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Project Northland I Cheryl Perry etal.

Project Northland I Cheryl Perry etal. Multi-level, multi-year community-wide alcohol prevention program in Minnesota. 1991 (sixth graders)- 1998 (graduate). Multi-level Curricula x 3 years Peer leadership Parental education Task forces. Sixth Grade: Slick Tracy Home Team Program

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Project Northland I Cheryl Perry etal.

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  1. Project Northland I Cheryl Perry etal.

  2. Multi-level, multi-year community-wide alcohol prevention program in Minnesota

  3. 1991 (sixth graders)- 1998 (graduate)

  4. Multi-level • Curricula x 3 years • Peer leadership • Parental education • Task forces

  5. Sixth Grade: Slick Tracy Home Team Program • Slick Tracy/Breathtest Mahoney activity story books completed with parents • Northland Notes for Parents • Family Fun Night • Community-wide task forces • Pass 5 ordinances • “Gold Card” program

  6. Seventh Grade Amazing Alternatives! Progam • Evening party with parents • 8 week teacher/peer-led class curriculum • Peer leadership program to create alcohol-free social activities • Amazing Alternatives booklets • 3 issues of Northland Notes for Parents • Task forces (cont’d)

  7. Eighth Grade Powerlines • 8 session Powerlines curriculum (interview “key informants”, e.g. liquor merchants, gov’t officials) • “It’s My Party” theatre production • New issues of Northland Notes for Parents • Peer leadership groups (cont’d) • TEENSpeak newsletter by/for 8th graders • Task forces (cont’d)

  8. Outcomes • Perceive fewer peers that drink • Endorse not drinking • Greater self-efficacy to resist @ parties • Greater perceived costs/sanction for drinking & driving • More communication with parents about drinking • After 3 years, intervention group lower levels of onset & prevalence of alcohol use than controls

  9. Project Northland II

  10. Life Skills Training

  11. 3 years, starting in 6th • Focus on “gateway” drugs (cigs, alcohol, mj) • Variety of settings (schools, CBOs, PAL) • 50-75% lower use vs. controls & sustained over time • Technology (computers, biofeedback) • Content areas: • Drug resistance skills • Self-management skills • Social competence

  12. Drug Resistance Skills: • Increased awareness of social influence • Decreased estimation of prevalence • Resistance skills (e.g. “fogging”)

  13. Self-management skills: • Problem solving/decision making (scripts) • Stress reduction (e.g. belly breathing)

  14. Social Skills: • How to begin a conversation • How to keep a conversation going • How to ask for help • How to express appreciation • How to give negative feedback

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