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Health Education Research, Vol. 6, No. 3, 339-351, 1991
© 1991 Oxford University Press

research-article

Curriculum development in school-based prevention research

Steve Sussman

Institute for Health Promotion and Disease Prevention Research and Division of Health Behavior, Department of Preventive Medicine, School of Medicine, University of Southern California 1000 S. Fremont Avenue, Suite 641, Alhambra, CA 91803-1358, USA

In order to more completely understand and control the mechanisms of change elicited by a primary prevention curriculum used in school-based health education research, it is optimal that it be developed using a scientific process. Derived from a synthesis of methods used in previous projects, this paper outlines a general four-step process of curriculum development. The first step of the suggested curriculum development process involves adopting a theoretical model to serve as a conceptual guide and engaging in empirical studies to provide additional knowledge about theoretically-relevant variables. The second step entails collecting a pool of prevention activities and teaching methods which have received support from previous research, as well as generating new activities, which might help mitigate theoretically-based variables facilitative of some risk behavior. The third step involves engaging in a series of activity comparison studies leading to the selection of prevention activities which impact maximally on proposed mechanisms of change (i.e. certain knowledge, attitudes, beliefs or behavioral intentions). The final step involves combining activities and lessons together, and engaging in studies on the whole curriculum to increase its workability and impact on mechanisms of change.


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