Improving Alcohol‐Related Disruptive Behaviors Through Health Instruction*

Dennison, Darwin; Prevet, Thomas

doi:10.1111/j.1746-1561.1980.tb07377.x

Cited by 6 publications

(1 citation statement)

References 6 publications

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“…Two programs illustrate the behav ioral changes "sometimes" found in the literature. Dennison & Prevet (25) reported the results of an alcohol education program (directed at college students) that had three phases: alcohol experimental activity, cognitive alcohol information, and alcohol affective instruction. The program lasted fi ve weeks and behavioral measures were collected (self-report) at the end of the program and four weeks later.…”

Section: Predisposing Factorsmentioning

confidence: 99%

School Health Education

Green¹,

Iverson²

1982

Annu. Rev. Public Health

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INTRODUCTIONIn this review we assess the recent developments in research and practice pertaining to health education in schools. We begin by defining school health education within the broader framework of community health edu cation and promotion. The shifting priorities, purposes, and assumptions of school health education are traced and attributed. They lead to a new generation of problems and methods that call for a concentration of re search on ways to combine the classroom contributions of health education with the broader organizational, economic, and environmental supports that will predispose, enable, and reinforce behavior conducive to health.

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Section: Predisposing Factorsmentioning

confidence: 99%

School Health Education

Green¹,

Iverson²

1982

Annu. Rev. Public Health

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Does “Activated” Alcohol Education Reduce Disruptive Drinking Behavior among University Students?

London

Duquette

1989

Health Education

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The Activated Health Education Model: Refinement and Implications for School Health Education

Dennison

Golaszewski

2002

Journal of School Health

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A behaviorally based, health education instructional model was developed from a review of successful health education interventions. The analysis identified three principles common to improvement of health behavior among program participants: 1) active involvement in the intervention process, 2) awareness of the positive and negative influences of the behavior on health, and 3) personal responsibility for managing health behavior. These principles and several theoretical premises then were organized into a structural framework for the model. Next, studies were conducted to validate applications of these conditions and refine strategic components. The model then was formatted into a curricular design to achieve optimum behavior and provide ease of replication. Research related to developing and field testing the model are included. The model's limitations and strengths, implications for school health education, and plans for the future are presented.

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Improving Alcohol‐Related Disruptive Behaviors Through Health Instruction*

Cited by 6 publications

References 6 publications

School Health Education

School Health Education

Does “Activated” Alcohol Education Reduce Disruptive Drinking Behavior among University Students?

The Activated Health Education Model: Refinement and Implications for School Health Education

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