Evaluation of school-based life skills programmes in a high-risk sample: a controlled longitudinal multi-centre study

Abstract

Aim Previous studies have demonstrated a positive effect of school-based life skills programmes on the prevention of substance abuse and other health-risk behaviours in children and adolescents. However, the comparison and interpretation of study results is difficult due to methodological problems. In particular, the effectiveness of such programmes within high-risk groups remains uncertain. In this study, we investigated the effects of two school-based life skills programmes on substance abuse and subjective health in a sample with a high proportion of socially disadvantaged pupils. Subjects and methods We conducted a randomised controlled intervention study with repeated measurements over time. The sample included pupils of secondary schools in northern Germany with an overrepresentation of pupils with low socioeconomic status. We evaluated effects of the programmes on substance abuse and psychosocial outcomes. In addition, we conducted a process evaluation. ResultsThe sample included 102 classes with a total of 1,561 pupils. Twenty-five per cent of the pupils were of a low socioeconomic status. We found significant positive effects regarding the reduction of smoking and some improvements in the pupils' life skills in the intervention group compared to the control group. Socioeconomic status had no moderating effect on the results. Conclusion School-based life skills programmes have a positive effect on smoking prevention regardless of socioeconomic status. Socially disadvantaged children benefit from such programmes to a similar extent as other pupils. Pupils and teachers appreciate the programmes. A supportive school environment appears to be an important factor in the successful implementation of school-based life skills programmes.

Effects of Student Perceptions of Social Skills on their Perception of Smoking

“…As a result of the study, it is observed that the children, who have high point average of social skill, have low pros perception of smoking and have high cons perception of smoking. The researches state that having positive perceptions of their social skills develop children's positive coping and decrease the rate of trying cigarette and smoking by developing negative attitudes towards smoking (Hover and Gafney, 1988;Bandura, 1989;Botvin et al, 1994;Bandura, 1998;Longlios et al, 1999;Schier and ark.1999;Epstein et al, 2000;Griffin et al, 2001;Griffin et al, 2002;De Veries et al, 2003;Epstain et al, 2003;Sarah et al, 2005;Epstein, et al, 2007;Bektas, 2009;Hiemstra et al, 2009;Bektas, et al, 2010a;La Torre et al, 2010;Cremers et al, 2012;Menrath et al, 2012;Spyratos et al, 2012). Bandura (1998) states that when they have positive attitudes about himself/ herself, the children's self-efficacy levels increase, their self-esteem and the level of self-concept advance, and their internal locus of control increases.…”

“…The identification of risk factors associated with smoking initiation and established smoking are crucial in the fight against tobacco products. Studies indicate that there are many determinants which influence the decisions to start or continue smoking, the most prominent being social/ competence skills (Hover and Gafney, 1988;Bandura, 1989;Botvin et al, 1994;Bandura, 1998;Longlios et al, 1999;Schier et al, 1999;Epstein et al, 2000;Griffin et al, 2001;Griffin et al, 2002;De Veries et al, 2003;Epstain et al, 2003;Sarah et al, 2005;Epstein et al, 2007;Bektas, 2009;Hiemstra et al, 2009;Bektas, Ozturk and Armstrong, 2010;La Torre et al, 2010;Cremers, Mercken, Oenema, and de Vries, 2012;Menrath et al, 2012;Spyratos et al, 2012).…”

“…Research shows that while the children, who have high perception of social skill, have low pros perception in smoking; they have a high cons perception of smoking (Hover and Gafney, 1988;Bandura, 1989;Botvin et al, 1994;Bandura, 1998;Longlios et al, 1999;Schier et al, 1999;Epstein et al, 2000;Griffin et al, 2001;Griffin et al, 2002;De Veries et al, 2003;Epstain et al, 2003;Sarah et al, 2005;Epstein, Bang et al, 2007;Bektas, 2009;Hiemstra et al, 2009;Bektas et al, 2010;La Torre et al, 2010;Cremers et al, 2012;Menrath et al, 2012;Spyratos et al, 2012). Bandura (1989) Social Cognitive Learning theory stresses that competence perception has utmost significance in individual's exhibition of positive health behavior and also puts emphasis on that even though a child has the ability to oppose to negative health behaviors, he/she may exhibit negative health behaviors such as smoking when he/she does not feel enough competent to exhibit this behavior (Bandura, 1989;1998).…”

“…Bandura (1989) Social Cognitive Learning theory stresses that competence perception has utmost significance in individual's exhibition of positive health behavior and also puts emphasis on that even though a child has the ability to oppose to negative health behaviors, he/she may exhibit negative health behaviors such as smoking when he/she does not feel enough competent to exhibit this behavior (Bandura, 1989;1998). In the experimental researches, it is found that pros perception of smoking of the children, whose social skills were developed, decreased, and their cons perception increased and smoking rates decreased (Bektas, 2009;Hiemstra et al, 2009;La Torre et al, 2010;Cremers, Mercken, Oenema, and de Vries, 2012;Menrath et al, 2012;Spyratos et al, 2012).…”

Exploring Recommendations for an Effective Smoking Prevention Program for Indonesian Adolescents

“…Researchers in many jurisdictions have tried to find an effective measure to prevent young people from beginning to smoke and to date, empirical evidence suggest that school-based smoking prevention programs could provide positive effects on adolescents smoking behaviors (Pertusa, 2011;Menrath et al, 2012). It is suggested that school-based smoking prevention programs should be sensitive to participants' cultural, ethnic, and socio-economic background (Shetgiri, 2011;McKennitt and Currie, 2012).…”