Which lesson components mediate refusal assertion skill improvement in school-based adolescent tobacco use
G E Turner1, C Burciaga, S Sussman
1Institute for Health Promotion and Disease Prevention Research, University of Southern California, Los Angeles.
The International Journal of the Addictions
|June 1, 1993
Summary
School refusal assertion training improves adolescent tobacco refusal skills. Focusing on knowledge and practice components of refusal assertion training is most effective for improving skills and reducing intentions to use smokeless tobacco.
Area of Science:
- Public Health
- Adolescent Health
- Behavioral Science
Background:
- School-based refusal assertion training aims to reduce adolescent tobacco use.
- Three components of training include knowledge, practice, and motivation.
Purpose of the Study:
- To determine which component(s) of refusal assertion training are most effective.
- To assess the impact of each component on tobacco refusal skills and intentions.
Main Methods:
- A three-condition true field experiment was conducted with seventh-grade students.
- The study compared the effects of knowledge, practice, and motivation components.
Main Results:
- Improvement in role-played refusal skills was observed in the Knowledge and Practice conditions.
- The Motivation condition did not yield significant improvement in refusal skills.
- Intention to use smokeless tobacco decreased in the Knowledge and Practice conditions, but not for cigarettes.
Conclusions:
- Knowledge and Practice components of refusal assertion training are key to improving adolescent tobacco refusal skills.
- Future interventions should prioritize these components for effective prevention of smokeless tobacco use.
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