                   SECTION K: HEALTH/PHYSICAL EDUCATION


*Athletic Health Care System 
CASPAR (Cambridge And Somerville Program for Alcoholism
   Rehabilitalion), Alcohol Education Programs 
*Choice 
*Every Child a Winner With Physical Education 
*Growing Healthy 
Have a Healthy Heart (HHH) 
*Know Your Body (KYB) 
Me-Me Drug Prevention Education Program 
Ombudsman 
Physical Management (PM) 
*Social Decision Making and Problem Solving 
Curriculum for Meeting Modern Problems (The New Model Me--2nd
   Edition) 

*Projects currently funded by the NDN


ATHLETIC HEALTH CARE SYSTEM. A COMPREHENSIVE SYSTEM TO PREVENT
AND MANAGE ATHLETIC INJURIES IN INTERSCHOLASTIC ATHLETIC
ACTIVITY.  APPROVED BY JDRP FOR HIGH SCHOOL ATHLETICS-COACHES,
ATHLETIC DIRECTORS, SCHOOL NURSES, CERTIFIED ATHLETIC TRAINERS,
AND STUDENT TRAINERS.

DESCRIPTION Schools have the responsibility to operate safe
athletic programs and to manage athletic health problems
properly.  This comprehensive risk management system serves to
reduce liability. State-of-the-art sports medicine methods,
adapted for the high school level meet the educational,
organizational and recordkeeping requirements toward safer
interscholastic athletic activities.  The Continuing Education
Committee of the American College of Sports Medicine has endorsed
the efforts of the project developer.  The program includes:

Education A 30-hour course for the entire "health care team"
comprised of au coaches, the school nurse, certified athletic
trainer (if on staff), and approximately 10 high school student
trainers.  The course provides common sense and knowledge in the
areas of injury prevention, injury recognition, first aid,
supportive taping, rehabilitation, and organization of the
training room, as well as the importance and skills of
recordkeeping.  The laboratory portion of the course provides an
ample 10 hours of demonstration by skilled health professionals 
who oversee the actual practice of the learned skills by
participants.  Coaches and students, after taking the course,
show greater concern and ability to recognize injuries.  The
National Leadership Institute, conducted for one week annually
each July in Seattle, focuses on the administrative skills of
organizational management required for supervising and
coordinating a system of athletic health care.  The accompanying
Administrative Manaual explains the Athletic Health Care System
philosophy and all procedures.  Attendees become "Certified
Administrators" for the Athletic Health Care System.

Needs Assessment considers the existing athletic program for
safety and health care quality.  School administrators and
athletic staff receive a formal written report of the noted
deficiencies and suggested corrective action plans.

Central Training Room serviced by student trainers under adult
supervision (preferably a Certified Athletic Trainer), with
proper equipment, design and access for both boys and girls,
provides services ranging from injury prevention, first aid, and
rehabilitation for all student athletes.  The Student Trainers
Supervisor's Manual provides guidelines for selecting, utilizing,
and evaluating student trainers.

Standardized Procedures institute the daily use of written
quidelines, checklists, protocols and recordkeeping. 
Participating schools demonstrate knowledge in emergency
preparedness as well as organized management of injuries and
health problems among student athletes.  The Communications
Manual explains the importance and use of special forms.  

Data Analysis and Observations of each sport permit informative
seasonal and year-end evaluative summaries on injury rates and
emergency preparedness/sideline safety for each sport.  Through
evaluation, quality assurance and accountability are maintained. 

REQUIREMENTS Written support from school administration and local
medical community; appointment of System coordinator for each
school; assessment of  the entire athletic program; required
attendance by all coaches and student trainers at the educational
session; formation of a central training room; appointment of
student trainer supervisor; use of daily system procedures;
accurate recordkeeping; full participation in the evaluative
component of the system; a school-wide commitment to change; and
attention to detail ensure successful implementation.

SERVICES Awareness materials (literature and video tape) are
available at no cost. Visitors are welcome by appointment at
project site and additional demonstration sites. Project staff is
available to attend out-of-state awareness meetings. Adoption
services include in-service training for on-site Building Program
Coordinator, preferably at summer National Leadership Institute
in Seattle*; training for entire coaching staff and selected
student trainers at adoption site (approx. 20-30)*; system
materials, manuals, recordkeeping forms, guidelines and protcols;
athletic program needs assessment report; evaluative services
including injury data analysis, sideline safety observation
reports; technical assistance and consultation as needed. Cost
breakdown available upon request. *Three college credits are
available for each course through the University of Washington.

DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C                      
JDRP No. 82-37 (7/21/82)
         
CONTACT

Stephen G. Rice, M.D.
Athletic Health Care System
Division of Sports Medicine GB-15
University of Washington
Seattle, WA 98195
(206) 543-1550 or (206) 324-5116

                          
CASPAR (CAMBRIDGE AND SOMERVILLE PROGRAM FOR ALCOHOLISM
REHABILITATION) ALCOHOL DRUG EDUCATION PROGAM. A CURRICULUM TO
IMPROVE ATTITUDES AND COGNITIVE KNOWLEDGE RELATED TO ALCOHOL AND
ALCOHOLISM.

AUDIENCE Approved by JDRP for all students in grades 7-12. This
program has also been used with elementary and alternative school
audiences.

DESCRIPTION Sociological studies of ethnic groups with high and
low rates of alcoholism confirm the apparent transmission of
drinking attitudes and behavior along family and cultural lines
and link the incidence of alcoholism to the way in which children
are acculturated to alcohol. In contrast to views of alcoholism
based exclusively on psychological or physiological determinants,
these studies suggest that alcohol use and abuse are learned
behaviors and that attitudes toward drinking are prime factors in
the development of alcoholism.

The Decisions About Drinking curriculum has units for elementary
grades K-3 and 3-6, junior high grades 7-9, and senior high
grades 10-12.  Each unit has sequential modules for each grade
level which follow a spiral pattern, repeating similar concepts
in progressively greater depth. Each module is designed for seven
to ten 45-minute teaching periods, with flexibility for expansion
or contraction to a minimum of five teaching periods.  Alcohol
use and decision-making are covered during the first six or seven
periods, with alcoholism covered only during the last one to
three periods, when children who are experiencing family problems
will be more ready to accept this information. The curriculum
emphasizes high student involvement through participatory
activities such as debates, role plays, polls, drawings, and
small group discussions. Activities focus on real life issues and
situations, and convey repeated and consistent messages about
responsible decision making in relation to alcohol use. Trained
teachers using the CASPAR model can produce classroom situations
in which many children will exhibit atypical behavior, signalling
their distress over alcohol-related concerns.  At this point, the
teacher can discuss problems with the students and refer them to
appropriate community agencies. Besides facilitating referrals,
evaluation evidence from a number of sites indicates that proper
implementation increases knowledge and affects attitudes, and
that these changes remain for at least a year. Published evidence
also suggests that repeated exposure may decrease rates of
problem drinking.

CASPAR has published a drug curriculum, Learning About Drugs
(K-6) to be used in conjunction with its alcohol curricula. It
includes participatory activities, age-appropriate information,
and a non-use message.

REQUIREMENTS Teacher training consists of a 18-hour workshop. It
is desirable to have an additional day as follow-up; the
curriculum should be tried out in a 2-3 week interval before the
follow-up session. Purchase of curriculum manuals (one per
school) and resource materials is required. Although films which
can be purchased or rented are featured in the curriculum, they
are not required. For each curriculum activity
based on a film, an alternative activity is provided. The program
can be implemented by one teacher or by a total school district.
No personnel or facilities are required.

SERVICES The K-3 Learning About Alcohol curriculum costs $75. The
3-12 Decisions About Drinking curriculum costs $125. The K-6
Learning About Drugs curriculum costs $95. Most consumables for
classes can be copied from these manuals. Awareness materials are
available at no cost. Project staff is available to attend
awareness meetings, with adopter to bear costs.  Workshops at
project site (offered in January and July) cost approximately
$300 per participant. Workshops at adopter site cost $2,000
(plus travel and expenses) for a maximum of 15 participants.

DEVELOPMENTAL FUNDING:                                           

JDRP No. 82-42 (10/28/82) Recertified (87)        

CONTACT

Ruth B. Davis, Ph.D.,
Director 
 Priscilla J.G. Quirk, M.Ed.,
  Assistant Director
CASPAR Alcohol Education Program
226 Highland Avenue
Somerville, MA 02143
(617) 623-2080


CHOICE. A CANCER PREVENTION PROGRAM FOR STUDENTS GRADES K-12.    

       
AUDIENCE Students grades K-12.                                   

      
DESCRIPTION Project CHOICE is a cancer prevention and
risk-reduction curriculum for students in grades K-12. The
program lessons are taught during a two-week time period at each
grade level. The Project CHOICE curriculum consists of
comprehensive, sequential units which promote three primary
learning goals: 1) Students will learn cancer information and
components of cancer risk; 2) Students will learn a rational
process of information evaluation and decision making; 3)
Students will assume the locus of responsibility for behaviors
leading to cancer risk-reduction and wellness.

The curriculum kits include original filmstrips, experiments,
decision-making scenarios, group work, classroom reports, debates
and discussions. The overall program emphasis is on positive
health promotion, personal responsibility for health, the role of
health professionals, and an understanding of risk and
risk-reduction concept. The lesson themes attempt to replace a
fear of cancer with a positive and active approach to maintaining
health. At different grade levels the units deal with seven broad
areas of cancer risk: Host Factors; Drugs--including alcohol and
tobacco; Occupational Hazards; Stress; Environmental
Factors--including radiation exposure; Nutrition; and Sun
Exposure.

Not all cancers can or will be eliminated by cancer
risk-reduction practices; therefore students are taught to
understand and recognize cancer warning signs, methods of early
detection, appropriate treatment, and unproven methods of cancer
treatment. By developing their own personal cancer risk-reduction
plans, students enhance their awareness of their own
responsibility for their health. Teachers are provided with
complete lesson plans, student learning objectives, a Cancer
Resource Guide with information that corresponds to lesson
content, and all teaching materials. 

REQUIREMENTS Adopting districts are required to take part in a
one-day inservice training. The gathering of evaluation data by
adoptors is optional.

COSTS K-12 kits include all materials and teacher resource guides
at approximately $35-$145 a grade level, or approximately $940.00
for a K-12 set.

SERVICES Project staff is prepared to provide awareness,
training, and follow up. Travel expenses will be negotiated with
adopting districts. Sample kits are available for preview.
Contact Project CHOICE Staff for details.

DEVELOPMENTAL FUNDING: National Cancer Inst.

JDRP No. 83-18 (3/8/83)

CONTACT 

Sarah Miller
Project Director
Project Choice-MP 951
Fred Hutchinson Cancer Research Center
1124 Columbia Street
Seattle, WA 98104
(206) 467-4679

                               
EVERY CHILD A WINNER WITH PHYSICAL EDUCATION. A DEVELOPMENTALLY
APPROPRIATE PHYSICAL EDUCATION PROGRAM WHICH IMPROVES FITNESS,
MOTOR SKILL, AND  CONTRIBUTES TO IMPROVED SELF-ESTEEM AND
ACADEMIC SUCCESS FOR ALL CHILDREN REGARDLESS OF PHYSICAL OR
MENTAL ABILITY.

AUDIENCE Originally approved by JDRP for students grades K-6,
reapproved 1985 by JDRP for grades 1-3. Components for grades 4-6
are still available and active.

DESCRIPTION The program is designed to enhance critical-thinking
and problem-solving skills, self-discipline, and concepts related
to academic success, while also improving fitness and motor
skills.  Field-tested since 1970, the program design uses an
innovative, individualized movement approach to help at-risk
students overcome developmental lags which hinder success. It
has a practical, proven, step-by-step plan of installation at
school sites, field tested lesson plans, and training materials.
Physical educators, classroom teachers, administrators, and
parents report positive student gains in self-discipline,
creativity and problem-solving skills, sequencing, and vocabulary
improvement, as well as improved fitness, motor skill and
self-esteem. The program uses the concepts of space awareness,
body awareness, qualities of movement and relationships as the
basis for child designed games, child designed gymnastics
sequences, and child designed dance. Competition is handled
developmentally and appropriately in child originated games. The
discovery/learning/teaching method is used, as children are
encouraged to reach their personal potential. Winning in
the Every Child A Winner program is achieved as each child does
his or her best.

Training is designed to help classroom teachers, special
educators and physical educators implement the program. Phase I
Training includes an accountability model for program
implementation, teaching techniques for movement lessons, and
training in program and fitness evaluation.  Phase II Training
(Continuation) provides more indepth training and assistance in
upper grade implementation. The program should be implemented
first in K-3, with a plan for expanding to K-6.

Limited funds prevented a study of program effects on grades 4-6
in 1983. Therefore, JDRP reapproval covered only grades 1-3.
However, the program has been successfully implemented in grades
K-6 since 1974 in over 5,000 schools in 50 states, the Virgin
Islands, and Canada. An evaluation (1983) involving a random
sample of 3,800 students, pre- and post-testing using the
Washington State Fitness Test indicated significant gains (grades
1-3) in total fitness measures using a factor score composite.

REQUIREMENTS Program conducted by certified teachers.
Pupil-teacher ratio 30:1. Training essential. Facilities needed
are a multipurpose room or indoor area large enough for
participation, as well as outdoor space to conduct lessons. A
list of equipment, resource books, and training materials needed
are available from the project. 

SERVICES Awareness materials are available at no cost. Visitors
are welcome at demonstration sites in home state and
out-of-state. Training may be conducted at project site or
adopter site. Project staff is available for awareness and
technical training, implementation and followup services.

DEVELOPMENTAL FUNDING: USOE ESEA Title III

JDRP No. 74-60 (6/6/74) Recertified (2/85)

CONTACT

Martha F. Owens
Every Child a Winner
Educational Excellence, Inc.
P.O.Box 141
Ocilla, GA 31774
(912) 468-7098


GROWING HEALTHY. A COMPREHENSIVE HEALTH EDUCATION PROGRAM
DESIGNED TO FOSTER STUDENT COMPETENCIES TO MAKE DECISIONS
ENHANCING THEIR HEALTH AND LIVES.

AUDIENCE Approved by JDRP for students of all abilities, grades
K-7.

DESCRIPTION Growing Healthy includes a planned sequential
curriculum, a variety of teaching methods, a teacher training
program, and strategies for eliciting community support for
school health education. It involves students, teachers,
educational administrators, other school staff,
community health personnel, and the families of participating
students. Through group and individual activities, children learn
about themselves by learning about their bodies. There is one
8-12 week unit for grades K through 6 and a semester course for
grade 7. Each grade studies a separate unit specifically designed
for that age group. The units include an introduction of the five
senses, feelings, caring for health, and general health habits;
the senses of taste, touch, and smell and their roles in
communicating health information; the emotions and communication
methods with regard to sight and hearing; the skeletal and
muscular systems; the digestive system; the respiratory system;
the circulatory system; and the nervous system. Throughout all
grades, health information about safety, nutrition, environment,
drugs and alcohol, hygiene, fitness, mental health, disease
prevention, consumer health wellness, and life style is explored
and reinforced. Access to a variety of stimulating learning
resources, including audiovisuals, models, community health
workers, and reading materials, is abundantly provided. The
curriculum is designed to integrate with the lives and
personality development of children by providing situations in
which they may assume responsibility, research ideas, share
knowledge, discuss values, make decisions, and create activities
to illustrate their comprehension and internalization of
concepts, attitudes, and feelings. The curriculum has been
developed to enhance other school subjects such as reading,
writing, arithmetic, physical education, science, and the
creative arts. As teachers become familiar with the subject
matter during training, they simultaneously learn teaching arts
and teaching methods. The teacher uses a learning center
approach, which allows children to move about the room, explore
resources, and work together in groups. Twenty-four separate
studies were completed between 1964 and 1978 to ascertain
effectiveness. A recent review and synthesis of these studies
indicates that Growing Healthy was effective in increasing
health-related knowledge and providing positive health-related
attitudes. 

REQUIREMENTS Growing Healthy requires a school team comprised of
two classroom teachers, the principal, and one or more curriculum
support persons to receive training in the grade level being
adopted; utilize Growing Healthy teaching materials; involve
school administrators, parents, and representatives of community
health organizations in the project; and offer a Growing Healthy
training workshop for others after the first year.  

SERVICES Awareness materials are available at no cost. A Project
Facilitator has been appointed in each state to supply
information and assistance.  Visitors are welcome by appointment
at project site and additional demonstration sites. Project staff
is available to attend out-of-state awareness meetings (all
expenses must be paid). Training is conducted at project site
(all expenses must be paid). Implementation and follow-up
services are available to adopters (costs to be negotiated).
Teacher training becomes cost effective when shared by several
school districts.  Non-consumable instructional materials can be
shared by 4-5 teachers on a grade level as well as several
buildings within a school district. There are minimal
instructional costs per grade level. Contact the National Center
for Health Education.

DEVELOPMENTAL FUNDING: HEW: U.S. Pub. Health Ser.         

Grades K-3 JDRP No. 80-6 (5/23/80) Recertified (12/84) 
Grades 5-7 JDRP No. 79-14 (5/8/79) Recertified (3/85)

CONTACT

Linda S. Campbell 
Director
School Health Programs,
National Center for Health Education
30 East 29 Street
New York, NY 10016
(212) 689-1886

    
HAVE A HEALTHY HEART (HHH). A HEART HEALTH CURRICULUM AND AEROBIC
FITNESS PROGRAM FOR REGULAR CLASSROOM, PHYSICAL EDUCATION,
SCIENCE, AND HEALTH TEACHERS AND THEIR STUDENTS.

AUDIENCE Approved by JDRP for students in grades 4-6. Additional
components are offerred and available for grades 7 through 8.

DESCRIPTION There is evidence to suggest that several factors
associated with heart disease are related to habits acquired in
childhood.  The developers of this program assume that educating
children about such relationships and teaching them
health-promoting habits have great potential for reducing the
impact of heart disease. Conducted either within the regular
classroom or as part of a physical education, science or health
period, this supplemental health course consists of separate
fitness and lifestyle units, each with its own set of student
materials. Developed in cooperation with sports medicine
physicians and members of the American Heart Association's Heart,
Health, and the Young Committee, the Fitness Book (third-grade
readability level) contains information on setting up and
maintaining a personal aerobic fitness program. Developed in
cooperation with cardiologists, biomedical researchers and
dieticians, the Lifestyle Booklet (fourth-grade readability
level) conveys information on the effects of smoking, overweight,
stress, heredity, exercise, cholesterol and hypertension on heart
disease. Skillpaks containing mazes, puzzles, word scrambles,
quizzes, and other activities reinforce concepts taught in the
two student booklets. Student materials are used in the classroom
for approximately 30 minutes two or three times a week. Students
also participate in an aerobic fitness program. (No medical
release was required for participating students at the project
site. Local physicians determined that students healthy enough to
take part in school physical education program activities could
participate without risk.) They perform aerobic exercise at their
target rate for approximately 20 minutes three times a week.
Teachers supervise and participate in all student activities.
Project-developed teacher materials include a teacher's manual, a
fitness program kit, four videotapes, and resource/enrichment
packets. 

EVIDENCE OF EFFECTIVENESS Six school districts participated in
the pilot and field test of Have A Healthy Heart. Gains for all
groups on the project tests were significant at the p .001 level.

REQUIREMENTS Have a Healthy Heart can be implemented in regular
classrooms, science or health classes, physical education
programs, or a combination of all of the above. No special
materials are required. Participants should come to the workshop
prepared to do aerobic dance, dissect beef hearts, and make
smoking machines. Running shoes should also be worn.

COSTS The cost for a one-day training workshop and required
materials is $125 per participant. Materials include the
following: An implementation manual, fitness and lifestyle tests,
beef heart dissection packet, smoking machine packet, relaxation
packet, Fitness booklet, Lifestyle booklet, Heart Test booklet,
student booklet skillpaks, sweatbands, heart decal, HHH button,
and a HHH t-shirt.

SERVICES Awareness materials are available at no cost. Training
is usually conducted at a regional site. Follow-up services are
available.

DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C

JDRP No. 80-38 (12/9/80) Recertified (1/85)

CONTACT

Sherry Avena
Have a Healthy Heart
4095 173rd Place, S.E.
Bellevue, WA 98008
(206) 746-0331


THE KNOW YOUR BODY (KYB) SCHOOL HEALTH PROMOTION PROGRAM.  A
COMPREHENSIVE SCHOOL HEALTH PROMOTION PROGRAM DESIGNED TO EMPOWER
CHILDREN WITH THE KNOWLEDGE, ATTITUDES, AND SKILLS NECESSARY TO
PRACTICE POSITIVE HEALTH BEHAVIORS RELATED TO NUTRITION, DRUG,
TOBACCO AND ALCOHOL USE, EXERCISE, DENTAL CARE, DISEASE AND
ACCIDENT PREVENTION, SELF-MANAGEMENT, GROWTH AND DEVELOPMENT,
FAMILY LIVING, AIDS, AND CONSUMER AND ENVIRONMENTAL HEALTH.

AUDIENCE Approved by PEP for students in grades 1-3 (Juno's
Journeys component) and grades 4-6 (Know Your Body component).

DESCRIPTION Know Your Body (KYB) is a comprehensive health
promotion program that involves the school, the family, and the
community.  In all grades, the Program focuses primarily on
social skills development within the context of comprehensive
health education.  The curriculum consists of two components:
Juno's Journeys (grades 1-3 and Know Your Body (KYB) (grades
4-6).

Juno's Journeys uses a core group of characters who serve as
models of positive behavior.  Behavioral goals are geared toward
outcomes that children of this age group can realistically
affect, such as breakfast and snack choices, and asking adults to
not smoke in their presence.  Juno's Journeys features students'
activity books and readers, teachers' guides, song tapes,
posters, games, flash cards, and parent newsletters.

The Know Your Body grades 4-6 curriculum includes students'
activity books, teachers' guides, and parent newsletters. 
Elements of this program include behavioral rehearsal,
decision-making, goal setting, diary keeping, self-
monitoring, stress management, assertiveness training, and
communication skills.

Both curricula stress individual responsibility for health and
provide the basis for making health-promoting and
disease-preventing decisions.

An additional component of the Program is the annual biomedical
screening that measures height/weight, blood pressure,
cholesterol, and physical fitness.

The KYB program is taught one to two times a week for an average
of 40-50 minutes per activity.

EVIDENCE OF EFFECTIVENESS The results of several longitudinal
evaluations have demonstrated that the KYB program (grades 1-6)
has significant positive effects on students' health-related
knowledge, behavior, and biomedical risk factors such as serum
cholesterol levels, cardiovascular endurance, smoking, and diet.

REQUIREMENTS Typically, the KYB program requires the appointment
of a part-time local program coordinator who is trained by AHF
staff.  The American Health Foundation hosts an NDN-funded KYB
Coordinator's training bi-annually.  AHF-trained coordinators
then conduct inservice teacher trainings at their local sites. 
The interaction of teachers, administrators, school food-services
personnel, and parents is key to the success of the program.  The
involvement of local health agencies, hospitals, and health care
professionals is also an important part of program effectiveness.

COSTS The estimated cost of the KYB curriculum materials and
teacher trainings for 500 grades 1-6 students is $4,500 annually.

SERVICES  A first-level awareness packet, which includes a sample
activity book, is available for $5.00.  Program materials include
activity books, readers, and teachers' guides.  The Know Your
Body staff will assist local coordinators in implementing the
program during the first year.


DEVELOPMENTAL FUNDING: National Heart Lung and Blood Institute
                       and National Cancer Society, W.K. Kellogg
                       Foundation

PEP No. 89-1 (3/24/89)

CONTACT

Ken Resnicow, Donna Cross,
  Lisa Cohn, Jayne Reinhardt, Elly Kirschner
  and Andrea von Ratibor
The American Health Foundation
320 East 43rd Street
New York, NY 10017
(212) 953-1900


ME-ME DRUG & ALCOHOL PREVENTION EDUCATION PROGRAM. A
MULTI-DISCIPLINARY PREVENTION PROGRAM FOR CLASSROOM TEACHERS THAT
HELP IMPROVE STUDENTS' SELF-CONCEPT AND TEACHES THEM TO SAY NO TO
DRUGS. 

AUDIENCE Approved by JDRP for all students in grades 1-6 and has
been adapted for use with kindergarten level students.

DESCRIPTION Believe In Me is the heart of the Me-Me Program which
was developed to improve those conditions which are found to be
present in most young people who have abused drugs and alcohol.
Research has shown that most young people who abuse drugs have
poor self-concepts and lack the skills necessary to make good
decisions. The Me-Me Program is based on the premise that if
these conditions can be improved early in a child's life, the
child will be less likely to turn to drugs later on. Drug
information is presented to children according to their grade and
knowledge level about drugs. In addition, children learn about
MR. YUK; who is qualified to give them medicines; the differences
between prescription and over-the-counter medicines; and the
effects of alcohol, caffeine, and nicotine.

The program is designed to be used an hour a week by classroom
teachers but it can easily be incorporated into most areas of the
curriculum. The program works best when all elementary level
classroom teachers from a school are implementing the program.
Exceptions to this must be approved by the Project Director. 

Pre-/post-tests were administered to experimental and control
groups with matching socio-economic and geographic backgrounds
and ability levels. The program has shown to increase students'
self-concepts, their ability to make good decisions, and their
factual information about drugs which are relative to their grade
levels. In addition, several school districts are reporting less
drug use among high school students who had participated in the
Me-Me Program during their elementary level years.

Recent additions to the program are a parent component which
includes parent involvement in activities, continuous feedback,
and a kindergarten  curriculum.

Each participating teacher needs a set of manuals which include
either the Primary Level Manual and the Drug Information Manual
or the Intermediate Level Manual and the Drug Information Manual
which cost $42. The Kindergarten Manual costs $15.  The Drug
Information Manual contains 20 pages of drug information for
teachers plus several pages of drug information  for students,
many activities, and tests to assess students factual knowledge
about drugs.  The Drug Information Manual contains the most
comprehensive information about drugs that is currently available
for teachers' use.  The curriculum contains over 100 different
activities for each grade level.  New editions of the manuals
were published in October 1990.

REQUIREMENTS All teachers participating in the program must
attend a six-hour training session. It is highly recommended that
principals from the adopter schools also attend the training
session. The program is best suited for adoption in individual
schools or school districts who are looking for a structured
program that assures regular use by teachers.

SERVICES General information about the program is available at no
cost. A fifteen-minute filmstrip/tape is available on loan.
Sample Packets are available at $10 per packet. Visitors are
welcome by appointment at demonstration sites. Project staff is
available to conduct awareness sessions (costs to be negotiated).
Training is conducted only at adopter site (all expenses must be
paid, including travel, lodging, meals, and material costs). 
Schools can apply for Drug-Free School monies to cover program
expenses. Monitoring of program implementation is done throughout
the first year by project staff.

DEVELOPMENTAL FUNDING: USOE ESEA Title III

JDRP No. 75-47 (5/15/75)

CONTACT

Artie Kearney, Ph.D.
Executive Director
ME-ME Inc.
426 W. College Ave.
Appleton, WI 54911
(414) 735-0114


OMBUDSMAN. A SCHOOL-BASED SEMESTER-LONG DRUG EDUCATION/PRIMARY
PREVENTION PROGRAM.  (NEW REVISED 1991 EDITION)

AUDIENCE Approved by JDRP for students of all abilities, grades
5-6. This program has been used in other settings with grades
7-8.

DESCRIPTION Ombudsman is a structured course designed to reduce
certain psychological and attitudinal states closely related to
drug use.  In several specific activities Ombudsman emphasizes
information about drugs, and some drug topics are included for
discussion as part of other exercises. The course has three major
phases. The first phase focuses on self-awareness and includes a
series of exercises permitting students to gain a wider
understanding and appreciation of their values as autonomous
individuals. The second phase teaches group skills and provides
students with an opportunity to develop communication,
decision-making, and problem-solving techniques that can be
applied in the immediate class situation as well as in other
important group contexts such as with family and peers. The third
phase is in many ways the most important: the class uses the
insights and skills gained during the first two phases to plan
and carry out a project within the community or school. During
this phase, students have an opportunity to experience the
excitement and satisfaction of reaching out to others in a
creative and constructive way.  The revised edition included
activities on non-violent conflict resolution, appreciation of
cultural diversity, stress management, environmental issues, and
more cooperative learning strategies.  The program is usually
presented to a given classroom of students twice a week (1 hour
per session).

REQUIREMENTS The program can be conducted by classroom teachers
or other professional or school personnel. Training takes place
at the adoption site or the project site. Twelve to 24
participants from one or more school districts participate in the
3-day training. 

COSTS One Ombudsman teacher's manual must be purchased for each
trainee. The 3-day training fee is $1250. Other cost include
travel, lodging and per diem.  Evaluation service is also
available from The Drug Education Center. The Student Attitudinal
Inventory is used to evaluate the Ombudsman program.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at project site any time by appointment. Project
staff is available to attend out-of-state awareness meetings
(travel and per diem must be paid). Training is conducted at
project site (all expenses must be paid including cost of
training materials). Training is also conducted at adopter site
(all expenses must be paid including cost of training materials).
Follow-up services are  available to adopters (expenses must be
paid).

DEVELOPMENTAL FUNDING: HEW: National Institute on Drug Abuse 

JDRP No. 78-194 (6/12/79) Recertified (1/85)

CONTACT

Helen Harrill
Training Coordinator
The Drug Education Center
500 E. Morehead
Charlotte, NC 28202
(704) 375-3784


PHYSICAL MANAGEMENT (PM). PHYSICAL EDUCATION DESIGNED TO MEET THE
NEEDS OF OVERWEIGHT STUDENTS.
 
AUDIENCE Approved by the JDRP for overweight students, grades
10-12. The program has been used in other settings with grades 7,
8, and 9.

DESCRIPTION The Physical Management Program was developed to give
overweight students grades 10-12, the knowledge and opportunity
to interrupt the cycle of obesity and inactivity that prevents a
fully healthy and effective lifestyle. More specifically, PM
seeks to:

1.   Set the stage for positive change by providing structured  
     practice in social skills, assertiveness, and goal
     setting.

2.   Provide practical nutrition education to students by
     teaching food group selections, portion control, and caloric
     density of foods.

3.   Enable students to evaluate their physical condition and
     body composition, and to design a conditioning program for
     themselves based on the principles of exercise prescription.

4.   Replace inappropriate eating and exercise habits which have
     led to obesity and poor physical condition.

Enrollees may earn either a required or elective physical
education credit for their participation. 

Participants (grades 10-12 in the Physical Management Program)
have demonstrated significantly greater reductions (p <.05) in
body weight and percentage of body fat, and significantly greater
increases in levels of physical fitness (p <.05) than comparable
nontreatment students (enrolled in standard Physical Education)
when assessed by selected fitness and body composition measures.

REQUIREMENTS Physical Management can be implemented in schools of
any size with minimal cost and adaptation. Testing may be as
extensive as the materials that are available within the school.
The minimum requirements are a balance beam scale, a set of
skinfold calipers, a stopwatch, and a personality assessment
instrument. Instructional materials, test protocols, curriculum
guides, resource bibliography, and recordkeeping guidelines are
included in the program training manual (provided in training
workshops). No new staff or special facilities are required. 

SERVICES A complimentary awareness packet and a 15-minute video
presentation of an existing program with administrator, parent,
and student interviews ($15 rental fee) are available. Project
staff is available to attend awareness meetings (cost to be paid
by host). Two-day training workshops are provided at the adopter
site by project staff (costs to be paid by adopter). Follow-up
services are also available to adopter sites (costs to be paid by
adopter). Visitors are welcome at demonstration sites by
appointment.

DEVELOPMENTAL FUNDING: ESEA Title IV-C                        

JDRP No. 84-3 (3/13/84)

CONTACT

Eileen Solberg
Project Director
Physical Management Project
P.O. Box 891
Billings, MT 59103
(406) 252-4822

SOCIAL DECISION MAKING AND PROBLEM SOLVING. A PROGRAM THAT
TEACHERS ALL CHILDREN TO "THINK CLEARLY" WHEN UNDER STRESS--A
SKILL CONSIDERED A COMMON DENOMINATOR IN THE PROMOTION OF
ACADEMIC AND PERSONAL SUCCESS AND IN THE PREVENTION OF SUCH
SERIOUS PROBLEMS AS SUBSTANCE ABUSE, DELINQUENCY AND OTHERS.

AUDIENCE Approved by PEP for teachers, administrators, guidance,
child study team staff, and parents of children in the elementary
grades, both in regular and special education programs.

DESCRIPTION Social Decision Making and Problem Solving works by
training educators and parents to equip children with skills in
self-control and group participation, the use of an eight-step
social decision-making strategy, and practical know-how regarding
the use of these skills in real life and academic problem areas.

The program is curriculum-based and occurs in three developmental
phases. The readiness phase targets self-control, group
participation and social awareness skills. The instructional
phase teaches an eight-step social decision-making strategy to
students.  The application phase teaches children to use these
skills in real life interpersonal and academic situations.

The primary objective is to teach children a set of heuristic
social decision-making thinking steps. Lessons are taught to the
children on a regular basis by their classroom teacher. Extensive
guided practice and role playing are used, as is skill modeling
and the use of hypothetical social problem situations. 
Facilitative questioning and dialoguing stimulates the
integration of the techniques.  And, cooperative group projects
and writing assignments further advance that process. 

EVIDENCE OF EFFECTIVENESS In pilot tests and published
evaluations that have been emerging since 1979, teachers who were
trained were found to improve in their ability to facilitate
children's social decision-making and problem-solving.  The
children  who received the program improved their social
decision-making and problem-solving skills relative to control
groups. Students also showed more prosocial behavior in school as
well as greater ability to cope with stress upon their transition
to middle school, when compared to control youngsters.  Students
who were followed up in high school showed high levels of
positive, prosocial behavior and decreased anti-social,
self-destructive and social disordered behavior when 
compared to controls.

REQUIREMENTS At the building or district level, the school(s) is
asked to form a Social Decision Making committee.  This committee
moves into a leadership role to provide guidance to the program's
multi-year development as well as to provide consultation support
to the teachers who are brought on board to teach the program. 
The committee should consist of some key teachers,
representatives from the district/building administration, and
such specialists as substance abuse counselors, guidance
counselors and special education professionals.  At times, and
individual teacher or other practitioner can be prepared to
implement the program.

SERVICES Awareness materials and presentations are available. 
Staff provide a two-day curriculum lab training workshop for
those teachers and practitioners who will be teaching Social
Decision Making directly to the students.  Members of the Social
Decision Making Committee stay for a third day to prepare them
for their role.  Courses are also available regarding how to
bring parents on board with Social Decision Making.  These
trainings most often are offered on the school district site but
are also available at our New Jersey location.  All trainees
become regular recipients of the program's newsletter,  THE
PROBLEM SOLVING CONNECTION.


DEVELOPMENTAL FUNDING: National Institute of Mental Health,      

                       the William T. Grant Foundation, the
                       Schumann Fund for New Jersey

PEP No. 89-16 (7/18/89)

CONTACT

John Clabby, Thomas Schuyler
 Linda Bruene or Margo Hunter
University of Medicine and Dentistry
 of New Jersey- CMHC at Piscataway
240 Stelton Road
Piscataway, NJ 08854-3248
(201) 463-4939
  or Maurice Elias;
Department of Psychology
Rutgers University
New Brunswick, NJ 08903
(201) 932-2444

CURRICULUM FOR MEETING MODERN PROBLEMS (THE NEW MODEL ME--2ND
EDITION). DESIGNED TO HELP STUDENTS UNDERSTAND THE CAUSES AND
CONSEQUENCES OF BEHAVIOR. APPROVED BY JDRP FOR ALL STUDENTS IN
GRADES 9-12. USED AS A COURSE IN ITSELF OR TO SUPPLEMENT EXISTING
COURSES. 

DESCRIPTION The New Model Me--2nd Edition provides students with
a basic understanding of why people behave as they do. It assists
students in understanding the available alternatives for solving
personal problems and the short- and long-term consequences of
those alternatives. Dr. Ralph H. Ojemann's causal approach to
behavior is the central theme of the 374-page student text. Young
people increase their personal resources, improve their
self-identity, and learn to make constructive choices in critical
decison situations. The student text, which is reproduced in its
entirety in the teacher's manual, includes the following units:
Human Behavior, Self-Identity, Controls, Decision Making, and
Change: The New Model Me. The second edition has retained the
strengths of the first: a student-centered approach, emphasis on
esteem-building, an attractive format, and a balance between
structure and freedom for the teacher. Additional features
include: integration of cognitive and affective domains, emphasis
on enhancing reading skills, presentation of clear objectives,
emphasis on key words and phrases, use of contemporary activities
that are both personalized and integrated into the curriculum,
ample opportunities for students to apply newly acquired
knowledge, a balanced mix of text and visuals, and a practical
teacher's manual containing a rich assortment of specially
prepared materials to facilitate instruction. The New Model
Me--2nd Edition fits well in social studies, language arts,
health, home economics, psychology, orientation, vocational
education, family living, special education, driver training, and
a variety of programs for at-risk students.

DEVELOPMENTAL FUNDING: USOE ESEA Title III                       

JDRP No. 74-73 (5/29/74) 

CONTACT

John R. Rowe
Project Director
15 Tuckaway Drive
Asheville, NC 28803
(704) 684-4543
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