The Hazelden Betty Ford Centers have used the same curriculum in use at Peaceful Family Solutions for more than 25 years. A thorough study of the curriculum’s outcomes was conducted in 2014. The study found that program goals were being achieved; that children retained the information and were better equipped socially, academically and better prepared to resist experimentation. The study conclusively affirmed that our curriculum works.
We encourage you to read the full report, which is available here.
This passage is from the report’s executive summary:
Several quantitative comparisons were made to gauge changes in child knowledge and functioning from baseline to follow-up. Statistically significant increases were observed in the children’s knowledge that treatment can help individuals with addiction. At baseline, 47% of children answered afﬁrmatively to the statement “Treatment helps people with addiction” and at follow-up, that percentage increased signiﬁcantly to 74%.
No statistically signiﬁcant changes were observed on standardized measures of self-efﬁcacy, but emotional self-efﬁcacy scores appeared to increase relative to scores on social self-efﬁcacy. With respect to school performance, a majority of the children were performing very well academically at baseline (86% reporting that they received mostly As and Bs in school), with little room for improvement at the group level at follow-up. Not surprisingly, given the high baseline levels, no significant changes were evident on this indicator at follow-up (89%). However, the percentage of children who reported that it “is very important to go to school” increased significantly from baseline to follow-up (86% to 95%). With respect to intention to use drugs or alcohol, at baseline, the vast majority of children reported no intention to use alcohol, marijuana, or tobacco (94%, 86%, and 94%, respectively). At follow-up, owing most likely to a “ceiling effect”, these ﬁgures did not change signiﬁcantly.
From the parent’s perspective, several signs of improvement in child functioning were evident following the program as measured by two standardized instruments. Statistically signiﬁcant reductions in behavioral and emotional problems were observed from baseline to follow-up. Moreover, statistically significant improvements were reported by parents on a standardized measure of family functioning.
Although additional analyses can and will be conducted to examine possible moderators and mechanisms of outcomes, these evaluation results provide strong evidence that the program was well-received by both parents and children. The signiﬁcant decreases in parent reports of behavioral and emotional issues following completion of the program and the significant increase in family functioning are strong signals that the program had a beneficial impact on children. The evaluation demonstrated that most of the major messages imparted by the program to the children were retained even several months after the program ended.