiences (Cohen, Kibel, and Stewart 1997;Kumpfer and Alvarado 1998;Mills-Novoa 1994). In addition, related to the critical mass premise of diffusion research, studies in health communication have found that messages about desired health behaviors must be delivered with high levels of intensity and comprehensiveness to become sustainable (Cohen, Kibel, and Stewart 1997;Kumpfer and Alvarado 1998).…”

The power of philosophy, policies, programs, practices, and participation: alcohol-related institutional congruence and college students' attitudes and behaviors

“…Setting aside the issues of how and when to most effectively combat the problem of college student alcohol abuse, research on the characteristics of effective alcohol education and abuse prevention programs and initiatives has yielded both common and unique findings (Ametrano, 1992;Baer, Kivlahan, Blume, McKnight, & Marlatt, 2001;Hanson & Engs, 1995;McCabe, 2002;Mills-Novoa, 1994;Walters, 2000;Wechsler, Kelley, et al, 2000;Wechsler, Nelson, et al, 2000;Werch, Pappas, & Castellon-Vogel, 1996). The need to discern the characteristics of effective alcohol education and abuse prevention programs and initiatives was accentuated by Keeling (1998): "Higher education.. .cannot have as a credible policy the simple option available to secondary schools: 'just say no.'…”

“…In a study of effective alcohol and other drug education and prevention programs, Mills-Novoa (1994) examined the results of a two-year qualitative study conducted at the University of Northern Arizona of institutions receiving financial support from the Fund for the Improvement of Postsecondary Education (FIPSE). From the 92 programs receiving FIPSE funding, five institutions were selected to participate in this multiple case study based on their overall education and prevention program plan and organization, campus policies and peer education efforts, educational materials, special populations, and goal attainment.…”

“…The university alcohol committee should have representation from administrators, faculty, students, alumni, parents, and various community representatives, and this committee should report directly to the president of the institution (DeJong et al, 1998;HEC, 1997). The university alcohol committee should be institutionalized and positioned to affect policy formation, communication, and enforcement, and its membership should have strong ties to both the community and the campus to create the necessary "ripple effect" (Mills-Novoa, 1994). In addition, students should be made aware that there is an official university alcohol committee with official representation from students, and it is this committee's role to ensure that the rights of responsible students are not compromised by other students' alcohol consumption (DeJong, 1999).…”