BE smokeFREE - enhance students’ self-efficacy to help them cope with social pressure in school
At a glance
Country of origin
The BE smokeFREE intervention is a classroom-based intervention that aims to enhance students’ self-efficacy to help them cope with pressure. The intervention also aims to increase positive expectancies of a smoke-free lifestyle. The intervention is delivered by teachers and other school staff over three academic years from grade 7 to 9 (12-15 years of age). There are eight hours’ of content in the first year, five in the second and six in the third.
Keywords
No dataLinks to this programme in other registries
Implementation Experiences
Read the experiences of people who have implemented this programme.Contact details
Dr Ola Josendal, PhD
Research Centre for Health Promotion, Norway
Email: Ola.josendal[a]psych.uib.no
Overview of results from the European studies
Studies overview
The programme has been evaluated in a cluster randomised controlled trial (RCT) in Norway involving children aged approximately 13 years. At post-test, there was a statistically significant positive effect on self-reported smoking, with the intervention participants having a lower probability of becoming a smoker, smoking daily or smoking weekly. Programme participants also had a significantly lower probability of using cannabis compared to the control condition.
Countries where evaluated
- Norway
Characteristics
Protective factor(s) addressed
- Family: parent involvement in learning/education
- Individual and peers: refusal skills and decision making
Risk factor(s) addressed
- Individual and peers: early initiation of drug/alcohol use
Outcomes targeted
- Other health outcomes
- Smoking (tobacco)
Description of programme
The BE smokeFREE intervention was developed by the Norwegian Cancer Society and was designed as a smoking prevention programme for students in grades 7-9 (12-15 years of age). The BE smokeFREE intervention is a classroom-based, teacher-delivered intervention based on the social influence model and focused on opportunities for individuals to choose. In line with Bandura’s social cognitive theory, the intervention aims to enhance students’ self-efficacy to help them cope with pressure. The intervention also aims to increase positive expectancies of a smoke-free lifestyle. This is achieved by providing details on the smoking and the positive short- and long-term effects of not smoking on health.
The intervention is delivered by teachers in a classroom setting; it consists of eight hours in the first year, five in the second and six in the third. Each school hour allocated to the programme involves elements of non-traditional classroom activities using videos, games and group work. There is no information about what the content of the intervention actually entails, but some of the features that had been used in previous successful anti-smoking programmes are incorporated.
Implementation Experiences
Contact details
Ola Jøsendal
ola.josendal[a]helse-vest.no
Main obstacles
With respect to individual professionals
The critical point of entrance was the school principal/top administration. Two thirds of all Norwegian secondary schools implemented the programme. A third did not implement it, because of the above mentioned.
Once the schools decided to join the programme, we encountered very few obstacles; it was implemented by highly motivated teachers.
With respect to social context
At the beginning of the implementation, one could observe anti-programme subcultures among the smokers. However, as the years went by, the number of smokers decreased, and, in parallel to this, there was a reduction in the anti-programme obstacles.
With respect to organisational and economic context
The main obstacle was, as mentioned before, the key to the implementation: the principal/top administration at the schools. In as many as one third of the schools, the programme was not implemented.
How they overcame the obstacles
With respect to individual professionals
The programme was heavily supported by governmental institutions as well as physicians and other well-qualified personnel.
With respect to social context
The issue was mainly not paying much attention to such obstacles. A well-planned programme with a recognised and well-documented effect should be performed without wasting energy on resistance based on a lack of knowledge.
With respect to organisational and economic context
Endure the obstacles and perform at the schools that are involved in the programme.
Lessons learnt
With respect to individual professionals
Ensure support from governmental institutions as well as academic and professional societies.
With respect to social context
It was a major success, based on the will and skill to endure obstacles that arose.
With respect to organisational and economic context
Endure and perform. The results were very encouraging.
Strengths
Well-planned; well-documented results; support from governmental institutions as well as professional and academic institutions
Weaknesses
Maybe it should have been mandatory for all secondary schools to join the programme.
Opportunities
NA
Threats
NA
Recommendations
With respect to individual professionals
Provide well-prepared documentation of all aspects of the programme. Point out the excellent results.
With respect to social context
Ensure support from both health and educational governmental institutions.
With respect to organisational and economic context
Ensure that the programme supports schools with free materials and so forth.
Note from the authors
Implemented nationwide in 2001.
