The Going Places Program focused on addressing the social and behavioral factors affecting good health by targeting the 6th, 7th, and the 8th grade learners. A previous had established that a significant number of students were smoking, drinking, and engaging in antisocial behavior (Rusan, 2005). As a result, a significant number of learners had poor academic performance and created an unfavorable learning environment. The Going Places Program sought to use the social cognitive theory to foster a change in attitudes, beliefs, and perception to enhance good health. The theory indicates that people learn by observing model (Morrison, Robertson, Laurie & Kelly, 2002). If the learned behavior is reinforced, it is likely to be repeated in future.
In the Going Places Program, the social cognitive theory was applied by fostering a favorable learning environment at school. The school curriculum was adjusted to enhance lessons that increased the interaction between the learners and their instructors. Teachers reinforced the academic and other achievements made by the students. The program also engaged the parents to ensure that they also created a favorable environment at home. For instance, parents were encouraged to use the authoritative style of disciplining to encourage more interaction with their children.
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The social skills training program sought to empower the students by enhancing their self-efficacy. Students were trained to make the right choices, which would guarantee good performance at school. The social skills training, effective communication, and reinforcement of desirable behavior had a positive effect on addressing the social and behavioral factors among the children who smoked. The results indicated that a significant number of the learners had stopped to smoke. Additionally, the creation of favorable learning environment and good relationship with parents had a positive effect on the performance of the students (Wenter, Ennet & Ribisl, 2003). However, the program experienced some setbacks, since some social and behavioral factors affecting good health were not yet addressed. For instance, several students still drunk and engaged in antisocial behavior. Generally, through the Going Places Program succeeded in enhancing learners’ self-efficacy and helping them to make the right choices.
References
Morrison, M., Robertson, L., Laurie, B., & Kelly, J. (2002). Protective factors related to antisocial behavior trajectories. Journal of Clinical Psychology, 58(3), 277–290
Rusan, C. (2005). The Effects of the Going Places Program on Early Adolescent Substance Use and Antisocial Behavior. Prevention Science, Vol. 6, No. 3, September, 2005, DOI: 10.1007/s11121-005-0005-2
Wenter, D., Ennett, T., & Ribisl, M. (2002). Comprehensiveness of substance use prevention programs in U.S. middle schools. Journal of Adolescent Heatlh, 30(6), 455–462
