Study of The effect of educational smoking prevention program on smoking refusal self-efficacy of senior high school females

To increase refusal smoking self-efficacy with smoking prevention program in girl adolescents

54 tenth grade girls in high school were chosen purposefully and a code was allocated to each one of them. Then, students were randomly divided into two control and intervention groups.

This experimental study is aimed to assess the effect of an educational program on refusal smoking self-efficacy in students. The target population includes 16-year-old students in the tenth grade in public senior high schools, Mashhad, Iran. Two schools with similar socioeconomic status (to be comparable) and from each, one class with at least 27 students will be selected. Then they will randomly be assigned to intervention and control groups. Then, for pre-test both groups will be asked to fill in the refusal smoking self-efficacy questionnaire. This pre-test is done to assess the comparability of the two groups and further adjustment if necessary. After that control group will continue having their ordinary educational program. However, the intervention group will take part in five 90 minute smoking preventive educational sessions, held in their schools and within five consecutive weeks. Instruction methods include lecture, group discussion, showing video, pamphlets, and role modelling with focus on short- and long-term harmful effect of smoking, as well as stress management, assertiveness, effective communication, and decision-making skills. The eight following activities are implemented in each session: (1) “Sharing experience/brainstorming” (discussion and brainstorm participant’s self-knowledge and self-experience about smoking), (2) “Knowledge about smoking” (ingredients of cigarettes, short-term effects of smoking on body and health, long-term effects of smoking on body and health, increasing awareness about consequence of smoking to passive smokers or second-hand smokers and understanding of myth and fact about smoking), (3) “Stress management for teenager” (stress management and lesson about stress, emotion experience, psychological stressor, strategies to handle stress situation, created positive mood and reduced stress in daily), (4) “Assertive communication and smoking refusal skill” (Training and role play to refuse cigarette offered by watching the video), enhancing awareness and motivate to refuse cigarette), (5) “Decision making skills” (Knowledge to make decision related to smoking behavior and practice decision making skill in group), .6)Role playing in situation that needs to say no.Four weeks after completion of intervention, both groups will be asked to fill in the refusal smoking self-efficacy questionnaire. The time frame of study was determined in accordance with the similar ones to increase the feasibility of the study. Data analysis will be done using Stata to see if there is a significant difference between two groups regarding the refusal smoking self-efficacy.

Inclusion criteria: 1- female students in grade 10 in governmental schools, exclusion criteria: 1- not having used smoke, 2- not having used psychiatric medicine

the intervention group will take part in five 90 minute smoking preventive educational sessions, held in their schools and within five consecutive weeks. Instruction methods include lecture, group discussion, showing video, pamphlets, and role modelling with focus on short- and long-term harmful effect of smoking, as well as stress management, assertiveness, effective communication, and decision-making skills. The eight following activities are implemented in each session: (1) “Sharing experience/brainstorming” (discussion and brainstorm participant’s self-knowledge and self-experience about smoking), (2) “Knowledge about smoking” (ingredients of cigarettes, short-term effects of smoking on body and health, long-term effects of smoking on body and health, increasing awareness about consequence of smoking to passive smokers or second-hand smokers and understanding of myth and fact about smoking), (3) “Stress management for teenager” (stress management and lesson about stress, emotion experience, psychological stressor, strategies to handle stress situation, created positive mood and reduced stress in daily), (4) “Assertive communication and smoking refusal skill” (Training and role play to refuse cigarette offered by watching the video), enhancing awareness and motivate to refuse cigarette), (5) “Decision making skills” (Knowledge to make decision related to smoking behavior and practice decision making skill in group), .6)Role playing in situation that needs to say no.

Refusal smoking self-efficacy

Randomization: simple, unit of randomization: school, method: of the two schools that are randomly selected, one will assigned to intervention and the other will be taken as control. this procedure will be done by Excel program. Concealment is not applicable to the present study.

All data except for identity information could be available to researchers

six months after publishing the research paper

Researchers

research affairs

Dr Fatemeh Heshmati Nabavi, Scientific responsible of the research project

A research proposal which is approved by a formal organization and is confirmed by Mashhad University of Medical Sciences and then correspondence with Dr Fatemeh Heshmati Nabavi, Scientific responsible of the research project