Curriculum-based Intervention Research Articles

Effect Of A Curriculum-Based Physical Activity Intervention On Classroom Behavior Variables In Preschool-Age Children

Few studies have examined the impact of physical activity (PA) programs during the preschool day, with only two rooted in an academic curriculum. PA has been shown to improve components of classroom behavior in preschoolers. Poor classroom behavior can be indicative of early attention-deficit/hyperactivity disorder (ADHD) symptomology, which is seen in children as young as three years old. However, no studies have examined curriculum-based PA to improve classroom behavior. PURPOSE: To examine the impact of a curriculum-based PA intervention on classroom behavior variables in preschoolers. METHODS: Children (n=52, mean±sd: age=3.6±0.8 years, BMI percentile=50.1±27.1) attending two preschools were randomized to the Preschool Activity, Diet, and Sleep (PADS) intervention or the health tracking (CON) group. PADS consisted of integrating PA lessons into Massachusetts Early Learning Standards. The Strengths and Difficulties Questionnaire (SDQ) behavioral screening tool was used to assess classroom behavior which includes a total difficulties score and subscales encompassing hyperactivity/inattention, emotional problems, conduct problems, peer problems, and prosocial behavior. The SDQ was completed by classroom teachers for each child at baseline, 6 weeks, and 12 weeks. A repeated measures ANOVA was utilized to examine intervention effects on children’s classroom behavior variables. RESULTS: Children at the CON school exhibited greater hyperactivity/inattention (PADS=2.3±2.5, CON=4.1±3.5), emotional problems (PADS=0.3±0.6, CON=2.6±2.4), conduct problems (PADS=0.8±1.3, CON=2.9±3.2), peer problems (PADS=0.3±1.0, CON=1.2±1.4), and total difficulties (PADS=4.0±3.8, CON=10.9±8.0) at baseline compared to the PADS school. There were no statistically significant effects of time or intervention by time for classroom behavior variables. CONCLUSION: These data suggest a curriculum-based PA intervention did not lead to change in teacher-reported classroom behavior variables. Lack of intervention effect in this population could be due to lack of specificity of intervention components targeting classroom behavior. Future studies should incorporate cognitive skills linked to early ADHD symptomology in PA lessons, include objective behavior measures, and utilize a larger sample size.

Effectiveness of stress and burnout management training for employees of an industrial company

IntroductionBurnout is a state of physical and emotional exhaustion. It can occur when people experience long-term stress in job, or when they have worked in a physically or emotionally draining role for a long time. There have been numerous studies done showing the results of stress and burnout in the employee's profession across many areas of health care.ObjectivesThe purpose of this study was to investigate the effectiveness of stress and burnout management training on employees using experimental method to help employees to understand available resources and help them find better ways to manage stress in the workplace.AimsThis study aims to discusses how organizations can assist in combating stress in ways that benefit both the employees involved and the organization itself.MethodA curriculum-based intervention was developed to provide education in a classroom setting. The sample included 14 nurses with various nursing backgrounds who were selected randomly and were assigned randomly in two experimental and control groups, which contained 7 employees in each group. The experimental group received the training while the control group was in waiting list. The instruments were the General Health Questionnaire and Burnout Checklist, and demographic questionnaire. Data was analyzed by covariance analysis method.ResultsResult indicated that stress and burnout management training was efficient on reducing stress and burnout symptoms in employee.ConclusionIt is concluded that stress and burnout management training is an effective group intervening method for reducing the dysfunctional effects of stress and job burnout in employees.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Evaluation of the Families Matter! Program in Tanzania: An Intervention to Promote Effective Parent-Child Communication About Sex, Sexuality, and Sexual Risk Reduction.

The Families Matter! Program (FMP) is a curriculum-based intervention designed to give parents and other primary caregivers the knowledge, skills, comfort, and confidence to deliver messages to their 9-12-year-old children about sexuality and practice positive parenting skills. A pre- and post-intervention evaluation study on FMP outcomes was conducted with 658 parent participants and their preadolescent children in two administrative wards in Tanzania in 2014. There was an increase in the proportion of study participants (parent-preadolescent pairs) that had positive attitudes toward sex education. On parent-child communication, the majority of participants (59-87%) reported having had more sexuality discussions. On communication responsiveness about sexual issues, scores improved in the period between surveys, with parents showing more improvements than preadolescents. Our results corroborate evidence from previous FMP evaluations, lending support to the conclusion that FMP is successful in promoting attitude and behavior change among parents and preadolescents in different cultural contexts.

Long-Term Outcomes of a RCT Intervention Study for Women with Violent Crimes

AbstractObjective: There is scant research on interventions to address the often coexisting factors of trauma-related anger, violent behaviors, and substance misuse among criminal-justice-involved women. Through a multiphase study that included a randomized control trial (RCT), Beyond Violence—a 20-session curriculum-based intervention for women—has shown efficacy in terms of feasibility and short-term outcomes (i.e., mental health and anger symptoms). This study focuses on long-term outcomes, assessing whether the Beyond Violence experimental condition (BV) is more effective than the treatment-as-usual condition (TAU) in reducing recidivism and relapse and enhancing treatment admission one year after prison release. Method: Using a sample of 35 women involved in the RCT, 12 months of follow-up data were extracted from parole officer case notes and state-level administrative databases. Results: Women who received BV were less likely to recidivate than those who received TAU. The odds of women in the BV co...

An Efficacy Trial of Research-Based Curriculum Materials With Curriculum-Based Professional Development

This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was detected when comparing outcomes from this intervention to those of business-as-usual materials and professional development. However, this effect was typical for interventions at this grade span that are tested using a state achievement test. Tests of mediation suggest a large treatment effect on teachers and in turn a strong effect of teacher practice on student achievement—reinforcing the hypothesized key role of teacher practice. Tests of moderation indicate no significant treatment by demographic interactions.

Effects of a Curricular Physical Activity Intervention on Children's School Performance, Wellness, and Brain Development

Physical activity and structural differences in the hippocampus have been linked to educational outcome. We investigated whether a curriculum-based physical activity intervention correlates positively with children's academic achievement, psychological well-being, health-related quality of life (HRQoL), fitness, and structural development of the brain. The study had a quasi-experimental design and a control group. National test results were gathered from 545 students, 122 in the intervention school, and 423 in 3 control schools. HRQoL and socioemotional data were collected with child and proxy versions of KIDSCREEN and the Strength and Difficulties Questionnaire. Overall, 79 students in grades 5 and 6 were recruited for an in-depth study, consisting of a submaximal oxygen consumption test and magnetic resonance imaging of the brain. HRQoL and socioemotional data were collected from 349 students (65%), 182 (52%) in the intervention school, and 167 (48%) in one of the control schools. Girls attending the intervention school were more likely to pass national tests in Swedish (odds ratio 5.7) and Mathematics (odds ratio 3.2). The fourth to sixth graders in the intervention school reported lower levels of conduct problems (p < .05), and the girls were also less likely to report hyperactivity (p < .05). Girls reported higher levels of emotional problems (p < .05) than boys. Boys in the intervention group had significantly higher levels of estimated maximal oxygen uptake (p < .05) than controls. No difference in hippocampal structure was seen. Curriculum-based physical activity in school may improve the academic achievement and psychological health of children, particularly for girls.

The art of wellness: A 14-week art therapy program for at-risk youth

Previous research has indicated a strong need to develop therapies that prevent the development of psychological problems in youth as opposed to treatment after the fact. In the current study, twenty-three female and nineteen male elementary school students with ages ranging from 9 to 12, participated in a single group within-subjects curriculum-based intervention promoting coping skills and resilience. Students engaged in art therapy combined with CBT and DBT modalities. Results indicated significant increases for the total sample in resilience, social and emotional functioning. Results also indicated male students’ overall stronger improvement relative to female students. Socio-cultural implications and directions for future research are addressed.

Promoting Resilience Following Traumatic Brain Injury: Application of an Interdisciplinary, Evidence‐Based Model for Intervention

With an increasing instance of traumatic brain injury and little advancement over recent decades in the rehabilitation of brain injury survivors and their family members, focus has shifted toward the establishment of effective whole‐family resilience promotion interventions. Using the Brain Injury Family Intervention as a model, clinicians constructed two curriculum‐based interventions grounded in resilience theory and drawing from the interdisciplinary approaches of neuropsychology and marriage and family therapy: (a) the Resilience and Adjustment Intervention, for individual survivors of traumatic brain jury, and (b) the Therapeutic Couples Intervention, designed to increase relational satisfaction in couples following a traumatic brain injury. The present study outlines the need for the integration of resilience tenets into rehabilitation techniques, summarizes the empirical justification for the use of an interdisciplinary approach, and offers an overview with implementation specifics regarding these two newly designed interventions.

Do Contact and Empathy Mitigate Bias Against Gay and Lesbian People Among Heterosexual First-Year Medical Students? A Report From the Medical Student CHANGE Study.

A recent Institute of Medicine report concluded that lesbian and gay individuals face discrimination from health care providers and called for research on provider attitudes. Medical school is a critical juncture for improving future providers' treatment of sexual minorities. This study examined both explicit bias and implicit bias against lesbian women and gay men among first-year medical students, focusing on two predictors of such bias, contact and empathy. This study included the 4,441 heterosexual first-year medical students who participated in the baseline survey of the Medical Student Cognitive Habits and Growth Evaluation Study, which employed a stratified random sample of 49 U.S. medical schools in fall 2010. The researchers measured explicit attitudes toward gay and lesbian people using feeling thermometer self-assessments, implicit attitudes using the Implicit Association Test, amount and favorability of contact using self-report items, and empathy using subscales of the Interpersonal Reactivity Index. Nearly half (45.79%; 956/2,088) of respondents with complete data on both bias measures expressed at least some explicit bias, and most (81.51%; 1,702/2,088) exhibited at least some implicit bias against gay and lesbian individuals. Both amount and favorability of contact predicted positive implicit and explicit attitudes. Both cognitive and emotional empathy predicted positive explicit attitudes, but not implicit attitudes. The prevalence of negative attitudes presents an important challenge for medical education, highlighting the need for more research on possible causes of bias. Findings on contact and empathy point to possible curriculum-based interventions aimed at ensuring high-quality care for sexual minorities.

Art appreciation for veterans with severe mental illness in a VA Psychosocial Rehabilitation and Recovery Center

Considerable research has shown the positive effects of art, music and drama therapy on mental health and well-being. In September 2012, a weekly Art Appreciation class was initiated at the Veterans Affairs (VA) West Los Angeles (WLA) Psychosocial Rehabilitation and Recovery Center (PRRC) for veterans with severe mental illness. There are 106 VA PRRCs throughout the USA, designed to be transitional learning centers with curriculum-based interventions to help veterans re-integrate into the community and develop meaningful activities independent of the hospital setting. The VA WLA PRRC Art Appreciation class includes classroom sessions and community outings to local museums and other institutions holding art works of interest. It is taught at a college level and designed to lack the stigma of being a therapy group. Preliminary evidence from self-report measures indicates positive effects on mood, self-esteem, socialization and community participation among the veteran participants and recognition among staff that the course aids the veterans' recovery process. Appreciating art thus appears to promote both subjective and objective improvement in recovery and community re-integration for veterans who are experiencing chronic and disabling emotional distress.

Sustained improvements in students' mental health literacy with use of a mental health curriculum in Canadian schools.

BackgroundEnhancement of mental health literacy for youth is a focus of increasing interest for mental health professionals and educators alike. Schools are an ideal site for addressing mental health literacy in young people. Currently, there is limited evidence regarding the impact of curriculum-based interventions within high school settings. We examined the effect of a high-school mental health curriculum (The Guide) in enhancing mental health literacy in Canadian schools.MethodsWe conducted a secondary analysis on surveys of students who participated in a classroom mental health course taught by their usual teachers. Evaluation of students’ mental health literacy (knowledge/attitudes) was completed before and after classroom implementation and at 2-month follow-up. We used paired-samples t-tests and Cohen’s d value to determine the significance and impact of change.ResultsThere were 265 students who completed all surveys. Students’ knowledge significantly improved between pre- and post-tests (p < 0.001; d = 0.90) and was maintained at follow-up (p < 0.001; d = 0.73). Similarly, attitude significantly improved between pre- and post-tests (p < 0.001; d = 0.25) and was significantly higher at follow-up than base-line (p < 0.007; d = 0.18)ConclusionsThe Guide, applied by usual teachers in usual classroom curriculum, may help improve student knowledge and attitudes regarding mental health. This is the first study to demonstrate the positive impact of a curriculum-based mental health literacy program in a Canadian high school population.Electronic supplementary materialThe online version of this article (doi:10.1186/s12888-014-0379-4) contains supplementary material, which is available to authorized users.

Improving some cognitive functions, specifically executive functions in grade R learners

&lt;p&gt;This study established the effects of a researcher-developed curriculum-based intervention programme. The intervention was grounded on principles of Feuerstein’s ideas about ‘mediated learning’. The aim of the intervention was specifically to address children’s executive functions, which are generally regarded as prerequisites for cognitive development. We studies a selected group of South African grade R learners (n = 20). A quasi-experimental design was employed to collect quantitative data on rotational&lt;br /&gt;basis from experimental groups A and B, by means of dynamic assessment with the Children’s Inferential Thinking Modifiability (CITM) test during pretest, post-test and&lt;br /&gt;delayed post-test occasions. The test data was intended to elicit the extent to which the intervention that had focused on enhancing executive functions had contributed to the participants’ application of cognitive and metacognitive skills and strategies. Qualitative data captured participants’ application of cognitive processes in the input, elaboration,&lt;br /&gt;and output phases of the designed learning process, as well as the characteristics of their inhibitory control functions. A striking finding was the improvement noted in the children’s application of the following executive functions, namely working memory, cognitive flexibility and inhibitory control.&lt;/p&gt;

Sustainability of a Curriculum-based Intervention on Dietary Behaviours and Physical Activity among Primary School Children in Trinidad and Tobago.

Childhood obesity and poor lifestyle practices are emerging as major public health challenges in the Caribbean. Given the fact that a significant part of childhood is spent at school, curriculum-based interventions aimed at improving good dietary and physical activity patterns may provide a useful vehicle for mass inculcation of long-term healthy lifestyle practices. In this study, we evaluated the long-term impact of a brief curriculum based intervention on dietary behaviour, physical activity and knowledge level of primary schoolchildren. The study was a randomized, controlled, school-based nutrition education and physical activity intervention. One hundred students each were then randomly assigned to the intervention (IVG) and non-intervention (NIVG) groups and followed-up for 18 months. Participants in the IVG group were exposed to a curriculum consisting of six one-hour modules followed by school-based activities geared at fostering healthy behaviours. Students in the non-intervention group did not receive any modules and were subject to the information available at school on a regular basis. In multivariate regression equations controlling for age, gender, body mass index (BMI) and baseline values, intervention was associated with lower intake of fried foods and sodas (p < 0.05) and higher knowledge scores (p < 0.01) 18 months later but not significantly associated with improved physical activity or lower BMI. In this study, participants in the intervention group reported significantly lower intakes of fried foods and sodas and higher knowledge scores than participants in the control group some 18 months post-intervention independent of age, gender, BMI, ethnicity and the intakes at baseline.

The Effectiveness and Precision of Intervention Fidelity Measures in Preschool Intervention Research

A quantifiable measure of teachers’ intervention fidelity when delivering curriculum-based interventions allows researchers to interpret the effectiveness of the curricula under scrutiny. Fidelity measures, however, must accurately represent the critical components of an intervention to confirm that the intervention was delivered as intended and to provide evidence that the delivered intervention is the source of change in targeted outcomes. Research Findings: Sixteen fidelity measures used in the Preschool Curriculum Evaluation Research initiative were evaluated on how well they represented teachers’ adherence, the quality of their delivery, the extent to which they exposed children to the curriculum, and participant responsiveness. Most fidelity measures insufficiently represented adherence, quality, exposure, and responsiveness. Practice or Policy: Implications focus on the importance of measure development and the need for developers and researchers to define critical components of a curriculum when constructing corresponding measures of fidelity.

Local public food strategies as a social innovation: early insights from the LOMA-Nymarkskolen case study

Growing concern about issues surrounding climate change and the environment has led to a recent focus on local food strategies and a change in consumer buying behaviour towards food in the European Union (EU). Accordingly, there has been an increasing demand for foods from local and regional sources as well as from sustainable production regimes. Although this trend seems to be driven primarily by household consumption, public food procurement has also begun to adopt this idea and has taken on a new and more critical view on its sourcing strategies. Such food strategies seem to offer benefits for local farmers and food processors. At the same time, they may also offer opportunities to develop new educational and health-promoting links between the actors of public food systems, such as young people in schools, and farmers. This contribution to “quality of life” is often referred to as social innovation. This is primarily because it improves social capital by bringing together new actors to address important societal challenges. Achieving sustainable school food systems is considered a challenge, and research-based knowledge is in demand in relation to multi-component interventions. This perspective article reports on early insights from a pilot case within the local food project LOMA-Nymarkskolen in Svendborg (DK). The findings of this project are used to evaluate whether local food strategies are an effective method of social innovation. The pilot case is a whole school, workshop and curriculum-based intervention in which 6th-grade students participate in cooking their own school food for one week using products from local farms. Data from the pilot case indicate that local food strategies help establish new educational links between schools and local producers and thereby contribute to students' food literacy, health and quality of life in a way that qualifies to the notion of social innovation.

Systematic review of the effects of schools and school environment interventions on health: evidence mapping and synthesis

BackgroundIn contrast to curriculum-based health education interventions in schools, the school environment approach promotes health by modifying schools' physical/social environment. This systematic review reports on the health effects of the school environment and processes by which these might occur. It includes theories, intervention outcome and process evaluations, quantitative studies and qualitative studies.Research questionsResearch question (RQ)1: What theories are used to inform school environment interventions or explain school-level health influences? What testable hypotheses are suggested? RQ2: What are the effects on student health/inequalities of school environment interventions addressing organisation/management; teaching/pastoral care/discipline; and the physical environment? What are the costs? RQ3: How feasible/acceptable and context dependent are such interventions? RQ4: What are the effects on student health/inequalities of school-level measures of organisation/management; teaching/pastoral care/discipline; and the physical environment? RQ5: Through what processes might such influences occur?Data sourcesA total of 16 databases were searched between 30 July 2010 and 23 September 2010 to identify relevant studies, including the British Educational Index, the Cumulative Index to Nursing and Allied Health Literature, the Health Management Information Consortium, EMBASE, MEDLINE and PsycINFO. In addition, references of included studies were checked and authors contacted.Review methodsIn stage 1, we mapped references concerning how the school environment affects health and consulted stakeholders to identify stage 2 priorities. In stage 2, we undertook five reviews corresponding to our RQs.ResultsStage 1: A total of 82,775 references were retrieved and 1144 were descriptively mapped. Stage 2: A total of 24 theories were identified (RQ1). The human functioning and school organisation, social capital and social development theories were judged most useful. Ten outcome evaluations were included (RQ2). Four US randomised controlled trials (RCTs) and one UK quasi-experimental study examined interventions building school community/relationships. Studies reported benefits for some, but not all outcomes (e.g. aggression, conflict resolution, emotional health). Two US RCTs assessed interventions empowering students to contribute to modifying food/physical activity environments, reporting benefits for physical activity but not for diet. Three UK quasi-experimental evaluations examined playground improvements, reporting mixed findings, with benefits being greater for younger children and longer break times. Six process evaluations (RQ3) reported positively. One study suggested that implementation was facilitated when this built on existing ethos and when senior staff were supportive. We reviewed 42 multilevel studies, confining narrative synthesis to 10 that appropriately adjusted for confounders. Four UK/US reports suggested that schools with higher value-added attainment/attendance had lower rates of substance use and fighting. Three reports from different countries examined school policies on smoking/alcohol, with mixed results. One US study found that schools with more unobservable/unsupervised places reported increased substance use. Another US study reported that school size, age structure and staffing ratio did not correlate with student drinking. Twenty-one qualitative reports from different countries (RQ5) suggested that disengagement, lack of safety and lack of participation in decisions may predispose students to engage in health risks.LimitationsWe found no evidence regarding health inequalities or cost, and could not undertake meta-analysis.ConclusionsThere is non-definitive evidence for the feasibility and effectiveness of school environment interventions involving community/relationship building, empowering student participation in modifying schools' food/physical activity environments, and playground improvements. Multilevel studies suggest that schools that add value educationally may promote student health. Qualitative studies suggest pathways underlying these effects. This evidence lends broad support to theories of social development, social capital and human functioning and school organisation. Further trials to examine the effects of school environment modifications on student health are recommended.FundingThe National Institute for Health Research Public Health Research programme.

Illness management and recovery (IMR) in Danish community mental health centres

BackgroundSchizophrenia and bipolar disorder are severe mental illnesses that can have a significant disabling impact on the lives of people. Psychosocial interventions that stress hope and recovery as a part of a multi-dimensional approach are possibly indicated to support people with severe mental illness in facilitating recovery. Illness Management and Recovery (IMR) is a curriculum-based psychosocial intervention designed as structured program with a recovery-oriented approach. The aim of IMR is to rehabilitate people with severe mental illnesses by helping them acquire knowledge and skills in managing their illness and achieve personal recovery goals. Previous randomised clinical trials indicate that IMR can be implemented with a good effect and a high fidelity though further trials are crucial to demonstrate the potential effectiveness of IMR.Methods/DesignThe trial design is a randomised, assessor-blinded, multi-centre, clinical trial of the IMR program compared with treatment as usual for 200 participants diagnosed with schizophrenia or bipolar disorder under the care of two community mental health centres in the Capital Region of Denmark. The primary outcome is level of functioning at the end of treatment. The secondary outcomes are disease symptoms; use of alcohol/drugs; individual meaning of recovery; hope; hospital admissions and out-patient psychiatric treatment at the end of treatment and the abovementioned and level of functioning at follow-up 21 months after baseline.DiscussionIf the results of this trial show IMR to be effective these positive results will strengthen the evidence of IMR as an effective comprehensive psychosocial intervention with a recovery-oriented approach for people with severe mental illness. This will have significant implications for the treatment and recovery of people with severe mental illness.Trial registrationRegistration number NCT01361698.

HIV Prevention in Young People in Sub-Saharan Africa: A Systematic Review

To systematically review and update evidence on the effectiveness of youth HIV/AIDS prevention interventions in sub-Saharan Africa (SSA) and to make evidence-based policy recommendations to guide efforts toward meeting the United Nations General Assembly Special Session HIV/AIDS goals. Recent evidence (January 2005-December 2008) on the effectiveness of interventions to improve reported sexual behavior and biological outcomes among youth in SSA was assessed using the Steady, Ready, Go! (SRG) approach and synthesized with an earlier SRG review (January 1990-June 2005). A total of 23 studies were included following screening of approximately 1,200 citations. School-based, adult-led, curriculum-based interventions showed clear evidence of reducing reported risky sexual behavior. Interventions in health facilities increased the use of services when made accessible and more youth-friendly. In geographically defined communities, both interventions specifically targeting youth and community-wide interventions reduced reports of risky sexual behavior. HIV prevention among youth is a top priority in SSA. The most promising interventions should be scaled-up now, with careful evaluation, while exploring supplementary interventions to impact HIV incidence.

Efficacy of Two Mathematics Interventions for Enhancing Fluency with Elementary Students

An alternating treatments design was used to evaluate two curriculum-based mathematics interventions designed to enhance fluency with three elementary school students. Results indicate that both the Math to Mastery (MTM) intervention and the Cover, Copy, Compare (CCC) intervention were effective at increasing mathematics fluency, as measured by digits correct per min, for all students. However, MTM was more effective than CCC for two of the three students. Follow-up data taken 6 and 18 days following termination of the intervention phase indicated that all participants achieving mastery performance maintained mastery levels across both interventions.

A Culturally Focused Wellness Intervention for American Indian Women of a Small Southwest Community: Associations with Alcohol Use, Abstinence Self-Efficacy, Symptoms of Depression, and Self-Esteem

This study examined the influence of a culturally focused wellness intervention on alcohol consumption, alcohol abstinence self-efficacy, depression, and self-esteem among women of a small American Indian community in the southwestern United States. Participation in two intervention approaches was compared: a curriculum-based health promotion–only approach and health promotion combined with cognitive-behavioral skills building (CBSB). The wellness intervention was tested in a prospective, randomized, two-group design with repeated measures. There was no control group. An American Indian community in the Southwest. American Indian women, ages 18 to 50 (N = 268). A 10-session culturally focused curriculum-based health promotion intervention, with a CBSB component, was developed using a community-based participatory research process. Comparisons were made between those who attended the health promotion plus CBSB intervention and those who attended the intervention without the CBSB component. Information regarding demographics, substance use, alcohol consumption, alcohol abstinence self-efficacy, depressive symptoms, and self-esteem was collected through a structured interview. Regression was used to evaluate the effect of the intervention on alcohol consumption, alcohol abstinence self-efficacy, depressive symptoms, and self-esteem in CBSB and non-CBSB groups. Although there were no significant differences between the CBSB and non-CBSB groups, the results indicate a significant decrease in alcohol consumption and symptoms of depression, and a significant increase in alcohol abstinence self-efficacy and self-esteem, from baseline to the 6-month follow-up for both groups. Evidence suggests that this culturally focused health promotion intervention has a positive impact on alcohol use, alcohol abstinence self-efficacy, depressive symptoms, and self-esteem among American Indian women.