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Program Evaluations

UNITED STATES STUDENT ASSISTANCE
PROGRAM EVALUATIONS


REDUCTION OF ALCOHOL AND OTHER DRUG USE

Decrease and elimination of alcohol and other drug use from students
participating in school support groups:

77% Twin Falls School District, Idaho USA
71% Miami High School, Arizona USA
68% Lawton Public Schools, Oklahoma USA
57% Greenway High School, Arizona USA
68% Putnam City Public Schools, Arizona USA
82% Snowflake High School,  Arizona USA
62% to 17% Reduction in students smoking over 3 years, Payson, Arizona
   
Decrease and elimination of alcohol and other drug use by students
participating in specific support groups, Phoenix Union High School District, 1986:
Q: What effect has the support group had upon your use of alcohol or other drugs?
Group Type Have Decreased my use Have Stopped using No effect upon my use but more aware of problem No effect upon my use Total
Intervention
(1)
53
43.8%
59
48.8%
3
2.5%
6
4.9%
121
Concerned Persons (2) 51
48.6%
17
16.2%
26
24.8%
11
10.5%
105
Sharing (3) 58
54.0%
13
21.1%
22
20.6%
14
13.1%
107
Sobriety (4) 3
10.7%
12
42.8%
7
25.0%
6
21.4%
28
Total 165
45.7%
101
28.0%
58
16.1%
37
10.2%
361

 

  (1) Concerned Persons: For children living in a alcohol/drug dependent home.
  (2) Insight: For students using alcohol/other drugs. (Policy and self referrals.)
  (3) Sharing: Personal growth.
  (4) Sobriety: For students wanting to remain Alcohol/drug free.
  Other school reporting a decrease of alcohol/other drug use:
1986-89, Pre-post Test from general school population:


  13% decrease in alcohol use
  13% decrease in marijuana use
  15% decrease in monthly use
 
Payson Unified School District, Arizona
  1987-88 Pre-post Test reporting of use by students in support groups:

  32% decrease in alcohol use
  23% decrease in marijuana use
 
Phoenix Union High School District
 
IMPACT ON THE REDUCTION OF VIOLENCE
 
  75% reduction in fighting
Sunrise Junior High School, Phoenix AZ
  63% reduction in verbal abuse  
  80% reduction in property destruction  
  88% reduction in weapon possession  
"I learned to fight with words instead of violence."
Greenway High School, Arizona
"I let go of most of my anger and hurt."
Phoenix Union High School District, Arizona
"It helped me control my temper."
"It helped me release my emotional pain."
 
Peer Mediation, Miami High, Arizona 1998
  Reduction of reported fights on campus.
  From 47 to 3 (80-100 mediations per year).
   
 
IMPACT ON SCHOOL ATTENDANCE
  Percentage of Students considering dropping out of school who said
attending group helped them stay in school:
  70% Twin Falls, Idaho
  93% Snowflake High School, Arizona
  73% Phoenix Union High School District
  61% Greenway High School, Arizona
  44% Putnam City School, Oklahoma
  77% Lawton Public Schools, Oklahoma
  75% Overall reduction in school dropout rate
   
Millikan Middle School, California
  51% Decrease in truancy
   
Sunrise Junior High, Arizona
  75% Decrease in suspensions
   
Leavelle-McCampbell Middle School, South Carolina
  Dropout rate decreased from 43% to 12% in five years
   
Indian Oasis, Arizona
   
 
SELF REPORTED EVALUATION BY STUDENTS ON THE
POSITIVE EFFECT OF SUPPORT GROUPS
 
75%
positive increase in my self worth
 
Waialua High School Hawaii
84%
positive increase in my attitude toward school
 
Waialua High School, Hawaii
62%
positive effect on my family relationships
 
Idaho
83%
positive effect on my relationships with other students
 
Hawaii
84%
improved my attitude toward school
 
Twin Falls, Idaho
81%
improved by ability to solve problems
 
Miami High School, Arizona
   
 
IMPACT ON TEEN PREGNANCY
 
  21% decrease in teen pregnancy in two years
   
Little Rock, Arkansas
  20% to 65% increase in the teen pregnancy graduation rate
   
Family Education Center, Virginia
   
 
IMPACT ON STAFF, ADMINISTRATION AND
SCHOOL BOARDS
  STAFF MEMBERS
Staff members feel they have been more effective in offering help to:

  70% of their students
  34% of their friends
  24% of their family
  14% of their co-workers
  40% attend other personal growth workshops as a result of 
interest generated through the program.
  62% gained a greater awareness and understanding of the 
impact of chemical abuse on their own life and the lives of
their families and friends
   
Phoenix Union High School District
  68% of staff observed positive change in students 
participating in SAP.
   
Lawton Public Schools, Oklahoma
  76% of staff feel group had a positive impact on their students
in class.
   
Greenway High School, Arizona
"This program turns students and staff into a caring community."
"I've seen teens begin to take charge of their lives."
"Troubled students have a place to go."
PUHS District Arizona
ADMINISTRATION:
"I have a positive alternative to suspension."
"It's helped me with referrals in the community and school."
"Students know that they have a safe place to go, less anger, less acting out and
not so overwhelmed or desperate."
Phoenix Union High School District, Arizona
SCHOOL BOARD MEMBERS:
"This is the most positive program in our district, the main reason for
my staying on the Board."
"This program gives us a new focus, it created a shift in attitudes and
perceptions, we now have hope."
"It gives meaning and purpose for my being on the Board."
Phoenix Union High School District
   
 
Phoenix, Arizona Union High School District-Students
  "The group was my only escape. It was what kept me alive! It was the only place I had to go." Kay, student
 
 
  "I have for so long wanted to tell you that those sessions not only got me
through some terribly difficult times at home, but influenced my decision to stay in school, as most of my friends dropped out."    
Donna, student
 
 
National Counselor of the Year
  "This was the best workshop I have attended in my 26 years of education."
 
Dottie Lunsford Metropolitan School District, Indiana
State Safe/Drug Free School Director, Idaho
  "For three consecutive years we have provided this training statewide. It is our goal to have all schools in our state implement this program." Claudia Hasselquist, Idaho Department of Education
 
 
Superintendent
  "I am convinced that his approach with high quality training can have a 
significant impact on community substance abuse problems."
Russell Kinzer, Big Falls School District Montana
 
 
Teacher, Idaho
  "The connections made in group carry over into the classroom. What a building of trust between teachers and students."
Juvenile Probation Officer, Arizona
  "I co-facilitated three separate groups comprised of grades K-3, 3-4, 
and 5-6. The response from the children was nothing less than amazing. It was heart warming to see how quickly the children bonded with me and trusted one another in group. The experience I had co-facilitating these support groups has been the most rewarding experience I've had in the five years I have been a probation officer."
 
Tawny Peralta, Maricopa County Probation, Arizona
Reynolds School District-Troutdale, Oregon
  "It is simply one of the most valuable experiences that any school district could provide staff members. It was a life changing experience." Dennis Sizemore, Counselor & Student Assistance Coordinator, Oregon
 
 
Midland Independent School District, Texas
  "Our school year began with no support groups and we now have 47 student support groups on seven secondary campuses. Ten of us formed our own weekly support group." Patricia J. Cobb, Counseling Dept., Midland Texas
 
 
Illinois Educational Services Region
  "It was exciting to participate in such a worthwhile training...I would really like to look at your program as a state-wide model."   Jana Diarah Cavanaugh, M.S., Prevention Coordinator, Skokie, Illinois
 
                 
   
 
       IDAHO STATE DEPARTMENT OF EDUCATION  
                  STUDENT ASSISTANCE PROGRAM                           
Safe and Drug Free Schools Yearly End Report to State Legislators
Training provided by Student Assistance Training International
  Support Group Results: survey results of students participating in the group component of the Student Assistance Program (average number of surveys 7,500 students in 84 school districts)
  SURVEY RESPONSES:

 
2003
2004
2005
2006 2007 2008 2009
Reported that they had stopped or decreaseduse of tobacco, alcohol or other drugs
76%
76%
77% 82% 80% 75% 83%
Reported that the program had a positive effect on school attendance
61%
64%
73% 80% 81% 85% 79%
Reported that the program had a positive effect on overall school work
66%
62%
71%
74% 71% 74% 80%
Reported that the program gave them positive ways to deal with problems
79%
82%
85% 90% 89% 91% 87%
Reported that they had felt increased feelings ofself worth
73%
76%
81%
86% 85% 86% 57%
  "This program provides a major successful element in our comprehensive approach to safe and drug-free schools programming". Safe and Drug-Free Schools State Coordinator, Idaho, USA Claudia Hasselquist.
  2003-2009 IDAHO STUDENT ASSISTANCE PROGRAM REFERRALS

 
2003
2004
2005
2006
2007
2008
2009
Staff
29,927
33,468
30,482
35,903
24,499
23,540
22,152
Parents
15,534
15,156
13,043
15,747
10,095
9,881
10,675
Peers
9,495
7,817
8,737
8,354
5,820
22,285
28,077
Self
40,065
29,186
32,556
35,019
24,250
5,289
6,267
Others
24,699
5,821
16,518
2,046
1,897
2,167
1,520
TOTALS
119,720
91,448
101,336
97,069
66,561
63,162
68,691
 
UNITED KINGDOM STUDENT ASSISTANCE PROGRAM EVALUATIONS (Year 6-11)
 
 
Wrexham Wales *1
Andover England *2
Caerphilly Wales *3
Monmouthshire Wales *4
Rhymney Wales *5
1. Student support group has had a positive effect     upon:
2003 (106)
2004 (51)
2005 (30)  2006 (14) 2007 (13)
Ability to find new positive ways to deal with problems
81%
86%
92% 83% 100%
Ability to communicate and express feelings in a positive way with others
72%
82%
77% 83% 100%
Feelings of self-worth
68%
80%
77%
83% 100%
Ability to help friends who need assistance
81%
86%
85% 100% 100%
Ability to make or explore supportive friendship
75%
72%
77%
100% 84%
Relationship with other students
72%
90%
92%
100% 92%
Ability to cope in stressful situations
63%
80%
77%
83% 100%
Relationship with members of your family
53%
74%
69%
69% 100%
Ability to help family members who need assistance
60%
N/A
69%
100% 100%
General attitude toward school
49%
67%
46%
100% 100%
School attendance
46%
59%
N/A
83% 76%
Overall school work
49%
N/A
54%
100% 100%
Mental Health
51%
N/A
46%
33% 69%

2. Would recommend group to a friend:
   • 
Wrexham 80%• Caerphilly Boys 100% • Monmouthshire 100%                                                   

3. Students in group using alcohol and other drugs decreased or stopped as a result of group. • Andover 66%                                                                                                                                   

4. Students who considered dropping out of school say the group sessions helped them stay in school.

 • Wrexham 52% • Andover 76%                                                                                                                     
*1. Wrexham LEA. First LEA to implement SAP in the UK. 6th year in operation.
*2. Andover LEA. One year project facilitated by a community agency.
*3. Lewis Comprehensive Boys School, Caerphilly LEA. 5th year 1st UK LEA/Community based SAP.
      Implemented by Primary Mental Health Team Coordinator & Caerphilly LEA.
*4. Monmouthshire LEA. First pilot group reaching out to shy, quiet young people.
*5. Rhymney (Caerphilly LEA). Y7 Grief & Loss group for students following the death of a student.

5. Student comments on Group:Westgate Student Assistance Program. UK Model School Program.Winchester, England, 2006.
    Year 7
• The group helps you realize the positive side to yourself and others.
• I looked forward to this every week - it was just a place that I could be myself and not have to worry.
• It helped me talk through and get over memories that were hurting me and I became a stronger person away from the influence of drugs.
• The group has led me to feel justified in appreciating beauty within myself at last.
• I learnt how important it is to improve relationships in my life.
    Year 8
• Life changing.

• Once in a lifetime opportunity and has changed my life a great deal.
• Fun but can help you sort out your problems.
• I felt safe.
• I felt good that people were going through the same stuff as me - the leaders were really nice.
    Year 10
• It was brill and so were the leaders!

• It's helpful and good to go somewhere that you can talk without being judged.
• Like a big tasty cake - a treat in life that makes you feel good.
• A great and uplifting experience.

 
INTERNATIONAL STUDENT
ASSISTANCE PROGRAM EVALUATIONS
 
 
STUDENT ASSISTANCE PROGRAM GROUP EVALUATION
Brooks High School, Launceston
Tasmania, Australia
 
1. Student support group has had a positive effect upon:
  86% Better relationship with parents and other family members
  81% Better able to communicate with others and express feelings in a positive way
  81% Increased school attendance
  81% Improved overall school work
  81% More able to help friends in need of assistance
  78% Increased feelings of self worth
  78% New positive ways to deal with problems.
  77% Better able to make and explore supportive friendships
  76% Increased mental health
  67% Healthier relationships with other students
  66% Improved general attitude towards school
  62% Better able to cope with stressful situations
2. Have you ever used alcohol or drugs? (75% responded yes) If so, what effect has the support group had upon your use.
  48% Stopped or decreased their alcohol or other drug use
  28% Are still using but are more aware of the problem
3. Have you considered dropping our to school? (41% responded yes) If so, has the group helped you stay in school?
  43% Have stayed in school because of support group
4. 81% Would you recommend the group to a friend?
5. 72% Plan to join a support group next year
6. 58% Have asked a friend to come to a group
   
 
STUDENT ASSISTANCE PROGRAMME SUPPORT GROUP EVALUATION
Foundation Public School
Karachi, Pakistan
  Students were asked the value of participating in a student support group
(Mid-term evaluation - total surveyed: 50)

1. Student support group has had a positive effect upon:
  93% Your ability to help friends who need assistance
  83% Your relationship with other students
  80% Your ability to make or explore supportive friendships
  78% Your general attitude toward school
  73% Your feelings of self-worth
  71% Your ability to help family members
  68% Your ability to communicate and express your feelings in a positive way with others
  64% Your ability to find new positive ways to deal with your problems
  54% Your mental health
  53% Your relationship with members of your family
  43% Your ability to cope in stressful situations
  38% Your school attendance
  31% Your overall school work
2. 96% Would recommend the group to a friend
3. 81% Would join a support group next year
4. 78% Have asked a friend to come to group
 
 
The International School of Amsterdam
  "Your workshop I attended in London a year ago was one of the high points in my counseling a personal education."
 
Lou Ann Apostaolopoulos, Director of Guidance
France-American School of Paris
  "We have begun an exciting new program in the upper school this semester! Ninth grade students are participating in a series of support groups that are being conducted in the context of the health program with the purpose of impacting students' lives. It is our goal to provide young people with opportunities to explore their own thoughts and feelings, as well as to explore alternative ways of responding to and interacting with others in an atmosphere of acceptance, trust and encouragement."
 
Laura Vincens, Upper School Counselor / Health Teacher
England-Reading
 
"Don't be frightened - It works! It's totally safe and and enlightening experience for all."
 
Deputy Head, Reading Girls School
Tasmania, Australia
  "The program has had amazing results; Now people have the chance to address the needs of your young people in a way that is proven, demonstrated effects."
 
Nairn Walker, Smithton High School teacher
Australia-Sidney, Administrator
  "This excellent program allowed us to explore many of the high risk behaviors which interfere with a student's education and life development. It was the most valuable seminar I have ever been to."
 
Marie Broden, Principal
Russia-Soviet Psychiatrist
  "This program has given us the skill to work with students. We can take that knowledge to our schools and colleges."
 
Alexander Churkin and Boris Tzigancov, Moscow
Israel-United States Information Agency
  "On behalf of the United States Information Agency, I would like to thank you for your outstanding contribution to programming as a U.S. Speaker in Israel. The USIS staffs you dealt with were unanimous in praising your skill in providing to your audience practical and valuable information regarding drug abuse prevention."
 
Robert Powers, Acting Associate Director for Policy and Programs, USIA
Department of Defense Dependents Schools (Education Activity), Atlantic Region
  "I am very pleased that the Student Assistance Team Training conducted for DoDDS-Atlantic personnel and our community representatives in October, 1992 was a tremendous success. As a result of this training, our educators and community representatives were inspired to plan, implement, and conduct support groups in our schools and military communities, in response to stress and the drawdown."
 
G. William-Scaife, Director
Pacific Rim-U.S. Air Force Alcohol & Drug Abuse Division
  "When I completed your training program, I was convinced you created what many of us in the field of addiction have been working for at piecemeal for years - a way to interdict the process at the most critical point, pre-development."
 
Captain Frank Scarpati, Director
Pakistan Foundation Public School
  "All of us have a common ingredient in us, compassion, but sometimes it lays dormant. Cheryl taught us how to be aware of this feeling and how to feel for others. We were taught about the art of communicating which sometimes is more than just talking and responding to what is said. It requires so much patience to understand the feelings behind what is being said. It was all about learning a message that is unspoken."
 
Mrs. Afshan Khalid, a Vice Principal of the FPS
Canada-Alexander (Kipohtakaw) Education Center
  "This program has had a more positive impact on the Alexander community than any program that I have seen in the seven years that I have worker here. May the Great Spirit Guide you."
 
Janice Sundmark, Principal, Cree Indian Reserve
Republic of the Marshall Islands, Department of Education
  "I feel that I have stumbled upon a turning point in my life and an experience that deeply touched me."
 
Jim Bogden, Department of Education, Majuro, Marshall Island
America Somoa Government
  "I want to thank you for the very professional and powerful training you were able to provide to our employees."
 
Scott J., Whitney, M.A., Consultant, Dept. of Human Resources, Pago Pago, American Samoa
   

 

UNITED KINGDOM STUDENT
ASSISTANCE PROGRAM EVALUATIONS

STUDENT ASSISTANCE PROGRAM GROUP EVALUATION
Wrexham Local Education Authority
Wrexham, Wales 2002-2004
 
GROUP HAD A POSITIVE IMPACT IN THE FOLLOWING AREAS:
106 Students Surveyed
2002-2003
  2003-2004
Ability to deal problems in new, positive ways
81%
80%
Ability to cope with stressful situations
63%
75%
Ability to make supportive friendships
75%
79%
Ability to communicate feelings in new, positive ways
72%
79%
Ability to support friends who need help
81%
83%
 
Feelings about yourself (self esteem)
68%
83%
Relationships with other students
72%
75%
Relationships with family members
53%
66%
Ability to help family members
60%
62%
 
Mental Health
51%
62%
Attitude towards school
49%
59%
School attendance
46%
51%
School work
49%
61%
 
80% of the sample said they would recommend support group to a friend
78% said they are planning to join a support group next year
52% said support group helped them stay in school
Quotes from the students:
When I come to school I feel safer.
I feel much better about myself and know how to deal with problems much easier than before.
Built lasting, trusting relationships.
It helps me be more aware of the feelings I have.
I don't think I loose my temper as much as I did before group.
I think it helped and boosted my confidence.
It has really helped me take a positive and happy attitude to life.
Made new and better friends with people in group.
I think coming to the support group helped me be more trusting of people.
I thought it was very helpful to talk to people who understand what you're going through.

 

 

STUDENT ASSISTANCE PROGRAM GROUP EVALUATION
Exploration Project, Andover Schools
Andover, England May, 2004
Group has had a positive effect:                      55 children
My ability to find new ways to deal with my problem
86%
My ability to cope in stressful situations
80%
My feelings of self-worth (how I feel about myself)
80%
My ability to express feelings in a positive way
82%
My ability to express anger and frustration in healthy ways
72%
Respect for others feelings and differences
89%
My ability to make supportive friends
72%
Relationships with members of my family
74%
My ability to be of help to someone else
86%
Understanding myself
82%
Improving my self-image
59%
My ability to think through a problem I had
88%
My ability to communicate in a healthy way with my parents
72%
My ability to communicate in a healthy way with my friends
90%
My ability to communicate in a healthy way with my teachers
59%
My behavior in class
70%
My school attendance
59%
My attitude towards school
67%
Helped me realize that my education is important to me
80%
Have you ever dropped out of school?
Yes  21%
Have you ever thought about dropping out of school?
Yes  57%
Group helped me to stay in school
 76%
Children who stopped or reduced their tobacco, alcohol or other drugs use
  66%

 

ANDOVER SCHOOLS STAFF EVALUATION May, 2004

Post-Group Assessment

36 children
Showed improvement
 
Present level of behavior in the classroom
53%
Communicates effectively with others
33%
Ability to focus on the task at hand in the classroom
33%
Getting along with other students
53%
Performance on school work
39%
Response to your direction
42%
Ability to manage stress, tension or distress in class
28%
Exercising self-discipline
56%
Problem solving ability
25%
Ability to work with others
53%

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