DOCUMENT RESUME

ED 275 929 CG 019 461

TITLE Communicatin2 with Youth about Alcohol: Methods,Messages, & Materials.

INSTITUTION National Clearinghouse for Alcohol Information(DRHS), Rockville, Md.

SPONS AGENCY National Inst. on Alcohol Abuse and Alcoholism(DRHS), Rockville, Md.

REPORT NO DRRS-ADM-86-1429PUB DATE 86NOTE 36p.PUB TYPE Guides - Non-Classroom Use (055)

EDRS PRICE M701/PCO2 Plus Postage.DESCRIPTORS *Adolescents; *Alcohol Education; Alcoholic

Beverages; Communication (Thought Transfer);*Drinking; *Information Dissemination; Motivation;*Prevention

ABSTRACTThis publication is intended to provide direction to

volunteers and professionals working to reduce teenage alcohol abusethrough public education efforts. It includes the most recentresearch on the alcohol-related knowledge, attitudes, and practicesof youth. It also provides information on motivating adolescents toavoid alcohol or, if they have experimented, to stop or avoid regularuse. The guide offers ways to plan and develop messages and materialsabout alcohol so that adolescents will respond favorably. Chapter 1presents current research findings on adolescent alcohol use,attitudes, and knowledge and discusses reasons why adolescents usealcohol and the risks associated with its use. In chapter 2,communication strategies that have proved effective in educating andmotivating youth to avoid alcohol and other drugs are described.Included are recommendations on selecting target groups, media, andmessage content. Chapter 3 outlines a six-step process for planning,developing, promoting, and distributing messages and materials foryouth about alcohol: (1) planning and strategy development; (2)concept development; (3) message execution; (4) promotion anddistribution; (5) evaluation; and (6) feedback. Appendices containpeer resistance strategies for saying no, a list of resource groups,and a 40-item bibliography. (NB)

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U.S. OEAMTNENT OF EDUCATION

CD Office of Educational Research and Improvement

Cie) EDUCATIONAL RESOURCES INFORMATIONCENTER IERICI941s document has been reproduced as

received from the person or organizationoriginating it

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BEST COPY AVAILABLE

DHHS Publication No. (ADM) 86-1429Printed 1986

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PrefaceSince the early 1980s the percentage of teenagers who drink andthen drive has decreased. This may be one indication that thehie, visible efforts of many groups to educate youth to thedangers a drinking and driving are working. Nevertheless, alcoholconsumption by adolescents remains at alarmingly high levels.Communicating With Youth About Alcohol: Methods, Messages. and Materialsis intended to spur additional and broader efforts to reach youthwith the message that a healthy, productive adolescence is free ofalcohol.

Despite the fact that in virtually all States the sale of alcohol tominors is illegal, many American adolescents have tried alcoholicbeverages. In a recent nationwide study of class of 1984 high schoolseniors. it was found that 93 percent had used alcohol. The vastmajority of seniors (approximately 86 percent) have had a drink inthe past year, and more than two-thirds (approximately 67 percent)have had a drink in the past month. Most disturbing, however, isth3t 39 percent are engaged in heavy drinking (5 or more drinks peroccasion) every 2 weeks. In addition, only 42 percent of high schoolseniors perceive great risk associated with this level of intoxication,and more students now report drinking to solve problems.

Reaching young people before they are in imminent danger ofdeveloping alcohol-related problems is a priority of the 1980s forthe National Institute on Alcohol Abuse and Alcoholism (NIAAA),It is hoped that this publication will increase the efforts of pro-grams at the local. State, county, and city levels:

to offset or delay experimentation with alcohol or other sub-stances;

to promote the acceptability of being a nondrinker;to encourage health-enhancing behavior;to improve willingness and the ability to "say no" to alcohol and

other drugs.

Prepared by the NIMANational Clearinghouse

for Alcohol InformationP.O. Box 2345Rockville MD 20852(3011 468-2600

',I I

ContentsIntroduction 2

Chapter I

Understanding Youth and Alcohol 4Adolescence 4Alcohol and Adolescent Social Structure 5Risks Associated With Teenage Alcohol Use 6Knowledge, Attitudes, and Practices

of Adolescents About Alcohol 7

Chapter 2

identifying the Message and Reaching theAudience 0

Interpersonal Communication

What To Tell Youth

Target Audience 2Communication Channels 4Message Appeal 5

Chapter 3

A Framework for Planning, Developing, andPromoting Messages and Materials for Youth . 18

Planning and Strategy DevelopmentStage I 19

Concept DevelopmentStage 2 20Message ExecutionStage 3 21

Promotion and DistributionStage 4 22EvaluationStage 5 23FeedbackStage 6 24

Appendix I

"Saying No": Peer Resistance Strategies 25

Appendbc 2

Resource Groups 27

Bibliography 29

Introduction

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This publication is intended toprovide direction to volunteersand professionals working toreduce teenage alcohol abusethrough public education efforts. Itshould help those who want toeducate young people about therisks associated with the use ofalcohol and other drugs and howto avoid them. it is based on thebelief that all alcohol preventionefforts aimed at youth mustinclude an understanding of thecomplex needs and perceptionsthat young people have. Toincrease this understanding, Com-municating With Youth About Alcoholincludes the latest research on thealcohol-related knowledge,attitudes, and practices of youth. Italso provides information onmotivating adolescents to avoidalcohol or, if they have experi-mented, stop or avoid regular use.

This booklet offers ways to planand develop messages and mate-rials about alcohol so that adoles-cents will respond favorably.Whatever the approach chosenposters, flyers, radio and televisionpublic service announcements(PSAs), puppet shows, bumperstickers, films, billboards theprocess of development is virtuallythe same. The fundamental princi-ple is to stay attuned to the targetaudience. By following theguidelines in this publication,communities. States, youth organ-izations, and other groups canchange the misperceptions thatyoung people have about alcohol.

Information alone may not besufficient to deter adolescentsfrom alcohol and other drug useand may in some cases actuallyincrease initial curiosity and

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experimentation. Moreover, theestablishment of long-termbehavior patterns generally cannotbe brought about solely throughpublic education efforts without anenvironment that is supportive ofadolescents. Ideally, informationshould be available in every com-munity that will offer opportunitiesfor adolescents to discuss howthey feel, learn facts about alcohol,get involved in creative activities,learn coping skills, and enhancetheir self-esteem. Program plan-ners engaged in educating youthabout alcohol are encouraged tolearn about the resources in theirarea so they can referyoung peoplewho need help with their decisionnot to drink or use other drugs.

Chapter I presents currentresearch fildings on adolescentalcohol use, attitudes, and knowl-edge. Also discussed are some ofthe reasons why adolescents usealcohol and the risks associatedwith its use. With this, as well asspedfic information about thelocal adolescent population. pro-gram planners will have considera-ble resources to advocate absti-nence from alcohol effectively.

In chapter 2, communicationstrategies that have proved effec-tive in educating and motivatingyouth to avoid alcohol and otherdrugs am described. Included arerecommendations on selectingtarget groups, media, and messagecontent. This chapter also providessome basic do's and don'ts for dis-seminating information to youth.This information is, of course,intended to stimulate innovativeideas, not to prescribe one par-ticular course of action.

Chapter 3 outlines a six-step

process for planning, developing,promoting, and distributing mes-sages and materials for youth aboutalcohol. This planning frame-work is included to help reducesome of the uncertainty and cost ofproducing materials. Informationabout youth and alcohol is some-times controversial, always com-plex, and often subject to changeas new research findings arereleased. The following six stepsdescribed in chapter 3 can helpprogram planners avoid misdirect-ing or alienating youth with inap-propriate messages. planning andstrategy development, conceptdevelopment, message execution,promotion and distribution. eval-uation, and feedback.

UnderstandingYouth andAlcohol

-Physkil growth. sexual detulopment changes in school environ;aunt and pargrouptiegare all issues 4 cogent to most adolescentsand they may produce fedi* 4 satiety. embarrassment. con-fusion. and tension . . There is consideraile pressure on youngpas* to sucamlet school, in statics. and In Mill relation& Wok..Individuals do, net* upco their ow. parenCak or peer expectittiow;:ethe mapapriencEa somil of fatimrWod donuoenllsetlai, 411414kings el 010 liohleip*: Fithlis 4 bisfclar.apes** cli *tom** tleskavinpoiefswiliir acqe .rolethe family od takiry Ole an 1110110101 *IOW role 10.110.1*Mgf,*:,resPosthikin. *Wynn With Not kw tie OW *ow,w the attnial to uweittkihme distressingtune kr idstrairfor.

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A teenager's choice of whether todrink or not results from a compli-cated mix of feelings and valuesarising from personal and socialfactors. In any case, alcohol usecan have serious effects on an ado-lescent's ability to develop copingskills. To reach youth with informa-tion about the risks associatedwith the use of alcohol and otherdrugs, special attention must begiven to understanding their manydimensions and characteristicsincluding their alcohol-relatedknowledge, attitudes, and prac-tices. Fortunately, research is plen-tiful on adolescent developmentand on alcohol and other drug use,as well as on trends in the use ofand attitudes toward alcohol andother drugs. This chapter sum-marizes some of the most recentfindings about adolescents andtheir patterns of alcohol use andabuse.

AdolescenceAdolescence age 12 through

18 years is a stage of develop-ment most baffling to teens them-selves, their parents, and thosewho work with youth such as teach-ers, counselors, and youth serviceworkers. Adolescents are experi-encing physiological and psycho-logical changes that includephysical and conceptual matura-tion, a need for peer-group mem-bership, and experimentation withheterosexual relationships. Manyteenagers look outside themselvesto find support or a coping mecha-nism to aid them in meeting thesedevelopmental stresses. Unfor-tunately, some youth turn to alco-hol and/or drugs and, tragically.many also turn to suicide. delin-

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dIcted **ening prfnious patterns and exposures:.following tutiftliteirtlitkoostratent research findon adolescent sOcietstructure,and behavior related' to ;;;;alofthol:-

Peer group acceptance Is important to teenagers. AlcO--hol use is sometimes a prerequisite for acceptance Into .1and participation In a group.U . Alcohol is used by some adolescents in the "weaningprocess.- as they gain Independence from parents. Aleo-*:hol use In this casomay be seen as an act of defiantlynonconformity, or rebellion: ; .:.4.10

Eipedinefttation withakOhOl,drugs, and smokinerle4often seen In Western SacietleS. a$: sYmOolic rit6.4?-!'Passage:into adulthood. Ma* teens, use alcohol' aothar **but

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quency, crime, violence, or promis-cuity.

Explanations concerning alco-hol use by young people rangefrom deviance or rebellion tobehavior that is performed inresponse to peer pressure, for self-medication, or as imitation ofadult behavior. Current researchtends to support the explanationthat drinking by teenagers is oftena way of coping with the manychanges they are experiencing. Thenumber of teens reporting thatthey drink to get away from prob-lems and deal with frustration andanger has been steadily rising.

Problems and difficulties in anyone aspect of their lives phys-ical, intellectual, emotional, inter-personal, sociopolitical, creative,spiritual may lead adolescentsto misuse alcohol and other drugs.Such behavior can have a seriouseffect on psychosocial develop-ment because he/she has found away to avoid coming to'terms withnormal life problems and chal-lenges In fact, the drive to developspecific skills, abilities, and emo-tional stability essential for matureadult development may be inhib-ited by the use of alcohol or otherdrugs.

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Risks Associated WithTeenage Alcohol Use

Recent data indicate that thosehigh school seniors who use alco-hol also are more likely to approveits use, downplay its risks, andreport their own parents andfriends as being at least somewhatmore accepting of its use than non-using seniors.

Heavy party drinking practicesillustrate how adolescents tend togreatly underestimate the risksassociated with their use of alco-hol. While only 60 percent disap-prove of having five or more drinksonce or twice a weekend. 73 per-cent disapprove of having one ortwo drinks daily. This is in spite ofthe fact they associate greater riskwith weekend heavy party drinking(42 percent) than with daily drink-ing (23 percent). These apparentlyinconsistent findings may beexplained by the fact that a greaterproportion of this age group arethemselves heavy party drinkers(39 percent) than daily drinkers (5percent).

The pervasive practice of heavyparty drinking has remained at thesame alarmingly high level since1979 (a slight decrease occurredfrom 1983 to 1984) and has beenlinked with such problembehaviors as impaired driving per-formance. aggression and vio-lence. disturbed interpersonalrelationships, destruction of prop-erty, and impaired school or lobperformance. Also, more oftenthan not, persons who are usingalcohol or other drugs are multipledrug users. For example. in 1978more than half of 'the senior highschool students who were heavlerdrinkers reported they used mari-

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'juana at least once a week, com-pared with only 3 percent of alco-hol abstainers who did so.

Although ad,,erse consequencesand risks are generally more likelyfor teenage drinkers who drinkheavily either over a long period oftime or on a weekend, no data areavailable on what quantity and fre-quency of alcohol consumptioninterferes with adolescentdevelopment. Given the lack ofinformation on safe amounts ofalcohol and the risks associatedwith alcohol use, encouraging ado-lescents with positive appeals notto drink appears to be the mostappropriate message. Studies haveshown that remaining an abstainermay greatly decrease the like-lihood that an adolescent willengage in any problem behavior.whereas beginning to drink greatlyincreases the probabililty that theadolescent will become involved ina variety of problem behaviors

Most teenagers will not be per-suaded to abstain from using alco-hol solely because of informationabout the risks associated with it.However, program planners maywish to review the following sum-mary of risks associated with teen-age alcohol use. In comparisonwith nondrinking youth:

They have a greater chance ofnot learning many of the emo-tional and social skills necessaryfor a healthy and safe life;

They have a greater chance ofbecoming involved with otherdrugs and engaging in problematicbehavior such as truancy, van-dalism, petty theft, and propertydamage;

They have a greater chance of

causing an accident or injury to selfand others;

They begin experimenting withalcohol at an early age. and have agreater chance of becoming heavydrinkers during their middle andlate teens;

They have a greater chance ofgetting into trouble with parents,friends, and teachers; and

They have a greater chance ofusing other drugs such as cigaret-tes and marijuana.

Knowledge, Attitaiies, and Practkes4 Adolescents Mott Alcohol

Recent data about the alcohol-related perceptions andpractices of youth are highlighted throughout this chap-ter. The principal source of information is Use of Licit andIllicit Drugs by America" High School Students 1975-1984published by the Natio, I Institute on Drug Abuse.

Lack of knowledge about the health, social, and legalrisks associated with alcohol consumption is obviously -1-not the only reason why adolescents use and abuse alco- ' 4hol and other drugs. However, lack of knowledge aboutalcohol is at least partly responsible for alcohol-related fbehavior. Frequently, more knowledge will lead to achange in attitudes and may lead to change in behavimitsupplemented by instruction in interpersonal communi-cation techniques that will help teens say no to alcohot.V4Of course, behavior change may be motivated by othermethods. In addition to public education, such as chang4:,ing the mininium purchase ige or increasing the penaltp"!for drunk *Mai

Males are twice as hkely as females to drive drunkMien black and white youth are compared. black youth

hive lower rates of alcohol use. There is a rise In thenumber of black youth who use akohol after high school.

Nearly all high school seniors 193 percent) had triedalcohol at WIN time and the great malority 167 percent)had used it in the previous month

With incrtaging age, there is increased exposure tosettings such as ponies. in which alcohol is present andconsumed

Filty-hve percent of high school seniors reported someuse of matiluana in the previous year

Four in 10 teens between 13 and 13 have at some timebeen a passenger in a car driven by someone about theirown age who was under the influence of alcohol or drugs

Nineteen percent of high school seniors smoke ciga-rettes daily. Fewer males than females are regularsmokers

In 1983. 16-to-24 year olds represented only 20 percentof the population, but they constituted 34 percent of thedrivers killed in alcohol-related accidents

FlIty-six percent of high school seniors had used elm-hol below entering tenth grade.

One year after New York raised its minimum purchaseage for alcoholic beverages from 18 to 19. there was a 21percent demon in fral and inlury crashes among 18-year-olds and a 47 permit decrease in the number ofpeople in this age group who reported drinking and driv-ing. WINN& use and driving whil feeling the effects ofmariluana decreased slightly, similar to the nationaltrend of decreased usage

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"Some people use drugsor alcohol becausethere's nothing to do,they're just bored.Some do it whenthey're mad, like ifthey're arguing withtheir parents."high school senior peer counselor

Chaplet 2

Identifyingthe Messageand Reachingthe Audience

"My parents have had a verystrong influence on my life. Theyhave made it clear that drug andalcohol use is wrong andunacceptable and have stronglybacked my decision not to use."

high school senior

Helping young people to avoid theuse of alcohol or, If they haveexperimented, helping them toavoid regular use Is a difficult chal-lenge Experience in many commu-nities has shown that publiceducation efforts can Influenceknowledge and attitudes aboutalcohol-related problems. Suchefforts Include radio and televisionpublic service announcements(PSA5), posters, billboards, transitadvertising, bumper stickers, book-lets, T-shirts, films, videos, book-marks, and anything else thateffectively transmits a preventionmessage. These methods are gen-erally more useful for creatingawareness than for altering estab-lished behaviors or for discourag-ing behaviors prevalent in adoles-cent social settings. Such publicawareness, however, is a necessaryantecedent to attitude andbehavior change.

Information disseminationtakes careful planning. How themessage is presented influenceswhether it is accepted and remem-bered. Other messages are reach-ing youth that associate the use ofalcohol with glamour, sophistica-tion, and restive occasions Thepotential is high for misdirectingor alienating target audiences withinappropriate messages Forinstance, research has shown thatscare tactics and moralistic over-tones tend to "turn off" adoles-cents.

This chapter provides specificstrategies for incorporating theinformation about youth describedin chapter I. However, it should beremembered that the charac-teristics of youth and their alcohol-related behavior vary to some

What T Tell Youth

The following suggestions provide a starting pointaround which public information messages and mate-rials about alcohol for youth could be developed. Eachbroad message Is followed by key points that mightprovide ideas for messages that meet the objectives ofyour program.

Communicate: Choosing not to drink alcohol or take drugsis a sign of maturity.

Promote the idea that deciding not to drink or takedrugs is the more mature thing to do.

Depict specific social coping skills which are consid-ered mature by peers and adults.

Communicate: Alcohol doesn't help in coping with "real-life" situations.

Stress that avoiding alcohol will increase the like-lihood that the teen will be successful in school.

Demonstrate how using alcohol may interfere withthe ability to develop appropriate social skills, such asasking for a date.

Provide creative solutions and activities for copingwith anxiety.

Communicate: Good friends respect your right to be you.Emphasize that being oneself is important.Stress the ideas of self-control. self-esteem, and

self-assertiveness.Develop the adolescent's personal and social coping

skills for resisting peer pressure and other pressures touse alcohol and other drugs.

Comniunkate: Not everyone drinks.Dissuade teens from the widely held belief that

"everyone" is drinking.Illustrate acceptability of use of nonalcoholic bev-

erages by adults to counter the glamorous image pur-veyed by media of use of alcoholic beverages.

Communkate: Be alcohol-free and stay hassle-free.Help clarify for youth the extent to which they risk

getting in trouble if they violate the law.Suggest a good way to get parents to give family car

privileges is to stay away from alcohol.Getting into trouble with the law. school. and par-

ents is disapproved and considered stupid by mostteens.

Communkate: You are not a bad person because you drink.Help youth feel comfortable seeking help if alcohol

is a problem for them or for someone in their immedi-ate family.

Communicate: Stay alive. don't drink and drive.Demonstrate how young people can feel comfort-

able refusing to drink and drive or ride with someonewhose driving performance is impaired.

Acknowledge that being in control is extremelyimportant to teens.

degree in each particularschool. region State. communityA closer look should be taken atthe socioeconomic status of thetarget group and the environmentin which they go to school live andplay Such efforts win increase thelikelihood that messages will beunderstood. relevant and accept-able

Interpersonal CommunicationLasting change in the behavior

of youth will probably not beachieved without interpersonalcommunication. including groupdiscussions about how to avoidalcohol and other drugs andpositive reinforcement of absti-nence. Some alcohol abuse pre-vention programs help teens todeal with life's pressures throughtraining in assertiveness, com-munication with peers and adults.stress reduction, social copingskills, and general confidencebuilding (see Appendix I IHowever, when resources areunavailable for beginning such acomprehensive approach effortsshould be made to tap existingcommunity services and programsso that reinforcement is as com-prehensive as possible. Teenagersmay acquire the attitudes that pro-mote and reinforce abstinencethrough involvement with suchprograms as the Boy Scouts GirlScouts. YMCAYWCA, Big Brother'Big Sister, Camp Fire Girls BoysClubs of America etc In manycommunities, counseling servicesare available for teens at high riskand those exhibiting problembehaviors An inventory of relevantresources should be compled.to

"Television shows people gettingdrunk when something bad hashappened to them."

10th grader

Was, Dew topmast GaiddtitaRepeatihe main ideas frequently.RecOmmend performing specific behaviors.Demonstiate the health problem, behavior, or

, skills if appropriate..:12 Provide no* accurate, and complete information.:0 Use.i.aloiae.or theree.R kwthattheper oe presenting the message. is

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answer the demand for alter-natives that generally emergesonce prevention messages reachyouth.

Teens are often very willing toget involved with programs aimedat reducing alcohol and other druguse and abuse among their peers.This gives them the opportunity toparticipate in a worthwhile activitywhile learning about and exploringalcohol issues, attitudes, andvalues. With their enthusiasm,spontaneity, and openness theycan lend valuable creativity to thedevelopment of effective preven-tion approaches. However, manyyoung people will need time andencouragement if they are toassume an active, assertive, andresponsible role. The opinions ofteens should be respected so thattheir involvement will be a positiveexperience for all involved.

Target AudienceBased on the review of current

data and an assessment of the ser-vice area population, programplanners must decide which seg-ments of their youth audience theywant to address. Important infor-mation about alcohol use by ado-lescents in a particular communitycan be obtained from the juvenileprobation department, sheriff'soffice, district attorney's office,public health department, anddrinking/driving programs. Suchinformation will enable plannersto allocate resources to the groupswith the greatest needs and also todesign materials that best meetthe needs of each particular group.

A key factor in delineating eachtarget group is the group's level ofreadiness tn act tn nse nr nnt

use alcohol. Selection of youth tar-get audiences is also based on fac-tors such as degree of risk foralcohol experimentation, lack ofknowledge about alcohol, or poorattitudes and practices related todrinking. The following are threesample youth target groups:

Youth of legal driving age: Thisgroup is at high risk for alcohol-related death and injury. Messagesdeveloped for them must addressthe dangers of drinking and driv-ing; the teenage perception ofimmortality; the potential for los-ing control; and compromisingstatus with parents, the law, andschool. (Care should be taken toavoid a message that suggesesdrinking is all right if driving is notinvolved.)

Youth approaching driving age, 14 to15 years old: This group is anticipat-ing the privilege of havinga driver'slicense. They may be assodatingwith older teenagers who areexperimenting with alcohol andother drugs together with driving.It is important to encourage thisage group to adopt a conservativeattitude toward substance use sothat they are able to refuse offers ofalcohol or drugs and to refuse rideswith impaired drivers.

High-risk youth: These youth havebeen identified as children of alco-hol abusers and alcoholics; chil-dren with problems at home and/or school; children seen by juve-nile justice workers for delin-quency problems; military depen-dents (and others in highly mobilefamilies), and youth in institu-tional settings. These groups havea greater probability of beinginvolved with alcohol than otheryouth. Materials directed toward

this group should be focused onthe benefits and rewards ofpositive relationships with peersand family and good performanceat school. Strategies for copingwith life's pressures and real-lifesituations are important for mem-bers of this group, who need alter-natives to alcohol and other drugs.

Alcohol and other drug use issometimes a part of beingaccepted by peers and for somepeer groups is a prerequisite formembership. Teenagers often con-

Cometakatel There are many posit** aspects Ot. drinkhisomething besides alcohol.

Illustrate alcohol-related behavior Abet itPi r111111the teen look foolish in the eyes of tlieir Peat '

Reinforce the attitude that exprething and attinsoone's feeling is respected behavior.

Describe the effects of 'alcohol that Interfere:Nitathletic performance, quch as reduced sten** anstrength.

.

Comenmkate: There are many constrUcttve Opportunlillto experience life.

Recommend creative outlets that use the specktalents and expertise of young people..

Suggest opportunities for more involvement witfamily, schooi, and community.

Communicate: If you drink something besides alcohol. .. . . You can count on not making a fool out of yoweeon your first, second, or hundredth date:

. . . You can count on your parents being mote agreeable aboutlending yoe the*.

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"Fear of punishment is no goodbecause we don't believe we'llget caught."

8th grader

sider themselves menbers of dis-tinct groups such as locks,preppies, and so on. 'The degree,context. and style In which alcoholis used may vary considerablyamong these groups. Programplanners should be alert to thetypes of local groups and attemptto reach them by carefully select-ing a spokesperson and focusingthe language and content of themessage. This is particularlyimportant in an environment inwhich such groups may possesscontrasting and sometimes hostilevalues, attitudes, and leisure timeactivities.

Communication ChannelsSelection of the medium, or

communication channel, throughwhich the message about alcoholwill reach the target audienceshould be based on a determina-tion of which channels are seen asmost credible and will exposeteens to the message as frequentlyas possible. Research shows, forexample, that the typical Americanchild will spend more time watch-ing television than he or she willspend at any other single activity,including going to school or inter-acting with friends. In general, thetime spent watching televisionpeaks at age 12 and declines by 10percent by age 18.

Although television is the mostinfluential media, the cost is oftenprohibitive. As young people taperoff their TV viewing in their lateteens, they increase use of othermedia, particularly magazines,radio, newspapers, movies, andrecords. Radio. for instance,reaches 88 percent of the teenagepopulation on an average day.

They listen to more than 3 hourseach day, most frequently duringthe evening and right after school.Boys generally prefer hard rock sta-tions while girls choose soft rockmusic.

In general, when the message israther simple, radio and televisionare the most persuasive. When themessage is fairly complex, com-prehension and persuasion arebetter achieved through print.Campaigns that combine manyapproaches are recommended toassure repeated exposure and tomaximize the effect.

Teenagers in a Michigan studyranked a variety of sources of infor-mation for learning about drunkdriving, types of alcohol, charac-teristics of drinkers, and alcoholproblems. The following sourceswere ranked in order of theirimportance:

TV Public Service Announce-ments (PSAs)

ParentsFriendsNews storiesBooks and pamphletsTV program portrayalsTeachersOwn experienceTV beer adsDoctorsRadio PSAsMagazine liquor adsSiblingsSongs on radio and records.Always consider how teenagers

receive information apart from themass media. Many adolescentshave regular contact with localchurches, schools, recreation cen-ters. or youth organizations thatmay be interested in collaborativeefforts or serve as points .1 dis-

tribution for materials aimed atyouth. Informal meeting places orhangouts, however, may providethe only point of contact with someyoung people who have no formalaffiliations. They may be found atthe drugstore near a magazine rackora pinball machine, at a suburbanshopping mall, at bowling alleys.beaches, and in many other set-tings. Messages and materials thatreflect this lifestyle placed inappropriate locations will increasethe likelihood that all segments ofthe youth population are served.

Whatever medium is selected. itis important to remember thatexposure to messages does notoccur in a vacuum: other mediamay be supporting or counteringcampaign themes. Television,magazines, music, and moviesrelay many messages about drugsand alcohol to adolescents. Theymay imply that getting drunk is funor a way to handle depression. orthey may describe the tragic con-sequences of drug and alcohol use.Advertisements try to interest theaudience in alcohol through sexappeal, power symbols, excite-ment, and fantasies that have nodirect relation to the actual prod-uct.

Message AppealTo have a positive impact, the

format and content of all materialsmust appeal fundamentally toyouth. Many public informationmaterials and messages are dull ortoo complex. More exciting, dra-matic, humorous, engaging, andunderstandable styles make themessage appealing. Also.audiences tend to trust spokesper-sons who are esteemed or who are

"You can't get serious withsomeone who is drunk."

8 t h grader

similar in language, in values, andin personal and social charac-teristics. Teenagers tend to prefercharacters who treat them withrespect and refrain from judgingtheir behavior. The techniques foiconveying a message that haveworked well for commercial adver-tisers are:

Problem solution stating theproblem and the solution;

Humor;Unusual characters person-

alities or celebrities who becomeidentified with the message;

Slice-of-life enactments inwhich a doubter is converted; and

Candid camera testimonials.Adolescents are quick to discern

and reject a judgmental tone ema-nating from adults or peers. Teensare very concerned about theirsocial interactions and rela-tionships; they do not want to look"stupid" or lose control in front oftheir peers. Girls do not want totake responsibility for reproachingthe behavior of boys, and boys donot accept other teens telling themwhat to do. Teens generally tend toreject any message in which onepeer is judging the behavior ofanother. Therefore, a public serviceannouncement (PSA) showing ayoung person judging his or hciown behavior smashing thefamily car as "stupid" is moreeffective than someone else mak-ing remarks about such behavior.

Teenagers describe their peerswho frequently get drunk asfoolish. irresponsible, rude, loud,immature, and obnoxious. Positivecharacteristics with the excep-tion of humorous and popularare seldom linked to the drunk. Thedrunk teen is not seen as mature.

sophisticated, respected, in con-trol, or confident. The need toremain sober to drive and to avoidtrouble are frequently cited asacceptable excuses for not drink-ing.

Teenage boys tend to place agreat deal of value on outstandingathletic performance They valuebeing masculine and they willrespond to messages that providea masculine-related reason for notdrinking, such as reduced staminaand strength. However, since someteens feel as if they are performingbetter under the influence of alco-hol, messages must reinforce thereality that performance isimproved if one does not drink.

Messages that stress positivebenefits, give a sense of control,and decrease anxiety and fear byproviding specific methods forpositive action will be mostappealing to youth. Arousing fearthrough scare tactics, such asgruesome car accidents, arecounterproductive because teen-agers believe they are too young tobe seriously injured, die in an auto-mobile accident, or drown.

It is extremely important to usejargon familiar to the targetaudience. For instance, adults mayprefer intoxicated, inebriated, ordrunk, but many teens currentlyuse "buzzed," "bombed," or"wasted" and they make clear dis-tinctions between them. Since theterms in vogue change so regularly,interaction with teenagers willkeep the language current.

Guidelines to follow in develop-ing messages and materials foryouth are:

The message must be credible. Itmust reflect the val ues, beliefs, and

feelings of the target audienceTeenagers don't want to lose con-trol or otherwise lose face. In fact,boys believe that refusing to ridewith a drinking driver and disqual-ifying oneself from driving afterdrinking are responsible behaviorsand will gain the respect of one'speers.

The message must be eye-catching. Itmust hold the teenagers attentionand be sophisticated as well.Whenever possible, the direct mes-sage should use the current col-loquialisms of the target audience.By the same token, the messagewill have more of an impact if itreflects the teenagers' analysis of asituation. Teenagers report that"you can maintain control if youdon't drink," meaning that thenyou won't look stupid, get sick, beunable to drive, make a fool out ofyourself, become violent. or be sex-ually vulnerable.

The message must motivate. To getteens to take action, the messagemust be transmitted by a characterthat the target audience likes.Teenagers say they like characterswho treat teens with respect andwho do not judge. Teens seem tobe motivated if the message pres-ents one simple, positive, clearmessage that suggests someimmediate rewards. Demonstra-tions of specific behaviors andskills, such as tactics for saying no,may contribute to a positiveaudience response.

A Framework forPlanning, Developing,and 3motingMe ges andMaterials for Youth

/

I

To help ensure that program plan-ners allocate time and otherresources efficiently in developingmessages and materials for youth,a six-stage communications pro-cess has been developed Thisapproach has been used by manyhealth agencies, including theNational Institute on AlcoholAbuse and Alcoholism INIAAA),the National Cancer Institute's(NCI) Office of Cancer Communi-cations, and the National Instituteon Drug Abuse I NIDA) It does notrequire extensive resources andmay easily be adapted by volun-teers at the local level or by thoseat the State or nat,-,nal level con-cerned about the youth alcoholproblem

The fundamental premise of thisprocess is that health communica-tions should be based on anunderstanding of the needs andperceptions of the target audienceIt is designed to allow for varia-tions in environments and to max-imize opportunities for creativityMany possibilities exist for reach-ing youth with information aboutalcohol

This process can be used by pro-gram planners developing alcohol-related materials such as pam-phlets. posters, flyers, newspaperadvertisements, television andradio PSAs, broadcast programs,hlms, and slide shows Although inmany cases the program will havedecided on the typels) of materialsto be developed before undertak-ing the planning process. newideas may be generated during themessage and materials develop-ment stages In fact, it may bedecided that the most effective wayto reach youth is through materials

such as T-shirts, minldramas,comic books. bumper stickers, etcCombining several of these mate-rials into kits with a central themeis recommended as a comprehen-sive method for attracting theattention of young people.

The steps outlined below con-stitute an ideal process, one thatmay require more time and moneythan many agencies can afford.Adapting materials that othershave developed, with their permis-sion and/or cooperation, is oneway of shortening the route. Beforedevoting time, energy, and otherresources to developing materialsfrom scratch, check with otherorganizations to determine whatthey are doing. Besides avoidingduplication of efforts, these con-tacts my lead to joint projectswith shared resources and infor-mation. These groups can alsohelp get information to their mem-bers by printing articles in theirnewsletters, or distributing printedmaterials. Or perhaps other groupswill be interested in distributingmaterials, thereby expanding theaudience reached

Many State and national organi-zations have developed packets ofmaterials aimed at youth. Thesepackets have included pressreleases, booklets. public serviceannouncements and other mate-rials that can be adapted for localuse. Some of the groups you maywish to call are:

Local affiliates of voluntarynational organizations such as theNational Council on Alcoholism;

County and State mental healthand social service departments;

Statewide councils on alcoholand drug abuse;

Special organizations for youth;and

National voluntary groups withthe family, for example theNational Federation of Parents forDrug-Free Youth or the NationalCongress of Parents and Teachers(PTA)

Some of the steps describedbelow may not be feasible; othersmay not be essential However, allplanners developing messagesand materials should write a con-cise communications strategy thatincludes writing program objec-tives, defining target audiences,identifying the needs and percep-tions of each target audience, whatactions they should take. the rea-sons why they should act, and thebenefits to be gained.

1 Planning and Strategy Development

During this initial stage, targetaudiences and communicationstrategies are selected. Chapters Iand 2 focus on these topics A moreindepth analysis would entailreading other literature, new arti-cles, academic journals. andreports such as those cited in thereference list. Many communitiesmay have access to specific dataabout the characteristics of youthin their community that will behelpful in formulating a strategy.Such information may be availablethrough the local or State healthplanning agencies, mental healthagencies, and other communityservice programs. Contacting theNational Clearinghouse for Alco-hol Information (or Drug AbuseInformation) may also be a worth-while first step. (See resource list).

The more data gathered andanalyzed, the more complete theprofile of the target audience Insome cases, program planners maychoose to conduct research thatinvolves direct contact with indi-viduals representing the targetaudience. This could include inter-views with a small sample of teen-agers. a small-scale telephonesurvey, or a household survey of arandom sample of teens Programbudgets and timetables will dic-tate what is feasible.

From the information collectedand analyzed, program plannerscan formulate a communicationsstrategy. The communicationstategy is a statement of the pro-gram objectives, the primary andsecondary target audiences to bereached, and the benefits andother information that must becommunicated. The strategyshould also include general speci-fications, including format andlength, to provide direction for thedevelopment of specific messagesand materials.

2 Concept Dcrc!opmentBased on the planning accom-plished in stage I, messageconcepts are developed in stage 2.These concepts may consist ofrough art work (a line drawing orsketch) or statements consisting ofwords or phrases to convey themain idea and the source of themessage. Involving the targetaudience early can provide direc-tion for eliminating weakerapproaches and for identifyingeffective message concepts.

Developing message conceptsinvolves considering several

issues, as discussed in chapter 2:What type of message format

should be used? A testimonialfrom a celebrity or a person typicalof the target audience, a slice-of-life, or a vignette?

What type of spokespersonshould be used to convey the mes-sage? A member of the targetaudience. an authority figure, maleor female, a couple, a group, or anindividual?

What is the appeal emo-tional, logical, or humorous?

One method of assessing con-cepts is to pretest them. Pretestingis a way to gather target audiencereactions. The information learnedleads to improvements in conceptmessages and materials when revi-sions are still affordable. Pretest-ing is not foolproof, but it can helpreduce some of the uncertaintyand risk of producing materialsthat may be misunderstood or mis-interpreted.

Focus group research is a widelyused method of pretesting, both atthe corcept stage and when themessage or material is developed(See stage 3). Essentially, It is atype of qualitative research inwhich an experienced moderatorleads about 8 to 10 respondentsthrough a discussion of a selectedtopic, allowing them to talk freelyand spontaneously. The assistanceof the local advertising associa-tion, school system, and teen clubor other youth activity group mightbe enlisted to recruit participants.The steps for organizing focusgroup research are as follows:

Identify materials or concepts tobe tested.

Select a skilled group moderatorto lead the discussion.

Develop a moderators guide forthe discussion that might includequestions leading from a eeneralfocus to a narrow one to elicitgroup reactions on the issues, con-cepts, messages, or materials

Arrange for logistics such asroom and recording equipment

Identify and recruit focus groupparticipants from the targetaudience

Confirm attendance with partici-pants before the sessionis Videotape or record the sessionif possible.

Transcribe the tape and preparea brief report for use in planningand revision.

3 Message ExecutionOnce the concepts with the mostpotential have been selected, com-plete messages and materials canbe created in appropriate formatsfor reaching teenagers. ThEse mes-sages and materials should be pro-duced in rough form such as aradio announcement produced ina nonstudio setting with non-professional talent or a bookletusing typewriter copy and a roughlayout of the artwork as it mightappear in the final form. At thisstage, rather than generating moreideas and perceptions about con-cepts, pretesting should providespecific information about the fol-lowing:

Attention Does the productattract and/or hold the attention ofteenagers?

Comprehension Is the mes-sage clearly understood? Are themain ideas conveyed?

Personal Relevance Does thetarget audience perceive the mes-

sage to be personally relevant?Believability Is the message

and/or its source perceived asbelievable by teenagers?

Acceptability Is there any-thing in the message that may beoffensive or unacceptable to thetarget audience?

Other gauges of effectiveness .may include assessing targetaudience perceptions about theinformation contained in an item,and the extent to which targetaudiences find messages or mate-rials attractive, interesting, con-vincing. or alarming. Also, separatecomponents of the itern can bepretested such as the cover,illustrations for a booklet, charac-ters in a film, and so on.

Testing methods at this stagemight include focus groups, gate-keeper reviews by the key peoplewho would distribute the product,or reviews by other experts. Manyof the individuals involved in suchpretesting may be willing todonate their services, especially ifthey are potential users of thematerials.

A Prowl Ion meiOidrik theing this gap the product will

be corndleto produced end disrInbuted The howl% of protestingshould by carefully examined to*femme the neatibtary motionshaul, am% where improvementmight be needed are tho following

0 pieveding mu.% that Wn .age% do rim understand certaindhows or non% add derinmonsrø lind out of Mewl words mean .leg the some Ming au used by vowasitunte Colloquialism ate alienMOW petWalthe to WPM

II Ow pretest indicates thatyouth do not understand or Iretolituted by thy mossoe or matha% colluder woys to simplify itTatie out anythmg extraneous andconsider lays to wpm the moonides of the memo thioughout

it the sedum is dlended bythe mesh* or the way m which n

mutated consider ways tomodoy the message to mob* itmow positive aid acceptable

Piomotire and distributingmilenMes el course an essentialhott c4 a %%crystal communica .boos campaign Slimy the OM'011101$4, to anemone the locationsottete teens tend to COWINerind develop relationships withmoncses that who youth healedshim youth comets rimers lasthod regaurants and movie the-den are tint wow of the locationsluquented by youth A pogromwith edensive community involve-ment %Amman State authori-ties the moat* wttor schooh.political and govemment loaders.evens and chlebtaes Is morelady to be auccuithil distribia.

ing materials to as many places aspossible Community businessesnot directly involved will usually bepleased to assist by placing mate-rials In their place of business

Although neither radio nor TVStations are required to donate aspecific amount of time to PSAs,the Federal CommunicationsCommission IFCC) considers a sta-tion's public service performance

that is, the amount of timedevoted to PSAs and programingof importance to the communitywhen deciding whether a licenseshould be renewed So both radioand TV stations are sometimeswilling to donate public servicetime for the promotion of a massInformation program They mayeven be willing to contribute to theeffort by recording some PSAs withprominent local personalities asnarrators in addition. considerworking with TV and radio in thefollowing ways

Write questions for a talk showinterview and suggest communityleaders. celebrities, or others whocan speak knowledgeably aboutdrug and alcohol problems amongyouth

Provide background informationto radio and TV stations aboutalcchol and other drug-relatedknowledge. attitudes, and prac-tices among youth

Plan to videotape special eventsand speeches made by malor pub-lk figures addressing the problem

Personal contact is the bestapproach to use in developing apositive relationship with personswho will display. feature. or airpublic information. Evidenceshows. for example, that radio andTV oublk service directors will be

more inclined to air a PSA if theyhave had contact with represen-tatives from the sponsoring pro-gram

Working with newspapers andmagazines also requires personalcontact When possible. newsreleases should be written andsubmitted personally to the editorMany magazine and newspapereditors are amenable to collab-orative arrangements so that theirwriters are provided with freshnews stories, feature story Ideas,and useful background statisticsand Information

5 Evaluation

The purpose of evaluating a com-munications campaign is to deter-mine if it has had the desiredeffect That is. has it met its oblec-Oyes? During this stage. the effec-tiveness of the distribution strat-egy as well as the receptivity of thetarget audience to the materials isevaluated Merely measuring thenumber of pamphlets distributed.however, is much less indicative ofeffectiveness than measuring theoutcome or effect of the materialsAn informal telephone survey ofpersons who have requested theprogram's materials might providesome valuable information on itsusefulness Requesting commentsby including an insert in publica-tions, with a return address mayelicit some feedback A more for-mal quantitative survey will, ofcourse. require ample programresources and a careful determina-tion of whether any changes inknowledge. attitudes, and prac-tices are attributable to the pro-gram's effnItc Litpratnna nn pmal.

dation research will hi helPftil anC1should be consulted; earlY 14 trproce55 Of develoPihg ancl dirtributing Materials and niess4ge0

The f011owing are sdnie key`...on'ey4010"tsiiodnesration ails pertinent to

fWhat was the tiegre 01exposure of the target audiehce0ii

Did the target audnces tecaithe specific Message'

Did the target atrdinces kcePtor mica the rnessages 45 ben)trel-evant to then" as indhliduals)

Tgoetvi

hat otendaudience attiNdes,tar

Ore chanto i rl

and behaviors attribUtabiu t tvmesoges and Materials?

To what estent ,fiere chanteo ir2target audience intentions tp tokcappropriate action5 ihfluenced?

Did the effectiveness or the,drri-paign vary according te the ti`r`ii0;graphic characteristics tlfaudiences isex, age,' race. 14rpilYinconle. and so onr,

What Wa5 learneu in the carti;paign about 'target audiefiCcharacteristics and re4ptivitYwould improve the Me55aNmaterials?

What Was learned in the off"paign that could be LI ted in waft:,ning future cor11rhunic4tio"activities?

6 Feedback

In the sixth state, all the NrrnOtion gathered thrOueh Pretestiland other research, 'as Well as ev0uation. Is analyzed In prepat400of a new cycle of Ppograrnsages and rnateria's The dat4

_should be examined wretkilly,uncover problernS and iciencfri

weak, ,0111\,, can be remediedWhet) Vint later communica-iOrl for youth about

fiticorrill;lr")nainyloapirlae: ,plohset erreisnut el tnsdoefd

,N %less of peer preatson-

esirriei.$17/11dIdridi\olOt think the infor-ate that the target

ip:1;pitetitisie(t;\.0 this issue in moreinclude a pam-

vsvpiThg isni mt ul acrh cwoi nt

cadrht arPillisi s into effective

orgat)

ryleth:e lot °N gut

ern.% It'Ad vines will provide

g Youth withif

t 'col\ tal

ryie5k4 ( mieVi.t The next cycleof

Lit alcohol.rrlie/151'1510°fr,lthere are certain

Phen lil/teloPN-1) lowconsistently

...Aiorligg a communica-re001 qefuairel, h. even when

714v4k

)t)ce it

andNelted;

ffort should beo dvv

e

eloping a com.rehocall\AKNilsiiigabr

Paign plan.:fi s r use

.\Atarget population11 d

\41 ation will providetoo ti,h6mmu,V.1 mass media in

101:eptions of youtheNt ;1;,.-feedback from them

g v t1 locoiandi\.W aPproaches

nenqe(AdpeNtethe information

-le yev't'ilsmall-scale

good working rela-

are

I. kktia/ishIno,

land er fel\ .ny, the local media.

irriPrtYrtheci\\.:ovantgroups will

nce for success.

,o/ thi hiniA.c,oncerned citizens

of the research

Appendi

"Saying No":Peer ResistanceStrategies

"Saying No" is a promisingapproach to prevention of alcoholand other drug abuse. It isdesigned to help young peopleresist pressure to use cigarettes,alcohol, and other drugs These"Saying No" programs draw onsocial-psychological theories thatsuggest that resistance to peer per-suasion will be greater if youngpeople have been able, in advance.to identify. understand, and prac-tice reasons for not using alcoholand other drugs. Most "Saying No"programs incorporate three com-ponents: I ) strategies thatincrease young people's knowl-edge by providing informationabout alcohol and other drugs andtheir effects, peer pressure, andother influences to use drugs; (2)techniques for expanding theirspecific behavior repertoire for"saying no"; and (3) training in lifeskills such as decisionmaking, cop-ing with anxiety, and assertiveness.

The approach has been targetedat 6th. 7th. or 8th graders, oftenwith booster programs in highschool. In the classroom, theseprograms can be presented by liverole modeling situations or video-taped role modeling, and with pub-lic commitments in front of otherclassmates not to smoke or usedrugs. Health educators or teach-ers can present the curriculumunits. Same-age peers or older

peers can also be trained to intro-duce these concepts and mate-rials Although there is ongoingresearch on effective "Saying No"approaches. at this point itappears as though peers are moreeffective than teachers in present-ing this approach to students

Another drug educationapproach is "general skillsdevelopment" rather thanresponse skills to very specificstimuli such as cigarette smoking.This approach suggests that if stu-dents are able to learn generalskills such as how to be asser-tive, how to communicate moreeffectively with other young peo-ple, how to handle anxiety, how tolearn self-improvement, and howto improve decision making theywill be better prepared for dealingwith life's pressures, including, butnot limited to, dealing with alcoholand other drugs

Although many of theseapproaches are promising andsome have shown positive evalua-tion outcomes, research is ongoingto determine with whom and underwhat conditions these differentapproaches are effective, whatcomponents are effective, whetherthey will work in regular classroomsituations, rather than under sci-entifically controlled settings. andwhether teachers and peers caneffectively transmit theseapproaches.

Attached is a list of some of theindividuals involved in developingcurricula for the various "SayingNo" approaches. To inquire aboutthese various curricula, we suggestyour school's curriculum develop-ment specialist may wish to makedirect contact with the researchers.

Individuals To Contact for Further InformationAbout Peer Resistance Strategies

Gilbert I. Botvin. Ph.D.Department of Pubic HealthCornell University Medical College411 East 69th St.. Room 226New York. NY 1002112121 4725240

Richard I. Evans, Ph D.. DirectorSocial Psychology/Behavioral Medicine Research and

Graduate Training GroupDepartment of PsychologyUniversity of Houston. Central CampusHouston, TX 7700417131 749-3152

Kelin Gersick. Ph.D.The Consultation Center of the Connecticut Mental

Health CenterDepartment of PsychiatryYale University School of Medicine19 Howe StreetNew Haven, CT 0651112031 189-7645

William Hansen. Ph.D /C. Anderson lohnson. Ph D."Protect SMART'Health Behavior Research InstituteUniversity of Southern California1985 Zonal AvenueLos Angeles, CA 9003312131 224-7594

Alfred McAlister. Ph D.Center for Health Promotion Research and

DevelopmentUniversity of Texas at Austin2300 Main BuildingAustin. TX 7871215121 471-5801

Cheryl L. Perry. Ph.D.Laboratory of Physiological HygieneSchool of Public HealthUniversity of Minnesota611 Beacon St., SEMinneapolis, MN 5545516121 376-6966

ResourceGroups

The (ollowing resource groups can provideadditional information and/or assistance

Al-Anon Family Group Headquarterslincludes Alateen for children or siblingsof alcoholics, and Al-Anon Adult Childrenof Alcoholics groups)

PO Box 182Madison Square StationNew York. NY 1015912121 683-1771

Alcoholics AnonymousPO Box 459Grand Central StationNew York, NY 1016312121 686-1100

American Council for Drug Education5820 Hubbard DriveRockville. MD 2085211011 984-5700

Boys Clubs of America771 First AvenueNew York, NY 1001712121 557-7755

Center for Early AdolescenceUniversity of North Carolina at Chapel HillSuite 223Carr Mill MallCarrboro, NC 2751019191 966-1148

Children of Alcoholics Foundation. Inc540 Madison Avenue. 23rd FloorNew York, NY 1002212121 431-1366

Families in Action Drug Information Center3845 North Druid Hills RoadSuite 300Decatur. GA 30033(404) 325-5799

Girls Clubs of America205 Lexington AvenueNew York, NY 10016(212) 689-3700

Mothers Against Drunk Driving IMADD1Central Office669 Airport FreewaySuite 310Hurst. TX 7605318171 268-MADD

-14National Association for Children of

Alcoholics31706 Coast Highway

'Suite 201South Laguna, CA 92677

. 1710 499-3889

National Clearinghouse for AlcoholInformation 1NCALII

P.O. Box 2345Rockville, MD 2085213011 468-2600

National Clearinghouse for Drug AbuseInformation

P.O. Box 1908Rockville, MD 20850

e.13011 443-6500

;fiational Congress of Parents and Teachers;

700 Rush Street...chiCago. IL 60611-2571

(312) 787-0977.

,',441ational Council on AkoholismWest 21st. Street.

;:New Yoek. NY.10010206.6170

NCtional Federation of Parents.for Drug-FreeYOUth

.1820 Franwall AvenueSuite 16

1. .Silver_SprIng. MD 209021400-144KIDS

ker:c.. -,1 Highwk,.4 two ay Traffic Safety

(PTA)

.

Of''';'14411111/tiStratiOli

AkolvitCountviirasures100SevtnapStD reet11111abltigotti C..- .

!IN7!'int0411(...to... .2

' ' e-

Office of Smoking and HealthTechnical Information Center5600 Fishers LanePark Building. Room 1-10Rockville, MD 2085713011 443-1690

Wisconsin Clearinghouse for Alcohol anOther Drug information

1954 East Washington AvenueMadison, WI 5370416081 263-2797

,

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:fiapter 2

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Chapter 3

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We hope that Communicating With Youth About Alcohol:Methods, Messages, and Materials has been helpful, andthat you will recommend it to others. Please rake amoment to write the National Clearinghouse forAlcohol Information INCALI) and tell us of yourimpressions of this publication, as well as areas ofconcern that you would like us to address in futurepublications about youth and alcohol. We welcomeyour comments with the anticipation that they willhelp us serve you better in the future.

This publication is not copyrighted. Permission toduplicate the contents is not necessary. Duplication isencouraged.

Address your correspondence to: National Clearing-house for Alcohol Information, Attn: MaterialsDevelopment, P.O. Box 2345, Rockville, MD 20852.