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ERIC Number: ED556812
Record Type: Non-Journal
Publication Date: 2013
Pages: 397
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-7001-2
Effects of Comprehensive, Multiple High-Risk Behaviors Prevention Program on High School Students
Collier, Crystal
ProQuest LLC, Ph.D. Dissertation, Sam Houston State University
The purpose of this mixed methods study was to examine the effect of a multiple high-risk behaviors prevention program applied comprehensively throughout an entire school-system involving universal, selective, and indicated levels of students at a local private high school during a 4-year period. The prevention program was created based upon the key elements of effective prevention programming (Tobler et al., 2000) and the need to address the growing variety of high-risk behaviors youth face today (Sussman et al., 2010). Quantitative survey data and qualitative interview data were collected and analyzed according to Collins, Onwuegbuzie, and Sutton's (2006) 13-step mixed methods research process. A methodological framework of pragmatism-of-the middle and communities of practice approaches under the umbrella of dialectical pluralism were used (Denscombe, 2008; Johnson, 2012; Johnson & Onwuegbuzie, 2004). In addition, three theoretical frameworks were utilized: (a) ecological systems theory (Bronfenbrenner, 1979), (b) social learning theory (Akers, 1973; Bandura, 1977), and (c) stages of change theory (Prochaska & DiClemente, 1982). Quantitative results indicated seven out of 15 high-risk behaviors statistically significantly decreased throughout the 4-year study when compared to the pretest year data six involved alcohol and drugs. However, many of the non-substance use high-risk behaviors targeted displayed erratic prevalence rate patterns. Qualitative results of the 12 students interviewed yielded 12 main themes (and three subthemes) regarding student experiences with high-risk behaviors and the school's prevention efforts: (a) party school reputation (historically more lenient); (b) never used but know it is there; (c) primary focus on alcohol and drugs (drug testing as part of the program); (d) positive perceived effect of the program (drug testing effect); (e) complaints about programming; (f) choosing to engage with friends; (g) curiosity; (h) saying no because of parents; (i) seeing negative effects in others; (j) positive parental influence; (k) media influence; and (l) self-agency. The qualitative data validated the idea that the prevention programming placed heavier emphasis on alcohol and drugs than on other high-risk behaviors. Thus, the frequency and intensity of programming for non-substance use behaviors should be increased to at least equal that of the substance-use behaviors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A