Reducing substance abuse risk factors among children through a teacher as facilitator program

A Teachers as Facilitators (TAF) Program used classroom teachers as leaders of small groups that promoted social, emotional, and academic development of children at high risk of adopting potentially destructive substance abuse patterns. The program was intended to increase participating students...

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Bibliographic Details
Published in:Journal of drug education 1993-01, Vol.23 (2), p.137-150
Main Authors: McLaughlin, R.J, McClanahan, K.K, Holcomb, J.D, Gibbins, A.D, Smith, Q.W, Vlasak, J.W, Kingery, P.M
Format: Article
Language:English
Subjects:
Academic achievement
At risk populations
Attitude to Health
Biological and medical sciences
Child
Child abuse & neglect
Child development
Children
Classrooms
Drug abuse
Drug prevention
Employees
Facilitators
Female
Health Promotion - organization & administration
High risk
Humans
Male
Medical sciences
Mental health
Perceived social support
prevention
Preventive programmes
Program Evaluation
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Public schools
risk
Risk Factors
school children
Schools
Self Concept
Small groups
Social development
Social psychiatry. Ethnopsychiatry
Social Support
Socialization
Student attitudes
Students
Substance abuse
Substance-Related Disorders - prevention & control
Teachers
Teaching
USA
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Summary:A Teachers as Facilitators (TAF) Program used classroom teachers as leaders of small groups that promoted social, emotional, and academic development of children at high risk of adopting potentially destructive substance abuse patterns. The program was intended to increase participating students' positive socialization experiences and academic achievement by successfully integrating these students into the school's social system. A longer-range goal was to increase students' sense of worth as it affects their attitudes toward relationships with other people and academic demands. Program results were: 1) school personnel were found capable of accurately identifying and referring to the TAF Program children who were at risk of substance usage and in need of assistance; 2) the TAF Program was effective in improving at-risk students' perceived academic self-concept, but was less effective in increasing students' perceived sense of social support; and 3) the program was endorsed by participating teachers, counselors, and administrators.
ISSN:0047-2379
1541-4159
DOI:10.2190/VCDD-2BDP-Y39Y-VW8C