Effectiveness of Peer-Led FAS/FAE Prevention Presentations in Middle and High Schools

• NCJ Number: 220489
• Journal: Journal of Alcohol and Drug Education Volume: 51 Issue: 3 Dated: September 2007 Pages: 7-26
• Author(s): Lyn T. Boulter
• Date Published: September 2007
• Length: 20 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America
• Note: *This document is currently unavailable from NCJRS.

Annotation

This study assessed the effectiveness of a pilot multimedia presentation, implemented by peers and slightly older college students, and incorporated into middle school and high school health education programs.

Abstract

The findings suggest that Fetal Alcohol Syndrome (FAS)/Fetal Alcohol Effects (FAE) presentations led by peers and utilizing a multimedia/discussion format effectively increased middle school and high school students’ knowledge of the effects of alcohol consumption during pregnancy. The findings also suggested that incorporating peer-led presentations about FAS and FAE into middle and high school health education programs is an effective prevention strategy with adolescents and should be continued. Pregnant women and women who might become pregnant, including middle and high school adolescents, continue to consume alcohol, placing themselves at risk of having a child with the effects of prenatal alcohol exposure. The current study, consistent with the reports of previous research, found that most students had little knowledge of the nature, causes, and effects of FAS and FAE. School systems should team with college and community programs and take the next step in health education by developing engaging presentations to inform students that alcohol is a powerful substance potentially causing lifelong damage to an unborn child. The 40-minute presentation used materials created or purchased by a local United Way agency. Pairs of trained upper-class psychology majors, supervised by a college faculty member gave the pretest and the presentations. Students then watched a video and participated in a question and answer session. Finally, the students took a posttest. A 6 week followup test was administered and results were analyzed. Students’ overall knowledge and understanding of presentation content increased from pretest to posttest. Analysis of specific questions revealed that following the presentation more students were able to answer questions regarding FAS/FAE. After 6 weeks, overall followup scores showed that students’ retention of the presentation information had increased since the posttest. Appendix, references, tables