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All Stars™
Intervention:
All Stars™ is a character-based approach to preventing high-risk behaviors such as substance use, violence, and premature sexual activity in teens ages 11 to 15. The program is based on strong research identifying the critical factors that lead young people to begin experimenting with substances and engaging in other high-risk behaviors. It is designed to reinforce positive qualities that are typical of youths at this age range. It works to strengthen five specific qualities vital to achieving preventive effects:
Positive norms
Strong personal commitments
Positive parental attentiveness
Positive ideals and future aspirations
Bonding with school and community organizations
A program specialist or regular classroom teacher can implement the program. All Stars™ consists of whole classroom sessions, small group sessions outside of the classroom, and one-on-one sessions between the instructor and the child. The program is interactive and includes debates, games, and general discussion. Homework assignments are given to include parents in the program and to increase parent–child interactions. All Stars™ is also used in community-based settings such as afterschool programs, faith-based communities, Girls and Boys Clubs, and community centers.
Evaluation Methodology:
Study 1 (Harrington, Giles, Hoyle, Feeney, and Youngbluth, 2001), the most comprehensive evaluation of All Stars™, consisted of a single-cohort longitudinal design with pretest, posttest, and 1-year follow-up. Sixth and seventh grade students in 14 middle schools participated in the evaluation. The sample consisted of 1,655 students, of which 55 percent were female and 69 percent white, 25 percent African American, and 6 percent Hispanic. Schools were matched and randomized to the specialist-run treatment condition (n=629), teacher-run treatment condition (n=287), or control condition (n=739). Pretest and posttest questionnaires measured substance use, sexual behavior, violence, and the mediating variables of bonding, commitment, ideals, and perceived norms. Analysis included a 3 (time) X 3 (condition) factorial ANOVA followed by multiple regression for factorial analyses that produced significant effects to evaluate the degree to which the effects could be explained by the targeted mediators.
Study 2 (McNeal, Hansen, Harrington, and Giles, 2004) included 14 middle schools (n=1,857) that were randomly assigned to the specialist treatment group, the teacher treatment group, or the control group. The sample was 54 percent female and 69.0 percent white, 23.3 percent African American, and 7.7 percent other ethnicities. All participants were 11 to 13 years old. Students were given a pretest before program implementation and a posttest at the end of the school year to assess sexual behavior and use of alcohol, tobacco, and other drugs. This analysis also included ANOVA and multiple regressions but differed from study 1 by breaking down polydrug use into three separate substances (alcohol, tobacco, other drugs).
Study 3 (Hansen and Dusenbury, 2004), a pilot study, used a nonrandomized large (631) convenience sample at eight schools, with 18 percent attrition. The sample was ethnically diverse, with 53 percent identifying themselves as white, 28 percent African American, 13 percent Hispanic, 2 percent Native American, 1 percent Asian, and 5 percent others (the totals appear to exceed 100 percent because of rounding). Participants were assigned to one of three groups: All Stars™, All Stars Plus, and comparison. All Stars Plus addressed the additional competencies of decision-making, setting goal, and resistance skills. These competencies are believed to contribute to academic success and may also contribute to the effectiveness of drug-prevention programs. Posttests, which included self-report measures of the various competencies and use of alcohol and other drugs, were given at the end of the school year.
Evaluation Outcome:
Study 1 indicated that, when implemented by teachers, the program influenced the mediators of problem behaviors for white students. However, these were only short-term changes. When a specialist delivered the program, there were delayed effects on mediating variables for Hispanic students. And there were delayed effects for African American students regardless of who implemented the program. This evaluation showed limited positive results for the All Stars™ program.
Study 2 resulted in more positive changes than study 1, though the evaluation looked only at short-term results. When teachers implemented the program, there were significant reductions in the use of alcohol, cigarettes, smokeless tobacco, and inhalants. Although there were no significant effects for marijuana use or sexual activity, there were changes in the desirable direction. The program had a significant effect in changing normative beliefs, lifestyle incongruence, commitment to school, impulsive decision-making, and sensation-seeking behavior. These results were found only for the teacher-implemented program.
Study 3, the pilot study of All Stars™ and All Stars Plus, resulted in reductions of drinking alcohol, getting drunk, and smoking cigarettes for All Stars Plus students. Both All Stars™ programs improved self-reported goal setting, and All Stars Plus also improved parents’ monitoring of their children’s friendships and behaviors—though the interventions did not appear to affect the other mediating variables, perhaps because of the short time to posttest.
Other Information:
References:
Bishop, Dana, Kelvin S. Bryant, Steven M. Giles, William B. Hansen, and Linda Dusenbury. 2006. “Simplifying the Delivery of a Prevention Program With Web-Based Enhancements.” Journal of Primary Prevention 27(4):433–44.
Donaldson, Stewart I., John W. Graham, and William B. Hansen. 1994. “Testing the Generalizability of Intervening Mechanism Theories: Understanding the Effects of Adolescent Drug Use Prevention Interventions.” Journal of Behavioral Medicine 17(2):195–216.
Donaldson, Stewart I., John W. Graham, Andrea M. Piccinin, and William B. Hansen. 1995. “Resistance Skills Training and Onset of Alcohol Use: Evidence for Beneficial and Potentially Harmful Effects in Public Schools and in Private Catholic Schools.” Health Psychology 14(4):291–300.
Hansen, William B. 1996. “Pilot Test Results Comparing the All Stars™ Program With Seventh Grade D.A.R.E.: Program Integrity and Mediating Variable Analysis.” Substance Use and Misuse 31(10):1359–77.
Hansen, William B., Dana Bishop, and Kelvin S. Bryant, 2009. “Using Online Components to Facilitate Program Implementation: Impact of Technological Enhancements to All Stars™ on Ease and Quality of Program Delivery.” Prevention Science. DOI: 10.1007/s11121–008–0118–5.
Hansen, William B., and Linda Dusenbury. 2004. “All Stars Plus: A Competence and Motivation Enhancement Approach to Prevention.” Health Education 104(6):371–81.
Hansen, William B., and John W. Graham. 1991. “Preventing Alcohol, Marijuana, and Cigarette Use Among Adolescents: Peer Pressure Resistance Training Versus Establishing Conservative Norms.” Preventive Medicine 20:414–30.
Hansen, William B., John W. Graham, Bonnie H. Wolkenstein, and Louise Ann Rohrbach. 1991. “Program Integrity as a Moderator of Prevention Program Effectiveness: Results for Fifth Grade Students in the Adolescent Alcohol Prevention Trial.” Journal of Studies on Alcohol 52(6):568–79.
Hansen, William B., and Ralph B. McNeal. 1999. “Drug Education Practice: Results of an Observational Study.” Health Education & Research 14(1):85–97.
Harrington, Nancy G., Steven M. Giles, Rick H. Hoyle, Greg J. Feeney, and Stephen C. Youngbluth. 2001. “Evaluation of the All Stars™ Character Education and Problem Behavior Prevention Program: Effects on Mediator and Outcome Variables for Middle School Students.” Health Education & Research 28(5):533–46.
McNeal, Ralph B., William B. Hansen, Nancy G. Harrington, and Steven M. Giles. 2004. “How All Stars™ Works: An Examination of Program Effects on Mediating Variables.” Health Education & Behavior 31(2):165–78.
Ringwalt, Christopher L., Melinda M. Pankratz, William B. Hansen, Linda Dusenbury, Julia Jackson–Newsom, Steven M. Giles, and Paul H. Brodish. 2009. “The Potential of Coaching as a Strategy to Improve the Effectiveness of School-Based Substance Use–Prevention Curricula.” Health Education & Behavior 36:695–710.
Program Specification:
Current Rating:
Promising
Expected Date of Re-Review:
Winter 2013
Program Type:
Classroom Curricula
Leadership and Youth Development
Ethnicity:
American Indian or Alaska Native
Asian
African American
Hispanic or Latino (of any race)
White
Gender:
Both
Age:
11
-
15
Target Settings:
Rural
Suburban
Urban
Problem Behaviors:
Aggression/Violence
Alcohol,Tobacco and Other Drug Use
Sexual Activity/Exploitation
Risk & Protective Factors:
Risk
Individual
Antisocial behavior and alienation / Delinquent beliefs / General delinquency involvement / Drug dealing
Early onset of aggression and/or violence
Early sexual involvement
Favorable attitudes toward drug use/Early onset of AOD use/Alcohol and/or drug use
Poor refusal skills
Protective
Community
Safe environment / Low neighborhood crime
Individual
Healthy / Conventional beliefs and clear standards
Positive / Resilient temperament
Positive expectations / Optimism for the future
Self-efficacy
Social competencies and problem solving skills
Additional Information:
OJJDP: Blueprints
SAMHSA: NREPP
NIJ: What Works
OJJDP/CSAP: Strengthen Families
HHS: Surgeon General
Department of Education
NIDA: Preventing Drug Abuse
Status:
Program is in operation at this time.
Performance Measures:
Suggested OJJDP Performance Measures for the Program Types(s):
Delinquency Prevention
Leadership and Youth Development
Logic Model:
PDF
Performance Matrix:
PDF
Delinquency Prevention
Classroom Curricula
Logic Model:
PDF
Performance Matrix:
PDF
School Programs
Classroom Curricula
Logic Model:
PDF
Performance Matrix:
PDF
Contact Information:
Program Developer:
Kathleen Nelson–Simley
Tanglewood Research
420 Gallimore Dairy Road, Suite A
Greensboro,
NC
27409
Phone: 1.800.822.7148
Fax: 1.336.662.0099
Email:
Click Here
Website:
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