Abstract: The Logic Model Underlying “Keepin’ It Real’s” Widespread Implementation By D.A.R.E. (Society for Prevention Research 27th Annual Meeting)

47 The Logic Model Underlying “Keepin’ It Real’s” Widespread Implementation By D.A.R.E.

Schedule:
Tuesday, May 28, 2019
Pacific D/L (Hyatt Regency San Francisco)
* noted as presenting author
William B. Hansen, PhD, Senior Research Scientist, Prevention Strategies, Brown Summit, NC
David L. Wyrick, PhD, President, Prevention Strategies, Brown Summit, NC
Introduction: D.A.R.E. America has adopted "keepin' It REAL" for widespread dissemination throughout the United States, delivering the program in all states and the District of Columbia. While "keepin' It REAL" has been evaluated and deemed to be an "evidence-based program", it has yet to be evaluated when delivered by D.A.R.E. officers. As an essential initial step toward preparing for an independent evaluation, our goal has been to create a logic model of the "keepin' It REAL" elementary (5th grade) and middle school (7th grade) programs as it has been adopted by D.A.R.E. America.

Methods: We conducted a session-by-session analysis of the "keepin' It REAL" elementary (5th grade) and middle school (7th grade) programs, assessing (1) targeted mediators and (2) the statistical strength of mediators as correlates or predictors of outcome variables. Past research on targeted mediators was used to classify the expected strength of relationship between each measure and targeted behavioral outcomes.

Results: The program includes the following core concepts: (a) self-efficacy to responding to peer pressure, (b) decision-making skills, (c) communication skills, (d) assertiveness skills, (e) beliefs about vulnerability to consequences of alcohol and tobacco use, and (f) normative beliefs about alcohol and tobacco prevalence. Each grade’s program places different emphasis on these concepts. Prior research relationships suggest that relationships between targeted mediators and behaviors include weak (in the case of assertiveness and communication skills), moderate (decision-making skills), and strong (beliefs about consequences, bullying self-efficacy, and normative beliefs).

Conclusion: The analysis of program content, linked with prior research on the strength of relationship between targeted mediators and behaviors serves as a useful means for constructing measures that will be used in a future evaluation of "keepin' It REAL" as delivered by D.A.R.E. officers.