"DAPP was found to be scientifically accurate, in conformance with public health principles and policies, and appropriate for the intended audience." Judith E. Funkhouser, Director, National Clearinghouse for Alcohol and Drug Information. The first step in submitting DAPP as a science based prevention tool to CSAP’s National Registry of Effective Prevention Programs (NREPP) has been completed.

Program Description
The Drug Awareness Prevention Program, often called The Kelly Bear Program, is a school-based curriculum for children in pre-school through third grade. Based on research regarding risk and protective factors, it was designed to reduce individual, school and family risk factors and to enhance the protective factors of child resiliency, healthy beliefs, and positive bonding. DAPP was created as a logical beginning for a comprehensive K - 12 prevention program. Developed for use by counselors, teachers, and prevention specialists, it has been field tested in classrooms with students representing the general population, as well as children identified as “at-risk.”

The program includes a detailed Leader Guide with instructions, lesson plans, and handouts, plus forty-five reproducible student activity sheets that reinforce the concepts throughout the school year. A puppet, posters, song cassette, and books are included. DAPP is taught in seven, thirty to forty-five minute sessions. This age and developmentally appropriate program promotes decision-making skills which enable students to adopt a “no use” drug norm and to accept responsibility for making positive life choices. The Interactive methods used in DAPP foster social and emotional competencies, self-understanding, coping skills, empathy, self-control, perseverance, altruism, and goal-directedness. Communication, problem solving, and refusal skills are reinforced through role-playing and practice.

The main character, a green bear named Kelly, is a positive role model for children. Kelly Bear is free of racial, ethnic, religious, age, disability, cultural and sex role bias. Children eagerly identify with the imperfect bear who makes mistakes but who keeps trying to do his or her best.

At the conclusion of DAPP adults who care about each child are invited to attend a Parent Program where children demonstrate their ability to refuse drugs. This program not only promotes norms against drug use, but fosters bonding within the family and serves to link homes, schools, and communities. During the program the significant others in a child's life are challenged to model healthy living habits. Through discussion, reading the “Parent Pledge” together, and receiving “The ABC’s of Parenting,” parents are encouraged to take time to build a positive relationship with their child and strengthen their parenting skills.


Assessments
Assess student understanding of emotions. (through teacher reports)
Assess student understanding of the harmful effects of using alcohol, tobacco and other drugs. (through teacher reports)
Assess student’s ability to use refusal skills. (through teacher reports)
Assess perseverance/resiliency. (through teacher reports and student self-report)
Assess healthy living knowledge and attitudes. (through teacher and student self-report)
Assess positive self-image. (through student self-report)
Assess self-control. (through student self-report)
Assess adult-child communication and bonding. (through student self-report and parent report)


Research Conclusions
Type of Strategy: Universal

Scores on teacher and student instruments are as follows:

In 1994-95, forty-four, first and second grade teachers, and in 1995-96, fifty-two, first and second grade teachers observed the DAPP sessions presented by prevention specialists in their classrooms.

The teachers evaluated the program’s effectiveness upon their students using a five-point scale.

100% agreed or strongly agreed (4 or 5 rating) that "during the program most of the students increased their understanding of their feelings and the feelings of others." (increased emotional awareness)

98% agreed or strongly agreed (4 or 5 rating) that “the program increased the students’ understanding of the harmful effects of alcohol, tobacco and other drugs.” (increased knowledge of the dangers of drug use)

98% agreed or strongly agreed (4 or 5 rating) that “the children learned refusal skills through role playing.” (increased ability to use refusal skills)

96% agreed or strongly agreed (4 or 5 rating) that “the children learned that if something does not work out to try, try again.” (increased perseverance and resiliency)

97% agreed or strongly agreed (4 or 5 rating) that “the children were taught how to live healthier lives.” (increased healthy living habits)

99% agreed or strongly agreed (4 or 5 rating) that "the program had a positive impact upon their students." (increased constructive development)

100% agreed or strongly agreed (4 or 5 rating) that "the materials were presented on a level the children could comprehend." (increased learning)

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