At CRUFAD Schools we believe that researching the effectiveness of our programs is very important. Results from our trials of the CRUFAD Schools courses have been published in Australian and international journals. Our research results show that all CRUFAD Schools courses improve student outcomes.

For example, a randomised control trial in 16 schools (where the control received the usual PDHPE program) showed that the alcohol course increased knowledge, improved attitudes and decreased binge drinking.

A cohort trial of the Stress course in 10 schools showed improved coping skills, improved knowledge, and decreased psychological distress.

More information about our research trials and results can be found in the articles detailed below.

Newton, N.C., Vogl, L.E., Teesson, M., Andrews, G., Climate Schools: Alcohol module - A cross-validation of a school based prevention program for alcohol misuse. Australian and New Zealand Journal of Psychiatry, 43(3):201-7, 2009

Objective: The aim of the present study was to conduct a cross-validation trial of the efficacy of a computerized school-based intervention for alcohol misuse in adolescents.

Method: A cluster randomized control trial was carried out. Intervention and control groups were assessed at baseline, immediately after and 6 months after the intervention. A total of 764 Year 8 students from 10 independent secondary schools in Sydney, Australia participated in the study. Half of the schools were randomly allocated to the computerized prevention programme (n=397), and half to their usual classes (n=367). The six-lesson computerized intervention was evidence and curriculum based while having a focus on harm-minimization. Knowledge, expectancies, alcohol consumption (frequency, quantity and binging), patterns of use, and harms associated with one's own use of alcohol were assessed.

Results: There were significant improvements in knowledge regarding alcohol use at immediate and 6 month follow up. Average weekly alcohol consumption was reduced immediately after the intervention. No differences between groups were found on alcohol expectancies, frequency of drinking to excess and harms related to alcohol use over time.

Conclusions: The present results support the Climate Management and Treatment Education (CLIMATE) Schools: alcohol module as an effective intervention in increasing alcohol knowledge and reducing alcohol use in the short term.

Newton, N.C., et al., Delivering prevention for alcohol and cannabis using the internet: A cluster randomised controlled trial. Preventive Medicine 48 (6), pp. 579-584, 2009

Objective: To establish the efficacy of an internet based prevention program to reduce alcohol and cannabis use in adolescents.

Method: A cluster randomised controlled trial was conducted with 764 13-year olds from ten Australian secondary schools in 2007–2008. Half the schools were randomly allocated to the computerised prevention program (n = 397), and half to their usual health classes (n = 367). The Climate Schools: Alcohol and Cannabis prevention course is facilitated by the internet and consists of novel, evidence-based, curriculum consistent lessons aimed at reducing alcohol and cannabis use. Participants were assessed at baseline, immediately post, and at six months following the intervention.

Results: Compared to the control group, students in the intervention group showed significant improvements in alcohol and cannabis knowledge at the end of the course and the six month follow-up. In addition, the intervention group showed a reduction in average weekly alcohol consumption and frequency of cannabis use at the six month follow-up. No differences between groups were found on alcohol expectancies, cannabis attitudes, or alcohol and cannabis related harms.

Conclusions: The course is acceptable, scalable and fidelity is assured. It increased knowledge regarding alcohol and cannabis, and decreased use of these drugs.

Vliet, H., van and G. Andrews, An internet based course for the management of stress for junior high schools. Australian and New Zealand Journal of Psychiatry, 43(4):305-9, 2009.

Objective: To determine the feasibility and efficacy of a Web-based stress management programme for schools.

Method: A six-lesson Web-based programme was constructed in collaboration with the schools. It was implemented across Year 8 in six schools (464 students). Students completed measures of knowledge, perceived competence, and coping behaviours, prior to the programme; at the conclusion of the last lesson; and 3 months later. Well-being and distress were measured prior to each lesson.

Results: Input from schools into the development of the programme was very valuable. Knowledge about stress improved after the six lessons and students reported that support seeking coping had increased and avoidance behaviour decreased. Scores on measures of distress went down and well-being scores rose. Seventy-nine per cent of the students completed five or more lessons.

Conclusions: Web-based curriculum-consistent education in mental health is feasible and efficacious at the level expected from a brief universal intervention.

Vogl, L.E., G. Andrews, and M. Teesson, A computerised harm minimisation prevention program for alcohol misuse and related harms: randomised controlled trial. Addiction. 104(4):564-575, April 2009.

Aims: Hazardous alcohol use is a leading cause of death among adolescents and young adults world-wide, yet few effective prevention interventions exist. This study was the first to examine a computerized harm minimization intervention to reduce alcohol misuse and related harms in adolescents.

Design: Cluster randomized controlled trial of a six-session curriculum-integrated harm minimization prevention program. The intervention was delivered by computer in the form of a teenage drama, which provided education through alcohol-related scenarios to which young people could relate.

Setting: Schools in Australia.

Participants: A total of 1466 year 8 students (13 years) from 16 high schools in Australia were allocated randomly to a computerized prevention program (n = 611, eight schools) or usual classes (n = 855, eight schools).

Measurements: Change in knowledge, alcohol use, alcohol-related harms and alcohol expectancies.

Findings: A computerized prevention program was more effective than usual classes in increasing alcohol-related knowledge of facts that would inform safer drinking choices and decreasing the positive social expectations which students believed alcohol may afford. For females it was effective in decreasing average alcohol consumption, alcohol-related harms and the frequency of drinking to excess (more than four standard drinks; 10 g ethanol). For males the behavioural effects were not significant.

Conclusions: A harm minimization approach is effective in educating young people about alcohol-related risks and is effective in reducing risky drinking and harms among girls. Reduction of problems among boys remains a challenge.