Early Intervention for Alcohol Use Prevention and Vehicle Safety Skills: Evaluating the<i>Protecting You/Protecting Me</i>Curriculum

Bohman, Thomas M.; Barker, Edward D.; Bell, Mary Lou; Lewis, Carol M.; Holleran, Lori K.; Pomeroy, Elizabeth C.

doi:10.1300/j029v14n01_02

Cited by 20 publications

(8 citation statements)

References 30 publications

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“…Many of those who have studied alcohol health literacy have done so in the context of media literacy, and specifically in the broader framework of media education, where it is understood as applying critical thinking skills to alcohol marketing and media messages and developing the ability to identify alcohol messages, become aware of how those mes-sages may influence behavior, and deconstruct those messages with attention to the techniques used to attract attention (Austin et al, 2016;Banerjee et al, 2013;Berey, Loparco, Leeman, & Grube, 2017;Bohman et al, 2004;Chang et al, 2016;Chen, 2013;Dumbili & Henderson, 2017;Fried & Dunn, 2012;Gordon et al, 2016;Hall, Lindsay, & West, 2011;Kheokao, Kirkgulthorn, Yingrengreung, & Singhprapai, 2013;Radanielina Hita et al, 2018). Common to the Australian media literacy program (Gordon et al, 2016) and the U.S.-based program ALC (DeBenedittis, 2011) is the aim of demonstrating to young people how marketing is designed to produce positive beliefs about the benefits of drinking associated with sociability, independence, masculinity, and attractiveness.…”

Section: Mapping the Results: The Concept Of Alcohol Health Literacymentioning

confidence: 99%

“…Reflecting also the situating of alcohol health literacy as a property of the individual and especially important for young people, several studies identify the importance of parents and schools in providing advice (Kheokao et al, (Austin & Johnson, 1997;Banerjee et al, 2015;Berey et al, 2017). Drinking is a social behavior and studies identify the importance of changing social norms (Pati et al, 2018;Radanielina Hita et al, 2018;Ratzan, 2016;Rundle-Thiele et al, 2013), community social control (Gordon et al, 2016;Pati et al, 2018), and developing skills required to manage social situations where there is alcohol involved (Austin et al, 2016;Bohman et al, 2004;Ratzan, 2016). Also identified is how marketing and label-ling of alcohol content and guidelines can contribute to alcohol health literacy (Anderson & Rehm, 2016;Corrigan et al, 2018;Kheokao et al, 2013) as well as control of distribution (Berey et al, 2017;Pati et al, 2018;Radanielina Hita et al, 2018;Ratzan, 2016).…”

Section: Mapping the Results: The Concept Of Alcohol Health Literacymentioning

confidence: 99%

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Shaping Alcohol Health Literacy: A Systematic Concept Analysis and Review

Okan¹,

Rowlands²,

Sykes³

et al. 2020

HLRP: Health Literacy Research and Practice

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Background: This study uses an innovative methodology to understand the implications of applying the emerging concept of health literacy to other contexts using the example of alcohol. Methods: An evolutionary concept analysis combined with the principles and standards of the systematic review process enables a rigorous analysis of the conceptual representation of alcohol health literacy. Key Results: Alcohol health literacy includes a wide range of attributes that encompass many different health literacies beyond simply the capacity to understand alcohol-related harms and use that information in decision-making. Alcohol health literacy empowers people to understand alcohol marketing and messages and how alcohol information is distributed through social networks. It is an outcome of media-related alcohol education, and its consequences include health action skills and realistic expectancies of alcohol. Discussion: The focus on health literacy, which emphasizes not only individual skills but also draws attention to the social determinants of alcohol use and how alcohol health literacy is shaped by social networks and interactions, provides important lessons for alcohol health promotion interventions. Health literacy when applied to alcohol includes many different domains and the innovative method used here provides a framework to develop interventions that build health literacy in different contexts. [HLRP: Health Literacy Research and Practice. 2020;4(1):e3-e20.] Health literacy has emerged as a key field of activity in health promotion and is a central pillar in the World Health Organization Shanghai statement (WHO, 2017). It states that both health and literacy are critical resources for everyday living and that health literacy directly affects people's ability to not only act on health information but also to take more control of their health as individuals, families, and communities and change those factors that constitute their health chances, such as access to healthy food, opportunities for physical activities, and active and informed involvement in health policy discussion (Nutbeam, 2000). There has been a huge rise in interest in the concept of health literacy. In 2012, there were 17 definitions of health literacy and 12 conceptual models (Sørensen et al., 2012), but by 2016 a review found over 250 definitions (Malloy-Weir, Charles, Gafni, & Entwistle, 2016). One current widely accepted definition describes health literacy as "the motivation, knowledge and competencies to access, understand, appraise

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Section: Mapping the Results: The Concept Of Alcohol Health Literacymentioning

confidence: 99%

Section: Mapping the Results: The Concept Of Alcohol Health Literacymentioning

confidence: 99%

Shaping Alcohol Health Literacy: A Systematic Concept Analysis and Review

Okan¹,

Rowlands²,

Sykes³

et al. 2020

HLRP: Health Literacy Research and Practice

View full text Add to dashboard Cite

show abstract

“…One randomized design evaluation among third, fourth, and fifth graders as instructed by high school students found multiple effects in a variety of domains such as vehicle safety skills, intentions to ride with an alcohol impaired driver and media literacy at a six-week followup. However, no effects were found on decision making, stress management, and rules [ 58 ]. This program is relatively easy to implement but is designed ideally to span over five years and thus requires a considerable commitment [ 14 ].…”

Section: Resultsmentioning

confidence: 99%

A Lifespan Developmental-Stage Approach to Tobacco and Other Drug Abuse Prevention

Sussman

2013

ISRN Addiction

122

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At least by informal design, tobacco and other drug abuse prevention programs are tailored to human developmental stage. However, few papers have been written to examine how programming has been formulated as a function of developmental stage throughout the lifespan. In this paper, I briefly define lifespan development, how it pertains to etiology of tobacco and other drug use, and how prevention programming might be constructed by five developmental stages: (a) young child, (b) older child, (c) young teen, (d) older teen, and (e) adult (emerging, young-to-middle and older adult substages). A search of the literature on tobacco and other drug abuse prevention by developmental stage was conducted, and multiple examples of programs are provided for each stage. A total of 34 programs are described as examples of each stage (five-young children, 12-older children, eight-young teens, four-older teens, and five-adults). Implications for future program development research are stated. In particular, I suggest that programming continue to be developed for all stages in the lifespan, as opposed to focusing on a single stage and that developmentally appropriate features continues to be pursued to maximize program impact.

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“…Prior evaluations of PY/PM have had mixed results, with one indicating gains in vehicle safety skills and media literacy only , and others indicating gains in vehicle safety skills in addition to improved knowledge of the brain and growth and development (Bohman et al, 2004;Bell et al, 2005, in press), improved attitudes against underage drinking, gains in stress management and decision-making skills (Bell et al, 2005), and increased perceptions of the harm of alcohol use (Bell et al, 2005, in press). The present study is the first opportunity to examine the effects of PY/PM when it is implemented for up to five years.…”

Section: Introductionmentioning

confidence: 99%

Does Learning About the Effects of Alcohol on the Developing Brain Affect Children's Alcohol Use?

Padget

Bell²,

Shamblen

et al. 2006

Prev Sci

Self Cite

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Protecting You/Protecting Me (PY/PM) is a classroom-based, alcohol-use prevention and vehicle safety program for students in grades 1-5 developed by Mothers Against Drunk Driving (MADD). PY/PM is one of the first alcohol prevention programs targeting children that incorporates emerging research on the adverse effects of alcohol on the developing brain. In this study, we surveyed fifth grade students, some of whom were exposed to their fifth consecutive year of PY/PM implementation. Results indicate that, relative to comparison students from matched schools, PY/PM students increased their knowledge of the effects of alcohol on the developing brain, their perception of the potential harm of alcohol use, and their vehicle safety skills. PY/PM students also exhibited increased negative attitudes toward underage drinking, increased their intentions not to use alcohol, and reported decreased riding with an impaired driver. PY/PM did not have an effect on alcohol use per se of these fifth graders. Path modeling revealed that knowledge of the effects of alcohol on the developing brain had both a direct and an indirect effect on alcohol use, the latter by increasing perceptions of the harm of underage alcohol use which, in turn affected intentions to use and use itself. Teaching children about the effects of alcohol on the developing brain appears to be a promising strategy for underage alcohol use prevention.

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Early Intervention for Alcohol Use Prevention and Vehicle Safety Skills: Evaluating theProtecting You/Protecting MeCurriculum

Cited by 20 publications

References 30 publications

Shaping Alcohol Health Literacy: A Systematic Concept Analysis and Review

Shaping Alcohol Health Literacy: A Systematic Concept Analysis and Review

A Lifespan Developmental-Stage Approach to Tobacco and Other Drug Abuse Prevention

Does Learning About the Effects of Alcohol on the Developing Brain Affect Children's Alcohol Use?

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