Enhancing the effectiveness of alcohol and drug education programs through social cognitive theory.

Enhancing the effectiveness of alcohol and drug education programs through social cognitive theory. Use of theory in designing, implementing, and evaluating healtheducation programs is becoming more and more important. Application oftheory serves several significant functions: specifies methods forbehavior change Behavior change refers to any transformation or modification of human behavior. Such changes can occur intentionally, through behavior modification, without intention, or change rapidly in situations of mental illness. , helps in discerning measurable program outcomes,identifies timing for interventions, helps in choosing right mix ofstrategies, improves replication, and enhances program efficiency andeffectiveness. One such theory that has been popular in health educationfor close to three decades is Social Cognitive Theory Social Cognitive Theory utilized both in Psychology and Communications posits that portions of an individual's knowledge acquisition can be directly related to observing others within the context of social interactions, experiences, and outside media influences. given by AlbertBandura Albert Bandura (b. 4 December, 1925 in Mundare, Canada) is a psychologist specialising in social cognitive theory and self-efficacy. EducationBandura graduated from the University of British Columbia with the Bolocan Award in psychology, and then obtained his M.A. . Despite its popularity in academic settings and hundreds ofpublications in professional journals, the theory needs to be appliedmore in practice settings. Social Cognitive Theory was earlier called Social Learning Theory.The theory essentially purports triadic tri��ad?n.1. A group of three.2. Music A chord of three tones, especially one built on a given root tone plus a major or minor third and a perfect fifth.3. reciprocity reciprocityIn international trade, the granting of mutual concessions on tariffs, quotas, or other commercial restrictions. Reciprocity implies that these concessions are neither intended nor expected to be generalized to other countries with which the contracting parties between behavior,personal factors and environment. The theory has evolved over the years.In a recent article, Bandura ban`dur´an. 1. A traditional Ukrainian stringed musical instrument shaped like a lute, having many strings. (2004) has identified the primaryconstructs or determinants of this theory. These are knowledge of healthrisks and benefits of healthy practices, self-efficacy or behaviorspecific confidence in one's ability to influence one'shabits, outcome expectations about expected costs and benefits fordifferent health habits, goals that a person sets for himself orherself, perceived facilitators and impediments IMPEDIMENTS, contracts. Legal objections to the making of a contract. Impediments which relate to the person are those of minority, want of reason, coverture, and the like; they are sometimes called disabilities. Vide Incapacity. 2. or obstacles. Knowledge is the prerequisite for any behavior change andself-efficacy is a fundamental requirement for behavior change. Outcomeexpectations are of three kinds that pertain to pertain toverb relate to, concern, refer to, regard, be part of, belong to, apply to, bear on, befit, be relevant to, be appropriate to, appertain to physical outcomes,social outcomes of approval and disapproval, and positive and negativeself-evaluative reactions. Goals are proximal and distal that set thecourse for change. Perceived facilitators and impediments pertain topersonal/situational factors and to those of the health system. Social Cognitive Theory has been applied in alcohol and drugeducation literature. There are three kinds of publications: reviewarticles, descriptive studies, and intervention studies intervention studies,n.pl the epidemiologic investigations designed to test a hypothesized cause and effect relation by modifying the supposed causal factor(s) in the study population. . Several reviewarticles in alcohol and drug education literature have talked aboutSocial Cognitive Theory. For example, Johnson and colleagues (1988)summarized the theories and models for alcohol prevention among youthfor the Alcohol, Drug Abuse, and Mental Health Administration'sOffice for Substance Abuse Prevention (OSAP OSAP,n.pr an abbreviation for the Organization for Safety and Asepsis Procedures, a nonprofit organization that consists of dental and health care professionals and others interested in promoting infection control and effective health and safety ). Likewise, Vakalahi (2001)has discussed Social Cognitive Theory while discussing adolescentsubstance use and family-based risk and protective factors. Similarly,Botvin (1983) has discussed Social Cognitive Theory while reviewingprevention approaches for adolescent substance abuse. In alcohol and drug education, descriptive studies have been donethat have utilized Social Cognitive Theory as a framework. For example,a study by Burke and Stephens (1999) examined the relationship betweensocial anxiety and heavy drinking Heavy drinking may mean drinking large amounts of water or alcohol. Heavy drinking may also mean drinking alcohol to the point of Drunkenness. in college students using SocialCognitive Theory model. In another study, Williams and Kleinfelter(1989) examined the relationship between social learning theory,postulated pos��tu��late?tr.v. pos��tu��lat��ed, pos��tu��lat��ing, pos��tu��lates1. To make claim for; demand.2. To assume or assert the truth, reality, or necessity of, especially as a basis of an argument.3. problem solving problem solvingProcess involved in finding a solution to a problem. Many animals routinely solve problems of locomotion, food finding, and shelter through trial and error. skills and drinking among college students.The study found lower self-efficacy in problem solving skills resultedin higher consumption of alcohol. In alcohol and drug education, intervention studies have been donethat have been based on Social Cognitive Theory. For example, Wilhelmsenand colleagues (1994) implemented and tested school-based alcoholprevention programs for 7th grade students that were based on SocialCognitive Theory. Twelve schools were recruited and four were assignedto a highly role-specified version of the intervention, another four toa less role-specified version of the intervention and the remaining fourserved as no treatment comparison groups. Pre test and post testmeasurements were taken on alcohol use, self-efficacy, expectations,intentions, norms, and attitudes. The results indicated that a highlyrole-specified version had a higher degree of student involvement andwas more successful in engaging students in alcohol preventionactivities. In another study, Newman and colleagues (1992) developed andevaluated a ninth grade alcohol education program that was based onproblem behavior theory Behavior theory can refer to: in sociology, the collective behavior theory in political sciences, the theories of political behavior in psychology, the theory of planned behavior , social cognitive theory and role theory.Students' knowledge, skills and practices were measured before theprogram, six weeks after the program, and one year after the program.Significant increases in knowledge and perceived ability to resistpressures to drink were found among experimental students but nosignificant differences were found for drinking or drinking and drivingpractices. However, at one year after the program, it was found thatsignificantly fewer experimental students reported riding with a driverwho had been drinking. In another work, Ramirez and colleagues (1999)developed substance abuse prevention intervention for low-income MexicanAmerican Mexican Americann.A U.S. citizen or resident of Mexican descent.Mexi��can-A��mer youth aged 9-13 years. The intervention was distributed via asatellite television network and featured social models with cognitivebehavioral skills and conservative norms regarding substance abuse. Most useful among the types of studies represented in theapplication of Social Cognitive Theory for alcohol and drug educationare the intervention studies. Bandura (2004) suggests a three levelstepwise stepwiseincremental; additional information is added at each step.stepwise multiple regressionused when a large number of possible explanatory variables are available and there is difficulty interpreting the partial regression implementation model to enhance the effectiveness ofinterventions. In the first level the target audience includes peoplewith knowledge, high outcome expectations, and high self-efficacy forwhom minimal guidance interventions that remove impediments are helpful.In the second level the target audience includes people with knowledgebut low self-efficacy and low outcome expectations for whom tailoredprint or telephone counseling telephone counselingThe provision of advice and verbalized moral support to a person with a particular need by a group of either volunteers or a paid staff with some level of experience and/or expertise in the area of interest; TC may include crisis that enhances self-efficacy, increasesoutcome expectations, sets goals and removes impediments are helpful. Inthe third level the target audience includes people who do not believethat health behaviors are in their control and for whom personalguidance and mastery programs involving all constructs are helpful.Regarding channels for delivery of effective interventions, Bandura(2004) advocates for use of interactive computer technologies, Internetdelivered guidance sessions, and serial dramas. Utilizing some of thisguidance, the practitioners and researchers in alcohol and drugeducation can benefit, and need to apply Social Cognitive Theory more intheir work. References Bandura, A. (2004). Health promotion by social cognitive means.Health Education & Behavior, 31, 143-164. Botwin, G. J. (1983). Prevention of adolescent substance abusethrough the development of personal and social competence. NIDA NIDA National Institute on Drug AbuseNIDA National Institute of Dramatic Arts (Australia)NIDA Northern Ireland Development Agency (UK)NIDA Northern Ireland Dairy Association ResearchMonograph, 47, 115-140. Burke, R. S., & Stephens, R. S. (1999). Social anxiety anddrinking in college students: A social cognitive theory analysis.Clinical Psychology Review, 19, 513-530. Johnson, E. M., Amatetti, S., Funkhouser, J. E., & Johnson, S.(1988). Theories and models supporting prevention approaches to alcoholproblems among youth. Public Health Reports, 103, 578-586. Newman, I. M., Anderson, C. S., & Farrell, K. A. (1992). Rolerehearsal and efficacy: Two 15-month evaluations of a ninth-gradealcohol education program. Journal of Drug Education, 22, 55-67. Ramirez, A. G., Gallion, K. J., Espinoza, R., & Chalela, P.(1999). Developing a media- and school-based program for substance abuseprevention among Hispanic youth: A case study of Mirame!/Look at Me!Nicotine & Tobacco Research, 1 (Suppl 1), S99-104. Vakalahi, H. F. (2001). Adolescent substance use and family-basedrisk and protective factors: A literature review. Journal of DrugEducation, 31, 29-46. Wilhelmsen, B. U., Laberg, J. C., & Klepp, K. I. (1994).Evaluation of two student and teacher involved alcohol preventionprogrammes. Addiction, 89, 1157-1165. Williams, J. G., & Kleinfelter, K.J. (1989). Perceivedproblem-solving skills and drinking patterns among college students.Psychology Reports, 65, 1235-1244. Manoj Sharma, MBBS MBBS, MBChB n abbr (BRIT) (= Bachelor of Medicine and Surgery) → t��tulo universitarioMBBS, MBChB n abbr (Brit) (= Bachelor of Medicine and Surgery) → , CHES, Ph.D. Editor, Journal of Alcohol & Drug Education University of Cincinnati The University of Cincinnati is a coeducational public research university in Cincinnati, Ohio. Ranked as one of America’s top 25 public research universities and in the top 50 of all American research universities,[2] 526 Teachers College PO Box 210002 Cincinnati, OH 45221-0002