Journal of Prevention, 2(1), Fail, 1981
Clearinghouse Primary Prevention Program Clearinghouse Psychology Department--Dewey Hall University of Vermont, Burlington, VT 05405 To enhance communication between mental health professionals and to help to avoid needless duplication of labor, the Clearinghouse solicits write-ups of prevention programs, publishes brief abstracts, and makes copies of programs available on request for a fee depending on the length of the write-up. The Clearinghouse is administered by Leisha Ball at the address above. To Order Copies of the programs listed below are available. Those with an asterisk {*) are not available from the Clearinghouse and should be requested directly from the author or consulted in the published source indicated. All other programs can be obtained by sending the CH number together with your name and address and the fee indicated to the address above. Submitting Programs The Clearinghouse welcomes copies of published and unpublished prevention programs. Send one copy to the address above, together with a signed copy of this statement: " I am the author of the program entitled--and hereby grant VCPPP, Inc. permission to reproduce this document and to make it available on request for a charge to be determined by them. I further grant permission for them to publish the document title, author's name(s}, and an abstract of its contents in The Journal of Prevention." If the right to grant permission to reproduce the material is held by someone other than the author, please provide the appropriate name and address (this is usually the journal editor in the case of published material.} A very brief abstract {less than 50 words} should be provided with each item submitted. The first sentence should include an indication of the population served by, and the purpose of, the program. *CH-021 RICKEL, A. U., SMITH, R. L., & SHARP, K. C. {Wayne State University, Detroit, Michigan} Description and evaluation of a preventive mental health program for preschoolers. Journal of Abnormal Child Psychology, 1979, 7, 101-112. {Dr. Annette U. Rickel, Department of Psychology, Wayne State University, 792 Mackenzie Hall, Detroit, Michigan 48202) Outlines several secondary preventive preschool programs and stresses the importance of prevention and the role of the school in preventive activities. Sixty-four Black lower income preschoolers were identified as high risk accord61
62
Journal of Primary Prevention
ing to history and inventories and were equally divided into control and experimental groups. Children were screened by their classroom teachers. While controls participated in normal preschool activities with an aid, experimental subjects were involved in activities that would address their specific problems in learning disability and aggressive or withdrawn behavior. The aides spent at least two 15 minute sessions with each child every week for 8 months. Teachers rated experimental subjects as having increased in classroom adjustment and academic achievement to a greater extent than controls. CH-047 SCHROEDER, C., GOOLSBY, E., & STANGLER, S. {University of North Carolina, Chapel Hill) Preventive services in a private pediatric practice. Journal of Clinical Child Psychology, 1975, 4, 32-36. {1980; 5 pp.; $0.50) Discusses a program in North Carolina which brought preventive services into a private group pediatric practice serving approximately 10,000 children. The free program included the components of parent education in child development and management, early intervention, training, and program evaluation. Parents could call the center with questions or problems or come to the center in person. Screening and referral were used in some cases. The program reflects tenets of crisis theory and used behavior management education and emotional support. Parental reaction to the program has been overwhelmingly positive. Training of students and development of a wider curriculum are discussed. CH-048 MESIBOV, G. B., SCHROEDER, C. S., & WESSON, L. {University of North Carolina, Chapel Hill) Parental concerns about their children. Journal of Pediatric Psychology, 1977, 2, 13-17. {1979; 5 pp.; $0.50) Discusses a procedure useful in finding what concerns parents have about their children so that these concerns may be addressed in parent education programs. Records of all calls and appointments with the multidisciplinary preventive parent education staff at a private group pediatric service over a 2½ year period were used as a data source. Breaks concerns into 22 problem categories, gives the percentage of contacts for each category, and discusses data. Data are analyzed by age, age and problem, and sex of child and problem. Makes suggestions for parent education, including eclectic overviews of certain problems and ages, benefits of a multidisciplinary group approach, and educator knowledge of divorce situations and pediatrics. Discusses the data in terms of normal child development, questioning earlier notions. CH-064 DEVANNY, K. (Wellness Support Center, South Bend, Indiana) Wellness support center. (1980; 3pp; $0.50). Description of a health promotion center which offers programs and workshops in nutrition, stress management, physical fitness, environmental sensitivity, and self-responsibility, gives consultation to schools and workplaces, offers individual assessment and referral for those at high risk, and offers a resource center of materials dealing with wellness. CH-067 PROJECT FOCUS {Glendale, California) San Fernando/Antelope Valley Drug Prevention Network Position Paper. (1980; 4 pp.; $0.50).
Clearinghouse
63
States the group's objective of identifying resources and needs of people in the San Fernando/Antelope Valley region. Defines primary prevention as it pertains to drug abuse and lists the strategies involved in such prevention. Points out common stressors in modern society. Discusses drug abuse. Focuses on youth as a target group. Discusses early intervention. *CH-068 QUEEN, R. (Urban School Services, New York State Education Department) Toward liberating toys: You are what you play. In B. Sprung (Ed.) Perspectives on Non-sexist Early Childhood Education. New York: Teachers College Press, 1978, pp. 62-68. (Renee Queen, 1009 Park Avenue, New York, New York 10026}. Describes a plan of intervention with parents and teachers to help prevent the development of sex role stereotyped behavior in young children. Focuses on the sexist packaging of toys. Provides guidelines to parents, alerting them to criteria for nonsexist toy selection. Points to the need for preschool teachers to encourage both boys and girls to play with non-traditional toys, allowing nurturing and manipulative abilities to become developed in both sexes. (Abstracted by Vanessa Scarfone) CH-070 SPRUNG, B. (Nonsexist Child Development Project, Women's Action Alliance, New York} Opening the options for children: A nonsexist approach to early childhood education. (1980; 10 pp.; $0.80}. Describes the Nonsexist Child Development Project aimed at intervention with nursery school children and their parents to prevent the development of sex role stereotyping in early childhood classrooms and at home. The program includes awareness sessions with parents, use of nonsexist, nonracist classroom materials showing both sexes in active play, nurturing roles, and a wide variety of occupations, and field trips to let children see men and women at work in traditional and nontraditional jobs. Children in the program became very accepting of women in nontraditional work roles and men in nurturing roles. (Abstracted by Vanessa Scarfone) CH-103 FULLERTON, M. (Alcohol Education Project, Jay, Maine} A program in alcohol education designed for rural youth. Journal of Alcohol and Drug Education, 1978/79, 24 (2}, 58-62. (1980; 3 pp; $0.50}. Discusses an alcohol education program in rural Maine for junior high school students based on Rational Self-Counseling. The program is student directed, permitting personal choices in attitude and behavior. Topics include rational decision making, individual responsibility, and self-concept. States rules for rational thinking. Lists assumptions for Rational Self-Counseling. The program presents facts, both positive and negative, and suggests alternative behaviors. I t avoids scare techniques. Gives program results. CH-104 GONZALES, G. M. (Alcohol Abuse Prevention Program, University of Florida, Gainesville) What do you mean--prevention? Journal of Alcohol and Drug Education, 1977/78, 23 (3), 14-25. (1980; 5 pp.; $0.50}. Gives history of alcohol and alcohol use in the United States with emphasis on recent efforts at primary prevention alcohol education programs. These programs should include skills in decision-making and problem solving as well as the absorbtion of facts. Emphasizes the need for agreement on what consti-
64
Journal of Primary Prevention
tutes responsible alcohol use and what alternatives to alcohol use exist. Lists 15 responsible and 5 irresponsible alcohol behaviors. The researchers gave questionnaires to students at 5 Southern colleges concerning knowledge, behavior, and consequences related to alcohol use. They found that students utilizing responsible alcohol behaviors were less likely to suffer negative consequences from alcohol but found no relationship between knowledge and responsibility of alcohol-related behaviors. Points out the need for more than the teaching of knowledge in an alcohol education program. CH-110 GORIS, L., FASSETT, J. D., F I N K E L S T E I N , R., & TAYBACK, M. (Sinai Hospital, Baltimore, Maryland) Adolescent pregnancy: A hospital-based program for primary prevention. American Journal of Public Health, 1968, 58, 849-858. (1980; 6 pp.; $0.80) Attacks the lack of and inadequacy in therapeutic and preventive services for adolescents. Discusses the Adolescent Family Life Service of the Sinai Adolescent Center which provides birth control information and services to sexually active lower socioeconomic urban teenagers with the aim of reducing adolescent pregnancy rates. Outlines organization of the program and its multidisciplinary staff. Extensive discussion of referrals of teens risking a first pregnancy, initial client/parent interviews with social workers to see if the service is appropriate, the physical-oriented clinic visit, and group discussion sessions which deal not only with sexual issues but other teenage problems as well. Reports on the program's first year in terms of client outcomes, benefits of the program that extend beyond contraception, and the special needs of mental retardates. Discusses the repurcussions of adolescent pregnancy, the need for comprehensive adolescent health services, and the need for educational materials aimed at lower socioeconomic teens. CH-129 JASON, L. A., & CARTER, B. (DePaul University, Chicago, Illinois; University of Rochester, New York) Training undergraduates to work with disadvantaged toddlers: Middleclass agents strengthen minority values. College Student Journal, 1978, 12, 88-91. (1980; 4 pp.; $0.50). Discusses a program for 1-2 year old disadvantaged youths wherein the nonstandard English they used at home was supported and strengthened. Paraprofessional college students were taught to closely observe dialects used in the home to see when conflicts existed between standard and nonstandard pronunciations to tell if the child was having problems with a word or was using the nonstandard form. Social behaviors such as aggression were viewed in terms of ghetto values so that aggression was dealt with only when program agents and parents agreed that the behavior was maladaptive. Points to the need to support cultural strengths and to cease imposing mainstream norms on the disadvantaged.
Clearinghouse Primary Prevention Program Clearinghouse Psychology Department--Dewey Hall University of Vermont, Burlington, VT 05405 To enhance communication between mental health professionals and to help to avoid needless duplication of labor, the Clearinghouse solicits write-ups of prevention programs, publishes brief abstracts, and makes copies of programs available on request for a fee depending on the length of the write-up. The Clearinghouse is administered by Leisha Ball at the address above. To Order Copies of the programs listed below are available. Those with an asterisk {*) are not available from the Clearinghouse and should be requested directly from the author or consulted in the published source indicated. All other programs can be obtained by sending the CH number together with your name and address and the fee indicated to the address above. Submitting Programs The Clearinghouse welcomes copies of published and unpublished prevention programs. Send one copy to the address above, together with a signed copy of this statement: " I am the author of the program entitled--and hereby grant VCPPP, Inc. permission to reproduce this document and to make it available on request for a charge to be determined by them. I further grant permission for them to publish the document title, author's name(s}, and an abstract of its contents in The Journal of Prevention." If the right to grant permission to reproduce the material is held by someone other than the author, please provide the appropriate name and address (this is usually the journal editor in the case of published material.} A very brief abstract {less than 50 words} should be provided with each item submitted. The first sentence should include an indication of the population served by, and the purpose of, the program. *CH-021 RICKEL, A. U., SMITH, R. L., & SHARP, K. C. {Wayne State University, Detroit, Michigan} Description and evaluation of a preventive mental health program for preschoolers. Journal of Abnormal Child Psychology, 1979, 7, 101-112. {Dr. Annette U. Rickel, Department of Psychology, Wayne State University, 792 Mackenzie Hall, Detroit, Michigan 48202) Outlines several secondary preventive preschool programs and stresses the importance of prevention and the role of the school in preventive activities. Sixty-four Black lower income preschoolers were identified as high risk accord61
62
Journal of Primary Prevention
ing to history and inventories and were equally divided into control and experimental groups. Children were screened by their classroom teachers. While controls participated in normal preschool activities with an aid, experimental subjects were involved in activities that would address their specific problems in learning disability and aggressive or withdrawn behavior. The aides spent at least two 15 minute sessions with each child every week for 8 months. Teachers rated experimental subjects as having increased in classroom adjustment and academic achievement to a greater extent than controls. CH-047 SCHROEDER, C., GOOLSBY, E., & STANGLER, S. {University of North Carolina, Chapel Hill) Preventive services in a private pediatric practice. Journal of Clinical Child Psychology, 1975, 4, 32-36. {1980; 5 pp.; $0.50) Discusses a program in North Carolina which brought preventive services into a private group pediatric practice serving approximately 10,000 children. The free program included the components of parent education in child development and management, early intervention, training, and program evaluation. Parents could call the center with questions or problems or come to the center in person. Screening and referral were used in some cases. The program reflects tenets of crisis theory and used behavior management education and emotional support. Parental reaction to the program has been overwhelmingly positive. Training of students and development of a wider curriculum are discussed. CH-048 MESIBOV, G. B., SCHROEDER, C. S., & WESSON, L. {University of North Carolina, Chapel Hill) Parental concerns about their children. Journal of Pediatric Psychology, 1977, 2, 13-17. {1979; 5 pp.; $0.50) Discusses a procedure useful in finding what concerns parents have about their children so that these concerns may be addressed in parent education programs. Records of all calls and appointments with the multidisciplinary preventive parent education staff at a private group pediatric service over a 2½ year period were used as a data source. Breaks concerns into 22 problem categories, gives the percentage of contacts for each category, and discusses data. Data are analyzed by age, age and problem, and sex of child and problem. Makes suggestions for parent education, including eclectic overviews of certain problems and ages, benefits of a multidisciplinary group approach, and educator knowledge of divorce situations and pediatrics. Discusses the data in terms of normal child development, questioning earlier notions. CH-064 DEVANNY, K. (Wellness Support Center, South Bend, Indiana) Wellness support center. (1980; 3pp; $0.50). Description of a health promotion center which offers programs and workshops in nutrition, stress management, physical fitness, environmental sensitivity, and self-responsibility, gives consultation to schools and workplaces, offers individual assessment and referral for those at high risk, and offers a resource center of materials dealing with wellness. CH-067 PROJECT FOCUS {Glendale, California) San Fernando/Antelope Valley Drug Prevention Network Position Paper. (1980; 4 pp.; $0.50).
Clearinghouse
63
States the group's objective of identifying resources and needs of people in the San Fernando/Antelope Valley region. Defines primary prevention as it pertains to drug abuse and lists the strategies involved in such prevention. Points out common stressors in modern society. Discusses drug abuse. Focuses on youth as a target group. Discusses early intervention. *CH-068 QUEEN, R. (Urban School Services, New York State Education Department) Toward liberating toys: You are what you play. In B. Sprung (Ed.) Perspectives on Non-sexist Early Childhood Education. New York: Teachers College Press, 1978, pp. 62-68. (Renee Queen, 1009 Park Avenue, New York, New York 10026}. Describes a plan of intervention with parents and teachers to help prevent the development of sex role stereotyped behavior in young children. Focuses on the sexist packaging of toys. Provides guidelines to parents, alerting them to criteria for nonsexist toy selection. Points to the need for preschool teachers to encourage both boys and girls to play with non-traditional toys, allowing nurturing and manipulative abilities to become developed in both sexes. (Abstracted by Vanessa Scarfone) CH-070 SPRUNG, B. (Nonsexist Child Development Project, Women's Action Alliance, New York} Opening the options for children: A nonsexist approach to early childhood education. (1980; 10 pp.; $0.80}. Describes the Nonsexist Child Development Project aimed at intervention with nursery school children and their parents to prevent the development of sex role stereotyping in early childhood classrooms and at home. The program includes awareness sessions with parents, use of nonsexist, nonracist classroom materials showing both sexes in active play, nurturing roles, and a wide variety of occupations, and field trips to let children see men and women at work in traditional and nontraditional jobs. Children in the program became very accepting of women in nontraditional work roles and men in nurturing roles. (Abstracted by Vanessa Scarfone) CH-103 FULLERTON, M. (Alcohol Education Project, Jay, Maine} A program in alcohol education designed for rural youth. Journal of Alcohol and Drug Education, 1978/79, 24 (2}, 58-62. (1980; 3 pp; $0.50}. Discusses an alcohol education program in rural Maine for junior high school students based on Rational Self-Counseling. The program is student directed, permitting personal choices in attitude and behavior. Topics include rational decision making, individual responsibility, and self-concept. States rules for rational thinking. Lists assumptions for Rational Self-Counseling. The program presents facts, both positive and negative, and suggests alternative behaviors. I t avoids scare techniques. Gives program results. CH-104 GONZALES, G. M. (Alcohol Abuse Prevention Program, University of Florida, Gainesville) What do you mean--prevention? Journal of Alcohol and Drug Education, 1977/78, 23 (3), 14-25. (1980; 5 pp.; $0.50}. Gives history of alcohol and alcohol use in the United States with emphasis on recent efforts at primary prevention alcohol education programs. These programs should include skills in decision-making and problem solving as well as the absorbtion of facts. Emphasizes the need for agreement on what consti-
64
Journal of Primary Prevention
tutes responsible alcohol use and what alternatives to alcohol use exist. Lists 15 responsible and 5 irresponsible alcohol behaviors. The researchers gave questionnaires to students at 5 Southern colleges concerning knowledge, behavior, and consequences related to alcohol use. They found that students utilizing responsible alcohol behaviors were less likely to suffer negative consequences from alcohol but found no relationship between knowledge and responsibility of alcohol-related behaviors. Points out the need for more than the teaching of knowledge in an alcohol education program. CH-110 GORIS, L., FASSETT, J. D., F I N K E L S T E I N , R., & TAYBACK, M. (Sinai Hospital, Baltimore, Maryland) Adolescent pregnancy: A hospital-based program for primary prevention. American Journal of Public Health, 1968, 58, 849-858. (1980; 6 pp.; $0.80) Attacks the lack of and inadequacy in therapeutic and preventive services for adolescents. Discusses the Adolescent Family Life Service of the Sinai Adolescent Center which provides birth control information and services to sexually active lower socioeconomic urban teenagers with the aim of reducing adolescent pregnancy rates. Outlines organization of the program and its multidisciplinary staff. Extensive discussion of referrals of teens risking a first pregnancy, initial client/parent interviews with social workers to see if the service is appropriate, the physical-oriented clinic visit, and group discussion sessions which deal not only with sexual issues but other teenage problems as well. Reports on the program's first year in terms of client outcomes, benefits of the program that extend beyond contraception, and the special needs of mental retardates. Discusses the repurcussions of adolescent pregnancy, the need for comprehensive adolescent health services, and the need for educational materials aimed at lower socioeconomic teens. CH-129 JASON, L. A., & CARTER, B. (DePaul University, Chicago, Illinois; University of Rochester, New York) Training undergraduates to work with disadvantaged toddlers: Middleclass agents strengthen minority values. College Student Journal, 1978, 12, 88-91. (1980; 4 pp.; $0.50). Discusses a program for 1-2 year old disadvantaged youths wherein the nonstandard English they used at home was supported and strengthened. Paraprofessional college students were taught to closely observe dialects used in the home to see when conflicts existed between standard and nonstandard pronunciations to tell if the child was having problems with a word or was using the nonstandard form. Social behaviors such as aggression were viewed in terms of ghetto values so that aggression was dealt with only when program agents and parents agreed that the behavior was maladaptive. Points to the need to support cultural strengths and to cease imposing mainstream norms on the disadvantaged.
