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Health Education Research Advance Access published online on May 17, 2004
Health Education Research, doi:10.1093/her/cyg058
© 2004 by Oxford University Press
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Received February 4, 2003
Accepted September 8, 2003

Original article

Teaching a coherent theory of drug action to elementary school children

Carol K. Sigelman 1*, Cheryl S. Rinehart 1, Alberto G. Sorongon 1, Lisa J. Bridges 1, Philip W. Wirtz 1

1 Department of Psychology, George Washington University, Washington, DC 20052, USA

* To whom correspondence should be addressed. E-mail: carol{at}gwu.edu.


  Abstract

This study examined whether two versions of a drug and alcohol curriculum explaining how substances affect behavior and health, one version more causally coherent than the other, were more effective than a control curriculum on disease in changing school-age children's (N = 327) beliefs and attitudes regarding cocaine and alcohol. Few differences were found between the two drug and alcohol curricula. Compared to children receiving the control curriculum, however, both treatment groups demonstrated greater understanding of the circulation of alcohol and cocaine throughout the body, the true long-term effects of these substances, and the stimulant effects of cocaine. Moreover, they had less positive attitudes and intentions toward cocaine. Several differences were evident at both a 3-month post-test and a 1-year follow-up, pointing to the potential value of applying an intuitive theories perspective in designing drug prevention and other health education programs.


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