This article points out that well-defined objectives are essential to developing an articulate community drug abuse prevention program and to evaluating its effectiveness. Discussed are: definitional, program breadth, endpoint, program content, policy, implementation and continuation, and evaluation objectives. (MT)

Recent reviews indicate the most promising substance abuse prevention approaches available today are those that focus primary attention on the psychosocial factors promoting abuse initiation. Two of these approaches are described and discussed. (MT)

This paper reviews the process of disseminating health promotion programs, identifies factors critical to successful dissemination, uses a community-based heart disease prevention study to illustrate how programs can be disseminated across a community, and suggests ways these methods could be applied to an adolescent drug use prevention program.…

Four intervention models are reviewed for their applicability to initiation of community-based programs for drug abuse prevention in youth. An expanded model is offered and applied to an existing program to suggest methods of organizing communities for sequenced long-term drug prevention programming. (Author/MT)

An ongoing multiple community drug abuse prevention project is used to illustrate the process of community-based programming. Program support, quality control, and accommodation of both program and research objectives are emphasized. (Author/MT)

Racial, ethnic, and sociocultural diversity presents a formidable challenge to substance abuse prevention efforts. An intervention planning model, which addresses these barriers from the perspective of a communication-behavior change theoretical framework, is presented. (Author/MT)

This paper argues that, from theoretical and empirical perspectives, the most appropriate role the media can play in preventing drug abuse is to disseminate school-based programs of proven efficacy. Suggestions for linking mass media programming with school-based or community-based programming are offered. (Author/MT)

A theoretical rationale for using peer leaders as a major strategy in school-based drug abuse prevention programs is provided. Available literature on such programs is reviewed. Practical issues involved in selecting and training peer leaders and teachers are discussed. (Author/MT)

The importance of prompt treatment of the school phobic child, and the need for good communication among those concerned, are addressed in this article. The manifestation of school phobia is described and intervention methods are reviewed. (Author/MT)

Data from a sample of 278 females, aged 7 to 13, were used to compare two methods of measuring maturation. The methods were self-assessment of secondary sex characteristics and prediction of adult height. Results are presented. (Author/MT)

This study examined perceptions of school nurses about their roles as teachers of sex education for children with physical disabilities. Responses to a stimulus story about a female adolescent sent to the school nurse for assistance and instruction on menarche were compared based on variations in the story. (Author/MT)

The effects of an alcoholic parent on children are described. The importance of teachers, child care providers, physicians, and nurses in identifying and providing assistance to students suffering these negative consequences is stressed. (MT)

Celebrate Life! is a learning style-based mental health curriculum for students in grades seven through nine. The curriculum is described and examples are presented. (MT)

Preschoolers are an important group to teach first aid skills because most of their injuries occur in the home. "Mouse Calls" is a program aimed at four-to-eight year olds that involves puppets who treat frostbite, a bee string, burns, bruises, possible broken bones, and minor lacerations. The program is briefly described. (MT)

This literature review emphasizes the importance of teacher training, teaching strategies, parental involvement, curricular concerns, administrative support, and social/cultural factors on the impact of nutrition education programs at the elementary school level. (Author/MT)