A Dutch social influence smoking prevention approach for vocational school students

The European Smoking prevention Framework Approach (ESFA): effects after 24 and 30 months

“…Due to the fact that subjects were nested within classes, schools, quarters, municipalities, regions as well as countries, logistic regression using multilevel procedures were used to analyze differences in ever and weekly smoking prevalence rates (De Vries et al, 1994, 2003bUS Department of Health and Human Services, 1994;Dijkstra et al, 1999). Non-significant predictors and interactions were deleted using a backward deletion procedure (a = 0.05), with the restriction that predictors were not removed from the model if they were involved as interaction terms.…”

Evaluation of a peer-led smoking prevention programme for Romanian adolescents

“…The content of the Romanian programme was based on a Dutch programme [25,26] whose theoretical model draws from social cognitive theory [27,28], the Integrated Model of Change (I-Change Model) [29] and principles of the social influence approach [30,31]. Although peer-led methods are not always effective [32], we used peers to explain the content of the programme on video as well as to lead the small group activities since peer-led teaching methods can increase the programme's attractiveness and comprehensibility and peer leaders can be effective models for learning new social skills [33,34].…”

“…Based on the results achieved by the Dutch smoking prevention programme [25] and other programmes using social influences approach and peer education [15,16,20,21], two hypotheses were formulated and tested. In comparison with adolescents of the control group (i) onset of regular smoking in participants of the experimental group will be significantly lower and (ii) participants in the experimental group will have more positive attitudes towards non-smoking and have higher self-efficacy not to smoke.…”

Smoking Prevention for Adolescents in Romanian Schools

“…Instead of providing information, students were encouraged to discover information (active learning). Thus, students may discover gaps in their knowledge, which will make them more receptive to new information (De Vries et al, 1994). Moreover, several keymessages were repeated in different ways during several activities and lessons.…”

“…The programme consisted of five weekly lessons of forty-five minutes each and was translated from an effective Dutch programme (De Vries et al, 1992;1994). This programme used a video-peer-led strategy and was adapted to the Romanian situation and culture by using different cartoons and recording scenes for the video that matched the Romanian context of 13-15 year-old adolescents.…”