International Approaches to Tobacco Use Cessation Programs and Policy in Adolescents and Young Adults: Denmark

Jarlstrup, Nanna Schneekloth; Juel, Knud; Pisinger, Charlotta; Grønbæk, Morten; Holm, Søren; Andersen, Susan

doi:10.1007/s40429-018-0187-x

Cited by 12 publications

(25 citation statements)

References 75 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The most successful behavioral changes occur in individuals who have experienced a relapse to the old behavior an average of three to four times and transition between stages. 35 , 38 , 39 Similarly, in our study 23.4% of the students had tried quitting smoking 3 times, and 16.5% tried 4–5 times. Students who had tried to quit smoking gave up smoking at a higher rate than students who had not tried.…”

Section: Discussionsupporting

confidence: 74%

The Effect of Peer Education on Decision-Making, Smoking-Promoting Factors, Self-Efficacy, Addiction, and Behavior Change in the Process of Quitting Smoking of Young People

Örsal

Ergün

2021

RMHP

View full text Add to dashboard Cite

Purpose The study aims to examine the effect of peer education on the decision to quit smoking, factors that encourage smoking, self-efficacy, addiction, and behavior change in students who apply to the Youth Friendly Center to quit smoking. Participants and Methods This research is a Randomized Controlled Trials study. The experimental group consisted of students who were enrolled in the peer education course (n=759). The control group has consisted of students (n=1095) who did not enroll in this course. Results Participants in the experimental group to quit smoking, more than the control group (p>0,01). The addiction level of the participants in the experimental group, less than the participants in the control group (p>0,01). According to the scores of the participants in the control group of the participants in the experimental group, the factors that trigger smoking, and the benefit sub-dimension scores in the Decision Balance Scale were low. Loss sub-dimension scores, which show the losses from the harms of smoking, increased significantly in the Self-Efficacy Scale, Behavior Change Process Scale, and Decision Balance Scale (p>0,01). Conclusion Peer educators trained by the researcher and her team in the Youth Friendly Center Smoking Quit Program have an important effect in supporting/improving the cognitive and behavioral change processes of university students in smoking quit compared to those who do not receive an education. 94% success of the smoking quit program; Students’ voluntary application to receive professional support, students’ voluntary attendance of the treatment program for 6 months, strong communication and feedback, effective and functional professional counseling, and social support depend on strengthening the program with peer education. Especially with peer education, the development of leadership and role model characteristics made the smoking quit program preferred by students.

show abstract

Section: Discussionsupporting

confidence: 74%

The Effect of Peer Education on Decision-Making, Smoking-Promoting Factors, Self-Efficacy, Addiction, and Behavior Change in the Process of Quitting Smoking of Young People

Örsal

Ergün

2021

RMHP

View full text Add to dashboard Cite

show abstract

“…Strong government policies and laws on tobacco may be important for tobacco control in schools. In 2012, a Danish law imposed a total smoking ban on school premises in educational institutions where the majority of students are younger than 18 years old 19. The minimum set by the national smoking legislation was no smoking at the school ground, which applies to all students, staff and visitors.…”

Section: Introductionmentioning

confidence: 99%

Associations of school tobacco policies and legislation with youth smoking: a cross-sectional study of Danish vocational high schools

et al. 2019

Self Cite

View full text Add to dashboard Cite

BackgroundIn vocational high schools, the prevalence of smoking is high (nearly 40% daily smoking in Danish vocational high schools). Schools are increasingly adopting school tobacco policies (STPs) and a national law on smoke-free school grounds has been implemented. Our objective was to explore the extent of STPs in vocational schools and examine the association of STPs and smoke-free school grounds legislation with student smoking.MethodsWe used data from the cross-sectional Danish National Youth Study 2014, including 5013 vocational high school students (76% male) at 40 campuses. Implementation of STPs was measured by questionnaires to principals and field observations of smoking practices were conducted. Logistic regression models assessed whether STP characteristics were associated with students’ current smoking (ie, daily and occasional) compared with non-current smoking. Negative binominal regression models assessed cigarettes per day among daily smokers.ResultsSchools covered by the national law on smoke-free school ground had more comprehensive STPs than schools not covered by the law. Student smoking was observed on 78% of campuses, with less visibility of smoking in schools covered by the national law (69% vs 83%). Current smoking was lower for students attending a school covered by the national law (OR=0.86, 95% CI 0.75 to 0.97). Students who attended schools that allowed teacher–student smoking were more likely to smoke (OR=1.13, 95% CI 1.01 to 1.27).ConclusionsA law on smoke-free school grounds was associated with less current smoking in vocational high schools, while school norms that are supportive of teacher-student smoking were associated with greater odds of current smoking. Visibility of student smoking was less prevalent at schools covered by the law on smoke-free school grounds; nevertheless, the visibility of smoking was high. Better enforcement or an extension of the current law on smoke-free school grounds is recommended.

show abstract

“…In many secondary schools, STPs are not well implemented. [21][22][23][24] A systematic review found that key contextual factors for successfully implementing tobacco-and substance-use interventions in secondary schools are: a positive organizational climate, adequate training and teachers' and students' motivation. 25 Barriers to implementation include heavy workloads, budget cuts and lack of resources or support.…”

Section: Introductionmentioning

confidence: 99%

Are Danish vocational schools ready to implement ‘smoke-free school hours’? A qualitative study informed by the theory of organizational readiness for change

Hjort

Schreuders

Rasmussen

et al. 2020

Preprint

View full text Add to dashboard Cite

Background Vocational education and training is a lower level of education and the smoking prevalence among Danish vocational students is high. The school tobacco policy regarding smoke-free school hours stipulates that students and staff are not allowed to smoke during school hours—inside or outside school premises—and it might be an effective intervention for reducing smoking in vocational schools. For school tobacco policies to be effective, they must be appropriately implemented. A primary predictor for successful implementation is organizational readiness for change. This study seeks to identify and understand the barriers to and facilitators for developing organizational readiness to implement smoke-free school hours in Danish vocational schools. Methods Semi-structured interviews and focus groups were carried out with managers and teachers (n = 22 participants) from six vocational schools. The interview guides were informed by ‘A theory of organizational readiness for change’ developed by Weiner, which was also used as a framework to analyze the data. Results We identified 13 facilitators and barriers. Nine factors acted as facilitators, including the following: believing that health promotion is a school role and duty; believing that society and workplaces are becoming more smoke-free, and believing that smoke-free school hours is a beneficial strategy to achieve fewer educational interruptions. Additional facilitators include establishing clear rules for sanctioning and enforcement; developing a joint understanding about smoke-free school hours; developing skills to deal with student responses to smoke-free school hours; establishing social alternatives to smoking; offering smoking cessation help and mandating smoke-free school hours by law. Four organizational norms, practices or discourses acted as barriers: Believing that smoke-free school hours violate personal freedom; believing that students have more important problems than smoking; believing that it is difficult to administer the level of enforcement; and believing that the enforcement of smoke-free school hours negatively influences student-teacher relations. Discussion Our results suggest that developing organizational readiness before adopting a comprehensive tobacco policy such as smoke-free school hours is important for successful implementation. Further research should investigate how to strengthen the facilitators for and counter the barriers to developing readiness for implementing smoke-free school hours.

show abstract

International Approaches to Tobacco Use Cessation Programs and Policy in Adolescents and Young Adults: Denmark

Cited by 12 publications

References 75 publications

The Effect of Peer Education on Decision-Making, Smoking-Promoting Factors, Self-Efficacy, Addiction, and Behavior Change in the Process of Quitting Smoking of Young People

The Effect of Peer Education on Decision-Making, Smoking-Promoting Factors, Self-Efficacy, Addiction, and Behavior Change in the Process of Quitting Smoking of Young People

Associations of school tobacco policies and legislation with youth smoking: a cross-sectional study of Danish vocational high schools

Are Danish vocational schools ready to implement ‘smoke-free school hours’? A qualitative study informed by the theory of organizational readiness for change

Contact Info

Product

Resources

About