School Health Bibliography - Recently Updated Pages

19. Infectious Diseases & Hygiene (Pandemics, Sanitation, Parasites, Handwashing)

dmccall — Sun, 24 Jan 2010 17:49:39 CST

This page and sub-pages discuss the role that schools play in promoting hygience and preventing the spread of disease. The broader issue of hygiene and infectious diseases has been broken down into the categories of

preventing the transmission of infectious diseases (including a sub-page on pandemics)
sanitation (note food safety is covered under nutrition)
personal hygiene and handwashing
preventing the spead of parasites

Impact of the School Environment

Effectiveness, Costs, and Benefits of Interventions

World Health Organization. Strengthening Interventions to Reduce Helminth Infections. (Report)

Comprehensive Models that Integrate Diseases and Risks and Coordinate Interventions

Lister-Sharp D, Chapman S, Stewart-Brown S, Sowden A. 1999. Health promoting schools and health promotion in schools: Two systematic reviews. Health Technology Assessment. 3(22). (Review)

World Health Organization. Strengthening Interventions to Reduce Helminth Infections. (Report)

Policy Interventions Instructional Interventions

World Health Organization. Strengthening Interventions to Reduce Helminth Infections. (Report)

Health Services Interventions

Role of Public Health Inspectors and Universal Preventions

World Health Organization. The Physical School Environment. An Essential Component of a Health-Promoting School. (Report)

Demicheli V, Jefferson T, Rivetti A, Price D. Vaccines for measles, mumps and rubella in children. The Cochrane Database of Systematic Reviews 2005, Issue 4.

Social Support Interventions

Physical Environment Interventions

A-2. Impact of School Environment on Health & Development

dmccall — Sat, 23 Jan 2010 10:22:41 CST

This section examines the impact of the physical and social environment of the school on Health, Social Development, and Learning. This key setting in the community is linked with the other environments of the family and the neighbourhood and needs to be understood within the economic, social and cultural context of the surrounding community and society.

Nature of the School Environment

Flay BR. 2002. Positive youth development requires comprehensive health promotion programs. Am J Health Behav. 26(6):407-24. (Review)

Flay B. 2002. Positive youth development requires comprehensive health promotion programs. Newsletter of the American Acadmey of Health Behaviour. Prepared for acceptance of the Research Laureate Medallion from the American Academy of Health Behavior, Annual Conference, Napa, California, March 25, 2002. (Review)

Parcel Gs, Kelder SH, Basen-Enquist K. 2000. The school as a setting for health promotion in Poland BD, Green LW, Rootman I, Settings for Health Promotion. Linking Theory and Practive. Thousand Oaks, CA: Sage Publications Ltd. (Book Chapter)

Linkages Between School Environment, Home Environments, and Neighbourhood Environment

Flay BR. 2002. Positive youth development requires comprehensive health promotion programs. Am J Health Behav. 26(6):407-24. (Review)

Flay B. 2002. Positive youth development requires comprehensive health promotion programs. Newsletter of the American Acadmey of Health Behaviour. Prepared for acceptance of the Research Laureate Medallion from the American Academy of Health Behavior, Annual Conference, Napa, California, March 25, 2002. (Review)

Nature of the Interactions Between the Characteristics of the Individual, the Home, and the Neighbourhood

Flay BR. 2002. Positive youth development requires comprehensive health promotion programs. Am J Health Behav. 26(6):407-24. (Review)

Hallfors D, Vevea J, Iritani B, Cho H, Khatapoush S, Saxe L. 2002. Truancy, grade point average, and sexual activity: A meta-analysis of risk indicators for youth substance use. J Sch Health. 72(5):205-11. (Meta-analysis)

Flay B. 2002. Positive youth development requires comprehensive health promotion programs. Newsletter of the American Acadmey of Health Behaviour. Prepared for acceptance of the Research Laureate Medallion from the American Academy of Health Behavior, Annual Conference, Napa, California, March 25, 2002. (Review)

Impact of the Physical Environment

Impact of the Social Environment of the School

Impact of Transitions related to Schools (From home/pre-school into school, into a different school after moving, from elementary to high school, from high school to work, from high school to college/university or training)

Stages of Change

dmccall — Sun, 08 Mar 2009 10:57:47 CDT

List of Research References
(Taken from Literature Search done by the Health Communication Unit, University of Toronto, January 2006)

Greene GW, Rossi SR, Velicer WF, Fava JL, & Prochaska JO. Dietary applications of the stages
of change model. J Am Diet Assoc 1999; 99: 673-678.

Kristal AR, Glanz K, Curry SJ, & Patterson RE. How can stages of change be best used in
dietary interventions? J Am Diet Assoc. 1999; 99: 679-684.

Taylor T, Serrano E, Anderson J, & Kendall P. Knowledge, Skills, and Behavior Improvements
on Peer Educators and Low-Income Hispanic Participants After a Stage of Change-Based
Bilingual Nutrition Education Program. Journal of Community Health 2000; 25: 241-262.

Harrington, T., Bartholomew, J. B., Jowers, E. M., Loukas, A., McGregor, J. & Allen, J.M. The
physical activity stages of change for children: Validation of a new instrument. Annual Meeting
of the Society of Behavioral Medicine, Washington DC, 2002.

Bartholomew, J. B., Miller, B. M., Atwood, R. D., Ren, Y., & Gottlieb, N. H. Assessing the
stages of change for fruit and vegetable consumption: A visual analogue scale. Annual Meeting
of the American College of Sports Medicine, St. Louis, MO, 2002.

Domel SB, Baranowski T, Davis HC, Thompson WO, Leonard SB, Baranowski J. Measure of
Stages of Change in Fruit and Vegetable Consumption Among Fourth- and Fifth-Grade School
Children: Reliability and Validity. Journal of the American College of Nutrition. 1996; 15(1):56-
64.

Using Stage of Change Criteria to Increase Vegetable Intake Among WIC Children
http://www.fns.usda.gov/oane/menu/NNEC/Files/2003/StageofChangeCriteria.pdf

Reducing health service inequities for children: Adapting motivational enhancement and stages of change models for in-home lead reduction interventions by AmeriCorps volunteers The 130th Annual Meeting of APHA 5024.0: Wednesday, November 13, 2002 - Board 9 John A. Dougherty, PhD, Program Design and Evaluation Services, Multnomah County Health
Department, Oregon, 426 SW Stark Street, 6th Floor, Portland, OR 97204, 503-988-3663
x22290, John.X.Dougherty@co.multnomah.or.us

Stages of change for physical activity in a community sample of adolescents
De Bourdeaudhuij et al. Health Educ. Res..2005; 20: 357-366.

Heather A. Hausenblas, Claudio R. Nigg, Danielle Symons Downs, David S. Fleming, Daniel P.
Connaughton (2002) Perceptions of Exercise Stages, Barrier Self-Efficacy, and Decisional Balance for Middle-Level
School Students The Journal of Early Adolescence, Vol. 22, No. 4, 436-454 (2002)

Absolom K. Eiser C. Greco V. Davies H. (2004) Health promotion for survivors of childhood cancer: a minimal intervention.Patient Education & Counseling. 55(3):379-84, 2004 Dec

Day RS. Nakamori M. Yamamoto S. (2004) Recommendations to develop an intervention for Japanese youth on weight management. Journal of Medical Investigation. 51(3-4):154-62, 2004 Aug.

Littell JH. Girvin H. (2004) Ready or not: uses of the stages of change model in child welfare. [Review] [74 refs]
Source Child Welfare. 83(4):341-66, 2004 Jul-Aug.

Maisto SA. Chung TA. Cornelius JR. Martin CS.(2003) Factor structure of the SOCRATES in a clinical sample of adolescents.Psychology of Addictive Behaviors. 17(2):98-107, 2003 Jun.

Stevens SL. Colwell B. Miller K. Sweeney D. McMillan C. Smith DW. (2003) Differences in evaluations of a tobacco awareness and cessation program by adolescents in four stages of change. Addictive Behaviors. 28(3):471-82, 2003 Apr.

Prokhorov AV. de Moor CA. Hudmon KS. Hu S. Kelder SH. Gritz ER. (2002) Predicting initiation of smoking in adolescents: evidence for integrating the stages of change and susceptibility to smoking constructs. Addictive Behaviors. 27(5):697-712, 2002 Sep-Oct.

Cookson S. Heath A. Bertrand L. (2000) The HeartSmart Family Fun Pack: an evaluation of family-based intervention for cardiovascular risk reduction in children. Canadian Journal of Public Health. Revue Canadienne de Sante Publique. 91(4):256-9, 2000
Jul-Aug

Walton J. Hoerr S. Heine L. Frost S. Roisen D. Berkimer M. (1999) Physical activity and stages of change in fifth and sixth graders.
Journal of School Health. 69(7):285-9, 1999 Sep.

Berg-Smith SM. Stevens VJ. Brown KM. Van Horn L. Gernhofer N. Peters E. Greenberg R.
Snetselaar L. Ahrens L. Smith K. (1999) A brief motivational intervention to improve dietary adherence in adolescents. The DietaryIntervention Study in Children (DISC) Research Group.
Source Health Education Research. 14(3):399-410, 1999 Jun.

Domel SB. Baranowski T. Davis HC. Thompson WO. Leonard SB. Baranowski J. (1996) A measure of stages of change in fruit and vegetable consumption among fourth- and fifth-grade school children: reliability and validity.
Journal of the American College of Nutrition. 15(1):56-64, 1996 Feb.

Behaviour theories

dmccall — Sun, 08 Mar 2009 10:52:48 CDT

There is no abstract available for this page revision.

2. Addictions (Alcohol, Drugs, Gambling, Medications)

dmccall — Tue, 03 Feb 2009 19:32:37 CST

This page has a listing of research reviews and landmark case studies. A summary of this evidence will be prepared on this page as part of the dialogue supported by this wiki.

Readers should also refer to our related evidence-oriented wiki being hosted by the International School Health Network as well as a tool-box wiki listing over 100 programs and other resources hosted by the Canadian School Health Knowledge Network.

This listing of research references has been compiled in accordance with our framework on health/social problems and behaviours. This framework emphasizes a comprehensive approach (linking different health problems, systems and levels), coordinated school health programs delivered by community agencies and the school and a whole school approach that creates a health promoting school.

A. Prevalence & Nature of the Substance Abuse Among Young People (Including holistic understanding of the problem and comprehensive approaches to program development)

Paglia-Boak, A., & Adlaf, E. (2007). Substance use and harm in the general youth population. In Canadian Centre on Substance Abuse (Ed). (2007). Substance Abuse in Canada: Youth in Focus. Ottawa, ON: Canadian Centre on Substance Abuse.
Centre for Addiction and Mental Health. (2006, September/October). CAMH population studies e-bulletin. How does Ontario student drug use compare with other regions of Canada? Retrieved August 29, 2007 from http://www.camh.net/Research/Areas_of_research/Population_Life_Course_Studies/eBulletins/ebv7n5_Canada_Ont_2002YSS.pdf
Meschke, L. L., & Patterson, J. M. (2003). Resilience as a theoretical basis for substance abuse prevention. Journal of Primary Prevention, 23(4), 483-514.
Poulin, C., & Nicholson, J. (2005). Should harm minimization as an approach to adolescent substance use be embraced by junior and senior high school? empirical evidence from an integrated school- community-based demonstration intervention addressing drug use among adolescents. International Journal of Drug Policy, 16(6), 403-414.
Rehm, J., Taylor, B., & Room, R. (2006). Global burden of disease from alcohol, illicit drugs and tobacco. Drug and Alcohol Review, 25(6), 503-513.
Rehm J, Baliunas D, Brochu S, Fischer B, Gnam W, Patra J, Popova S, Sarnocinska-Hart A, Taylor, B. (2006). The Costs of Substance Abuse in Canada 2002: Highlights. Ottawa: Canadian Centre on Substance Abuse, 2006. Retrieved from http://www.ccsa.ca/NR/rdonlyres/18F3415E-2CAC-4D21-86E2-CEE549EC47A9/0/ccsa0113322006.pdf
Tupker, E. (2004). Youth and drugs and mental health: A resource for professionals. Toronto, Canada: Centre for Addiction and Mental Health.
Collins, R.L., Ellickson, P., McCaffrey, D., & Hambarsoomians, K. (in press). Early adolescent exposure to alcohol advertising and its relationship to underage drinking. Journal of Adolescent Health.
Bray, J., Adams, G.J., Getz, J.G., Baer, P.E. (2001). Developmental, family, and ethnic influences on adolescent alcohol usage: A growth curve approach [Electronic version]. Journal of Family Psychology, 15, 301-314
Schultz, W., Nolan, J., Cialdini, R., Goldstein, N., Griskevicius, V. (2007). The Constructive, Destructive, and Reconstructive Power of Social Norms. Psychological science, 18(5)
Comeau, N., Stewart, S.H., & Loba, P. (2001). The relations of trait anxiety, anxiety sensitivity, and sensation seeking to adolescents' motivations for alcohol, cigarette, and marijuana use. Addictive Behaviors, 26, 803-825.
Mitchell, P., Sanson, A., Spooner, C., Copeland, J., Vimpani, G., Toumbourou, J.W., Howard, J., & Sanson, A. (2001). The role of families in the development, identification, prevention and treatment of illicit drug problems. Canberra, Australia: National Health and Medical Research Council
Zahradnik, M., Stevens, D., Stewart, S., Comeau, M.N. Wekerle, C., Mushquash, C., & (2007). Building a collaborative understanding of pathways to adolescent alcohol misuse in a Mi’kmaq community: A process paper. The First Peoples Child & Family Review, 3, 27-36. Retrieved September 14, 2007 from http://www.fncaringsociety.org/pubs/vol3num2toc.html

B. Impact of the School Environment on the Problem

AADAC. 2002. An Overview of Risk and Protective Factors. The Alberta Youth Experience Survey 2002.(Review)
McNeely, C., & Faici, C. (2004). School connectedness and the transition into and out of health-risk behavior among adolescents: A comparison of social belonging and teacher support. Journal of School Health, 74(7)
Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., & Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use. Mental health, and academic outcomes. Journal of Adolescent Health, 40.
Flay BR. 2002. Positive youth development requires comprehensive health promotion programs. Am J Health Behav. 26(6):407-24. (Review)
Flay B. 2002. Positive youth development requires comprehensive health promotion programs. Newsletter of the American Academy of Health Behaviour. Prepared for acceptance of the Research Laureate Medallion from the American Academy of Health Behavior, Annual Conference, Napa, California, March 25, 2002. (Review)
Dewitt, D., Akst, L., Braun, K., Lefebvre, L., McKee, C., Rye, B.J., Shain, M. (2002). Sense of School Membership: A Mediating Mechanism Linking Student Perceptions of School Culture With Academic and Behavioural Functioning. Toronto, ON: Centre for Addiction and Mental Health.
Hallfors D, Vevea J, Iritani B, Cho H, Khatapoush S, Saxe L. 2002. Truancy, grade point average, and sexual activity: A meta-analysis of risk indicators for youth substance use. J Sch Health. 72(5):205-11. (Meta-analysis)
Aveyard, P., Markham, W.A., and Cheng, K.K. (2004). A methodological and substantive review of the evidence that schools cause pupils to smoke. Social Science & Medicine, 58, 2253-2265.
Furr-Holden, C. D., Ialongo, N. S., Anthony, J. C., Petras, H., & Kellam, S. G. (2004). Developmentally inspired drug prevention: Middle school outcomes in a school-based randomized prevention trial. Drug and alcohol dependence, 73(2), 149-158.
D'Amico, E. J., Ellickson, P. L., Wagner, E. F., Turrisi, R., Fromme, K., Ghosh-Dastidar, B., et al. (2005). Developmental considerations for substance use interventions from middle school through college. Alcoholism, Clinical and Experimental Research, 29(3), 474-483.
Schaps, E., & Solomon, D. (2003). The role of the school’s social environment in preventing student drug use. The Journal of Primary Prevention, 23(3)

C. Holistic, Contextual and Comprehensive Approaches (Whole Child, all children (especially vulnerable), developmental stages/life course, clusters of behaviours and conditions(eg mental health, crime, tobacco, sexual risk-taking, dropouts), community and systems context analysis, synergistic combinations of strategies and initiatives (eg police officers, safe schools, character education, early childhood programs), multi-level, inter-sectorial strategies, programs and policies)

Benoit, C., & Jansson, M. (2006). Risky business? Experiences of street youth. Victoria, Canada: Centre for Youth and Society, University of Victoria.
McNamee, J.E., & Offord, D.R. (1994). Children of alcoholics. In Canadian Task Force on the Periodic Health Examination (Ed.), Canadian guide to clinical preventive health care (pp. 470-485). Ottawa, Canada: Health Canada
Roe, S., & Becker, J. (2005). Drug prevention with vulnerable young people: A review. Drugs: education, prevention and policy, 12(2), 85-99
Mushquash, C.J., Comeau, M.N., & Stewart, S.H. (2007). An alcohol abuse early intervention for First Nations adolescents. The First Peoples Child and Family Review, 3, 17-26
World Health Organization. Tobacco Use Prevention: An Important Entry Point for the Development of Health-Promoting Schools. (Report)
World Health Organization. Creating an Environment for Emotional and Social Well-Being. An Important Responsibility of a Health-Promoting and Child Friendly School. (Report)
Elias, M. Academic and social-emotional learning. Educational Practices Series. (Report)
Zins, J.E., Weissberg, R.P., Wang, M.C. and Walberg, H.J. (eds) (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

Kurtz, Zarrina. (2004). What Works in Promoting Children’s Mental Health? The Evidence and the Implications for Sure Start Settings. Nottingham, England: DfES.

Bond, L., Thomas, L., Coffey, C., Glover, S., Butler, H., Carlin, J.B., Patton, G. (2004). Long-term impact of the Gatehouse Project on cannabis use of 16-year-olds in Australia. Journal of School Health, 74(1), 23-9.

CASEL, ECS, LSS. (2003). Making the Case for Social and Emotional Learning and Service-Learning. Denver, Co: Education Commission of the States. (Report)

Centre of Excellence for Youth Engagement. 2003. Youth Engagement and Health Outcomes: Is There a Link? (Review)

August GJ. Bloomquist ML., Realmuto GM, & Hektner JM (2007). The early risers "skills for success" program: A targeted intervention for preventing conduct problems and substance abuse in aggressive elementary school children. In P. Tolan, J. Szapocznik & S. Sambrano (Eds.), Preventing youth substance abuse: Science-based programs for children and adolescents. (pp. 137-158).

Paglia, A. (1998). Tobacco risk communication strategy for youth: A literature review. Ottawa, Canada: Health Canada

Spooner, C., & Heatherington, K. (2004). Social determinants of drug use [Tech. Rep. No. 228]. Sydney, Australia: University of New South Wales, National drug and alcohol research centre

Aboriginal Healing Foundation. (2006). Final Report of the Aboriginal Healing Foundation. Volume I. A Healing Journey: Reclaiming Wellness. Ottawa, Ontario: The Aboriginal Healing Foundation. Retrieved September 14, 2007 from http://www.ahf.ca/pages/download/28_13238

Erickson, P. G., & Butters, J. E. (2005). How Does the Canadian Juvenile Justice System Respond to Detained Youth with Substance Use Associated Problems? Gaps, Challenges, and Emerging Issues. Substance Use & Misuse, 40,(7), 953-973

Fullan, M. (2005). The Tri-Level Solution School/District/State Synergy. Retrieved 1/8, 2006 from http://www.saee.ca/policy/D_072_BII_LON.php

Hawe, P. (1998). Making sense of context-level influences on health. Health Educ Res, 13(4), i-iv.

Hawe, P., Riley, T., Shiel, E. (2001). Understanding Programs Within Their Context: Use of Inter-Organizational Network Analysis Within a Community Intervention Trial. Paris, France: International Union for Health Education and Health Promotion Conference.

D. Effect of Coordinated Programs and Services

D-1 On Health Overall (Including Substance abuse)

D-2 On Substance Abuse in Particular

Toumbourou, J.W., Stockwell, T., Neighbors, C., Marlatt, G.A., Sturge, J., & Rehm, J. (2007). Interventions to reduce harm associated with adolescent substance use: An international review. Lancet, 369, 1391-1401
Caulkins JP, Rydell CP, Everingham SS, Chiesa J, Bushway S. 1999. An ounce of prevention, a pound of uncertainty: The cost-effectiveness of school-based drug prevention programs. Santa Monica, CA: Rand Drug Policy Research Center. Vol. 23. (Cost Analysis)
Cuijpers P. 2002. Effective ingredients of school-based drug prevention programs. A systematic review. Addict Behav. 27(6):1009-23. (Review)
Canning U. Millward L, Raj T, Warm D. 2004. Drug Use Prevention Among Young People: A Review of Reviews. Health Development Agency. (Review)
Ennett ST, Ringwalt CL, Thorne J, Rohrbach LA, Vincus A, Simons-Rudolph A, Jones S. 2003. A comparison of current practice in school-based substance use prevention programs with meta-analysis findings. Prev Sci. 4(1):1-14. (Case Study)
Caulkins J, Rydell P, Everingham S, Chiesa J, Bushway S. 1999. An ounce of uncertainty: The cost-effectiveness of school-based drug prevention programs. Santa Monica, CA: RAND Drug Policy Research Center: (23):194. (Cost Analysis)
Botvin G, Botvin E, Ruchlin H. 1998. School-based approaches to drug abuse prevention: Evidence for effectiveness and suggestions for determining cost-effectiveness. Cost-Benefit/Cost-Effectiveness Research of Drug Abuse Prevention: Implications for Programming and Policy, NIDA Research Monograph 176. U.S. Department of Health and Human Services, National Institutes of Health. (Review)
Loxley, W., Toumbourou, J.W., & Stockwell, T. (2004). The prevention of substance use, risk and harm in Australia: A review of the evidence. Perth, Australia: Australian Government, Department of Health and Aging
Tunnard, J. (2002). Parental Drug Misuse: A Review of Impact and Intervention Studies. Research in practice.
Faggiano, F., Vigna-Taglianti, F.D., Versino, E., Zambon, A., Borraccino, A., Lemma, P. (2005). School-based prevention for illicit drugs’ use. Cochrane Database Syst Rev 2005 Apr 18;(2):CD003020.
Skara S, Sussman S. (2003). A review of 25 long-term adolescent tobacco and other drug use prevention program evaluation. Prev Med. 2003 Nov;37(5):451-74.
Tobler NS and Stratton HH. Effectiveness of School-Based Drug Prevention Programs: A Meta-Analysis of the Research. The Journal of Primary Prevention. 1997; 18(1): 71-128
Kumar, R., O’Malley, P.M., Johnston, L.D., Schulenberg, J.E., Bachman, J.G. (2002). Effects of school-level norms on student substance use. Prev Sci, 3(2), 105-124.
Midford, R.,Lenton, S., Hancock,L. (2000). A Critical Review and Analysis: Cannabis Education in Schools. New South Wales Department of Education and Training, Sydney.
National Drug Research Institute. (2002). The Prevention of Substance Use, Risk and Harm in Australia: A Review of the Evidence Commonwealth Department of Health and Ageing, Canberra.
Perry, C.L., Williams, C., Komro, K., Veblen-Mortenson, S., Stigler, M., Munson, K., Farbakhsh, K., Jones, R., Forster. J. (2002). Project Northland: Long-term outcomes of community action to reduce adolescent alcohol use. Health Education Research. 17(1):117-132. (Random Controlled Trial)
Roberts, G., McCall, D.S., Stevens-Lavigne, A., Anderson, J., Paglia, A., Bollenbach, S., Wiebe, J., Gliksman, L. (2001). Preventing Substance Use Problems Among Young People. A Compendium of Best Practices. Ottawa, ON: Office of Canada’s Drug Strategy, Health Canada.
Tobler, N. and Stratton, H. (1997). Effectiveness of school-based drug education programs: a meta analysis of the research. Journal of Primary Prevention 18: 1 pp 71-128.
Foxcroft DR, Ireland D, Lowe G, Breen R. Primary prevention for alcohol misuse in young people. The Cochrane Database of Systematic Reviews 2002, Issue 3. Comprehensive Models that Integrate Diseases and Risks and Coordinate Interventions
Canning U. Millward L, Raj T, Warm D. 2004. Drug Use Prevention Among Young People: A Review of Reviews. Health Development Agency. (Review)
Perry CL, Williams C, Komro K, Veblen-Mortenson S, Stigler M, Munson K, Farbakhsh K, Jones R, Forster J. 2002. Project Northland: Long-term outcomes of community action to reduce adolescent alcohol use. Health Education Research. 17(1):117-132. (Random Controlled Trial)
Botvin G, Botvin E, Ruchlin H. 1998. School-based approaches to drug abuse prevention: Evidence for effectiveness and suggestions for determining cost-effectiveness. Cost-Benefit/Cost-Effectiveness Research of Drug Abuse Prevention: Implications for Programming and Policy, NIDA Research Monograph 176. U.S. Department of Health and Human Services, National Institutes of Health. (Review)
Amuedo-Dorantes, C., Mach, T., & Clapp, J. D. (2004). The impact of schools on juvenile substance initiation and use. Prevention science, 5(2), 91-99.
Foxcroft, D., Ireland, D.J., Lister-Sharp, D., Lowe, G., & Breen, R. (2003). Longer-term primary prevention for alcohol misuse in young people: A systematic review. Addiction, 98, 397-411.
Hawks, D., Scott, K., & McBride, M. (2002). Prevention of psychoactive substance use: A selected review of what works in the area of prevention. Geneva, Switzerland: World Health Organization
Gottfredson, D.C., & Wilson, D.B. (2003). Characteristics of effective school-based substance abuse prevention. Prevention Science, 4(1), 27-38
Paglia, A., & Room, R. (1999). Preventing substance use problems among youth: A literature review and recommendations. Journal of Primary Prevention, 20(1), 3-50
Stewart, S.H., Conrod, P.J., Marlatt, G.A., Comeau, M.N., Thush, C,, Krank, M. (2005). New developments in prevention and early intervention for alcohol abuse in youths. Alcoholism: Clinical and Experimental Research, 29(2), 278-86
Stockwell, T., Gruenewald, P.J., Toumbourou, J.W., & Loxley, W. (2005). Recommendations for new directions in the prevention of risky substance use and related harms. Stockwell T, Gruenewald PJ, Toumbourou JW, Loxley W, editors. John Wiley & Sons Ltd.

Effects on Specific Behaviors, Skills, Beliefs or Attitudes Related to Substance Abuse

D-3 Effects On Learning (Educational achievement and school effectiveness)

Engberg, J., & Morral, A.R. (2006). Reducing substance use improves adolescents’ school attendance. Addiction, 101, 1741–1751
RAND. (2005). Classroom drug prevention works: But left unchecked, early substance use haunts older teens and young adults. Santa Monica, California: RAND. Full-Text: http://www.rand.org/publications/RB/RB4560/
Bryant, A.L., Schulenberg, J.E., O’Malley, P.M., Bachman, J.G., & Johnston, L.D. (2003). How academic achievement, attitudes, and behaviors relate to the course of substance use during adolescence: A 6-year, multiwave national longitudinal study. Journal of Research on Adolescence, 13(3), 361–397.
Engberg, J., & Morral, A.R. (2006). Reducing substance use improves adolescents’ school attendance. Addiction, 101, 1741–1751
Cox, R.G., Zhang, L., Johnson, W.D., & Bender, D.R. (2007). Academic performance and substance use: Findings from a state survey of public high school students. Journal of School Health, 77, 109-115.
Paternite, C. E., & Johnston, T.C. (2005). Rationale and strategies for central involvement of educators in effective school-based mental health programs. Journal of Youth and Adolescence, 34, 41–49.
Lynskey, M., & Hall, W. (2000). The effects of adolescent cannabis use on educational attainment: A review. Addiction, 95(11), 1621-1630.
Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. The Journal of Primary Prevention, 24(3)

E. Use of Evidence-based Interventions (Differentiate among universal, indicated programs etc)

E-1 Policy Interventions

Evans-Whipp T, Beyers J, Lloyd S, Lafazia A, Toumbourou J, Arthur M, Catalano R. 2004. A review of school drug policies and their impact on youth substance abuse. Health Promotion International. 19(2):227-234. (Review)
Small, M.L., Jones, S.E., Barrios, L.C., Crossett, L.S., Dahlberg, L.L., & Albuquerque, M.S. (2001). School policy and environment: Results from the school health policies and programs study 2000. Journal of School Health, 71(7), 325-334
Hemphill, S., Toumbourou, J., Herrenkohl, T., McMorris, B., & Catalano, R. (2006). The effect of school suspensions and arrests on subsequent adolescent antisocial behavior in Australia and the United States. Journal of Adolescent Health, 39(5), 736-744
Brener, N.B., Kann, L., McManus, T., Stevenson, B., Wooley, S.F. (2004). The relationship between school health councils and school health policies and programs in US schools. Journal of School Health, 74(4), 130-135

E-2 Instructional Interventions (Focus on general as well as specific skills, specific functional knowledge, normative beliefs, teacher skills, support for instruction, better scope/sequence of curricula)

Cuijpers P. 2002. Effective ingredients of school-based drug prevention programs. A systematic review. Addict Behav. 27(6):1009-23. (Review)
Canning U. Millward L, Raj T, Warm D. 2004. Drug Use Prevention Among Young People: A Review of Reviews. Health Development Agency. (Review)
Ontario Public Health Research, Education & Development Program. 1999. Using school-based programs to reduce adolescent risk behaviour. Effective Public Health Practice Project. (Review)
Botvin G, Botvin E, Ruchlin H. 1998. School-based approaches to drug abuse prevention: Evidence for effectiveness and suggestions for determining cost-effectiveness. Cost-Benefit/Cost-Effectiveness Research of Drug Abuse Prevention: Implications for Programming and Policy, NIDA Research Monograph 176. U.S. Department of Health and Human Services, National Institutes of Health. (Review)
Ministry of Youth Development. (2003). Effective drug education for young people: literature review and analysis. Retrieved August 29, 2007 from http://www.myd.govt.nz
McBride, N. (2003). A systematic review of school drug education. Health Education Research: Theory and Practice, 18(6), 729-742.
Dusenbury, L., Falco, M., & Lake, A. (1997). A review of the evaluation of 47 drug abuse prevention curricula available nationally. Journal of School Health, 67(4), 127-132
White, D., & Pitts, M. (1998). Educating young people about drugs: A systematic review. Addiction, 93(10), 1475-1487

Widely Used Programs

Eisen, M., Zellman, G. L., & Murray, D. M. (2003). Evaluating the lions-quest "skills for adolescence" drug education program. second-year behavior outcomes. Addictive Behaviors, 28(5), 883-897.
Perry, C. L., Komro, K. A., Veblen-Mortenson, S., Bosma, L. M., Farbakhsh, K., Munson, K. A., et al. (2003). A randomized controlled trial of the middle and junior high school D.A.R.E. and D.A.R.E. plus programs. Archives of Pediatrics & Adolescent Medicine, 157(2), 178-184.
West, S.L., O'Neal, K.K. (2004).Project D.A.R.E. Outcome effectiveness revisited. American Journal of Public Health, 94(6), 1027-9.
Perry CL, Williams C, Komro K, Veblen-Mortenson S, Stigler M, Munson K, Farbakhsh K, Jones R, Forster J. 2002. Project Northland: Long-term outcomes of community action to reduce adolescent alcohol use. Health Education Research. 17(1):117-132. (Random Controlled Trial)

Focus on Skills, Beliefs, Functional Behaviours

Botvin, G. J. (2000). Preventing drug abuse in schools: Social and competence enhancement approaches targeting individual-level etiologic factors. Addictive Behaviors, 25(6), 887-897
Coggans, N., Cheyne, B., & McKellat, S. (2002). The life skills training drug education programme: A review of research. Retrieved August 31, 2007 from http://www.drugmisuse.isdscotland.org/eiu/pdfs/eiu_lifeskl.pdf
Griffin, K. W., Botvin, G. J., & Nichols, T. R. (2004). Long-term follow-up effects of a school-based drug abuse prevention program on adolescent risky driving. Prevention science: the official journal of the Society for Prevention Research, 5(3), 207-212.
Griffin, K. W., Botvin, G. J., & Nichols, T. R. (2006). Effects of a school-based drug abuse prevention program for adolescents on HIV risk behavior in young adulthood. Prevention science : the official journal of the Society for Prevention Research, 7(1), 103-112.
Orlando, M., Ellickson, P. L., McCaffrey, D. F., & Longshore, D. L. (2005). Mediation analysis of a school-based drug prevention program: Effects of project ALERT. Prevention Science, 6, 35-46.
Agostinelli, G. & Grube, J. (2002). Alcohol counter-advertising and the media: A review of recent research. Alcohol Research and Health, 26(1), 15-21

E-3 Health, Addictions and Other Services Interventions

Abrams, D. B., & Clayton, R. R. (2001). Transdisciplinary research to improve brief interventions for addictive behaviors. In P. M. Monti, S. M. Colby & T. A. O'Leary (Eds.), Adolescents, alcohol, and substance abuse: Reaching teens through brief interventions. New York: The Guilford Press
Hartling L, Wiebe N, Russell K, Petruk J, Spinola C, Klassen TP. Graduated driver licensing for reducing motor vehicle crashes among young drivers. The Cochrane Database of Systematic Reviews 2004, Issue 2.
Chafouleas, S. M., & Whitcomb, M. (2004). Integrating home, school, and community resources: Evaluation of a district-wide prevention program. Reclaiming Children and Youth: The Journal of Strength-based Interventions, 12(4), 7-203.
Cho, H., Hallfors, D. D., & Sanchez, V. (2005). Evaluation of a high school peer group intervention for at-risk youth. Journal of abnormal child psychology, 33(3), 12-363.
Coggans, N., Evans, R., & O'Connor, L. (1999). Drug education and effectiveness: The contribution of the police service to work in schools. Early Child Development and Care, 157, 109-145.
White D, Buckley E, Hassan J (2004) Literature Review on the Role of External Contributors in School Drug, Alcohol and Tobacco Education Dept of Education and Skills, UK
Hammond A,, Sloboda Z, Tonkin P, Stephens R, Teasdale B, Grey SF Williams J (2007) Do adolescents perceive police officers as credible instructors of substance abuse prevention programs? Health Educ Res. 2007 Oct 17; [Epub ahead of print]
Stormshak, E.A., Dishion, T.J., Light, J., & Yasui, M. (2005). Implementing family-centered interventions within the public middle school: Linking service delivery to change in student problem behavior. Journal of Abnormal Child Psychology, 33(6), 723-733
Ball, J. (2006). Early Childhood Care and Development Programs as Hook and Hub: Promising Practices in First Nations Communities. University of Victoria. School of Child and Youth Care, Early Childhood Development Intercultural Partnerships Programs Report. Victoria, British Columbia, Canada.
Fromme, K., Brown, S.A. (2000). Empirically based prevention and treatment approaches for adolescent and young adult substance use. Cognitive and Behavioral Practice, 7(1), 61-4
Goodson, B.D. (2005). Parent support programs and outcomes for children. In Tremblay, R., Barr, R., Peters, R. (eds.), Encyclopedia on Early Child Development. Montreal, QC: Centre of Excellence for Early Childhood Development

E-4 Social Support Interventions

Janosz, M., Georges, P., Parent, S. (1998). L’environnement éducatif à l’école secondaire : un modèle théorique pour guider l’évaluation du milieu. Revue Canadienne de Psycholo-Éducation, 27(2), 285-306. (Review)
McEvoy, A., Welker, R. (2000). Antisocial behavior, academic failure and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8, 130-140. (Review)
Tait RJ, Hulse GK. 2003. A systematic review of the effectiveness of brief interventions with substance using adolescents by type of drug. Drug Alcohol Rev. 22(3):337-46. (Review)
Gates S, McCambridge J, Smith LA, Foxcroft DR. Interventions for prevention of drug use by young people delivered in nonschool settings. The Cochrane Database of Systematic Reviews 2006, Issue 1. (Review)
Black, D. R., Tobler, N. S., & Sciacca, J. P. (1998). Peer helping/involvement: An efficacious way to meet the challenge of reducing alcohol, tobacco, and other drug use among youth? Journal of School Health, 68(3), 87-93 (Review)
Gorman-Smith, D., Tolan, P., Henry, D. B., Quintana, E., Lutovsky, K., & Leventhal, A. (2007). Schools and families educating children: A preventive intervention for early elementary school children. In P. Tolan, J. Szapocznik & S. Sambrano (Eds.), Preventing youth substance abuse: Science-based programs for children and adolescents. (pp. 113-135). Washington, DC, US: American Psychological Association.
Kumpfer, K.L., Alvarado, R., & Whiteside, H.O. (2003). Family-based interventions for substance use and misuse prevention. Substance Use and Misuse, 38(11-13), 1759-1787
Adelman, H.S., & Taylor, L. (2003). Creating school and community partnerships for substance abuse prevention programs. The Journal of Primary Prevention, 23(3)
Perry, C. L., Williams, C. L., Komro, K.A., Veblen-Mortenson, S., Stigler, M.H., & Munson, K. (2002). Project Northland: Long-term outcomes of community action to reduce adolescent alcohol use. Health Education and Behavior, 17(1), 117-132
Spoth, R.L., Redmond, C., Trudeau, L., & Shin, C. (2001). Longitudinal substance initiation outcomes for a universal preventive intervention combining family and school programs. Psychology of Addictive Behaviors, 16(2), 129-134.
DuBois, D.L., Holloway, B.E., Valentine, J.C., Cooper, H. (2002). Effectiveness of mentoring programs for youth: A meta-analysis review. Am J Community Psychol, 30(2), 157-197

E-5 Physical Environment Interventions

Jones, S. E., Brener, N. D., McManus, T. (2003). Prevalence of school policies, programs, and facilities that promote a healthy physical school environment. American Journal of Public Health, Sep;93(9), 1570-1575

F. Use of Evidenced-based Implementation Strategies (eg planned use of diffusion or education change theories), Capacity Building (eg knowledge exchange, workforce development, monitoring) and Strategic Consideration of System/Agency/School Characteristics (eg teacher work life research-use of lesson plans, school improvement research, open, loosely-coupled, bureaucratic systems)

F-1 Use of Diffusion and Education Change Knowledge/Theory

Reimer, B., Sawka, E., James, D. (2005). Improving research transfer in the addictions field: A perspective from Canada. Substance use and Misuse, 40(11), 1707-1720.
Rogers, E. M. (1995). Diffusion of drug abuse prevention programs: Spontaneous diffusion, agenda setting, and reinvention. NIDA Research Monograph, 155, 90-105.
Greenhalgh,J., Robert, G., Macfarlane, F., Bate, P., Kyriakidou, O. (2004). Diffusion of innovations in service organizations: Systematic review and recommendations. The Milbank Quarterly, 83(1), 177-178
McCormick, L.K., Steckler, A.B., McLeroy, K.R. (1995). Diffusion of innovations in schools. A study of adoption and implementation of school-based tobacco prevention curricula. American Journal of Health Promotion, 9(3), 210-219.
Grimshaw, J. M., Thomas, R. E., MacLennan, G., Fraser, C., Ramsay, C. R., Yale, L. et al. (2004). Effectiveness and efficiency of guideline dissemination and implementation strategies. Health Technology Assessment, Feb;8(iii-iv), 1-72
Ennett, S.T., Ringwalt, C. L., Thorne, J., Rohrbach, L.A., Vincus, A., Simons-Rudolph, A., & Jones, S. (2003). A comparison of current practice in school-based substance use prevention programs with meta-analysis findings. Prevention Science, 4(1), 1-14
Hallfors, D., Cho, H., Sanchez, V., Khatapoush, S., Kim, H. M., & Bauer, D. (2006). Efficacy vs effectiveness trial results of an indicated "model" substance abuse program: Implications for public health. American Journal of Public Health, 96(12), 2254-2259.
Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W.B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research: Theory and Practice, 18(2), 237-256
Wenter, D.L. Ennett, S.T. Ribisl, K.M., Vincus, A.A., Rohrback, L., Ringwalt, C.L., Jones, S.M. (2002). Comprehensiveness of substance use prevention programs in U.S. middle schools. J Adolesc Health, 30(6), 455-462.
Sobeck, J.L., Abbey, A., & Agius, E. (2006). Lessons learned from implementing school-based substance abuse prevention curriculum. Children & Schools, 28(2).
Brounstein, P.J., Gardner, S.E., & Backer, T.E. (2006). Research to practice: Efforts to bring effective prevention to every community. The Journal of Primary Prevention, 27(1)
Petrosino, A. (2003). Standards for Evidence and Evidence for Standards: The Case of School-Based Drug Prevention. The Annals of the American Academy of Political and Social Science, 587(1), 180-207
Murnane, A., Snow, P., Farringdon, F., Munro, G., Midford, R., & Rowland, B. (2002). National school drug education strategy. Effective implementation practice in relation to school drug education. Perth, Australia: National Drug Research Institute, Curtin University
Ringwalt, C.L., Ennett, S., Johnson, R., Rohrbach, L.A., Simons-Rudolph, A., Vincus, A., & Thorne, J. (2003). Factors associated with fidelity to substance use prevention. Curriculum guides in the nation’s middle schools. Health Education & Behavior, 30(3), 375-391
Fullan, M. The Three Stories of Education Reform: Inside; Inside/Out; Outside/In. Retrieved 01/08, 2006 from http://www.cdl.org/resource-library/articles/education_reform.php?type=author&id=12
Gingiss, P.M., Roberts-Gray, C., Boerm, M. (2006). Bridge-It: A system for predicting implementation fidelity for school-based tobacco prevention programs. Prev Sci, May 23.
Glasgow, R.E., Klesges, L.M., Dzewaltowski, D.A., Estabrooks, P.A. Vogt, T.M. (2006). Evaluating the impact of health promotion programs: Using the RE-AIM framework to form summary measures for decision-making involving complex issues. Health Education Research, 21(5), 688-694
Gingiss, P.L. (1993). Peer coaching: Building collegial support for using innovative health programs. Journal of School Health, 63(2), 79-85
Green, L.W., Kreuter, M.W. (1991). Health Promotion Planning: An Educational and Environmental Approach. 2nd Edition. Mountainview, CA: Mayfield
Fullan, M. (1991). The New Meaning of Educational Change. Toronto, ON: OISE Press
Potts-Datema W, Smith BJ, Taras H, Lewallen TC, Bogden JF, Murray S. (2005) Successful strategies and lessons learned from development of large-scale partnerships of national non-governmental organisations. : Promot Educ. 2005;12(3-4):131-7
Zarraga-Oberty, C., de Saa-Perez, P. (2006). Work teams to favor knowledge management: Towards communities of practice. European Business Review, 18(1), 60-76.

F-2 Use of Capacity-Building Knowledge/Theory and Sustainability

Han, S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665-679
Yeatman, H. R., Nove, T. (2002). Reorienting health services with capacity building: A case study of the core skills in health promotion project. Health Promotion International, Dec;17(4), 341-350.
Johnson, K., Hays, C., Daley, C., & Hayden Center. (2004). Building capacity and sustainable prevention innovations: A sustainability planning model. Evaluation and Program Planning, 27, 135-149
Pentz, M.A., Jasuja, G.K., Rohrbach, L.A., Sussman, S., & Bardo, M.T. (2006). Translation in tobacco and drug abuse prevention research. Evaluation & the Health Professions, 29(2), 246-271
Swisher, J.D. (2000). Sustainability of prevention. Addictive Behaviors, 25, 965-973 Roche, A.M. (2002). Workforce development issues in the AOD field: A briefing paper for the inter-governmental committee on drugs. Adelaide, Australia: National Centre for Education and Training on Addiction
Bond, L., Glover, S., Godfrey, C., Butler, H., & Patton, G.C. (2001). Building capacity for system-level change in schools: Lessons from the gatehouse project. Health Education and Behavior, 28(3), 368-383
Inchley, J., Muldoon, J., & Currie, C. (2007). Becoming a health promoting school: Evaluating the process of effective implementation in Scotland. Health Promotion International, 22(1), 65-71
Midford, R., Wilkes, D., & Young, D. (2005). Evaluation of the in touch training program for the management of alcohol and other drug use issues in schools. Journal of Drug Education, 35(1), 1-14.
Merrill, J.C., Pinsky, I., Killeya-Jones, L.A., Sloboda, Z., & Dilascio, T. (2006). Substance abuse prevention infrastructure: A survey-based study of the organizational structure and function of the D.A.R.E. program. Substance Abuse Treatment, Prevention and Policy. 1(25)
Adams, J.D. (1988). Creating critical mass to support change, The OD Practitioner, 29(2)
Dressendorfer, R. H., Raine, K., Dyck, R. J., Plotnikoff, R. C., Collins-Nakai, R. L., McLaughlin, W. K. et al. (2005). A conceptual model of community capacity development for heart health promotion in the Alberta Heart Health Project. Health Promotion Practice, Jan;6(1), 31-36
Dusenbury, L., Brannigan, R., Hansen, W.B., Walsh, J., Falco, M. (2005). Quality of implementation: Developing measures crucial to understanding the diffusion of preventive interventions. Health Education Research, 20(3), 308-313.
Earl, L., Fullan, M. (2003). Using data in leadership for learning. Cambridge Journal of Education, Nov;33 (3), 384-394
Ebbesen, L.S., Health, S., Naylor, P.J., Anderson, D. (2004). Issues in measuring health promotion capacity in Canada: A multi-province perspective. Health Promotional International, 19(1), 85-94
Edge, K. (2005). Powerful public sector knowledge management: A school district example. Journal of Knowledge Management, 9(6), 42-52
Germann, K., Wilson, D. (2004). Organizational capacity for community development in regional health authorities: A conceptual model. Health Promotion International, Sep;19(3), 289-298
Hawe, P., Noort, M., King, L., Jordens, C. (1997). Multiplying health gains: The capital role of capacity building with health promotion programs. Health Policy, 39, 29-42.
Hord, S.M. (1997). Professional Learning Communities: Communities of Continuous Inquiry and Improvement. Austin, Texas: Southwest Educational Development Laboratory.
Ottoson, J.M., Streib, G., Thomas, J.C., Rivera, M., Stevenson, B. (2004). Evaluation of the National School Health Coordinator Leadership Institute. Journal of School Health, 74(5), 170-176.
Pluye, P., Potvin, L., Denis, J. L., Pelletier, J. (2004). Program sustainability: Focus on organizational routines. Health Promotion International, Dec;19(4), 489-500
Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. Currency Doubleday.
Swerissen, H., Crisp, B.R. (2004). The sustainability of health promotion interventions for different levels of social organizations. Health Promotion International, 19(1), 123-130.

F-3 Consideration of Ecology and System Characteristics

Tuohy, D., Coghlan, D. (1997). Development in schools: A systems approach based on organizational levels. Educational Management & Administration, 25(1), 65-77.
Weijck, J. (1982). Administering education in loosely-coupled school. Phi Delta Kappan, 63, 673-676.
Deschenes, M., Martin, C., Jomphe-Hill, A. (2003). Comprehensive approaches to school health promotion. How to achieve broader implementation. Health Promotion International, 18(4), 387-396.
Rowling, L., Jeffreys, V. (2006). Capturing complexity: Integrating health and education research to inform health-promoting schools policy and practice. Health Education Research, 21(5), 705-718.
Southwest Educational Development Laboratory. The Ecology of the School. Retrieved 8/17, 2006 from http://www.sedl.org/change/school/ecology.html.
Hausman, A. J., Ruzek, S. B. (1995). Implementation of comprehensive school health education in elementary schools: Focus on teacher concerns. Journal of School Health, Mar;65(3), 81-86
Perry, C.L., Murray, D.M., Griffin, G. (1990). Evaluating the statewide dissemination of smoking prevention curricula: Factors in teacher compliance. Journal of School Health, 60(10), 501-504.
Ringwalt, C., Ennett, S.T., Vincus, A.A., Rohrback, L.A., Simons-Rudolph, A. (2004). Who’s calling the shots? Decision-makers and the adoption of effective school-based substance use prevention curricula. J Drug Educ, 34(1), 19-31.
Stokols, D. (1996). Translating social ecological theory into guidelines for community health promotion. American Journal of Health Promotion, 10, 282-298.
Flannery, D.J., Torquati, J. (1993). An elementary school substance abuse prevention program: Teacher and administrator perspectives. Journal of Drug Education, 23(4), 387-397.
Schaafsma, H. (1997). A networking model of change for middle managers. Leadership & Organization Development Journal, 18(1), 41-49.
Toumbourou, J.W., Rowland, B., Jefferies, A., Butler, H., & Bond, L. (2004). Preventing drug-related harm through school re-organisation and behavior management [Prevention research evaluation report No. 12]. Melbourne: Australian Drug Foundation.
Rohrbach, L.A., Ringwalt, C.L., Ennett, S.T., & Vincus, A.A. (2005). Factors associated with adoption of evidence-based substance use prevention curricula in US school districts. Health Education Research, 20(5), 514-526
Ringwalt, C.L., Ennett, S., Johnson, R., Rohrbach, L.A., Simons-Rudolph, A., Vincus, A., & Thorne, J. (2003). Factors associated with fidelity to substance use prevention. Curriculum guides in the nation’s middle schools. Health Education & Behavior, 30(3), 375-391.
Stigler, M.H., Perry, C.L., Komro, K.A., Cudeck, R., & Williams, C.L. (2006). Teasing apart a multiple component approach to adolescent alcohol prevention: What worked in project northland? Prevention Science, 7, 269-280
Richard, L., Gauvin, L., Potvin, L., Denis, J. L., Kishchuk, N. (2002). Making youth tobacco control programs more ecological: Organizational and professional profiles. American Journal of Health Promotion, May-Jun;16(5), 267-279.
Berryhill, J.C., & Prinz, R.J. (2003). Environmental interventions to enhance student adjustment: Implications for prevention. Prevention Science, 4(2)
Payne, A.A., Gottfredson, D.C., & Gottfredson, G.D. (2006). School predictors of the intensity of implementation of school-based prevention programs: Results from a national study. Prevention Science, 7(2), 225-237
Alavi, S.B., McCormick, J. (2004). A cross-cultural analysis of the effectiveness of the Learning Organization model in school contexts. International Journal of Educational Management, 19(7), 408-416
Aldrich, H. E. (1971). Organizational boundaries and interorganizational conflict. Human Relations, Aug;24(4), 279-293
American Association of School Administrators. (1999). Systems thinking: Untangling the Gordian knots of systemic change. Strategies for School System Leaders on District Level Change, 6(1).
Anderson, D., Plotnifoff, R.C., Raine, K., Cook, K. Smith, C., Barrett, L. (2004). Towards the development of scales to measure ‘will’ to promote heart health within health organizations in Canada. Health Promotion International, 19(4), 471-81
Austin, S.B., Fung, T., Cohen-Bearak, A., Wardle, K., Cheung, L.W.Y. (2006). Facilitating change in school health: A qualitative study of schools’ experiences using the School Health Index. Preventing Chronic Disease. Public Health Research, Practice and Policy. 3(2), 1-8.
Badovinac, K. (1994). Principals' perceptions of school-based tobacco prevention. Canadian Journal of Public Health, Mar-Apr;85(2), 93-94.
Bellinger, G. (2004). Bureaucracy & Organizational Politics. Retrieved 6/25, 2006 from http://www.systems-thinking.org/bop/bop.htm
Boyd, W.L., Crowson R.L. (2002). The quest for a new hierarchy in education: From loose coupling back to tight?Journal of Educational Administration, 40(6), 521-533
Champagne, R., Leduc, N., Denis, J.L., Pineault, R. (1993). Organizational and environmental determinants of the performance of public health units. Soc Sci Med, 37(1), 85-95.
Church, A. H. (1994). The character of organizational communication: A review and new conceptualization. The International Journal of Organizational Analysis, Jan;2(1), 18-53.
Couglan, R. J. (1970). Social structure in relatively closed and open schools. Educational Administration Quarterly, May;6(2), 14-35.
Davies, P., Coates, G. (2005). Competing conceptions and values in school strategy: Rational planning and beyond. Educational Management Administration & Leadership, 33(1), 109-124
Fusarelli, L.D. (2002). Tightly-coupled policy in loosely coupled system: Institutional capacity and organizational change. Journal of Educational Administration,40(6), 561-575.
Goldman, K. D. (1994). Perceptions of innovations as predictors of implementation levels: The diffusion of a nationwide health education campaign. Health Education Quarterly, Winter;21(4), 433-445.
Goodman, R.M., McLeroy, K.R., Steckler, A.B., Hoyle, R.H. (1993). Development of level institutional scales for health promotion programs. Health Education Quarterly, 29(2), 161.178
Goodman, R.M., Steckler, A.B., Kegler, M.C. (1996). Mobilizing organizations for health enhancement: Theories of organizational change. In K. Glanz, M.F. Lewis & B.K, Rimers (eds.), Health Behavior and Health Education: Theory, Research and Practice (pp. 287-314). San Francisco: Jossey-Bass
Jones, R. A., Jimmieson, N. L., Griffiths, A. (2005). The impact of organizational culture and reshaping capabilities on change implementation success: The mediating role of readiness for change. Journal of Management Studies, Mar;42(2), 361-386.
Leischow, S.J., Milstein, B. (2006). Systems thinking and modeling for public health practice. American Journal of Public Health, 96(3), 403-405.
Levesque, L., Richard, L., Potvin, L. (2000). The ecological approach in tobacco-control practice: Health promotion practitioner characteristics related to using the ecological approach. American Journal of Health Promotion, Mar-Apr;14(4), 244-252.
Lortie, D.C. (2002). School Teacher: A Sociological Study. Chicago, IL: University of Chicago Press.
Zeichner, K., Gore J. (1990). Teacher socialization in W.R. Houston (ed.) Handbook of Research on Teacher Education, New York, NY: Macmillan.
Melia, K.M. (1998). Learning and working: The occupational socialization of nurses. In Mackay, L., Soothill, K., Media, K. (eds.). Classic Texts in Health Care. Elsevier Health Sciences.
Robinson S.E. (2004). Punctuated equilibrium, bureaucratization, and budgetary changes in schools. Policy Studies Journal, 32(1), 25.
Schraeder, M., Tears, R.S., Jordan, M.H. (2005). Organizational culture in public sector organizations: Promoting change through training and leading by example. Leadership and Organization Development Journal, 26(6), 492-502.
Markova, D., Holland B.M., (2005). Appreciative inquiry: A strategy for change in systemic leadership that builds on organizational strengths, not deficits. School Administrator, 62(2), 30.

F-4 Consideration of Community or Cultural Contexts (Disadvantaged Communities, Urban Communities/Inner City Communities/Multi-ethnic Communities Rural Communities, Aboriginal Communities/Schools, Faith-based/Heritage-based /Cultural Communities/Schools Affluent Communities/Private Schools)

G Questions related to Future and Current Research

Major knowledge/practice/policy questions and draft or existing research agendas

Use of new research methods (beyond RCT’s)

Methodological Issues and Questions

A. Overview & Theory

dmccall — Tue, 03 Feb 2009 18:12:09 CST

This section of our wiki-bibliography includes references on these topics. All of these topics relate to a new, more ecological and systems-based approach to SH promotion. Please go directly to those pages see that content or to add other references.

We have developed three simple frameworks for listing research references and reports/resources in this Bibliography. They are attached to this page (Scroll to bottom of this page) and address health/social topics/behaviours, general and specific school health interventions and a variety of populations for which overall approaches, combinations of programs and adapted programs should be developed.

4. Mental Health and Illness (Stress, Suicide, Disorders)

dmccall — Wed, 21 Jan 2009 11:20:19 CST

Prevalence, Nature of Mental Health Problems and Mental Illnesses

Impact of the School Environment

World Health Organization. Creating an Environment for Emotional and Social Well-Being. An Important Responsibility of a Health-Promoting and Child Friendly School. (Report)

Dewitt, D., Akst, L., Braun, K., Lefebvre, L., McKee, C., Rye, B.J., Shain, M. (2002). Sense of School Membership: A Mediating Mechanism Linking Student Perceptions of School Culture With Academic and Behavioural Functioning. Toronto, ON: Centre for Addiction and Mental Health.

Effectiveness, Costs, and Benefits of Interventions

Ploeg J. Ciliska D, Baunton G, MacDonnell J, Obrien M. 1999. The Effective of School-Based Curriculum Suicide Prevention Programs for Adolescents. Toronto, ON: Ontario Public Health Association. (Review)

Rones M, Hoagwood K. 2000. School-based mental health services. A research review. Clinical Child and Family Psychology Review, 3(4). (Review)

Mental Health in Schools Center. 2004. Addressing Barriers to Student Learning & Promoting Health Development: A Usable Research-Base. UCLA. (Research Database)

Health Promotion Division. 2004. Research Bulletin: Mental Health. Cardiff, Wales: Office of the Chief Medical Officer, Welsh Assembly. (Review)

Wells J, Barlow J, Stewart-Brown S. 2003. A systematic review of universal approaches to mental health promotion in schools. Health Education. 103(4):197-220. (Review)

World Health Organization. Creating an Environment for Emotional and Social Well-Being. An Important Responsibility of a Health-Promoting and Child Friendly School. (Report)

Elias, M. Academic and social-emotional learning. Educational Practices Series. (Report)

Browne, G., Gafni, A., Roberts, J., Byrne, C., Majumdar, B. (2004). Effective/efficient mental health programs for school age children: a synthesis of reviews. Social Science and Medicine 58:1367-1384

Zins, J.E., Weissberg, R.P., Wang, M.C. and Walberg, H.J. (eds) (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

Kurtz, Zarrina. (2004). What Works in Promoting Children’s Mental Health? The Evidence and the Implications for Sure Start Settings. Nottingham, England: DfES.

Tony Newman. (2004). What Works in Building Resilience? Barkingside, England: Barnardo’s.

Bond, L., Thomas, L., Coffey, C., Glover, S., Butler, H., Carlin, J.B., Patton, G. (2004). Long-term impact of the Gatehouse Project on cannabis use of 16-year-olds in Australia. Journal of School Health, 74(1), 23-9.

CASEL, ECS, LSS. (2003). Making the Case for Social and Emotional Learning and Service-Learning. Denver, Co: Education Commission of the States. (Report)

Janosz, M., Georges, P., Parent, S. (1998). L’environnement éducatif à l’école secondaire : un modèle théorique pour guider l’évaluation du milieu. Revue Canadienne de Psycholo-Éducation, 27(2), 285-306.

McEvoy, A., Welker, R. (2000). Antisocial behavior, academic failure and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8, 130-140.

Merry S, McDowell H, Hetrick S, Bir J, Muller N.Psychological and/or educational interventions for the prevention of depression in children and adolescents. The Cochrane Database of Systematic Reviews 2004, Issue 2

Comprehensive Models that Integrate Diseases and Risks and Coordinate Interventions

Centre of Excellence for Youth Engagement. 2003. Youth Engagement and Health Outcomes: Is There a Link? (Review)

World Health Organization. Creating an Environment for Emotional and Social Well-Being. An Important Responsibility of a Health-Promoting and Child Friendly School. (Report)

Patton, G.C., Glover, S., Bond, L., Butler, H., Godfrey, C., Di Pietro, G., Bowes, G. (2000). The Gatehouse Project: A systematic approach to mental health promotion in secondary schools. Australian and New Zealand Journal of Psychiatry, 34, 586-593.

Coordinated Community-Agency-School-Professional Programs

Policy Interventions

Rones M, Hoagwood K. 2000. School-based mental health services. A research review. Clinical Child and Family Psychology Review, 3(4). (Review)

Bjornstad G, Montgomery P. Family therapy for attention-deficit disorder or attention-deficit/hyperactivity disorder in children and adolescents. The Cochrane Database of Systematic Reviews 2005, Issue 2.= o ns = "urn:schemas-microsoft-com:office:office" />

Hazell P, O'Connell D, Heathcote D, Henry D. Tricyclic drugs for depression in children and adolescents. The Cochrane Database of Systematic Reviews 2002, Issue 2.

Instructional Interventions

Health Services Interventions

Social Support Interventions

Physical Environment Interventions

dmccall — Fri, 12 Dec 2008 10:36:34 CST

Note to Contributors: This document is organized around elements or components of school health promotion as well as the specific health and social problems relevant to school-age children and youth. There are several references that fit into more than one category or topic, so contributors are asked to read the various categories before adding references. The topics that are listed and linked to this page are as follows:

A. Overview and theory about Healthy Schools, Community Schools, Safe Schools

Approaches, Historical Development, Future Trends)
The Impact of the School’s Environment on Health & Social Development
The Connection between Health, Learning & Social Development
Understanding Context (Ecological approach, systems thinking)
Effectiveness of Comprehensive Approaches, Coordinated Programs
Building Capacity to Sustain SH Programs: Overview
Addressing System Characteristics to Implement and Sustain SH Programs
Related Health Promotion, Learning, Social Development Theories
Related Diffusion, Systems, Change, Implementation and Sustainability Theories
Cost benefits/effectiveness of SH Programs
Research Methods in SH Promotion

B The Elements/Components of CSH, CSHP, HPS Frameworks

School health policy & macro policy issues related to CSH, CSHP, HPS
Coordination in CSH/CSHP/HPS (Interministry, Interagency, Inter-professional, SH Coordinators, SH Committees
Curriculum & Instruction
Positive Social Environment (Parent Involvement, Youth Engagement, Staff Wellness, Community Support)
Health and Other Services (Health Services, Social Services, Mental Health, Police Services, Nutrition Services, After School Programs, Pre-school Programs, etc)
Healthy Physical Environment and Practical Resources (Grounds, Facilities, Transportation, Air Quality, Equipment, Lighting, Noise, Natural Light etc)

C. Adressing the Development, Needs and Results of the Whole Child, All Children

C.1 Ages and Stages in Child and Youth Development

Pre-natal (how schools can prepare parents-to-be See Family Living skills)
Early Childhood
Middle Childhood
Adolesence
Young adulthood

C.2 Addressing Specific Health, Personal & Social Problems, Behaviours, Skills, Genetic Conditions or SES Factors

1. Injury Prevention

2. Addictions (Alcohol, Drugs, Medications, Gambling)

3. Tobacco

4. Mental Health and Illness (Self-Image, Stress, Suicide, Disorders)

5. Child Abuse & Neglect/Family Violence/Child Sexual Abuse

6. Sexual Health (STI/HIV-AIDS/Reproductive Health)

7. Family Living/Home Economics/Consumer skills

8. Physical Activity (Active living, sports, fitness)

9. Nutrition (Healthy eating, overeating, eating disorders, food safety; food security)

10. Environmental Health (Asthma, Allergies, Air Quality, Water quality, Radon etc)

11. Equity (Gender, Race, Culture Factors)

12. Anti-social Behaviours (Bullying, Harassment)

13. Crime & Delinquency (Gangs, Theft, Violence etc)

14. Pro-social Behaviours, Citizenship education (Civic Participation, Community Service, Responsibility to Others)

15. Personal Development (Critical Thinking, Decision-making, Ethics, Morals, Spirituality/Faith/Religion)

16. Emergency Preparedness

17. Oral & Dental Health

18. Healthy Physical Growth & Development

19. Infectious Diseases & Hygiene (Pandemics, Sanitation, Parasites)

20. Chronic Diseases (Obesity, Diabetes, etc)

21. Genetic Conditions

22. Intellectual and physical disabilities

23. Media Literacy/Corporate Influences/Social Influences

24. Social Skills/Competencies

C.3 Broad generic outputs at end of schooling

Connectedness to school, staying in school, access/aptitude to life-long learning and training
Basic health literacy for all
Lifelong regard for own health, physical activity, family life, work balance
Interest, exploration in health and related careers
Social responsibility and community service orientation
Personal ethics, morals, character, spirituality, (including instruction in religous beliefs for some schools)
Psychological development (resilience, self-knowledge, etc)
Reduced disparities (more equitable) in health, life, learning, work opportunities

D Increasing Effectiveness: Implementing School Health Promotion in Different Contexts

1. Low Income countries, states or provinces/territories

2. Low Income communities in high or middle income countries/states/provinces/territories

3. Aboriginal communities

4. Communities disrupted by War, Disaster, Disease

5. Multi-ethnic or ethnic Communities
6. Religious communities

6. Rural, isolated communities

E. Increasing Effectiveness: More comprehensiveness, better coordination of programs, services, policies

Addressing clusters of behaviours and conditions
Multi-level implementation
Programs with impacts on several problems

F. Increasing Effectiveness: Linking to educational mandates, outcomes and constraints

Convergence/divergence with functions of schooling
Integrating with regular school processes
Recognizing constraints and opportunities

G Evidence-based Implementation, key local drivers, pther mechanisms

Planned use of evidence on diffusion, implmentation
Addressing key drivers and barriers

G. Increasing Effectiveness: Building System, Agency, School, Professional, Community & Family Capacity

Systems Capacities
Agency Capacities
School Capacities
Professional Capacities
Community Capacities
Family Capacities

H. Increasing Effectiveness: Changing Open, Loosely Coupled, Bureacratic Systems

Open systems
Loosely coupled systems
Professional bureacracies
Working with multiple systems

8. Reduced disparities in health, learning, work opportunities

dmccall — Fri, 12 Dec 2008 10:33:19 CST

There is no abstract available for this page revision.

C. Addressing Needs, Issues, Results of Whole Child

dmccall — Fri, 12 Dec 2008 10:32:11 CST

There is no abstract available for this page revision.

C.1 Ages, stages & transitions in child/youth development

dmccall — Fri, 12 Dec 2008 10:31:29 CST

There is no abstract available for this page revision.

7. Psychological development

dmccall — Fri, 12 Dec 2008 10:30:44 CST

There is no abstract available for this page revision.

6. Personal ethics, morals, character, spirituality and beliefs

dmccall — Fri, 12 Dec 2008 10:29:20 CST

There is no abstract available for this page revision.

5. Social responsibility and community service

dmccall — Fri, 12 Dec 2008 10:27:49 CST

There is no abstract available for this page revision.

4. Interest, exploration in health & related careers

dmccall — Fri, 12 Dec 2008 10:26:37 CST

There is no abstract available for this page revision.

3. Life-long regard for health, physical activity, family life, work-life balance

dmccall — Fri, 12 Dec 2008 10:24:48 CST

There is no abstract available for this page revision.

2. Basic health literacy for all

dmccall — Fri, 12 Dec 2008 10:23:57 CST

There is no abstract available for this page revision.

1. Connection to, staying in school

dmccall — Fri, 12 Dec 2008 10:23:24 CST

There is no abstract available for this page revision.

5. Young adulthood

dmccall — Fri, 12 Dec 2008 10:11:16 CST

There is no abstract available for this page revision.

4. Adolesence

dmccall — Fri, 12 Dec 2008 10:10:47 CST

There is no abstract available for this page revision.

School Health Bibliography - Recently Updated Pages

19. Infectious Diseases & Hygiene (Pandemics, Sanitation, Parasites, Handwashing)

A-2. Impact of School Environment on Health & Development

Stages of Change

Behaviour theories

2. Addictions (Alcohol, Drugs, Gambling, Medications)

A. Overview & Theory

4. Mental Health and Illness (Stress, Suicide, Disorders)

Table of Contents

B The Elements/Components of CSH, CSHP, HPS Frameworks

8. Reduced disparities in health, learning, work opportunities

C. Addressing Needs, Issues, Results of Whole Child

C.1 Ages, stages & transitions in child/youth development

7. Psychological development

6. Personal ethics, morals, character, spirituality and beliefs

5. Social responsibility and community service

4. Interest, exploration in health & related careers

3. Life-long regard for health, physical activity, family life, work-life balance

2. Basic health literacy for all

1. Connection to, staying in school

5. Young adulthood

4. Adolesence