This study evaluates the Drug Resistance Strategies (DRS) project, a culturally grounded, communication-based substance use prevention program implemented in 35 middle schools in Phoenix, Arizona. The intervention consisted of 10 lessons taught by the classroom teacher that imparted the knowledge, motivation, and skills needed to resist drug offers. The evaluation used growth modeling to analyze significant differences in average postintervention substance use (alcohol, cigarettes, and marijuana) and growth of use over the course of the study. The study involved 6,298 seventh graders (65% Mexican/Mexican American) who responded to at least 1 of 4 questionnaires (1 pretest and 3 follow-up measures). When compared to a control group, the DRS intervention appeared to significantly limit the increase in the number of students reporting recent substance use, especially alcohol and marijuana use. The multicultural version of the curriculum proved most broadly effective, followed by the version targeting Mexican...

The present study reports a preliminary evaluation of D.A.R.E.'s new elementary school keepin' it REAL substance abuse prevention program. Given the widespread dissemination of D.A.R.E., this evaluation, even though of short term effects, has important implications for national prevention efforts. The new prevention curriculum teaches social and emotional competencies such as decision making and resistance skills. Social and emotional competencies and other risk factors were examined among students (N=943) in 26 classrooms, 13 classrooms in the treatment condition (n=359) and 13 classrooms in the control condition (n=584) using a quasi-experimental matched group design. Pretest comparisons of treatment and control groups were completed, along with attrition analyses, and hierarchical logistic and linear regressions were computed to assess the intervention. The results revealed that the intervention produced significant effects on preventative factors such as the likelihood of resisting peer pressure, increased responsible decision making knowledge and decision-making skills, and confidence in being able to explain why they would refuse offers of cigarettes. The results of this study suggest that D.A.R.E.'s elementary keepin' it REAL program has promise as a social and emotional learning (SEL) based prevention program.

We explored the negotiation of Jewish American identity from a Communication Theory of Identity perspective. Interviews with 26 Jewish Americans revealed that participants contend with their group‐based identity on personal and relational levels when faced with decisions about whether to reveal or conceal their Jewish identity. Participants discussed Jewish identity management in their own lives and in the lives of other people they know. Analyses resulting in the themes of closeting, centrality of identity, and potential consequences reflect participants’ personal and relational levels of identity. These themes are played out in the how, when, why, and if of participants’ identity management. Rules were derived to explain these processes and the implications of the themes are discussed in light of the Communication Theory of Identity and Communication Boundary Management.