Abstract
Alcohol education must ensure that young people have appropriate information, motivation and skills. This article describes the fifth phase in a program of intervention development based on principles of social marketing and intervention mapping. The aim was to enhance drink refusal self-efficacy (DRSE) and help develop skills for non-drinking or moderate drinking. We conducted a mixed-methods feasibility trial that measured intervention effects among 277 UK
secondary school students aged 14–16, and used qualitative methods to explore four teachers’ experiences of delivering the intervention. The intervention did not produce the desired changes in DRSE or alcohol use, but nor did it increase
alcohol use. In the qualitative process evaluation, time constraints, pressure to prioritize other topics, awkwardness and embarrassment were identified as barriers to fidelitous delivery. A more intense and/or more prolonged intervention delivered with greater fidelity may have produced the desired changes in DRSE and alcohol use. This study illustrates how principles of social marketing and intervention mapping can aid development of resilience-based education
designed to help students develop skills to drink moderately, or not drink. It also highlights theneed to consider the constraints of micro-social (school) and macro-social (societal) cultures when designing alcohol education
secondary school students aged 14–16, and used qualitative methods to explore four teachers’ experiences of delivering the intervention. The intervention did not produce the desired changes in DRSE or alcohol use, but nor did it increase
alcohol use. In the qualitative process evaluation, time constraints, pressure to prioritize other topics, awkwardness and embarrassment were identified as barriers to fidelitous delivery. A more intense and/or more prolonged intervention delivered with greater fidelity may have produced the desired changes in DRSE and alcohol use. This study illustrates how principles of social marketing and intervention mapping can aid development of resilience-based education
designed to help students develop skills to drink moderately, or not drink. It also highlights theneed to consider the constraints of micro-social (school) and macro-social (societal) cultures when designing alcohol education
| Original language | English |
|---|---|
| Pages (from-to) | 123-133 |
| Number of pages | 11 |
| Journal | Health Education Research |
| Volume | 35 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 19 Mar 2020 |
Bibliographical note
This is a pre-copyedited, author-produced version of an article accepted for publication in Health Education Research following peer review. The version of record Richard O de Visser, Rebecca Graber, Charles Abraham, Angie Hart, Anjum Memon, Resilience-based alcohol education: developing an intervention, evaluating feasibility and barriers to implementation using mixed-methods, Health Education Research, Volume 35, Issue 2, April 2020, Pages 123–133, is available online at: https://academic.oup.com/her/article/35/2/123/5811059 and https://doi.org/10.1093/her/cyaa006Keywords
- resilience
- alcohol education
- mixed methods
- intervention
- adolescents