Clearinghouse Primary Prevention Program Clearinghouse Psychology Department--Dewey Hall University of Vermont, Burlington, VT. 05405 To enhance communication between mental health professionals and to help to avoid needless duplication of labor, the Clearinghouse solicits write-ups of prevention programs, publishes brief abstracts, and makes copies of programs available on request for a fee depending on the length of the write-up. The Clearinghouse is administered by Linda Kelly at the address above. To order Copies of the programs listed below are available. Those with an asterisk (*) are not available from the Clearinghouse and should be requested directly from the author or consulted in the published source indicated. All other programs can be obtained by sending the CH number together with your name and address and the fee indicated to the address above. Submitting Programs The Clearinghouse welcomes copies of published or unpublished prevention programs. Send one copy to the address above, together with a signed copy of this statement: "I am the author of the program entitled--and hereby grant VCPP, Inc. permission to reproduce this document and to make it available on request for a charge to be determined by them. I further grant permission for them to publish the document title, author's name(s), and an abstract of its contents in The Journal of Primary Prevention." If the right to grarit permission to reproduce the material is held by someone other than the author, please provide the appropriate name and address (this is usually the journal editor in the case of published material.) A very brief abstract (less than 50 words) should be provided with each item submitted. The first sentence should include a n indication of the population served by, and the purpose of, the program. CH-133 MONGE, R. H., DUSEK, J. B., & LAWLESS, J. (Syracuse University, Syracuse, New York) An evaluation of the acquisition of sexual information through a sex education class. The Journal of Sex Research, 1977, 13, 170-184. (1980; 10 pp.; $0.80). Describes a study which compared ninth graders' knowledge of sexuality before and after (and with and without) a sex education unit in a health class. The 182 experimental subjects were enrolled in a Family Life and Living class which dealt with various aspects of development, including sexuality (sexual 0278-095X(81)1600-0123500.95

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development and behavior and the psysiology of reproduction, with discussions of birth control, venereal disease, sexual relations and pregnancy.) The 197 control subjects were not enrolled in this course. There were pretested and nonpretested subjects in both groups. Those subjects enrolled in the course scored higher on the post test gauging knowledge of sexuality, as did females as a group. Pretesting helped experimental subjects but bad no effect on controls. Results showed that ninth graders have very limited knowledge of sexual terminology. Suggests that the poor post test performance of controls may mean that peers are not strong sources of sexual information. Stresses the need for sex education as one factor in preventing teenage pregnancy and venereal disease. CH-154 HARVEY, M. G., & KERIN, R. A. {Southern Methodist University, Dallas, Texas) The influence of social stratification and age on occupational aspirations of adolescents. The Journal of Education Research, 1978, 71, 262-266. {1980; 5 pp.; $0.50). Questionnaires given to lower socioeconomic status (SES) and higher SES third and eighth grade students revealed the following: that perceptions of equal occupational opportunity decreased with age; children are aware of the status of different occupations at an early age; lower SES third graders perceived advanced education as more important to obtaining a good job than higher SES third graders but are more pessimistic in their hopes of obtaining this education; and lower SES eighth graders did not deem advanced education as important as did higher SES eighth graders and were much less likely to hope for an education beyond high school. The authors state that "recognizing the tendency of these {lower SES) children to start school with defeatist attitudes could dramatically affect their responsiveness to and success in school programs." Suggestions include career counseling starting in the third grade for lower SES students and exposure of these students to minority and lower SES background people in successful occupations. CH-158 SEEMAN, W., NIDICH, S., & BANTA, T. (University of Cincinnati, Ohio~ Influence of transcendental meditation on a measure of self-actwlization. Journal of Counseling Psychology, 1972, 19, 184-187. {1980; 4 pp.; $0.50). Discusses a study of the effects of transcendental meditation (TM) on selfactualization of the meditator. Outlines physiological changes occuring during meditation and explains the meditation techmque. The Personal Orientation Inventory (POD was used as a pre-test and post-test for the 20 control and 15 experimental subjects. Two days after the POI was given the experimental subjects began training and twice daily practice in TM. After two months the POI was given again, and experimental subjects showed a move toward greater "self-actualization" which was not evident in control subjects. Suggests ideas for further psychological research on TM. *CH-161 FOLKINS, C. H., LYNCH, S., & GARDNER, M. M. (University of California, Davis} Psychological fitness as a function of physical fitnes~)Archives of Physical Medicine and Rehabilitation, 1972, 53,

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503-508. {Carlyle H. Folkins, Ph.D., School of Medicine, University of California, Davis, California 95616}. Describes a study comparing the effects of a jogging course attended by 42 subjects and golf and archery courses attended by 42 other subjects on the personality, mood, work efficiency, and ability to sleep of male and female college students. Subjects in the jogging course showed increases in physical fitness as measured by jogging time (both men and women} and heart rate (women only}. Jogging subjects, particularly the women, were shown to be less psychologically fit than golf and archery (control} subjects on the basis of pretesting. Women in the jogging course improved significantly in the fitness indices of personality, mood, and sleep ability, but not in work efficiency over the 16 week program. Improvements in physical fitness were correlated with improvements in psychological fitness for women. Suggests that physical and psychological fitness increased more for subjects who were the least fit at the onset of the program. CH-167 GOLDBERG, M. (Columbia University, New York, New York} Life skills training groups as general mental health education. Unpublished paper. (1980; 15 pp.; $1.10}. Outlines the need to acquire life skills to prevent problems in such areas as interpersonal relations and stress management. Discusses skill development as a humanistically oriented edtlcational process. Points out the need for selfhelp programming in the mass media and adult education courses within the community that have a life skills curriculum {i.e. assertiveness training.} Lists resources useful in developing life skills educational programs. Discusses how life skills development courses may operate. CH-170 HARTZ, A. J., KALKHOFF, R. K., RIMM, A. A., & McCALL, R. J. {Medical College of Wisconsin and Department of Psychology at Marquette University, Milwaukee, Wisconsin} A study of factors associated with the ability to maintain weight loss. Preventive Medicine, 1979, 8, 471-483. {1980; 13 pp.; $1.10}. Describes a study of 175 obese women who had lost weight in a hospital setting and who attended TOPS, a support group, to discover which of 89 factors examined contributed to the ability to maintain weight loss 18-24 months after the original loss. During their 3 week hospitalization period subjects were given psychological tests and a comprehensive history questionnaire concerning eating behaviors, demographic data, obesity history, and medical problems. The 89 factors were extracted from these tests and questionnaires. Ability to maintain weight loss was found to be correlated with high responsibility scores on the MMPI. High control scores on the MMPI, however, were correlated with decreased weight loss. Women with strong appetites in the afternoon or evening who ate no more than three meals a day showed greater weight gain than others. These factors could not, however, predict which subjects would maintain their weight loss. CH-171 MYRES, A. W., & YOUNG, D. C. (Bureau of Nutritional Science, Health and Welfare Canada and H. J. Heinz Company, both in

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2bronto, Ontario, Canada) Obesity in infants: Significance, aetiology, and prevention. Canadian Journal of Public Health, 1979, 70, 113-119. (1980; 7 pp.; $0.80). Discusses the relationship between overnutrition and obesity in infancy and fat cell growth and obesity in later fife. Possible causes of obesity in infancy include genetic factors, the environment~and familial factors, including infant feeding patterns, maternal attitudes and characteristics, and activity levels. Preventive activities may include behavior modification within the family, breast feeding, weaning at the appropriate time, the eradication of food rewards and punishments, and parent education. CH-175 PARKER, M. (The University of Alabama School of Social Work) Prevention of mental illness: Are new approaches too late? Unpublished paper. (1980; 15 pp.; $1.10). Points out the preventive nature of the consultation and education services of community mental health centers and discusses the lack of commitment to prevention on both community and federal levels. Outlines the importance of social support systems to mental health and discusses principles of prevention, including use of these support groups, identification of high risk groups, and the need to have a good deal of knowledge about the community. Touches on the issues of institutional change, professional commitment to prevention, and the need for a multidisciplinary approach. Questions the future of prevention in fight of funding problems, dependence on expert opinion, the failure of direct services to reduce the overall problem of psychopathology, and the interplay of community, professional, and political needs and preferences. CH-176 WALSH, J. A. (Northwestern University, Illinois) Prevention in mental health: The role of social workers. Unpublished paper. (1980; 18 pp.; $1.40). Discusses prevention as a core role of social work and the need for graduate social work education in preventive activities, including community consultation and education. Specifies skills needed in preventive work. Discusses a study of MSW's in 33 community mental health centers, comparing urban and suburban areas in terms of proportions of staff that have MSW's and centers that have administrators with MSW's. Descibes a survey sent to centers asking about preventive activities, education MSW's received in prevention, and belief in prevention. There was a positive relationship between education in and involvement with preventive activities and between belief in and involvement with preventive activities for MSW's. Stresses the need for graduate education in prevention and the bridge that a belief in prevention may play between education and actual preventive practice. CH-178 PATTERSON, S. (University of Vermont, Burlington) Effects of institutionalization on the development of mental health of infants and children. Unpublished paper. (1980; 18 pp.; $1.40). Deals with how institutionalization at an early age leads t o deprivation which in turn leads to increased incidence of mental ill health. Discusses research comparing development of children in institutions and under foster care. Extensive discussion of a Toronto program which changed child institu-

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tions from a custodial orientation to a growth orientation, eventually ending in the abolition of the institutions, with outline of the development of the subjects involved in the reformation. Outlines research on the effects of institutionalization versus adoption on development. Compares effects of adoption versus foster care versus restoration to the original family after a period of institutionalization. Discusses the concept of plasticity in visualmotor development. CH-179 WITHAM, D. {University of Vermont, Burlington} Adolescent pregnancy, sex education and primary prevention: Implications for future programs. Unpublished paper. {1980; 29 pp.; $2.00). Gives statistics on the incidence of teenage pregnancy and discusses the organic and stress factors which make teenage pregnancy an important target in preventing psychopathology. Points out that most teenage pregnancies are unwanted, thereby questioning reasons for their occurrence. Discusses teenage sexuality and the strict social mores regarding it. Questions why so many teenagers do not use contraceptives, stressing lack of information and lack of awareness and acceptance of sexuality on the part of the individual and society. Stresses need for the availability of contraceptives. Questions the notion that unprotected sex is due simply to hedonism. Discusses the importance of parents discussing sex with their teenagers and accepting their sexuality so that sex is seen as controllable and not due simply to uncontrollable urges. Discusses opposition to sex education programs, the limited success of parent education, and the need for a school-based sex education program aimed at youth. Outlines needs of sex education programs and the obstacles faced in providing for these needs. CH-180 DONOHUE, P. M. {University of Vermont, Burlington} Compensatory education: An evaluation using Head Start as exemplar. Unpublished paper. {1980; 25 pp.; $1.70). Discusses the dilemma of whether compensatory education, although it may foster growth, may be able to foster only temporary growth and may in fact be used as an easier alternative to more far reaching changes in society. Discusses the founding, ideological underpinnings, and goals of the Head Start program, stressing its emphasis on community involvement. Outlines the effects our society's middle class school structure has on the poor child and how IQ tests are biased by culture. Stresses the importance of early learning experience and specifies the types of experiences which will help prepare children for school. Outlines Head Start's health programs. Discusses the Westinghouse Report and other evaluative studies of the Head Start program. Questions whether Head Start is intervention or prevention and whether the whole educational system needs revolutionizing. *CH-226 D'AUGELLI, J. F., & WEENER, J. M. {Addictions Prevention Laboratory, Pennsylvania State University, University Park} Communication and parenting skills. Promotional brochure. (Judith Frankel D'Augelli, Ph.D., 1185 Dorum Avenue, State College, Pennsylvania 16801). Describes the Communication and Parenting Skills {CAPS) program which aims to teach parents to improve family relationships and communication.

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Discussion, skill practice, role play, and analysis of problems and goals are used to teach parenting skills, communication, problem-solving, and how to be an effective drug educator. "The family's role in fostering self-esteem and helping children learn skills in living.., is the focus.'" Hopefully this approach may help decrease " . . . the likelihood of developing future problems in living; including substance dependence." *CH-227 EVANS, K. L. BRANCA, M. C., & D'AUGELLI, J. F. (Addictions Prevention Laboratory, Pennsylvania State University, University Park) Decisions are possible. Promotional brochure. (Judith Frankel D'Augelli, Ph.D., 1185 Domm Avenue, State College, Pennsylvania 16801). Explains how Decisions Are Possible (DAP), a program for teaching elementary students decision-making skills, uses both cognitive and affective approches in helping young people learn to handle conflicts and personal responsibility. Outlines the steps involved in responsible decision-making. Learning methods include making decisions for story characters, role play, word and card games, and personal decision diaries.

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Primary prevention program clearinghouse psychology department-Dewey hall university of Vermont, Burlington, VT. 05405.

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