The effectiveness of a tobacco prevention program with adolescents living in a tobacco-producing region.

Noland, Melody; Kryscio, Richard J.; Riggs, Richard S.; Linville, Linda H.; Ford, Viki Y.; Tucker, T. C.

doi:10.2105/ajph.88.12.1862

Cited by 44 publications

(18 citation statements)

References 14 publications

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“…Two studies imply inclusion of a level of theory but do not specifically discuss the theory at that level: (a) implied use of social situational theories to train youth activists in tobacco policy change (Forster et aL, 1998); and (b) environmental sensitivity to tobacco use as a special issue in a tobacco-growing region (Noland et al, 1998).…”

Section: What We Know About Effective Programsmentioning

confidence: 99%

“…Two studies in Table 1 relied primarily on environmental-level theories related to diffusion (Altman et al, 1999;Jason, Ji, Anes, & Birkhead, 1991), both of which showed only short-term effects on tobacco sales. Three others (Biglan et al, 1996;Forster et aL, 1998;Noland et al, 1998) integrated social (through activism skills) and environmental (mass communication) levels of theory, and subsequently achieved stronger effects on tobacco use. All of these addressed policy change as part of intervention.…”

Section: Theorymentioning

confidence: 99%

See 1 more Smart Citation

Effective prevention programs for tobacco use

Pentz

1999

Nicotine & Tobacco Res.

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Several types of prevention programs have shown effects on delaying or reducing youth tobacco use for periods of 1-5 years or more. These are referred to as evidence-based programs. However, they are not widely used. At the same time, with few exceptions, adolescent tobacco use rates have been stable or have increased in the 1990s. The challenge for prevention is to identify critical components shared by effective prevention programs--that is, components most associated with effect, and then to evaluate factors that are most likely to promote adoption, implementation, and diffusion of effective programs across schools and communities in the United States. Effective tobacco prevention programs focus on counteracting social influences on tobacco use, include either direct training of youth in resistance and assertiveness skills or, for policy and community organization interventions, direct or indirect (through adults) training in community activism, and are mainly theory-based, with an emphasis on three levels of theory: (a) personal (attitudes, normative expectations, and beliefs); (b) social (social or group behavior); and/or (c) environmental (communications and diffusion). Program effects increase with the use of booster sessions, standardized implementor training and support, multiple program components, and multiple levels of theory. Overall, multi-component community programs that have a school program as a basis, with supportive parent, media, and community organization components, have shown the most sustained effects on tobacco use. Positive program adoption by the school or community, extent and quality of program implementation, and existence of credible networks of leaders to promote the program are critical for any effect. Research on predictors of adoption, implementation, and diffusion of evidence-based programs is scanty relative to outcome research. In addition, more research is needed on why multi-component programs appear to be most effective, whether effect is related to existing tobacco policies, whether prevention programs have differential effects on youth with different natural trajectories of tobacco use, and whether prevention programs can be used to recruit smokers into cessation programs.

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Section: What We Know About Effective Programsmentioning

confidence: 99%

Section: Theorymentioning

confidence: 99%

Effective prevention programs for tobacco use

Pentz

1999

Nicotine & Tobacco Res.

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“…In other words, teachers reported higher ratings of TUPE effectiveness when tolerance of smoking by peers, parents, and the community was minimal or nonexistent. The finding that peer, parental, and community norms are significantly related to perceptions of TUPE effectiveness is consistent with previous research (Andrews & Hearne, 1984;Chassin et al, 1984;Evans, 1984;Forster, Murray, Wolfson, Blaine, Wagenaar, & Hennrikus, 1998;Noland, Kryscio, Riggs, Linville, Ford, & Tucker, 1998;Schinke & Gilchrist, 1983). Therefore, a relationship exists between teachers' perceptions of tobacco tolerance norms and TUPE effectiveness.…”

Section: Analytic Plansupporting

confidence: 90%

Typologies of teachers in Florida tobacco use prevention education (tupe) programs

Barr¹

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“…Modifiable risk factors could include adolescents' self-efficacy (Stevens, Colwell, Smith, Robinson, & McMillan, 2005) and perceptions of body image (Rodríguez-Esquivel, Cooper, Blow, & Resor, 2009), which have been found to be associated with both cigarette use and depressive symptoms (Kulbok et al, 2008). Because many countries in Latin America are involved in the production of tobacco products, it may be necessary to implement socialinfluence interventions for these high risk populations (Noland et al, 1998). At this point, interventions to reduce genetic susceptibility to depressive symptoms and progression of cigarette smoking might not be feasible.…”

Section: Discussionmentioning

confidence: 99%