![](media/image1.wmf){width="1.3076388888888888in"
height="1.4465277777777779in"}

**STATE OF NEW MEXICO**

![](media/image3.png)

**BILL RICHARDSON**

**GOVERNOR**

**NEW MEXICO**

**DEPARTMENT OF HEALTH**

**MICHELLE LUJAN GRISHAM, J.D.**

**SECRETARY**

**KAREN MEADOR, J.D.**

**DIRECTOR**

**BEHAVIORAL HEALTH SERVICES DIVISION**

**DON MAESTAS, MSW**

**CHIEF**

**PREVENTION SERVICES BUREAU**

Substance Abuse Prevention Evaluation Outcomes Executive Summary

Overview

The New Mexico Department of Health, Behavioral Health Services Division
Prevention Services Bureau is dedicated to maintaining and improving a
comprehensive State Substance Abuse Prevention System. The Prevention
Services Bureau works diligently to enhance the capacity of community
prevention providers in New Mexico to ensure the delivery of effective
prevention services. These services are aimed at reducing alcohol,
tobacco and other drug (ATOD) abuse. The successful local outcomes of
New Mexico prevention programs are highlighted in the Executive Summary.
The investment of state and federal dollars in the implementation of
evidence-based prevention programs is producing positive outcomes for
youth, families and communities in New Mexico.

Prevention programs funded by NMDOH/BHSD are available to a variety of
populations in many different settings. Around the state, services are
available to pregnant mothers, children 0-6, parents, guardians and
grandparents. There are programs for preschool children, and students in
elementary, middle and high school. Programs are available in youth
centers, churches and community centers. Funding from NMDOH/BHSD also
supports parenting and family programs, as well as community coalitions.

Prevention services are the first line of defense against substance
abuse. As currently applied to substance abuse prevention in New Mexico,
the Institute of Medicine model views prevention services on a continuum
of care spanning from prevention to treatment to maintenance. The sole
focus of prevention efforts is on decreasing the degree of
individual/family/community vulnerability to related risk and protective
factors. Prevention is identified as a continuum of strategies according
to the degree of risk of service populations:

*Universal* strategies address the entire population with messages and
programs aimed at preventing or

delaying problem behaviors and emotional and/or behavioral disorders.

*Selective* strategies serve subsets of the population who are deemed to
be at risk for emotional and/or

> behavioral disorders such as children of alcoholics, youth who suffer
> from anxiety/depression and students who are failing academically.

*Indicated* strategies are designed to prevent the onset of emotional
and behavioral disorders among those

individuals identified as being high risk.

Two prevention frameworks, developed in the prevention research
literature over the past two decades are emphasized by the
NMDOH/BHSD---the risk/protective factor framework and the youth
development framework. As presented in *Effective Prevention Programming
in New Mexico* (Office of the Governor and NMDOH, January 1999), the
risk/protective framework stresses the importance of reducing risk
factors and enhancing protective factors as identified through a
community needs assessment. Conditions associated with greater potential
for drug abuse are termed "risk factors". Those conditions associated
with reduced potential for abuse are called "protective factors".

In this framework the emphasis is on providing youth with skills,
opportunities for involvement, and recognition to help ensure that they
form pro-social bonds and develop healthy beliefs and clear standards.
This framework also applies to reducing risk factors and enhancing
protective factors in environments that influence youth, such as
families, schools, neighborhoods, and communities.

Youth development is the process through which adolescents seek and are
assisted to meet their needs and build individual assets or competencies
relevant to enabling them to become successful, confident and
self-reliant adults. It is a framework that focuses on capabilities,
strengths and developmental needs and views young people as resources.
Program that apply a youth development approach seek to build
competencies in the physical, social, cognitive, vocational, and moral
areas of a young person's life. It is an ongoing process in which young
people are engaged and invested. Youth development programs help youth
to deal with the challenges of adolescence and prepare them for the
independence and responsibilities of being parents, workers and
citizens.

Prevention Standards

Prevention contractors are required to follow accepted Substance Abuse
Prevention Standards, which include the following:

-   Conduct community needs assessments regarding local alcohol, tobacco
    and other drug issues

-   Develop prevention plans with measurable goals and objectives based
    on the results of the needs assessment, utilizing data from the
    needs assessment and input from community members

-   Utilize multiple prevention strategies (information dissemination,
    education, identification and referral, community processes and
    environmental strategies) across multiple domains (community,
    school, family, peers, individuals) aimed at having a broader impact
    on the population receiving services

-   Implement evidence-based prevention services proven to impact
    variables associated with the abuse of alcohol, tobacco and other
    drugs

-   Conduct high-level outcome evaluation of prevention services in
    order to make necessary modifications and to demonstrate the
    effectiveness of the services.

The use of multiple strategies in multiple domains, combined with the
use of evidence-based approaches and high-level outcome evaluation, has
moved Prevention Services Bureau contractors into implementing proven
and effective substance abuse prevention services.

Prevention contractors are required to conduct high-level outcome
evaluations of their prevention services in order to make necessary
modifications and to demonstrate the effectiveness of services.

Locally Developed Programs

To date, there are four prevention programs developed in New Mexico, and
funded through the NMDOH/BHSD that have received national recognition as
Exemplary Substance Abuse Prevention Programs though a nation-wide
competitive process sponsored by the National Prevention Network, the
Center for Substance Abuse Prevention, and the Community Anti-Drug
Coalitions of America. These exemplary programs are:

The Albuquerque Partnership (2000)

Project Venture/National Indian Youth Leadership Project (2001)

First Born Program/Gila Regional Medical Centers (2002)

Connecting to Courage/Santa Fe Community College (2002)

Talking Talons Youth Leadership Program (2002)

![](media/image4.png){width="6.495138888888889in"
height="4.210416666666666in"}

Evidence Based Prevention for 12-17 Year Olds

Covering most areas of the state and a diverse range of evidence-based
prevention programs, the NMBHSD programs for youth ages 12 to 17 remain
the centerpiece of New Mexico's ATODA prevention labors. These programs
include nationally recognized efforts, such as Botvin Life Skills, and
Project Venture, a locally developed model and practice that is
recognized as an exemplary program.

Outcome data using a pre-post evaluation design were gathered at each of
the 21 local 12-17 sites. Participants were evaluated at program entry
and program exit. The statewide survey, Strategies for Success, was used
along with other local data collection tools. Using the Strategies for
Success instrument allows for comparing findings between last year and
the current reporting period.

Comparison Group

New Mexico's rigorous evaluation initiative includes a statewide
comparison group, matched statistically to those youth receiving
services. In racial/ethnic, age, gender, risk level, and geographic
location, the comparison group mirrors the characteristics of youth
participating in prevention programs. Comparison group youth completed
the Strategies for Success evaluation in pre and post-test settings,
stretching over a period of time equivalent to that of program
participation.

**12-17 Program and Comparison Group**

During 2005-2006, New Mexico youth participants in prevention programs
funded by Safe and Drug Free School Grant funds and targeting youth aged
12 to 17, from across the state, showed little or no change in alcohol,
tobacco, and other drug use. By contrast, youth in a comparison group
from across the state showed large increases in all substance use
categories. The graphs that follow show the contrast between the two
groups of adolescents.

[]{.mark}

### []{.mark}

### Percentage of Past 30 Day Use of Any Alcohol

Percentages for the past 30-day use of any alcohol indicate that a lower
percentage of 12-17 prevention program participants used alcohol at
baseline (14.4%) in contrast to the comparison group (23.3%). Post-test
data indicate that the percentage of 12-17 prevention participants who
used alcohol showed only a very small increase to 14.90% while the
comparison group increased from 23.3% to 41%. This is a pattern
consistent with previous years' findings.

![](media/image5.wmf){width="5.114583333333333in"
height="3.227777777777778in"}

**Percentage of Past 30 Day Use of Marijuana**

Analysis based on percentages indicated a tremendous increase from 13.3%
to 36% in marijuana use in the comparison group youth from baseline to
post-test. In contrast a slight increase of one half of one percent from
8.5% to 9.1% occurred for 12-17 program participants.

![](media/image6.wmf){width="5.114583333333333in"
height="3.6770833333333335in"}

![](media/image7.jpeg){width="5.845138888888889in"
height="3.786111111111111in"}

Percentage of Past 30 Day Use of Tobacco

For the past 30-day use of tobacco, the findings indicated a small drop
from 1.8% to 1.6% in the 12-17 program participants who reported chewing
tobacco, and another astounding increase for the comparison group. The
percentage of comparison group youth who chewed tobacco rose from 2.4%
at baseline to 30.2% at post-test.

![](media/image8.wmf){width="5.052083333333333in" height="4.1875in"}

![](media/image9.png){width="6.49375in" height="3.348611111111111in"}

Percentage of Past 30 Day Use of Cigarettes

For the past 30-day use of cigarettes, the results showed a 4% drop from
10% to 9.6% in the 12-17 program participants. During the same period
there was a dramatic increase of cigarette use by the comparison group.
The percentage of comparison group rose from 11.9% at baseline to 35.7 %
at post-test.

![](media/image10.wmf){width="5.313888888888889in" height="2.9375in"}

**Percentage of Past 30 Day Use of Any Other Illicit Drug**

The past 30-day use of any other illicit drug slightly increased about
one third of one percent from 3.4% to 3.7% among 12-17 youth. There was
a larger increase of 1.6% from 4.4% to 5.8% among comparison group
youth. In practical terms there was less change in the prevention group
than in a comparable group with no prevention programs during the same
period from the Fall 2005 to the Spring 2006.

![](media/image11.wmf){width="5.114583333333333in" height="2.9375in"}

**Pre-Kindergarten through Sixth Grade Youth and Families**

Pre-kindergarten through 6^th^ (PreK-6) grade programs also provide a
full continuum of comprehensive community-based prevention services for
individuals, families and communities, including Synar activities to
reduce the sale of tobacco to minors. As appropriate, the contractor
shall provide targeted evidence based prevention programs for youth who
are not in need of treatment, and maintain fidelity of the selected
evidence based programs. PreK-6 programs are aimed at directly impacting
risk and resiliency factors in the targeted age group. These programs
tend to involve both youth and their families.

Evaluation of the PreK-6 Initiative of the BHSD involved a significant
shift in design and approach, particularly given the age level of youth
participants. BHSD contractors were asked to provide a comprehensive
family approach to substance abuse prevention that included a parent
intervention component. Each of these shifts in focus and age of target
youth required the development of a new battery of evaluation tools that
were piloted and implemented during the 2004 fiscal program year.

A pre-test/post-test design, without control groups, was used with the
intent to aggregate all youth, parent, and teacher outcome data for this
year-end reporting. Local evaluators monitored and provided oversight at
each of the 17 funded PreK-6 prevention sites and worked closely with
the statewide evaluation team to provide timely data submission.

![](media/image12.png){width="5.936805555555556in"
height="3.9902777777777776in"}

Office of Substance Abuse Prevention

Evaluation Outcomes 2006

+-----------+-------------+-----------------+-------------------------+
| **        | *           | **Program(s)    | ## Outcomes             |
| Community | *Location** | implemented and |                         |
| Based     |             | Population      |                         |
| Program** |             | served**        |                         |
+-----------+-------------+-----------------+-------------------------+
| # C       |             |                 |                         |
| OALITIONS |             |                 |                         |
+-----------+-------------+-----------------+-------------------------+
| **Al      | A           | Implementation  | \*The summer festivals  |
| buquerque | lbuquerque; | of              | "Tardeadas de Verano"   |
| Part      |             | environmental   | successfully reduced    |
| nership** | South       | strategies      | summer cruising in the  |
|           | Valley, La  | addressing      | Trumbull/La Mesa        |
|           | Mesa,       | issues of drug  | Neighborhoods.          |
|           | Trumbull    | abuse, drug     |                         |
|           | Village,    | related crime,  | \*Creation of an        |
|           | Barelas,    | education,      | independent &           |
|           | Sawmill,    | public safety   | functional Website for  |
|           | Mountain    | and community   | the Barelas NA          |
|           | View,       | development.    |                         |
|           | Martinez    | The Albuquerque | \*Denial of a building  |
|           | Town &      | Partnerships    | permit for a nuisance   |
|           | Santa       | works with      | liquor establishment as |
|           | Barbara,    | several         | a result of advocacy    |
|           | Adobe       | neighborhood    | from the AP and         |
|           | Acres,      | associations    | partnering Neighborhood |
|           | Valley      | and city groups | Associations            |
|           | Gardens,    | in providing    |                         |
|           |             | training,       | \*Adobe Acres near      |
|           |             | technical       | completion of           |
|           |             | assistance and  | beautification projects |
|           |             | encouraging     | in their neighborhood   |
|           |             | mobilization &  |                         |
|           |             | positive        | \*Ninety-one (91) Hot   |
|           |             | development.    | Spots Reported for FY06 |
|           |             |                 |                         |
|           |             |                 | \*In collaboration with |
|           |             |                 | Drug Free NM Campaign,  |
|           |             |                 | numerous TV & radio     |
|           |             |                 | messages were           |
|           |             |                 | disseminated            |
|           |             |                 |                         |
|           |             |                 | \*Four community        |
|           |             |                 | trainings were held for |
|           |             |                 | NA members              |
+-----------+-------------+-----------------+-------------------------+
| **Hands   | Greater     | Works in the    | \*The coalition met     |
| Across    | Espanola    | Greater         | with the city council   |
| C         | Valley, Rio | Espanola        | and provided numerous   |
| ultures** | Arriba      | Valley, Rio     | "education" sessions to |
|           | County &    | Arriba County & | them to inform them     |
|           | Northern    | Northern Santa  | about the benefits and  |
|           | Santa Fe    | Fe County on    | procedures for a clean  |
|           |             | improving       | air policy.             |
|           |             | health          |                         |
|           |             | initiatives.    | \*Small groups research |
|           |             | They work with  | has been conducted to   |
|           |             | high risk youth | determine vehicles for  |
|           |             | & their         | instituting such a      |
|           |             | families,       | policy, and this has    |
|           |             | schools and the | moved the counsel       |
|           |             | community at    | closer to enacting a    |
|           |             | large.          | city wide ban on indoor |
|           |             |                 | tobacco use in public   |
|           |             |                 | places.                 |
|           |             |                 |                         |
|           |             |                 | \* SYNAR activities     |
|           |             |                 | were launched and       |
|           |             |                 | merchant contacts were  |
|           |             |                 | made. 3 youth have also |
|           |             |                 | been trained to conduct |
|           |             |                 | the activities. This    |
|           |             |                 | project year HACC has   |
|           |             |                 | had 100% compliance in  |
|           |             |                 | non-sales as evidenced  |
|           |             |                 | through sting           |
|           |             |                 | operations.             |
|           |             |                 |                         |
|           |             |                 | \* As regards the       |
|           |             |                 | coalition's ability to  |
|           |             |                 | congeal and work        |
|           |             |                 | together, all scores    |
|           |             |                 | showed a statistically  |
|           |             |                 | significant increase    |
|           |             |                 | from baseline to        |
|           |             |                 | posttest, representing  |
|           |             |                 | positive findings for   |
|           |             |                 | the program: Sense of   |
|           |             |                 | Community, Mobilization |
|           |             |                 | Capacity, Readiness for |
|           |             |                 | Focused Action, and     |
|           |             |                 | Total Score. At both    |
|           |             |                 | baseline and posttest,  |
|           |             |                 | the Readiness for       |
|           |             |                 |                         |
|           |             |                 | Focused Action scale    |
|           |             |                 | had the highest mean    |
|           |             |                 | score of 2.75 and 3.40, |
|           |             |                 | respectively, while the |
|           |             |                 |                         |
|           |             |                 | Mobilization Capacity   |
|           |             |                 | scale had the lowest    |
|           |             |                 | score of 2.29 at        |
|           |             |                 | baseline and the Sense  |
|           |             |                 | of Community scale had  |
|           |             |                 | the lowest score of     |
|           |             |                 | 3.20 on the posttest.   |
|           |             |                 |                         |
|           |             |                 | \*At baseline, these    |
|           |             |                 | coalition members       |
|           |             |                 | appeared to be saying   |
|           |             |                 | that while they felt    |
|           |             |                 | ready for action to     |
|           |             |                 | mobilize the community, |
|           |             |                 | they felt that they     |
|           |             |                 | and/or the community do |
|           |             |                 | not have the capacity   |
|           |             |                 | to do so.               |
|           |             |                 |                         |
|           |             |                 | \*At posttest, they     |
|           |             |                 | showed that they felt   |
|           |             |                 | more ready for action   |
|           |             |                 | to mobilize the         |
|           |             |                 | community and they also |
|           |             |                 | felt a little more      |
|           |             |                 | confident that they     |
|           |             |                 | and/or their community  |
|           |             |                 | had the capacity to do  |
|           |             |                 | so.                     |
+-----------+-------------+-----------------+-------------------------+
| **I       | Northern    | I-LEAP is an    | **\***The engagement of |
| nterfaith |             | organizing      | youth in traditional.   |
| --LEAP**  | Santa Fe    | agency focused  | Cultural arts once a    |
|           | County &    | on systemic     | month                   |
|           | Rio Arriba  | change.         |                         |
|           | County      | Congregational  | **\***The planning      |
|           |             | leaders are     | design and completion   |
|           |             | identified and  | of a mural on young     |
|           |             | trained to      | male Mexican nationals  |
|           |             | enroll          |                         |
|           |             | community       | **\***Completion of a   |
|           |             | members with    | playground and          |
|           |             | similar         | construction of a       |
|           |             | concerns into   | recreational site       |
|           |             | Local           | underway                |
|           |             | Organizing      |                         |
|           |             | Committees.     | **\***ESL & GED classes |
|           |             | Here, community | held regularly          |
|           |             | members learn   |                         |
|           |             | to use their    | **\***Community         |
|           |             | voice to make   | meetings & trainings on |
|           |             | positive change | rights & community      |
|           |             | in their        | organizing              |
|           |             | community.      |                         |
+-----------+-------------+-----------------+-------------------------+
| *         | McKinley    | The mission of  | **\***Further           |
| *McKinley | County      | the McKinley    | implementation of a     |
| County    |             | County          | geo-mapping system,     |
| Sheriff's |             | Sheriff's       | which combines incident |
| Office**  |             | Office is to    | statistics from the     |
|           |             | preserve the    | three area law          |
|           |             | peace and to    | enforcement             |
|           |             | protect the     | organizations. The      |
|           |             | lives and       | geo-mapping system has  |
|           |             | property of the | continued to identify   |
|           |             | citizens of     | and plot the locations  |
|           |             | McKinley        | of a wide range of      |
|           |             | County. The     | alcohol-related         |
|           |             | service         | incident data for       |
|           |             | population for  | McKinley County         |
|           |             | this project    | including liquor        |
|           |             | has been the    | outlets, DWI arrests,   |
|           |             | residents of    | traffic fatalities      |
|           |             | McKinley        | involving alcohol,      |
|           |             | County. The     | domestic violence       |
|           |             | McKinley County | incidents and locations |
|           |             | Sheriff's       | where minors under the  |
|           |             | Office serves   | influence were          |
|           |             | McKinley County | apprehended.            |
|           |             | and outlying    |                         |
|           |             | areas.          | **\***The increased     |
|           |             |                 | utilization of the GIS  |
|           |             |                 | findings in law         |
|           |             |                 | enforcement and         |
|           |             |                 | county-wide             |
|           |             |                 | decision-making even    |
|           |             |                 | though data entry was   |
|           |             |                 | curtailed midyear Area  |
|           |             |                 | coalitions (currently   |
|           |             |                 | numbering over 10)      |
|           |             |                 | routinely included the  |
|           |             |                 | geo-mapping data in     |
|           |             |                 | their recommendations   |
|           |             |                 | and decision-making as  |
|           |             |                 | well as in public       |
|           |             |                 | settings such as the    |
|           |             |                 | Town Hall meeting and a |
|           |             |                 | recent Community Forum. |
|           |             |                 | The Coalitions used the |
|           |             |                 | information to          |
|           |             |                 | coordinate and          |
|           |             |                 | legitimize their        |
|           |             |                 | planning efforts as     |
|           |             |                 | well as provide         |
|           |             |                 | substantive data to     |
|           |             |                 | seek funding. Local     |
|           |             |                 | media have continued to |
|           |             |                 | be very supportive.     |
|           |             |                 |                         |
|           |             |                 | **\***An increase in    |
|           |             |                 | the quality and         |
|           |             |                 | quantity of cooperation |
|           |             |                 | amongst law enforcement |
|           |             |                 | entities, including the |
|           |             |                 | SID agent               |
|           |             |                 |                         |
|           |             |                 | **\***A continued       |
|           |             |                 | decrease in DWI arrests |
|           |             |                 | even with increased law |
|           |             |                 | enforcement coverage    |
|           |             |                 |                         |
|           |             |                 | **\***The increase in   |
|           |             |                 | compliance behavior by  |
|           |             |                 | liquor vendors          |
|           |             |                 |                         |
|           |             |                 | **\***The increase in   |
|           |             |                 | compliance behavior by  |
|           |             |                 | tobacco vendors.        |
+-----------+-------------+-----------------+-------------------------+
| **San     | San Juan    | Local citizens  | \*Local community group |
| Juan      | County,     | concerned about | continue to support     |
| County    | Farmington  | several         | efforts to change local |
| Part      | &           | substance abuse | perception, behaviors   |
| nership** | N           | related issues  | and regulatory          |
|           | orthwestern | created an      | environments related to |
|           | New Mexico  | official        | second-hand tobacco     |
|           |             | organization    | smoke and DWI's         |
|           |             | (the            |                         |
|           |             | partnership) to | \*Special supports have |
|           |             | make a          | been provided to local  |
|           |             | difference in   | agencies & individuals  |
|           |             | the community.  | attempting to deal with |
|           |             | The SJCP acts   | the rising problem with |
|           |             | as a resource   | methamphetamines in the |
|           |             | and support for | community               |
|           |             | the community.  |                         |
|           |             | All ages and    | \*The partnership       |
|           |             | groups are      | continues to act as a   |
|           |             | served by the   | local resource for      |
|           |             | Partnership     | prevention activities   |
|           |             | although the    | and information --state |
|           |             | emphasis is on  | & regional prevention   |
|           |             | working with    | meetings & RADAR        |
|           |             | youth.          |                         |
|           |             |                 | \*The partnership       |
|           |             |                 | continues to support a  |
|           |             |                 | wide array of           |
|           |             |                 | health-related          |
|           |             |                 | community-based         |
|           |             |                 | services as possible    |
|           |             |                 | through the LC, grant   |
|           |             |                 | writing for housing,    |
|           |             |                 | volunteer services,     |
|           |             |                 | mentoring, community    |
|           |             |                 | health improvement      |
|           |             |                 | council, etc.           |
|           |             |                 |                         |
|           |             |                 | \*The partnership       |
|           |             |                 | successfully hosted the |
|           |             |                 | Four Corners Prevention |
|           |             |                 | Workshop in May for 138 |
|           |             |                 | local human service     |
|           |             |                 | providers & community   |
|           |             |                 | members                 |
|           |             |                 |                         |
|           |             |                 | \*Multiple GIS          |
|           |             |                 | presentations were      |
|           |             |                 | provided across the     |
|           |             |                 | county on substance     |
|           |             |                 | abuse issues            |
|           |             |                 |                         |
|           |             |                 | \*The partnership       |
|           |             |                 | collaborated with       |
|           |             |                 | another local agency    |
|           |             |                 | for another year of     |
|           |             |                 | successful              |
|           |             |                 | interventions regarding |
|           |             |                 | underage sales of       |
|           |             |                 | tobacco & alcohol       |
|           |             |                 |                         |
|           |             |                 | \*The partnership       |
|           |             |                 | celebrated another year |
|           |             |                 | (15^th^) as a community |
|           |             |                 | based prevention agency |
+-----------+-------------+-----------------+-------------------------+

+----------+---+-----------+-----------------+---------------------------+
| **C      | # |           | **Program(s)    | ## Outcomes               |
| ommunity | # |           | Implemented and |                           |
| Based    |   |           | Populations     |                           |
| P        | L |           | served**        |                           |
| rogram** | o |           |                 |                           |
|          | c |           |                 |                           |
|          | a |           |                 |                           |
|          | t |           |                 |                           |
|          | i |           |                 |                           |
|          | o |           |                 |                           |
|          | n |           |                 |                           |
+----------+---+-----------+-----------------+---------------------------+
| Programs |   |           |                 |                           |
| for Pre  |   |           |                 |                           |
| Kind     |   |           |                 |                           |
| ergarten |   |           |                 |                           |
| -- 6^th^ |   |           |                 |                           |
| Grade    |   |           |                 |                           |
+----------+---+-----------+-----------------+---------------------------+
| **Co     |   | Roswell   | The             | \*Hispanic girls show a   |
| unseling |   | area,     |                 | Significant decrease in   |
| As       |   | Artesia & | **Botvin Life   | Adult Use                 |
| sociates |   | Carlsbad  | Skills**        |                           |
| Inc.**   |   |           |                 | \*Students who reported   |
|          |   |           | **was used,     | one or both parents born  |
|          |   |           | including       | outside the United        |
|          |   |           | follow-up       | States, generally Mexico, |
|          |   |           | booster         | reported a significant    |
|          |   |           | sessions with   | increase in the Cultural  |
|          |   |           | 74 students     | Bonding Scale             |
|          |   |           | between the     |                           |
|          |   |           | ages of         | \*Students who identified |
|          |   |           | 11-15.**        | as Anglo reported a       |
|          |   |           |                 | higher level of media     |
|          |   |           | **The**         | literacy                  |
|          |   |           |                 |                           |
|          |   |           | ######          | \*Spanish-speaking        |
|          |   |           |  Dare To Be You | students significantly    |
|          |   |           |                 | increased scores on       |
|          |   |           | Curriculum was  | Refusal Skills            |
|          |   |           | also used with  |                           |
|          |   |           | 149 parents     | **Botvin Life Skills:**   |
|          |   |           | with preschool  |                           |
|          |   |           | age children.   | **Total Sample**          |
|          |   |           |                 |                           |
|          |   |           |                 | Significant               |
|          |   |           |                 |                           |
|          |   |           |                 | \*Decrease of Tobacco Use |
|          |   |           |                 | to *zero*.                |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased School        |
|          |   |           |                 | Protective factors        |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased Communication |
|          |   |           |                 | Skills                    |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased Friendship    |
|          |   |           |                 | Skills                    |
|          |   |           |                 |                           |
|          |   |           |                 | Female Students           |
|          |   |           |                 |                           |
|          |   |           |                 | Significant               |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased               |
|          |   |           |                 | Decision-making Skills    |
|          |   |           |                 |                           |
|          |   |           |                 | \*Decreased Alcohol Use   |
|          |   |           |                 |                           |
|          |   |           |                 | \*Decrease in Disruptive  |
|          |   |           |                 | Behaviors                 |
|          |   |           |                 |                           |
|          |   |           |                 | Male Students             |
|          |   |           |                 |                           |
|          |   |           |                 | Significant               |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased Friendship    |
|          |   |           |                 | Skill scale               |
|          |   |           |                 |                           |
|          |   |           |                 | Anglo Students            |
|          |   |           |                 |                           |
|          |   |           |                 | \*Anglo students reported |
|          |   |           |                 | no tobacco use at either  |
|          |   |           |                 | pretest or posttest,      |
|          |   |           |                 | maintaining their         |
|          |   |           |                 | tobacco-free status for   |
|          |   |           |                 | the duration of the       |
|          |   |           |                 | program                   |
|          |   |           |                 |                           |
|          |   |           |                 | **Dare To Be You**        |
|          |   |           |                 |                           |
|          |   |           |                 | **Total Sample**          |
|          |   |           |                 |                           |
|          |   |           |                 | [The Following displays   |
|          |   |           |                 | Significant               |
|          |   |           |                 | findings:]{.underline}    |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased Positive      |
|          |   |           |                 | Family Interaction        |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased Positive      |
|          |   |           |                 | Parental Attitudes        |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased Positive      |
|          |   |           |                 | Family Interaction        |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increase in making      |
|          |   |           |                 | suggestions to their      |
|          |   |           |                 | child's teacher           |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increase in making      |
|          |   |           |                 | plans to achieve personal |
|          |   |           |                 | goals                     |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increase in attending   |
|          |   |           |                 | cultural events           |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increase in their       |
|          |   |           |                 | ability to manage their   |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increase in their       |
|          |   |           |                 | perception of themselves  |
|          |   |           |                 | as good parents           |
|          |   |           |                 |                           |
|          |   |           |                 | \*Decreased yelling at    |
|          |   |           |                 | their children            |
|          |   |           |                 |                           |
|          |   |           |                 | **Parents Born In US**    |
|          |   |           |                 |                           |
|          |   |           |                 | \*Decrease in the         |
|          |   |           |                 | Parent-Child              |
|          |   |           |                 | Dysfunctional Interaction |
|          |   |           |                 |                           |
|          |   |           |                 | **Females**               |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increase in attending   |
|          |   |           |                 | more cultural events      |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased ability to    |
|          |   |           |                 | make suggestions to their |
|          |   |           |                 | child's teacher,          |
|          |   |           |                 |                           |
|          |   |           |                 | \*Decreased frequency of  |
|          |   |           |                 | anger at their child's    |
|          |   |           |                 | mistakes                  |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased perception of |
|          |   |           |                 | themselves as good        |
|          |   |           |                 | parents                   |
|          |   |           |                 |                           |
|          |   |           |                 | **Males**                 |
|          |   |           |                 |                           |
|          |   |           |                 | \*Males reported a        |
|          |   |           |                 | significant increase in   |
|          |   |           |                 | Positive Parental         |
|          |   |           |                 | Attitudes                 |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased attending     |
|          |   |           |                 | more cultural             |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased plans for     |
|          |   |           |                 | personal goals            |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased ability to    |
|          |   |           |                 | manage anger              |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased perception of |
|          |   |           |                 | themselves as good        |
|          |   |           |                 | parents                   |
|          |   |           |                 |                           |
|          |   |           |                 | \*Decreased telling       |
|          |   |           |                 | others how bad their      |
|          |   |           |                 | child behaved             |
|          |   |           |                 |                           |
|          |   |           |                 | \*Decreased yelling at    |
|          |   |           |                 | children                  |
+----------+---+-----------+-----------------+---------------------------+
| **Excel  |   | Alb       | The             | The following significant |
| Edu      |   | uquerque, |                 | and meaningful results    |
| cational |   | South     | **Effective     | documented the success of |
| Enter    |   | Broadway  | Black           | the Excel Effective black |
| prises** |   | and       | Parenting**     | Parenting program:        |
|          |   | Kirtland  |                 |                           |
|          |   | Addition  | And             | \*Social support;         |
|          |   | Areas     |                 |                           |
|          |   |           | **Strengthening | \*Social services         |
|          |   |           | Multi-Ethnic    | utilization;              |
|          |   |           | Families**      |                           |
|          |   |           | programs were   | \*Parenting skills;       |
|          |   |           | used with 92    |                           |
|          |   |           | participants    | \*Family interaction;     |
|          |   |           |                 |                           |
|          |   |           |                 | \*Parent child            |
|          |   |           |                 | dysfunctional             |
|          |   |           |                 | interaction;              |
|          |   |           |                 |                           |
|          |   |           |                 | \*Adult 30 day GPRA       |
|          |   |           |                 | substance use             |
+----------+---+-----------+-----------------+---------------------------+
| **La     |   | Rio       | The             | La Clinica has            |
| Clinica  |   | Arriba    |                 | implemented the Dare to   |
| del      |   | County    | **Dare To Be    | Be You Program in four    |
| Pueblo   |   | including | You** Program   | northern Rio Arriba       |
| de Rio   |   | the       | was implemented | County for the past six   |
| Arriba** |   | Espanola  | primarily with  | years with very positive  |
|          |   | Valley,   | parents of pre  | results as was also the   |
|          |   | Abiquiu   | school age      | case for FY06 as follows: |
|          |   | /Ojo      | youth. However, |                           |
|          |   | Caliente, | we also offer   | \*Family Interaction      |
|          |   | and the   | the DTBY        |                           |
|          |   | Chama     | program to      | \*Parental Attitudes      |
|          |   | Valley    | parents of      |                           |
|          |   | area      | children ages   | \*Parents were observed   |
|          |   | including | 5-11 years (133 | using methods and skills  |
|          |   | Gallina,  | served).        | acquired through DTBY     |
|          |   | Coyote,   |                 | including positive        |
|          |   | Tierra    |                 | discipline techniques.    |
|          |   | Amarilla, |                 |                           |
|          |   | and Chama |                 |                           |
+----------+---+-----------+-----------------+---------------------------+
| **M      |   | Mescalero | The             | \*Disruptive behavior in  |
| escalero |   | Apache    |                 | school decreased;         |
| Apache   |   | Res       | **Botvin Life   |                           |
| Tribe**  |   | ervation, | Skills          | \*Tobacco, alcohol,       |
|          |   | Ruidoso   | Training** was  | marijuana, and other      |
|          |   | area      | implemented     | illicit drug use          |
|          |   |           | with 192        | decreased for girls;      |
|          |   |           | students in     |                           |
|          |   |           | 3^rd^ --8^th^   | \*Parental attitudes      |
|          |   |           | grades and the  | increased                 |
|          |   |           |                 |                           |
|          |   |           | **Dare To Be    | \*High scores for both    |
|          |   |           | You** program   | males & females showed    |
|          |   |           | was completed   | that students value the   |
|          |   |           | by 19 families. | importance of school      |
|          |   |           |                 |                           |
|          |   |           |                 | \*Both boys and girls     |
|          |   |           |                 | show a healthy connection |
|          |   |           |                 | to their parents          |
+----------+---+-----------+-----------------+---------------------------+
| **       |   | McKinley  | The National    | \*Parents' perception of  |
| National |   | County,   | Indian Youth    | family cohesion improves  |
| Indian   |   | Gallup    | Leadership      | from pre to post,         |
| Youth    |   | area      | Project (NIYLP) |                           |
| Le       |   |           | served young    | \*Program youth perceive  |
| adership |   |           | people in 4^th^ | drugs to be more harmful  |
| P        |   |           | -6^th^ grades   | at post than at pre       |
| rogram** |   |           | using the       |                           |
|          |   |           | **Project       | \*Parents' perception of  |
|          |   |           | Venture**       | family cohesion improves  |
|          |   |           | curriculum.     | from pre to post,         |
+----------+---+-----------+-----------------+---------------------------+
| **North  |   | Chama &   | The             | **Total Sample**          |
| Central  |   | Northern  |                 |                           |
| C        |   | Rio       | **Botvin Life   | \*Parent communication    |
| ommunity |   | Arriba    | Skills and the  | increased for the overall |
| Based    |   | County    | Across Ages**   | group;                    |
| Se       |   |           | mentoring       |                           |
| rvices** |   |           | program were    | \*Tobacco use decreased   |
|          |   |           | both used with  | for the overall group;    |
|          |   |           | 187 5^th^ &     |                           |
|          |   |           | 6^th^ grade     | \*Perceived harm also     |
|          |   |           | students.       | increased for the overall |
|          |   |           |                 | group;                    |
|          |   |           | The             |                           |
|          |   |           |                 | **For boys**              |
|          |   |           | **Dare To Be    |                           |
|          |   |           | You**           | \*Parent communication    |
|          |   |           | curriculum was  | increased                 |
|          |   |           | used with 20    |                           |
|          |   |           | families with   | \*Tobacco use decreased   |
|          |   |           | pre school age  | and                       |
|          |   |           | children.       |                           |
|          |   |           |                 | \*Perceived harm          |
|          |   |           |                 | increased;                |
|          |   |           |                 |                           |
|          |   |           |                 | **For girls**             |
|          |   |           |                 |                           |
|          |   |           |                 | \*Parent communication    |
|          |   |           |                 | increased and             |
|          |   |           |                 |                           |
|          |   |           |                 | \*Perceived harm          |
|          |   |           |                 | increased.                |
+----------+---+-----------+-----------------+---------------------------+
| **Rocky  |   | Taos      | Rocky Mountain  | **Disruptive School       |
| Mountain |   |           | Youth Corps     | Behaviors:** For female   |
| Youth    |   |           | implemented a   | participants, there was   |
| Corps**  |   |           | locally         | statistically significant |
|          |   |           | developed       | improvement in the        |
|          |   |           | 'promising      | frequency of disruptive   |
|          |   |           | program' in two | school behaviors at the   |
|          |   |           | elementary      | time of post-test         |
|          |   |           | schools in the  | (p\<.01). This finding    |
|          |   |           | Taos area.      | indicates that female     |
|          |   |           | Corps members   | participants were         |
|          |   |           | mentor and      | involved in less fights,  |
|          |   |           | tutor youth and | lessened the frequency of |
|          |   |           | design service  | damaging or destroying    |
|          |   |           | learning        | things that did not       |
|          |   |           | projects.       | belong to them, and were  |
|          |   |           |                 | less often in trouble     |
|          |   |           |                 | with school officials     |
|          |   |           |                 | after participating in    |
|          |   |           |                 | the program.              |
+----------+---+-----------+-----------------+---------------------------+
| **       |   | Sandoval  | The             | **Total Sample**          |
| Sandoval |   | County    |                 |                           |
| County   |   |           | ######          | *The following are        |
| S        |   |           |  Dare to Be You | Significant & meaningful  |
| ubstance |   |           |                 | findings:*                |
| Abuse    |   |           | Curriculum was  |                           |
| Pr       |   |           | used with 109   | \*Increase in feeling     |
| evention |   |           | families with   | good about their          |
| P        |   |           | children ages   | relationship with their   |
| rogram** |   |           | 0-6 in Sandoval | child                     |
|          |   |           | county,         |                           |
|          |   |           | including the   | \*Reduction in            |
|          |   |           | town of         | threatening or            |
|          |   |           | Bernalillo and  | criticizing their child   |
|          |   |           | the Pueblos of  |                           |
|          |   |           | Cochiti & San   | **Males**                 |
|          |   |           | Felipe.         |                           |
|          |   |           |                 | \*Increase in perception  |
|          |   |           |                 | that their child does     |
|          |   |           |                 | things for them that make |
|          |   |           |                 | them feel good            |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increase of feeling     |
|          |   |           |                 | good about their          |
|          |   |           |                 | relationship with their   |
|          |   |           |                 | child                     |
|          |   |           |                 |                           |
|          |   |           |                 | **Females**               |
|          |   |           |                 |                           |
|          |   |           |                 | \*Decreased threatening   |
|          |   |           |                 | or criticizing their      |
|          |   |           |                 | child                     |
|          |   |           |                 |                           |
|          |   |           |                 | \*Decreased hitting their |
|          |   |           |                 | child                     |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased feeling       |
|          |   |           |                 | positive about their      |
|          |   |           |                 | child                     |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increased feeling       |
|          |   |           |                 | positive about their      |
|          |   |           |                 | family                    |
+----------+---+-----------+-----------------+---------------------------+
| **San    |   | San Juan  | The Partnership | ### Total Sample          |
| Juan     |   | County    | implemented the |                           |
| County   |   |           | Families and    | \*Conduct Problems --     |
| Partn    |   |           | Schools         | teacher rating            |
| ership** |   |           | Together (FAST) |                           |
|          |   |           | curriculum this | \*Inattentive/Passive --  |
|          |   |           | program year.   | teacher rating            |
|          |   |           | Student between |                           |
|          |   |           | the ages of     | \*Hyperactivity Index --  |
|          |   |           | eight &         | teacher rating            |
|          |   |           | thirteen        |                           |
|          |   |           | received        | > \*30-day illicit drug   |
|          |   |           | services in     | > use                     |
|          |   |           | various schools | >                         |
|          |   |           | in San Juan     | > \*Perceived Harm        |
|          |   |           | County and the  |                           |
|          |   |           | Navajo Nation.  | ##### Males               |
|          |   |           |                 |                           |
|          |   |           |                 | > \*Conduct Problems --   |
|          |   |           |                 | > teacher rating          |
|          |   |           |                 | >                         |
|          |   |           |                 | > \*Inattentive/Passive   |
|          |   |           |                 | > -- teacher rating       |
|          |   |           |                 | >                         |
|          |   |           |                 | > \*Hyperactivity Index   |
|          |   |           |                 | > -- teacher rating       |
|          |   |           |                 | >                         |
|          |   |           |                 | > \*Perceived Harm        |
|          |   |           |                 |                           |
|          |   |           |                 | ##### Females             |
|          |   |           |                 |                           |
|          |   |           |                 | > \*Psychosomatic --      |
|          |   |           |                 | > parent rating           |
|          |   |           |                 | >                         |
|          |   |           |                 | > \*Inattentive/Passive   |
|          |   |           |                 | > -- teacher rating       |
|          |   |           |                 | >                         |
|          |   |           |                 | > \*30-day illicit drug   |
|          |   |           |                 | > use                     |
|          |   |           |                 | >                         |
|          |   |           |                 | > (marijuana & inhalant)  |
+----------+---+-----------+-----------------+---------------------------+
| **       |   | Southern  | The             | **Total Sample:**         |
| Southern |   | Dona Ana  |                 |                           |
| New      |   | County    | **Strengthening | \*Statistically           |
| Mexico   |   |           | Families        | significant reduction in  |
| Human    |   |           | Program** was   | the Hyperactivity Index   |
| Devel    |   |           | used with 56    |                           |
| opment** |   |           | families        | \*Reductions approaching  |
|          |   |           |                 | significance in Conduct   |
|          |   |           |                 | Problem                   |
|          |   |           |                 |                           |
|          |   |           |                 | \*Reductions approaching  |
|          |   |           |                 | significance in           |
|          |   |           |                 | Psychosomatic             |
|          |   |           |                 |                           |
|          |   |           |                 | \*Reductions approaching  |
|          |   |           |                 | significance in           |
|          |   |           |                 | Impulsive-Hyperactive     |
|          |   |           |                 |                           |
|          |   |           |                 | \*Reductions approaching  |
|          |   |           |                 | significance in Anxiety   |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increase approaching    |
|          |   |           |                 | significance in Family    |
|          |   |           |                 | Cohesion and Adaptability |
|          |   |           |                 |                           |
|          |   |           |                 | **Male Sample:**          |
|          |   |           |                 |                           |
|          |   |           |                 | \*Statistically           |
|          |   |           |                 | significant reduction in  |
|          |   |           |                 | the Hyperactivity Index   |
|          |   |           |                 |                           |
|          |   |           |                 | \*Reductions approaching  |
|          |   |           |                 | significance in Conduct   |
|          |   |           |                 | Problem                   |
|          |   |           |                 |                           |
|          |   |           |                 | \*Reductions approaching  |
|          |   |           |                 | significance in Learning  |
|          |   |           |                 | Problem                   |
|          |   |           |                 |                           |
|          |   |           |                 | \*Reductions approaching  |
|          |   |           |                 | significance in           |
|          |   |           |                 | Psychosomatic             |
|          |   |           |                 |                           |
|          |   |           |                 | \*Reductions approaching  |
|          |   |           |                 | significance in           |
|          |   |           |                 | Impulsive-Hyperactive     |
|          |   |           |                 |                           |
|          |   |           |                 | \*Increase approaching    |
|          |   |           |                 | significance in Family    |
|          |   |           |                 | Cohesion and Adaptability |
|          |   |           |                 |                           |
|          |   |           |                 | **Female Sample:**        |
|          |   |           |                 |                           |
|          |   |           |                 | \*Reduction approaching   |
|          |   |           |                 | significance in Anxiety   |
+----------+---+-----------+-----------------+---------------------------+
| *        |   | Tijeras,  | **The Talking   | > \*The treatment group   |
| *Talking |   | Edgewood, | Talons Youth    | > showed statistically    |
| Talons   |   | East      | Leadership**    | > significant change in   |
| Youth    |   | Mountain  | curriculum was  | > self-esteem             |
| Le       |   | Areas     | used with       | >                         |
| adership |   |           | students in     | > \*Control group showed  |
| P        |   |           | elementary,     | > statistically           |
| rogram** |   |           | middle & high   | > significant decrease in |
|          |   |           | schools.        | > moral attitude while    |
|          |   |           |                 | > the treatment group was |
|          |   |           | The K-6 funding | > insulated from the      |
|          |   |           | served 50 youth | > effect (remained        |
|          |   |           | ages 9-12 from  | > stable)                 |
|          |   |           | Edgewood        | >                         |
|          |   |           | Elementary,     | > \*Treatment group       |
|          |   |           | South Mountain  | > showed statistically    |
|          |   |           | Elementary &    | > significant increase in |
|          |   |           | Roosevelt       | > knowledge               |
|          |   |           | Middle School   | >                         |
|          |   |           |                 | > \*Direct relationship   |
|          |   |           |                 | > between student         |
|          |   |           |                 | > attitudes and           |
|          |   |           |                 | > disapproval of drug     |
|          |   |           |                 | > use: for each increase  |
|          |   |           |                 | > of one standard         |
|          |   |           |                 | > deviation of student    |
|          |   |           |                 | > attitude outcomes, a    |
|          |   |           |                 | > decrease of .47 in      |
|          |   |           |                 | > student disapproval of  |
|          |   |           |                 | > drug use was found      |
+----------+---+-----------+-----------------+---------------------------+
| **Taos - |   | Taos &    | The             | **[Taos                   |
| Colfax   |   | Colfax    |                 | County:]{.underline}**    |
| C        |   | Counties  | **Dare To Be    |                           |
| ommunity |   |           | You**           | > \*Statistically         |
| Se       |   |           | curriculum      | > significant increase in |
| rvices** |   |           |                 | > the individual item     |
|          |   |           | was used with   | > "Feel closer to family  |
|          |   |           |                 | > than people outside"    |
|          |   |           | two hundred and | >                         |
|          |   |           | ninety-six      | > \*Decrease approaching  |
|          |   |           | (296) parents   | > significance in the     |
|          |   |           | of the youth    | > individual item         |
|          |   |           | who             | > "Childish or immature"  |
|          |   |           | participated in | > indicating that parents |
|          |   |           | the PATHS       | > noted a positive        |
|          |   |           | Program in Taos | > increase in their       |
|          |   |           | and Colfax      | > child's maturity        |
|          |   |           | Counties.       |                           |
|          |   |           |                 | **[Colfax                 |
|          |   |           |                 | County:]{.underline}**    |
|          |   |           |                 |                           |
|          |   |           |                 | > \*Statistically         |
|          |   |           |                 | > significant reductions  |
|          |   |           |                 | > in Conduct Problem      |
|          |   |           |                 | >                         |
|          |   |           |                 | > \*Statistically         |
|          |   |           |                 | > significant reductions  |
|          |   |           |                 | > in Learning Problem     |
|          |   |           |                 | >                         |
|          |   |           |                 | > \*Statistically         |
|          |   |           |                 | > significant reductions  |
|          |   |           |                 | > in Psychosomatic        |
|          |   |           |                 | >                         |
|          |   |           |                 | > \*Statistically         |
|          |   |           |                 | > significant reductions  |
|          |   |           |                 | > in                      |
|          |   |           |                 | > Impulsive-Hyperactive   |
|          |   |           |                 | >                         |
|          |   |           |                 | > \*Statistically         |
|          |   |           |                 | > significant reductions  |
|          |   |           |                 | > in Anxiety              |
|          |   |           |                 | >                         |
|          |   |           |                 | > \*Statistically         |
|          |   |           |                 | > significant reductions  |
|          |   |           |                 | > in Hyperactivity Index  |
|          |   |           |                 | >                         |
|          |   |           |                 | > \*There was a positive  |
|          |   |           |                 | > trend with an increase  |
|          |   |           |                 | > approaching             |
|          |   |           |                 | > significance in School  |
|          |   |           |                 | > Attendance              |
|          |   |           |                 | >                         |
|          |   |           |                 | > \*Statistically         |
|          |   |           |                 | > significant increase in |
|          |   |           |                 | > Family Cohesion and     |
|          |   |           |                 | > Adaptability            |
+----------+---+-----------+-----------------+---------------------------+
| **Taos   |   | Taos      | The             | \*Participants improved   |
| Pueblo** |   | Pueblo    |                 | their hyperactivity       |
|          |   |           | ####            |                           |
| **Family |   |           | ## Second Step  | \*Participants showed     |
| Stren    |   |           |                 | statistically significant |
| gthening |   |           | training was    | improvement in their      |
| &        |   |           | provided to 41  | ability to be attentive   |
| Pr       |   |           | students in the | and less passive          |
| evention |   |           | 1^st^ and 2^nd^ |                           |
| P        |   |           | grades at the   | \*Participants showed     |
| rogram** |   |           | Taos Day        | statistically significant |
|          |   |           | School.         | improvement in the        |
|          |   |           |                 | hyperactivity index       |
|          |   |           | The             |                           |
|          |   |           |                 | \*Participants improved   |
|          |   |           | **Botvin Life   | their perception of harm  |
|          |   |           | Skills**        | from ATOD use             |
|          |   |           | curriculum was  |                           |
|          |   |           | used with 72    | \*1^st^ & 2^nd^ grade     |
|          |   |           | students in     | students' empathy skills  |
|          |   |           | 3^rd^ -6^th^    | improved                  |
|          |   |           | grades at the   |                           |
|          |   |           | Taos Day        | \*1^st^ & 2^nd^ grade     |
|          |   |           | School.         | students' impulse control |
|          |   |           |                 | improved                  |
|          |   |           |                 |                           |
|          |   |           |                 | \*1^st^ & 2^nd^ grade     |
|          |   |           |                 | students' anger           |
|          |   |           |                 | management skills         |
|          |   |           |                 | improved                  |
|          |   |           |                 |                           |
|          |   |           |                 | \*1^st^ & 2^nd^ grade     |
|          |   |           |                 | students' exhibited less  |
|          |   |           |                 | aggressive/violent        |
|          |   |           |                 | behavior                  |
|          |   |           |                 |                           |
|          |   |           |                 | \*3^rd^-6^th^ grade       |
|          |   |           |                 | students improved their   |
|          |   |           |                 | stress management skills  |
|          |   |           |                 |                           |
|          |   |           |                 | \*5^th^-6^th^ grade       |
|          |   |           |                 | students improved their   |
|          |   |           |                 | decision making skills    |
+----------+---+-----------+-----------------+---------------------------+
| **UNM -  |   | Acoma,    | The             | **Total Sample:**         |
| ACL Teen |   | Laguna,   |                 |                           |
| C        |   | To'       | **Botvin Life   | \*For all youth, a        |
| enters** |   | Hajillee, | Skills**        | statistically significant |
|          |   | Cubero    | curriculum was  | reduction in tobacco      |
|          |   | and       |                 | attitudes occurred.       |
|          |   | Seboyeta  | used with       |                           |
|          |   | Co        |                 | \*A statistically         |
|          |   | mmunities | elementary      | significant increase in   |
|          |   |           | school students | advertisement knowledge   |
|          |   |           | attending the   | occurred.                 |
|          |   |           | Sky City        |                           |
|          |   |           | Community       | \*Lastly, a statistically |
|          |   |           | School in       | significant reduction in  |
|          |   |           | Acoma, Laguna   | stress level also         |
|          |   |           | Elementary      | occurred.                 |
|          |   |           | School in       |                           |
|          |   |           | Laguna,         | **Male Sample:**          |
|          |   |           | To'hajiilee     |                           |
|          |   |           | Community       | \*For males, a            |
|          |   |           | School, Cubero  | significant reduction in  |
|          |   |           | Elementary in   | tobacco attitudes         |
|          |   |           | Cubero and      | occurred.                 |
|          |   |           | Seboyeta        |                           |
|          |   |           | Elementary      | \*In addition, a          |
|          |   |           | School in       | significant increase in   |
|          |   |           | Seboyeta.       | advertisement knowledge   |
|          |   |           |                 | occurred.                 |
|          |   |           |                 |                           |
|          |   |           |                 | **Female Sample:**        |
|          |   |           |                 |                           |
|          |   |           |                 | \*For females, a          |
|          |   |           |                 | significant reduction in  |
|          |   |           |                 | tobacco attitudes         |
|          |   |           |                 | occurred.                 |
|          |   |           |                 |                           |
|          |   |           |                 | \*In addition, a          |
|          |   |           |                 | significant increase in   |
|          |   |           |                 | advertisement knowledge   |
|          |   |           |                 | occurred.                 |
+----------+---+-----------+-----------------+---------------------------+
| **Youth  |   | Valencia  | The             | **Total Sample:**         |
| Dev      |   | County    |                 |                           |
| elopment |   | Los Lunas | ######          | \*There was a             |
| Inc.**   |   |           |  Dare To Be You | statistically significant |
|          |   |           |                 | increase in Parental      |
|          |   |           | Curriculum was  | Attitudes                 |
|          |   |           | used with       |                           |
|          |   |           | seventy-two     | \*Statistically           |
|          |   |           | (72) families   | significant reduction in  |
|          |   |           | living in       | Parent-Child              |
|          |   |           | Valencia County | Dysfunctional Interaction |
|          |   |           | who have        |                           |
|          |   |           | pre-school age  | **Male Sample:**          |
|          |   |           | children.       |                           |
|          |   |           |                 | \*Positive trends         |
|          |   |           |                 | approaching significance  |
|          |   |           |                 | in the Parental Attitudes |
|          |   |           |                 |                           |
|          |   |           |                 | \*Positive trends         |
|          |   |           |                 | approaching significance  |
|          |   |           |                 | in Parent-Child           |
|          |   |           |                 | Dysfunctional Interaction |
|          |   |           |                 | Scales                    |
|          |   |           |                 |                           |
|          |   |           |                 | **Female Sample:**        |
|          |   |           |                 |                           |
|          |   |           |                 | \*Positive trends         |
|          |   |           |                 | approaching significance  |
|          |   |           |                 | in Parental Attitudes     |
|          |   |           |                 |                           |
|          |   |           |                 | \*Positive trends         |
|          |   |           |                 | approaching significance  |
|          |   |           |                 | in Parent-Child           |
|          |   |           |                 | Dysfunctional Interaction |
|          |   |           |                 | Scales                    |
+----------+---+-----------+-----------------+---------------------------+
| **Gila   |   | Silver    | The             | \*Families demonstrated   |
| Regional |   | City Area |                 | significant improvement   |
| Medical  |   |           | ###### Fir      | in measures of parenting  |
| Center** |   |           | st Born Program | skills and child          |
|          |   |           |                 | well-being                |
|          |   |           | aims to improve |                           |
|          |   |           | the health and  | \*Mothers demonstrated    |
|          |   |           | wellness status | significant improvement   |
|          |   |           | for all         | in family social support  |
|          |   |           | first-time      |                           |
|          |   |           | families by     | \*Mothers' increased in   |
|          |   |           | building family | positive caregiver        |
|          |   |           | strengths and   | characteristics as they   |
|          |   |           | competencies to | relate to parenting       |
|          |   |           | meet life\'s    | skills, child related     |
|          |   |           | inevitable      | developmental             |
|          |   |           | challenges.     | expectations and positive |
|          |   |           | This year 91    | perception of child (for  |
|          |   |           | families were   | postpartum period         |
|          |   |           | served.         |                           |
|          |   |           |                 | \*Mothers demonstrated    |
|          |   |           |                 | significant increase in   |
|          |   |           |                 | positive family           |
|          |   |           |                 | interactions as they      |
|          |   |           |                 | relate to bonding with    |
|          |   |           |                 | child, positive           |
|          |   |           |                 | interaction/communication |
|          |   |           |                 | with child, positive      |
|          |   |           |                 | marital relationship, and |
|          |   |           |                 | increased male            |
|          |   |           |                 | involvement               |
+----------+---+-----------+-----------------+---------------------------+

+-----------+--------------+-----------------+-------------------------+
| **        | ## Location  | **Program(s)    | ## Outcomes             |
| Community |              | Implemented and |                         |
| Based     |              | Populations     |                         |
| Program** |              | served**        |                         |
+-----------+--------------+-----------------+-------------------------+
| Programs  |              |                 |                         |
| for 12-17 |              |                 |                         |
| year olds |              |                 |                         |
+-----------+--------------+-----------------+-------------------------+
| **        | South Valley | The             | The Program Group moved |
| Cornstalk | in           |                 | in the **desired**      |
| In        | Albuquerque  | **Learning to   | direction from pre to   |
| stitute** |              | Lead** program  | post in the following   |
|           |              | was implemented | measures:               |
|           |              | with 144 youth  |                         |
|           |              | from six        | \*Behavioral Symptom    |
|           |              | schools in      | Checklist (Total        |
|           |              | Albuquerque's   | Sample)                 |
|           |              | southwest       |                         |
|           |              | neighborhoods.  | \*Past 30 day tobacco   |
|           |              |                 | use                     |
|           |              |                 |                         |
|           |              |                 | (Total Sample)          |
|           |              |                 |                         |
|           |              |                 | \*Past 30 day tobacco   |
|           |              |                 | use (Females)           |
|           |              |                 |                         |
|           |              |                 | \*Behavioral Symptom    |
|           |              |                 | Checklist (Age Group    |
|           |              |                 | 12-14)                  |
|           |              |                 |                         |
|           |              |                 | \*Past 30 day tobacco   |
|           |              |                 | use (Age Group 12-14)   |
|           |              |                 |                         |
|           |              |                 | \*Behavioral Symptom    |
|           |              |                 | Checklist (Age Group    |
|           |              |                 | 15-19)                  |
|           |              |                 |                         |
|           |              |                 | \*Past 30 Day Alcohol   |
|           |              |                 | Use (Total Sample)      |
|           |              |                 | approaching             |
|           |              |                 | significance            |
+-----------+--------------+-----------------+-------------------------+
| **C       | Roswell      | The             | \*Significant decrease  |
| ounseling |              |                 | for the total sample in |
| Ass       |              | **Botvin Life   | Illicit Drug Use        |
| ociates** |              | Skills          |                         |
|           |              | Training**      | \*Aggressive behavior   |
|           |              | curriculum with | decreased slightly for  |
|           |              | middle school   | the total group         |
|           |              | students.       |                         |
|           |              |                 | \*Risk Taking behavior  |
|           |              |                 | slightly decreased for  |
|           |              |                 | the total group         |
|           |              |                 |                         |
|           |              |                 | \*There were slight     |
|           |              |                 | decreases in tobacco,   |
|           |              |                 | alcohol, marijuana and  |
|           |              |                 | other drug use for both |
|           |              |                 | males & females         |
+-----------+--------------+-----------------+-------------------------+
| *         | Espanola     | The             | **Total Sample:**       |
| *Espanola |              |                 |                         |
| Municipal |              | **Project       | \*Approaching           |
| Court**   |              | Venture**       | significant increase in |
|           |              | program was     | Perceived Harm of ATOD  |
|           |              | implemented     | Use                     |
|           |              | with 75 youth   |                         |
|           |              | and some        | \*Decreases in the      |
|           |              | partens.        | percentage of youth     |
|           |              |                 | reporting use of        |
|           |              |                 |                         |
|           |              |                 | alcohol (14.5% to       |
|           |              |                 | 13.0%), hallucinogens   |
|           |              |                 | (2.9% to 1.4%), and     |
|           |              |                 | inhalants (2.9% to      |
|           |              |                 | 1.4%).                  |
|           |              |                 |                         |
|           |              |                 | \*No use was reported   |
|           |              |                 | at either pretest or    |
|           |              |                 | posttest for the        |
|           |              |                 | following substances:   |
|           |              |                 | chewing tobacco,        |
|           |              |                 | cocaine, crack, heroin, |
|           |              |                 | methadone, speed,       |
|           |              |                 | downers, PCP, ecstasy,  |
|           |              |                 | LSD, and steroids.      |
+-----------+--------------+-----------------+-------------------------+
| **Excel   | Albuquerque, | **Effective     | **Total Sample:**       |
| Ed        | South        | Black Parenting |                         |
| ucational | Broadway and | &**             | \*Significant &         |
| Ente      | Kirtland     |                 | meaningful Decrease in  |
| rprises** | Addition     | **Strengthening | aggressive behaviors;   |
|           | n            | Multi-Ethnic    |                         |
|           | eighborhoods | Families**      | \*Significant &         |
|           |              |                 | meaningful Decrease in  |
|           |              | were the        | peer use of ATOD;       |
|           |              | principle       |                         |
|           |              | programs        | \*Significant &         |
|           |              | implemented,    | Meaningful Increase in  |
|           |              | along with      | parental support.       |
|           |              | After-School    |                         |
|           |              | K-6 Grade       | \*Decrease in Risk      |
|           |              | Alternative     | Taking behaviors        |
|           |              | Activities and  |                         |
|           |              | the             | \*Increase in           |
|           |              |                 | perception of harm of   |
|           |              | After-School    | ATOD use                |
|           |              | Learning Center |                         |
|           |              |                 | \*Slight increase in    |
|           |              |                 | parental intolerance of |
|           |              |                 | ATOD use                |
|           |              |                 |                         |
|           |              |                 | \*Increase in positive  |
|           |              |                 | parental interaction    |
|           |              |                 |                         |
|           |              |                 | \*Significant and       |
|           |              |                 | meaningful increase in  |
|           |              |                 | parental attitudes      |
+-----------+--------------+-----------------+-------------------------+
| **First   | Albuquerque  | The             | \*No statistically      |
| Nations   |              |                 | significant increases   |
| Community |              | **Run to the    | in the use of tobacco   |
| Health    |              | Sun** program   | products or alcohol     |
| Source**  |              | was implemented |                         |
|           |              | drawing from    | \*Approaching           |
|           |              | the Project     | significance in the     |
|           |              | Venture Model,  | increased perception of |
|           |              | with 100 middle | harm from drugs from    |
|           |              | & high school   | pre to post             |
|           |              | students in     |                         |
|           |              | Albuquerque's   | \*Positive changes on   |
|           |              | South East      | the Behavior Symptoms   |
|           |              | Heights.        | Checklist scale (a      |
|           |              |                 | measure of emotional    |
|           |              |                 | distress) as well as on |
|           |              |                 | the Aggressive Behavior |
|           |              |                 | scale.                  |
|           |              |                 |                         |
|           |              |                 | \*Parents report        |
|           |              |                 | feeling more empowered  |
|           |              |                 | and that their children |
|           |              |                 | are more outgoing as a  |
|           |              |                 | result of the program   |
+-----------+--------------+-----------------+-------------------------+
| **Five    | The Pueblos  | The             | \*Community support and |
| Sandoval  | of Santa     |                 | engagement in           |
| Indian    | Ana, Cochiti | **Project       | Prevention activities   |
| Pueblos** | and Zia      | Venture**       | increased in all three  |
|           |              | curriculum was  | Pueblos                 |
|           |              | implemented in  |                         |
|           |              | three Pueblos,  | \*Services expanded to  |
|           |              | with middle     | Cochiti Middle School   |
|           |              | school and high | allowed for increased   |
|           |              | school groups   | involvement by a        |
|           |              | in each Pueblo. | consistent group of     |
|           |              |                 | youth & community       |
|           |              |                 | members                 |
|           |              |                 |                         |
|           |              |                 | \*Number of youth       |
|           |              |                 | involved in challenge   |
|           |              |                 | activities, camps and   |
|           |              |                 | community events were   |
|           |              |                 | all above contracted    |
|           |              |                 | numbers.                |
|           |              |                 |                         |
|           |              |                 | **For the group         |
|           |              |                 | overall:**              |
|           |              |                 |                         |
|           |              |                 | \*Aggressive behavior   |
|           |              |                 | decreased;              |
|           |              |                 |                         |
|           |              |                 | \*Intention to abstain  |
|           |              |                 | increased;              |
|           |              |                 |                         |
|           |              |                 | \*Tobacco use           |
|           |              |                 | decreased;              |
|           |              |                 |                         |
|           |              |                 | \*Illicit drug use      |
|           |              |                 | decreased               |
|           |              |                 |                         |
|           |              |                 | **For boys:**           |
|           |              |                 |                         |
|           |              |                 | \*Aggressive behaviors  |
|           |              |                 | decreased;              |
|           |              |                 |                         |
|           |              |                 | \*Tobacco use           |
|           |              |                 | decreased;              |
|           |              |                 |                         |
|           |              |                 | \*Illicit drug use      |
|           |              |                 | decreased;              |
|           |              |                 |                         |
|           |              |                 | \*Alcohol use decreased |
|           |              |                 |                         |
|           |              |                 | **For girls;**          |
|           |              |                 |                         |
|           |              |                 | \*Intention to abstain  |
|           |              |                 | increased;              |
|           |              |                 |                         |
|           |              |                 | \*Availability of ATOD  |
|           |              |                 | decreased;              |
|           |              |                 |                         |
|           |              |                 | \*Tobacco use           |
|           |              |                 | decreased.              |
+-----------+--------------+-----------------+-------------------------+
| **Hands   | Espanola     | **Project       | \*A statistically       |
| Across    | Valley Area  | Success**       | significant increase    |
| C         |              |                 | was revealed in         |
| ultures** |              | was implemented | Perceived Harm of ATOD  |
|           |              | in the Espanola | Use                     |
|           |              | and Pojoaque    |                         |
|           |              | Valley Schools  | \*A statistically       |
|           |              |                 | significant reduction   |
|           |              |                 | was revealed in Past    |
|           |              |                 | 30-Day Tobacco Use      |
|           |              |                 |                         |
|           |              |                 | \*A statistically       |
|           |              |                 | significant reduction   |
|           |              |                 | was also revealed in    |
|           |              |                 | Past 30-Day Illicit     |
|           |              |                 | Drug Use                |
|           |              |                 |                         |
|           |              |                 | \*Positive findings     |
|           |              |                 | include decreases in    |
|           |              |                 | the percentage of youth |
|           |              |                 | reporting use of:       |
|           |              |                 | tobacco (24.7% to       |
|           |              |                 | 23.4%), alcohol (41.6%  |
|           |              |                 | to 40.3%),              |
|           |              |                 |                         |
|           |              |                 | cigars (19.5% to 6.5%), |
|           |              |                 |                         |
|           |              |                 | pipes (2.6% to 1.3%),   |
|           |              |                 |                         |
|           |              |                 | cocaine (6.5% to 3.9%), |
|           |              |                 |                         |
|           |              |                 | heroin (1.3% to 0.0%),  |
|           |              |                 |                         |
|           |              |                 | speed (2.6% to 0.0%),   |
|           |              |                 |                         |
|           |              |                 | downers (3.9% to 1.3%), |
|           |              |                 |                         |
|           |              |                 | PCP (2.6% to 0.0%),     |
|           |              |                 |                         |
|           |              |                 | ecstasy (5.2% to 0.0%), |
|           |              |                 |                         |
|           |              |                 | LSD (2.6% to 0.0%),     |
|           |              |                 |                         |
|           |              |                 | hallucinogens (14.3% to |
|           |              |                 | 6.5%), inhalants (6.5%  |
|           |              |                 | to 1.3%), and           |
|           |              |                 |                         |
|           |              |                 | other drugs (7.8% to    |
|           |              |                 | 5.2%).                  |
+-----------+--------------+-----------------+-------------------------+
| *         | Gallup       | The **Project   | \*Increased Perception  |
| *National |              | Venture**       | of Harm from drugs,     |
| Indian    |              | program was     |                         |
| Youth     |              | implemented     | \*Increase in Intention |
| L         |              | with 120 7^th^  | to Abstain from drugs,  |
| eadership |              | grade students. |                         |
| Project** |              |                 | \*Increase in Parent    |
|           |              |                 | Support                 |
+-----------+--------------+-----------------+-------------------------+
| **North   | Northern Rio | **Across Ages** | \*In Gallina, the Life  |
| Central   | Arriba       | Replication for | Skills Training has     |
| Community | County       | grades 5-8 in   | been expanded into a    |
| Based     |              | three districts | half semester elective  |
| S         |              |                 | for 6^th^ grade         |
| ervices** |              | **Life Skills   | students                |
|           |              | Training** for  |                         |
|           |              | grades 5-8 in   | \*Positive adult        |
|           |              | three districts | relationships formed    |
|           |              |                 | between youth & mentors |
|           |              | **MAARI---Drug  |                         |
|           |              | Free            | \*Boys depression &     |
|           |              | Communities**   | behavior problems       |
|           |              | were            | decreased at the end of |
|           |              | implemented     | the program             |
|           |              | with Residents  |                         |
|           |              | of northern Rio | \*Fighting & aggressive |
|           |              | Arriba County   | behavior decreased for  |
|           |              |                 | girls                   |
|           |              |                 |                         |
|           |              |                 | \*Perceived impacts of  |
|           |              |                 | ATODA use increased for |
|           |              |                 | the group overall       |
|           |              |                 |                         |
|           |              |                 | \*Illicit drug use      |
|           |              |                 | decreased for the group |
|           |              |                 | overall                 |
+-----------+--------------+-----------------+-------------------------+
| **Pueblo  | Pueblo of    | The **Project   | \*Positive and          |
| of Isleta | Isleta       | Venture**       | significant decrease in |
| Project   |              | curriculum was  | disruptive school       |
| Venture** |              | implemented     | behaviors. This effect  |
|           |              | with 64         | was also significant    |
|           |              | 5^th^-6^th^     | for boys but not for    |
|           |              | grade students  | girls. Effect size was  |
|           |              | in the Pueblo.  | not meaningful (group   |
|           |              |                 | size too small).        |
|           |              |                 |                         |
|           |              |                 | \*Positive and          |
|           |              |                 | significant increase in |
|           |              |                 | parent communication.   |
|           |              |                 | Effect size was not     |
|           |              |                 | meaningful.             |
|           |              |                 |                         |
|           |              |                 | \*Although not          |
|           |              |                 | statistically           |
|           |              |                 | significant, all risk   |
|           |              |                 | and resiliency factors  |
|           |              |                 | changed in positive     |
|           |              |                 | directions. There were  |
|           |              |                 | decreases in            |
|           |              |                 | self-reported tobacco,  |
|           |              |                 | alcohol, and illicit    |
|           |              |                 | drug use.               |
|           |              |                 |                         |
|           |              |                 | \*Improvement in        |
|           |              |                 | self-reported grades;   |
|           |              |                 |                         |
|           |              |                 | \*An increase in school |
|           |              |                 | protective factors      |
|           |              |                 | (bonding with teachers  |
|           |              |                 | and other adults,       |
|           |              |                 | improved motivation to  |
|           |              |                 | be in school);          |
|           |              |                 |                         |
|           |              |                 | \*Improved              |
|           |              |                 | communication between   |
|           |              |                 | youth and their         |
|           |              |                 | parents;                |
|           |              |                 |                         |
|           |              |                 | \*Improved bonding      |
|           |              |                 | between youth and       |
|           |              |                 | families;               |
|           |              |                 |                         |
|           |              |                 | \*Decreased alcohol,    |
|           |              |                 | tobacco and other drug  |
|           |              |                 | use;                    |
|           |              |                 |                         |
|           |              |                 | \*Increased perceived   |
|           |              |                 | harm from alcohol,      |
|           |              |                 | tobacco, and other      |
|           |              |                 | drugs                   |
|           |              |                 |                         |
|           |              |                 | \*Increased perceived   |
|           |              |                 | risk of using alcohol,  |
|           |              |                 | tobacco, and other      |
|           |              |                 | drugs.                  |
+-----------+--------------+-----------------+-------------------------+
| **Rocky   | Taos         | The Rocky       | \*Statistically         |
| Mountain  |              | Mountain Youth  | significant improvement |
| Youth     |              | Corps           | in female participants' |
| Corps**   |              | implemented a   | attachment to the       |
|           |              | locally         | community               |
|           |              | developed       |                         |
|           |              | 'promising      | \*For male              |
|           |              | program' with   | participants, there was |
|           |              | 406 middle      | slight improvement in   |
|           |              | school          | the frequency of risky  |
|           |              | students.       | behavior                |
|           |              |                 |                         |
|           |              |                 | \*For male participants |
|           |              |                 | there was slight        |
|           |              |                 | improvement in          |
|           |              |                 | aggressive behavior     |
|           |              |                 |                         |
|           |              |                 | \*For the group as a    |
|           |              |                 | whole, there was slight |
|           |              |                 | improvement in          |
|           |              |                 | participants' beliefs   |
|           |              |                 | about the harm caused   |
|           |              |                 | by ATODA use.           |
|           |              |                 |                         |
|           |              |                 | \*For male participants |
|           |              |                 | there was slight        |
|           |              |                 | improvements in tobacco |
|           |              |                 | use                     |
|           |              |                 |                         |
|           |              |                 | \*Male participants     |
|           |              |                 | slightly decreased      |
|           |              |                 | their illicit drug use  |
+-----------+--------------+-----------------+-------------------------+
| *         | Town of      | Two programs    | **Project Northland**   |
| *Sandoval | Bernalillo   | were            |                         |
| County    |              | implemented     | \*Boys reported a       |
| Substance |              | this year,      | complete reduction of   |
| Abuse     |              | **Project       | marijuana and illegal   |
| P         |              | Northland** for | drug use; that is, no   |
| revention |              | 126 middle      | boys reported using at  |
| Program** |              | school students | posttest.               |
|           |              | **and           |                         |
|           |              | Reconnecting    | \*Hispanic student      |
|           |              | Youth** served  | report of significant   |
|           |              | 52 High School  | increase on the         |
|           |              | students**.**   | Perception of Harm      |
|           |              |                 | scale                   |
|           |              |                 |                         |
|           |              |                 | **Reconnecting Youth**  |
|           |              |                 |                         |
|           |              |                 | \*Students reported a   |
|           |              |                 | significant decrease in |
|           |              |                 | depression              |
|           |              |                 |                         |
|           |              |                 | \*Students reported a   |
|           |              |                 | reduction in feelings   |
|           |              |                 | of anger -- approaching |
|           |              |                 | significance            |
|           |              |                 |                         |
|           |              |                 | \*Students reported an  |
|           |              |                 | increase in grades -    |
|           |              |                 | approaching             |
|           |              |                 | significance            |
+-----------+--------------+-----------------+-------------------------+
| **Santa   | Santa Fe     | The             | **Cohort One:**         |
| Fe        |              |                 |                         |
| Community |              | **Connecting to | \*Decrease in the       |
| College** |              | Courage         | percentage of youth     |
|           |              | Program** was   | reporting use of        |
|           |              | implemented     | chewing tobacco (1.8%   |
|           |              | with 112 youth  | to 0.9%).               |
|           |              | between the     |                         |
|           |              | ages of eleven  | \*No change was         |
|           |              | and fourteen &  | reported from pretest   |
|           |              | 25 families.    | to posttest in use of   |
|           |              |                 | pipes (4.5%), no change |
|           |              |                 | can be seen as a        |
|           |              |                 | positive finding.       |
|           |              |                 |                         |
|           |              |                 | **Cohort Three:**       |
|           |              |                 |                         |
|           |              |                 | \*No use was shown at   |
|           |              |                 | either pretest or       |
|           |              |                 | posttest for the        |
|           |              |                 | following substances:   |
|           |              |                 | chewing tobacco, pipes, |
|           |              |                 | cocaine, crack, heroin, |
|           |              |                 | methadone, speed,       |
|           |              |                 | downers, PCP, ecstasy,  |
|           |              |                 | LSD, other              |
|           |              |                 | hallucinogens,          |
|           |              |                 | steroids, and other     |
|           |              |                 | drugs. While some       |
|           |              |                 | increases in use were   |
|           |              |                 | shown, the abstinence   |
|           |              |                 | in use of "harder"      |
|           |              |                 | drugs may be seen as a  |
|           |              |                 | positive finding.       |
|           |              |                 |                         |
|           |              |                 | \*Positive trend was    |
|           |              |                 | reported by male youth  |
|           |              |                 | with an increase in     |
|           |              |                 | Parent Support          |
|           |              |                 |                         |
|           |              |                 | **Academic              |
|           |              |                 | Improvement:**          |
|           |              |                 |                         |
|           |              |                 | \*There were positive   |
|           |              |                 | changes in academic     |
|           |              |                 | improvement for both    |
|           |              |                 | Cohort 1 and Cohort 2.  |
|           |              |                 |                         |
|           |              |                 | \*There were some       |
|           |              |                 | obvious changes in      |
|           |              |                 | academic achievement    |
|           |              |                 | between students who    |
|           |              |                 | participated in Cohort  |
|           |              |                 | 1 and Cohort 3          |
|           |              |                 |                         |
|           |              |                 | \*Twenty-three percent  |
|           |              |                 | (23%) of the students   |
|           |              |                 | improved their grades   |
|           |              |                 | or grades remained the  |
|           |              |                 | same in Cohort 1, while |
|           |              |                 | sixty-seven percent     |
|           |              |                 | (67%) of the students   |
|           |              |                 | improved their grades   |
|           |              |                 | or grades remained the  |
|           |              |                 | same in Cohort 3        |
|           |              |                 |                         |
|           |              |                 | \*Those receiving the   |
|           |              |                 | maximum amount of       |
|           |              |                 | services improved 44%   |
|           |              |                 | more than the first     |
|           |              |                 | group.                  |
|           |              |                 |                         |
|           |              |                 | \*Most students         |
|           |              |                 | participating in the    |
|           |              |                 | Tutoring Program        |
|           |              |                 | improved the Grade      |
|           |              |                 | Point Average (GPA) as  |
|           |              |                 | well.                   |
+-----------+--------------+-----------------+-------------------------+
| **Santa   | Santa Fe     | The             | \*There was a           |
| Fe Public |              |                 | statistically           |
| Schools** |              | **Botvin Life   | significant improvement |
|           |              | Skills          | in participants'        |
|           |              | Training** was  | beliefs about the harm  |
|           |              | implemented in  | caused by ATOD use      |
|           |              | Santa Fe Public |                         |
|           |              | School with 52  | \*There was             |
|           |              | classes of      | statistically           |
|           |              | sixth grade     | significant improvement |
|           |              | students.       | in participants'        |
|           |              |                 | perception of how wrong |
|           |              |                 | their parents thought   |
|           |              |                 | it was to use ATOD      |
|           |              |                 |                         |
|           |              |                 | \*Statistically         |
|           |              |                 | significant improvement |
|           |              |                 | in participants'        |
|           |              |                 | attitudes about smoking |
|           |              |                 | and alcohol             |
|           |              |                 |                         |
|           |              |                 | \*Statistically         |
|           |              |                 | significant improvement |
|           |              |                 | in participants'        |
|           |              |                 | normative beliefs       |
|           |              |                 |                         |
|           |              |                 | \*Statistically         |
|           |              |                 | significant improvement |
|           |              |                 | in participants'        |
|           |              |                 | knowledge about         |
|           |              |                 | marijuana and tobacco   |
|           |              |                 |                         |
|           |              |                 | \*Statistically         |
|           |              |                 | significant improvement |
|           |              |                 | in participants'        |
|           |              |                 | decision making skills  |
|           |              |                 |                         |
|           |              |                 | \*Statistically         |
|           |              |                 | significant improvement |
|           |              |                 | in participants'        |
|           |              |                 | ability to resist ATOD  |
|           |              |                 | advertising             |
|           |              |                 |                         |
|           |              |                 | \*Statistically         |
|           |              |                 | significant improvement |
|           |              |                 | in participants' stress |
|           |              |                 | management skills       |
+-----------+--------------+-----------------+-------------------------+
| **San     | San Juan     | Two programs    | \*Parent involvement    |
| Juan      | County       | were            | through the homework    |
| County    | Schools      | implemented     | component was really    |
| Part      | between      | this year, the  | high                    |
| nership** | Shiprock &   | **Families &    |                         |
|           | Aztec        | Schools         | \*Program Staff were    |
|           |              | Together        | able to achieve         |
|           |              | (FAST)**        | impressive rates of     |
|           |              | program served  | parent contact          |
|           |              | 8 families and  |                         |
|           |              | the **ALL       | \*Special outreach was  |
|           |              | STARS** program | continued to            |
|           |              | served 234      | underserved populations |
|           |              | youth.          | at BIA and Navajo       |
|           |              |                 | Nation Charter schools  |
|           |              |                 |                         |
|           |              |                 | \*Significant reduction |
|           |              |                 | in Behavioral Symptom   |
|           |              |                 | Checklist scores for    |
|           |              |                 | the whole sample of     |
|           |              |                 | students                |
|           |              |                 |                         |
|           |              |                 | \*Significant reduction |
|           |              |                 | in the adult ATODA use  |
|           |              |                 | scores for the whole    |
|           |              |                 | sample of participating |
|           |              |                 | students                |
|           |              |                 |                         |
|           |              |                 | \*Significant reduction |
|           |              |                 | Tobacco use scores for  |
|           |              |                 | male students,          |
|           |              |                 |                         |
|           |              |                 | \*Significant reduction |
|           |              |                 | in Alcohol Use scores   |
|           |              |                 | for male students,)     |
|           |              |                 |                         |
|           |              |                 | \*Significant reduction |
|           |              |                 | in the Marijuana Use    |
|           |              |                 | scores for the sample   |
|           |              |                 | of male students        |
+-----------+--------------+-----------------+-------------------------+
| *         | Soccorro     | The             | \*Reduction for the     |
| *Soccorro |              |                 | students who reported   |
| Mental    |              | **Reconnecting  | using two or more       |
| Health**  |              | Youth** program | substances in marijuana |
|           |              | was             | use approaching         |
|           |              | implemented.    | significance            |
|           |              |                 |                         |
|           |              |                 | \*Slight reduction in   |
|           |              |                 | risk taking             |
|           |              |                 |                         |
|           |              |                 | \*Slight increase in    |
|           |              |                 | parent support          |
|           |              |                 |                         |
|           |              |                 | \*Slight increase in    |
|           |              |                 | parent intolerance of   |
|           |              |                 | youth ATOD use          |
+-----------+--------------+-----------------+-------------------------+
| *         | Anthony and  | The             | **Reconnecting Youth:** |
| *Southern | communities  | **Reconnecting  |                         |
| New       | within 60    | Youth** program | \*Statistically         |
| Mexico    | miles of the | was implemented | significant decrease in |
| Human     | Mexico       | with 48 Youth   | Aggressive Behaviors    |
| Deve      | Border.      | ages 12-17 and  |                         |
| lopment** |              | the             | \*Approaching           |
|           |              | **Strengthening | significant decrease in |
|           |              | Families        | Perceived Harm of ATOD  |
|           |              | Program** was   | Use                     |
|           |              | implemented     |                         |
|           |              | with 48         | \*Statistically         |
|           |              | families.       | significant reduction   |
|           |              |                 | was revealed in Past    |
|           |              |                 | 30-Day Tobacco Use      |
|           |              |                 |                         |
|           |              |                 | > \*Approaching         |
|           |              |                 | > significant reduction |
|           |              |                 | > in Past 30-Day        |
|           |              |                 | > Alcohol Use           |
|           |              |                 |                         |
|           |              |                 | \*Positive findings     |
|           |              |                 | include decreases in    |
|           |              |                 | the percentage of youth |
|           |              |                 | reporting use of:       |
|           |              |                 | tobacco (37.5% to       |
|           |              |                 | 29.2%), alcohol (54.3%  |
|           |              |                 | to 43.8%),              |
|           |              |                 |                         |
|           |              |                 | cigars (43.8% to        |
|           |              |                 | 22.9%),                 |
|           |              |                 |                         |
|           |              |                 | pipes (8.3% to 4.2%),   |
|           |              |                 |                         |
|           |              |                 | ecstasy (6.3% to 2.1%), |
|           |              |                 | hallucinogens (10.4% to |
|           |              |                 | 4.3%), inhalants (10.4% |
|           |              |                 | to 2.1%), and           |
|           |              |                 |                         |
|           |              |                 | other drugs (14.9% to   |
|           |              |                 | 10.6%).                 |
|           |              |                 |                         |
|           |              |                 | \*No use was reported   |
|           |              |                 | at either pretest or    |
|           |              |                 | posttest for heroin,    |
|           |              |                 | PCP, and steroids.      |
|           |              |                 |                         |
|           |              |                 | **Strengthening         |
|           |              |                 | Families:**             |
|           |              |                 |                         |
|           |              |                 | > \*Statistically       |
|           |              |                 | > significant           |
|           |              |                 | > reductions for        |
|           |              |                 | > Conduct Problem       |
|           |              |                 | >                       |
|           |              |                 | > \*Statistically       |
|           |              |                 | > significant           |
|           |              |                 | > reductions in         |
|           |              |                 | > Learning Problem      |
|           |              |                 | >                       |
|           |              |                 | > \*Statistically       |
|           |              |                 | > significant           |
|           |              |                 | > reductions in         |
|           |              |                 | > Impulsive-Hyperactive |
|           |              |                 | >                       |
|           |              |                 | > \*Statistically       |
|           |              |                 | > significant           |
|           |              |                 | > reductions in Anxiety |
|           |              |                 |                         |
|           |              |                 | \*Statistically         |
|           |              |                 | significant reductions  |
|           |              |                 | in the Hyperactivity    |
|           |              |                 | Index                   |
|           |              |                 |                         |
|           |              |                 | \*Statistically         |
|           |              |                 | significant increase in |
|           |              |                 | School Attendance       |
+-----------+--------------+-----------------+-------------------------+
| **Talking | East         | The             | \*Statistically         |
| Talons    | Mountain,    |                 | significant increase in |
| Youth     | Edgewood &   | **Talking       | self esteem             |
| L         | Moriarty     | Talons Youth    |                         |
| eadership | areas        | Leadership**    | \*Participants remained |
| Program** |              | program was     | consistent in moral     |
|           |              | implemented     | attitude while the      |
|           |              | with 105 middle | control group had a     |
|           |              | school          | statistically           |
|           |              | students.       | significant decrease in |
|           |              |                 | moral attitude.         |
|           |              |                 |                         |
|           |              |                 | \*Group showed          |
|           |              |                 | statistically           |
|           |              |                 | significant increase in |
|           |              |                 | knowledge               |
|           |              |                 |                         |
|           |              |                 | \*Direct relationship   |
|           |              |                 | between student         |
|           |              |                 | attitudes and student   |
|           |              |                 | disapproval of drug use |
|           |              |                 | -- For each increase of |
|           |              |                 | one standard deviation  |
|           |              |                 | in student attitude     |
|           |              |                 | outcomes a decrease of  |
|           |              |                 | .47 in student          |
|           |              |                 | disapproval of drug use |
|           |              |                 | was found               |
+-----------+--------------+-----------------+-------------------------+
| **Taos    | Colfax       | The             | \*Statistically         |
| Colfax    | County       |                 | significant decrease    |
| Community |              | **Dare To Be    | was revealed in the     |
| S         |              | You**           | Behavioral Symptom      |
| ervices** |              | curriculum was  | Checklist               |
|           |              | implemented     |                         |
|           |              | with 44 youth   | \*Statistically         |
|           |              | ages 12-17 and  | significant increase in |
|           |              | 59 youth        | Parent Support          |
|           |              | completed the   |                         |
|           |              | **Peer          | \*Positive trends were  |
|           |              | Leadership      | revealed in an increase |
|           |              | Program.**      | in Perceived Harm of    |
|           |              |                 | ATOD Use                |
|           |              |                 |                         |
|           |              |                 | \*Decrease in Adult     |
|           |              |                 | ATOD Use                |
|           |              |                 |                         |
|           |              |                 | \*Statistically         |
|           |              |                 | significant decrease in |
|           |              |                 | Past 30-Day Alcohol Use |
|           |              |                 |                         |
|           |              |                 | \*Decreases in the      |
|           |              |                 | percentage of youth     |
|           |              |                 | reporting use of:       |
|           |              |                 |                         |
|           |              |                 | tobacco (16.7% to       |
|           |              |                 | 8.3%),                  |
|           |              |                 |                         |
|           |              |                 | alcohol (25.0% to       |
|           |              |                 | 11.1%),                 |
|           |              |                 |                         |
|           |              |                 | cigars (30.6% to        |
|           |              |                 | 25.0%),                 |
|           |              |                 |                         |
|           |              |                 | inhalants (2.8% to      |
|           |              |                 | 0.0%), and steroids     |
|           |              |                 | (2.8% to 0.0%). Some    |
|           |              |                 | substances showed no    |
|           |              |                 | use at either pretest   |
|           |              |                 | or posttest, including: |
|           |              |                 | cocaine, heroin,        |
|           |              |                 | methadone, downers,     |
|           |              |                 | PCP, and other drugs.   |
+-----------+--------------+-----------------+-------------------------+
| **UNM --  | Acoma,       | The             | \*Reduction in reported |
| ACL Teen  | To'Hajiilee, |                 | peer AOD use among      |
| Centers** | Laguna       | **Keeping       | males, significant at   |
|           |              | Family          | .08.                    |
|           |              | Tradition**     |                         |
|           |              | program was     | \*Reductions in         |
|           |              | used in         | reported marijuana use  |
|           |              | conjunction     | from pre to post test,  |
|           |              | with the **Dare | among males significant |
|           |              | To Be You**     | at.09.                  |
|           |              | curriculum with |                         |
|           |              | middle school   | \*Reductions in         |
|           |              | students and    | marijuana use for the   |
|           |              | their parents   | 12-14 age sub-sample,   |
|           |              | as well as      | significant at .09      |
|           |              | **the Botvin    |                         |
|           |              | Life Skills     | \*Desirable reduction   |
|           |              | Training**      | in mean values for      |
|           |              | program.        | harsh disciplinary      |
|           |              |                 | behaviors occurred      |
|           |              |                 |                         |
|           |              |                 | \*Desirable increase in |
|           |              |                 | parenting self-concept  |
|           |              |                 | occurred                |
|           |              |                 |                         |
|           |              |                 | \*Creation of a valid & |
|           |              |                 | reliable assessment     |
|           |              |                 | tool to measure all     |
|           |              |                 | domains & publication   |
|           |              |                 | pending on program      |
|           |              |                 | adaptations             |
+-----------+--------------+-----------------+-------------------------+

**[Reducing the Sale of Tobacco to Minors]{.underline}**

The New Mexico Synar Illegal Tobacco Sales Reduction Effort

**In FY 2006 the rate of illegal sales to minors was 9.3 percent.** The
following charts illustrate New Mexico's success in keeping the rate
below 20 percent for the past nine years.

  ----------------- -------------------------- --------------------------
  **Fiscal Year**   **Rate of Illegal Sales**  **Compliance Rate**

  FY 97             23%                        77%

  FY 98             13.5%                      86.5%

  FY 99             18.9%                      81.1%

  FY 00             11.8%                      88.2%

  FY 01             11.6%                      88.4%

  FY 02             9.8%                       90.2%

  FY03              14.8%                      85.2%

  FY04              6.5%                       93.5%

  FY05              7.7%                       92.3%

  FY06              9.3%                       90.7%
  ----------------- -------------------------- --------------------------

As illustrated in the preceding and following graphs, the rate of
illegal sales has declined in the past nine years and has remained well
below 20 percent. This is credited to consistent Synar merchant
education along with statewide enforcement of the law, and to dedicated
efforts by community coalitions, national and grassroots organizations
addressing tobacco use and prevention, and to the Tobacco Use Prevention
And Control Bureau's (TUPAC's) concurrent efforts towards tobacco use
prevention and cessation.

![](media/image13.wmf)

Successful implementation of the Synar Amendment is important for three
reasons. First, it facilitates the reduction of both current and future
health problems among adolescents by reducing retail access to tobacco
products. Second, compliance with the law is consistent with the
public's support of measures to prevent the use of tobacco by young
people and, specifically, efforts to discourage tobacco sales to minors.
Third, Synar is an example of a highly effective environmental
prevention effort that addresses policy, enforcement, responsible retail
practices, and change in community norms resulting in the long-term
restricted access to a very potent gateway drug.

The Synar effort consists of four major initiatives. They are as
follows:

1\. The Behavioral Health Services Division (BHSD) contracted with
community programs in FY 2006 and will continue to work with those
programs in FY 2007 to conduct tobacco merchant education. Contractors
are required to collaborate with law enforcement, local coalitions and
other tobacco control groups to enhance efforts at reducing youth access
to tobacco. BHSD provides training in all aspects of the Synar
initiative to law-enforcement agencies and to community based programs
and contractors.

2\. BHSD continues a partnership with the New Mexico Department of
Public Safety to train Special Investigations Division (SID) agents to
conduct consummated buy operations that result in citations to the
selling clerk. Extensive law-enforcement efforts assist in keeping the
rate of sales of tobacco to minors below the required 20 percent. (SID
also conducts merchant education in those areas of the state where no
prevention contractor is present.)

3.  A non-consummated buy compliance survey is conducted by community
    programs and SID with a random sample of approximately 25% of all
    New Mexico youth accessible tobacco outlets to verify the
    effectiveness of the merchant education and enforcement efforts.

4.  The non-consummated buy compliance survey is evaluated by an
    external evaluator to determine the Synar violation rate charted
    previously. The non-compliance rate is reported to the Federal
    Substance Abuse and Mental Health Services Administration (SAMHSA)
    consistent with the Substance Abuse Prevention and Treatment Block
    Grant requirements. This rate must be maintained at less than 20% or
    penalties to the Block Grant funding may ensue.

Due to the sustained excellence of the Synar effort, coupled with
numerous community and national organizations changing the norms of
youth use of tobacco products, New Mexico enjoys one of the lowest
sales-to-minors rates in the U.S.A. Responsible retailing is the result
of citizens and retailers acting responsibly, enforcement of State law,
and organized application of effective prevention policy on behalf of
the youth of New Mexico.