4243.0: Tuesday, October 23, 2001 - 4:52 PM

Abstract #22263

Middle school teacher training practices for substance use prevention

Amy Vincus, MPH1, Susan Ennett, PhD, MSPH2, Christopher Ringwalt, DrPH3, Ashley Simons-Rudolph, BA1, and Thorne Judy, PhD4. (1) Health, Social, and Economic Research, Research Triangle Institute, 3040 Cornwallis Rd, PO Box 12194, Research Triangle Park, NC 27709-2194, (919) 541-7267, avincus@rti.org, (2) Health Behavior and Health Education, University of North Carolina at Chapel Hill, CB#7400 Rosenau Hall, School of Public Health-UNC CH, Chapel Hill, NC 27599-7400, (3) Pacfic Institute for Research and Evaluation, 104 South Estes Drive, Suite 206, Chapel Hill, NC 27514, (4) Center for Research in Education, Research Triangle Institute, 3040 Cornwallis Road, Research Triangle Park, NC 27709-2194

Prevention research has shown that the more completely a teacher implements a curriculum, the better the substance use prevention outcomes are likely to be. Teacher training makes a major contribution to the fidelity with which teachers implement curricula. This paper examines factors associated with teacher training practices in substance use prevention programming in the nation’s middle schools. Specifically, we examine teaching training received relative to the fidelity of implementation of curricula. Data are from the School-Based Substance Use Prevention Programs Study (SSUPPS), a national study of school substance use practice in the middle school grades conducted during the 1998-1999 school year. Middle school teachers who were responsible for teaching substance use prevention responded to a mailed survey (N=1905, response rate=71.9%). These teachers responded to questions about the training they have received and how fully they are implementing their curricula. Preliminary study findings suggest that recency of training is associated with how fully teachers implement the curricula they are using. We also discuss the associations between important measures, such as teachers’ comfort with interactive teaching methods and their confidence in doing a good job, and teacher training practices. Finally, we note characteristics of schools that might positively or adversely affect teacher training practices.

Learning Objectives: At the end of this presentation, attendees will be able to: (1) describe current training practices in substance use prevention programs among U.S. middle schools; (2) describe those characteristics that influence training practices; (3) understand the links between training practices and other measures important to s substance use prevention program; and (4) describe those characteristics that influence training practices.

Keywords: Prevention, School-Based Programs

Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
Disclosure not received
Relationship: Not Received.

The 129th Annual Meeting of APHA