Table 2 Intervention components
Component of the intervention | First year (age 12-13 years) | Second year (age 13-14 years) | Third year (age 14-15 years) | Fourth year (age 15-16 years) |
|---|---|---|---|---|
School-based interventions | Seven lessons: two on information about the harmful effects of smoking; four on refusal skills (self-esteem, interpersonal relationship skills, problem-solving skills, ability to recognize risky situations, and strategies for accepting rules and limits); and one on identifying social influences that encourage people to start smoking, and smoking cessation | Six lessons: three about the harmful effects of smoking; one on refusal skills (interpersonal relationship skills and critical thinking); two on identifying social influences that encourage people to start smoking (tobacco company advertising campaigns, debunking false beliefs about tobacco), and smoking cessation | Five lessons: three on refusal skills (strategies for accepting rules and limits, problem-solving skills, group pressure, self-esteem and coping with emotion and stress); two on identifying social influences (debunking false beliefs about tobacco, and anti-advertising workshops designed to sensitize people to the power of advertising), and smoking cessation | Four lessons: one on the harmful effects of smoking; one on refusal skills (critical thinking and problem-solving skills); two on identifying social influences that encourage people to start smoking (tobacco company advertising campaigns, debunking false beliefs about tobacco), and smoking cessation |
Parental interventions | Two work meetings focused on parental attitudes towards drug consumption and helping parents recognize risky situations, establish rules and limits, understand the family’s role in tobacco use and the smoke-free home initiative, and implement smoking cessation | Two work meetings focused on parental attitudes towards drug consumption and helping parents recognize risky situations, establish rules and limits, understand the family’s role in tobacco use and the smoke-free home initiative, and implement smoking cessation | Two work meetings focused on parental attitudes towards drug consumption and helping parents recognize risky situations, establish rules and limits, understand the family’s role in tobacco use and the smoke-free home initiative, and implement smoking cessation | Two work meetings focused on parental attitudes towards drug consumption and helping parents recognize risky situations, establish rules and limits, understand the family’s role in tobacco use and the smoke-free home initiative, and implement smoking cessation |
Collaborate with the student on homework regarding parental tobacco habits and attitudes, social norms and passive smoking | Collaborate with the student on homework regarding parental tobacco habits and attitudes, social norms and passive smoking | Collaborate with the student on homework regarding parental tobacco habits and attitudes, social norms and passive smoking | Collaborate with the student on homework regarding parental tobacco habits and attitudes, social norms and passive smoking | |
Teacher interventions | Teacher training on: competences related to smoking prevention in adolescents; managing conflict situations; attitudes towards preventive activities; information on the prevalence of smokers in the educational center; and smoking cessation | Smoking cessation. | Smoking cessation | Smoking cessation |
Smoke-free policy reinforcement | The schools will be invited to adopt a smoke-free environment, implement the school’s own rules, and establish rule-compliance indicators |