Impact of home‐school liaisons on the reduction of risk factors for ATOD use among preadolescents

Abstract

This study examined the impact of the Home-School Empowerment Program (HSEP) on the reduction of risk factors for alcohol, tobacco, and other drug (ATOD) use among A R T I C L E JOURNAL OF COMMUNITY PSYCHOLOGY, Vol. 25, No. 5, 487-503 (1997 preadolescents. Given their young age, few project participants either used or were expected to use ATOD during their involvement in the HSEP. For that reason, the HSEP was designed to reduce risk factors associated with preadolescent and adolescent ATOD use. Specifically, it was hypothesized that reductions in four risk factors-poor academic achievement, frequent school absences, poor classroom adjustment, and low self-esteemwould follow from HSEP participation. Earlier studies (Lorion, Bartels, & Brodsky, 1992;Lorion & Saltzman, 1993) found that children from high-risk neighborhoods in which the HSEP schools were located reported higher levels of lifetime ATOD use and anticipated future use for all substances compared to children from communities at less risk. PROGRAM OVERVIEWThe HSEP was designed as a school-based opportunity for children to participate in programs for their educational enhancement and recreation, and for parents to strengthen their self-esteem and parenting skills to reduce the likelihood that their children would become involved in the local drug culture. To accomplish these goals, the HSEP established the position of "Home-School Liaison" (HSL) to serve as a human resource for children and to provide a bridge between schools and families. Four HSLs were assigned to each of the two schools. One HSL, the "Home-School Liaison Coordinator," directed the project's daily operations, organized the implementation of the program objectives, and linked project activities across settings.This study examined the achievement of increases in attendance, communication between the home and school, educational enhancement, parent-school contacts, and guided tutoring. At the evaluation school, the HSEP emphasized academic achievement and served grades 3-6. Children were selected for HSEP involvement by the principal based on low academic achievement in reading and math or because of extreme or unusual circumstances (e.g., severe family crises, serious behavioral problems, etc.). Approximately 55 students were served by the HSEP during each grading period. Within the classroom, HSLs provided daily academic assistance in reading and math to target students.HSLs met regularly with subgroups of target students during the lunch period for informal discussion. Each day, HSLs were expected to make at least two home contacts (in person or by phone) of parents or guardians; two home contacts per child occurred each month. The HSEP also organized a resource library from which parents could obtain books, games, craft items, and other educational materials. During the after-school program, some HSEP-targeted students received extra mentoring from the HSLs and program volunteers from a local university. The HSEP also sponsored field trips for targeted students during the school year.I...

Social Support, Mastery, Self-Esteem and Individual Adjustment among At-Risk Youth

“…Moreover, it has been argued that adolescents with low selfesteem show a general tendency toward adjustment problems (DuBois & Hirsch, 2000;Kernis et al, 1998;Mizell, 1999) such as behavioral problems and low scholastic achievement (Flores-Fahs et al, 1997;Mone, Baker & Jeffries, 1995;Owens, 1994;Vega, Apospori, Gil, Zimmerman, & Warheit, 1996). Other studies, however, have revealed little or no relationship between self-esteem and behavioral problems (Jang & Thornberry, 1998;Schroeder, Laflin, & Weis, 1993).…”

“…Notably, research indicates that children and adolescents who are exposed to abuse or neglect have low self-esteem (Flores-Fahs et al, 1997). Moreover, it has been argued that adolescents with low selfesteem show a general tendency toward adjustment problems (DuBois & Hirsch, 2000;Kernis et al, 1998;Mizell, 1999) such as behavioral problems and low scholastic achievement (Flores-Fahs et al, 1997;Mone, Baker & Jeffries, 1995;Owens, 1994;Vega, Apospori, Gil, Zimmerman, & Warheit, 1996).…”

“…The combination of factors such as poverty and family dysfunction may increase the risk of academic and social adjustment difficulties among these youth (Flores-Fahs, Lorion, & Jakob, 1997;Reynolds, O'Koon, Papademetriou, Szcygiel, & Grant, 2001). These adjustment difficulties may be expressed through hostility and suspicion towards the center staff, aggressive and anti-social behavior, scholastic dysfunction, symptoms of depression, social withdrawal, and various forms of regressive behavior (Ron, 1996).…”

Is “Raging” Good for Health?: Older Women's Participation in the Raging Grannies

“…Empowerment theory has been used to guide the development of health promotion policy and interventions in community, clinical, and school-based health settings (e.g., Kubiak, Siefert, & Boyd, 2004;Rissel, Perry, & Finnegan, 1996) and has been effectively utilized as a health promotion framework with children, youth, and adults encountering health risks such as substance abuse, HIV/AIDS, and racial discrimination (e.g., Flores-Fahs, Lorion, & Jakob, 1997;Gibbs & Fuery, 1994;Levine, Britton, James, & Jackson, 1993;Peterson & Reid, 2003). Despite the wide-ranging support for focusing on empowerment as a health promotion strategy, we could not find evidence of any studies that had applied empowerment theory in health research or practice related to older women.…”