This article examines the relaxation of state marijuana laws, changes in adolescent use of marijuana, and implications for drug education. Under federal law, use of marijuana remains illegal. In spite of this federal legislation, as of 1 June 2021, 36 states, four territories and the District of Columbia have enacted medical marijuana laws. There are 17 states, two territories and the District of Columbia that have also passed recreational marijuana laws. One of the concerns regarding the enactment of legislation that has increased access to marijuana is the possibility of increased adolescent use of marijuana. While there are documented benefits of marijuana use for certain medical conditions, we know that marijuana use by young people can interfere with brain development, so increased marijuana use by adolescents raises legitimate health concerns. A review of results from national survey data, including CDC’s YRBS, Monitoring the Future, and the National Household Survey on Drug Use, allows us to document changes in marijuana use over time. Increased legal access to marijuana also has implications for educational programming. A “Reefer Madness” type educational approach no longer works (if it ever did). We explore various strategies, including prevention programs for education about marijuana, and make recommendations for health educators.

OBJECTIVES. This study was a pilot test of the FELLAS responsible fatherhood program. METHODS. Fathers (n=388)completed a 35-hour program designed to help them improve life-skills, parenting skills and make progress toward economic stability. The analytic sample consisted of 131 fathers who had completed questionnaires at pretest, posttest, and six-month follow-up. The quantitative measures were not specific health outcomes, but have been shown to have a positive influence on health. Some fathers also participated in focus groups, the purpose of which was to gain feedback from participants about their views of the program, and the skills they had gained from the program. RESULTS. Participants showed significant improvement from pretest to posttest for five of the seven outcome measures, including: Attitudes Toward Finances, Parenting Skills, Father’s Involvement, Conflict Resolution, and Decrease in unemployment. These changes were maintained at the six-month follow-up for four of the five measures; all except Father’s Involvement. One of the outcome measures, which did not show change from pretest to posttest, Increase in Full-time Employment, did show significant change from pretest to follow-up. Participant feedback from fathers in the focus groups was also positive and included the development of more positive parenting. skills. CONCLUSION. The positive results shown in this pilot study set the stage for a more rigorous evaluation of the intervention.

OBJECTIVES. The Office of Family Assistance funds organizations to provide relationship education for youth. The U.S. Committee for Refugees and Immigrants (USCRI) is one such organization. The purpose of this study was to pilot a new USCRI curriculum, GROW Together, with immigrant and refugee youth. The program was designed to help young people develop important life skills and become successful in their new country. METHODS. Refugee and immigrant youth enrolled in the study. Participants received an interactive 12-hour relationship education (RE) program. We measured changes in four outcome measures 1) Communication skills; 2) Conflict resolution/conflict management skills; 3) Healthy marriage and relationship skills, and 4) Attitudes toward finances. Participants also received case management services. All participants completed self-report questionnaires prior to the beginning of the program. After the completion of this pretest questionnaire participants received the 12-hour curriculum. At the end of the program participants completed a posttest questionnaire. RESULTS. When pretest scores were compared with posttest scores (441 matched) there were statistically significant improvements for: Communication skills and Attitudes toward finances. Female participants improved their scores more than males on conflict resolution skills. Those over 18, improved their scores more than younger participants on Conflict resolution skills and Attitude toward finances. Younger participants improved their scores more than older participants on Healthy marriage and relationship skills. CONCLUSIONS. These findings are encouraging and set the stage for a more rigorous evaluation of the curriculum. Future researchers may also examine the effects of the curriculum on health and health behavior outcomes.