Substance Abuse Prevention and Intervention Programs in New York City Public Schools: The 1991-1992 School Year. OREA Report.Reportar como inadecuado




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This report covers the second year (1991-1992) of a 3-year study of substance abuse prevention and interventions programs in the New York City public schools. Included are findings from a survey of 891 students who received substance abuse intervention services in the schools, and from a field study in 12 sample schools focusing on services that the first year's study had identified as warranting close attention, including peer programs, staff development, and parent involvement. Chapter I describes the background of the project, briefly reviewing findings of the 1990-1991 study before turning attention to the current study. Chapter II presents the results of the survey of students participating in intervention counseling. Chapter III discusses the SPARK Peer Players' role in the high school substance abuse prevention program. Chapter IV describes staff development offered by Substance Abuse Prevention and Intervention Specialists (SAPIS) and parent outreach efforts. Chapter V offers evaluators' conclusions and recommendations based on the data analyzed in this report. The document concludes that intervention services and consistent support from professional staff are vital for at-risk youth, and that peer programs are effective prevention strategies, but need to be supported by district administrators, school staff, and parents, and efforts to involve both teachers and parents in substance abuse prevention need to be increased. (Author/NB)

Descriptors: Elementary School Students, Elementary Secondary Education, Intervention, Prevention, Program Effectiveness, Public Schools, Pupil Personnel Services, Secondary School Students, Student Attitudes, Student Behavior, Substance Abuse, Urban Education

Mabel Payne, Research Unit Manager, Office of Research, Evaluation, and Assessment, New York City Public Schools, 110 Livingston St., Room 507, Brooklyn, NY 11201.









Autor: Gould-Stuart, Joanna

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11162&id=ED364814







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