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This study reports one of the first controlled studies to examine the impact of a school based positive youth development program (Lerner, Fisher, & Weinberg, 2000) on promoting qualitative change in life course experiences as a positive intervention outcome. The study built on a recently proposed relational developmental methodological metanarrative (Overton, 1998) and advances in use of qualitative research methods (Denzin & Lincoln, 2000). The study investigated the use the Life Course Interview (Clausen, 1998) and an integrated qualitative and quantitative data analytic strategy (IQDAS) to provide empirical documentation of the impact the Changing Lives Program on qualitative change in positive identity in a multicultural population of troubled youth in an alternative public high school. The psychosocial life course intervention approach used in this study draws its developmental framework from both psychosocial developmental theory (Erikson, 1968) and life course theory (Elder, 1998) and its intervention strategies from the transformative pedagogy of Freire's (1983/1970). Using the 22 participants in the Intervention Condition and the 10 participants in the Control Condition, RMANOVAs found significantly more positive qualitative change in personal identity for program participants relative to the non-intervention control condition. In addition, the 2X2X2X3 mixed design RMANOVA in which Time (pre, post) was the repeated factor and Condition (Intervention versus Control), Gender, and Ethnicity the between group factors, also found significant interactions for the Time by Gender and Time by Ethnicity. Moreover, the directionality of the basic pattern of change was positive for participants of both genders and all three ethnic groups. The pattern of the moderation effects also indicated a marked tendency for participants in the intervention group to characterize their sense of self as more secure and less negative at the end of the their first semester in the intervention, that was stable across both genders and all three ethnicities. The basic differential pattern of an increase in the intervention condition of a positive characterization of sense of self relative to both pre test and relative to the directionality of the movement of the non-intervention controls, was stable across both genders and all three ethnic groups.

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While research has examined the effect of stigma from others towards individuals with alcohol use disorders (AUD), few studies have examined the relationship between perceived self-stigma related to AUD and corresponding engagement with alcohol among non-clinical samples. Present Study. The present studies examined the relationships between perceptions of self-stigma of AUD, proximity to others with AUD, and alcohol use behaviors and outcomes. Methods. In Study 1, participants (n = 3,169; 73.9% female) were college students within the U.S. recruited to participate in an online survey on substance use including questions on AUD self-stigma, alcohol use behaviors and negatives alcohol use consequences. Study 2 replicated the study design and sample demographics (n = 299; 68.3% female), with the addition of an assessment of AUD symptoms. Results. Results for Study 1 indicated significant differences in stigma scores such that individuals who have engaged in alcohol use reported higher AUD self-stigma scores than individuals that never engaged with alcohol or engaged in the last 30-days. Across both studies, higher self-stigma scores significantly related to less alcohol use, less negative alcohol use consequences, and fewer AUD symptoms. Results also revealed that for people who endorse proximity to AUD, self-stigma scores and alcohol use engagement and consequences were significantly higher than in individuals with no endorsed proximity.Conclusions. We interpret these findings not to say that self-stigma is a positive clinical intervention, rather increased awareness of the consequences of AUD has a negative relationship with alcohol use among young adults and warrants further investigation.

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