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Background: REBOUND is a novel media-based life skills and risk education programme developed for 14- to 25-year olds in school, university or youth group settings. This paper outlines the programme’s rationale, curriculum and implementation. It provides information of relevance to researchers, programme developers and policymakers. Methods/design of the programme: The programme is based on a form of cooperative learning. It is facilitated by teachers and other professionals and supported by peer mentors. The curriculum is centred around ‘explorative film work’ with short films/videos depicting risk behaviours and life challenges. The methodology aims to promote risk competence and positive norm-building in social groups. The programme consists of a course comprising 16 units, 10 of which focus on psychosocial strength (resilience) and 6 on risks of alcohol and other drugs. Implementation is supported by a mentoring system, a voluntary eLearning component and tools for organisational development. The programme has been evaluated with about 1,000 students in the intervention group of a controlled study using a mixed-method design involving structured stakeholder and peer feedback. Discussion: REBOUND is one of the few health promotion/prevention programmes to have been entirely developed together with those (students, facilitators, school administrators) for whom the programme is intended.
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... In anderen Artikeln (n = 7) wird eine Intervention vorgestellt, die theoretisch der Strukturveränderung dienen könnte, jedoch gibt es keine Angaben zur möglichen Umsetzung [11,[41][42][43][44][45][46]. Sechs Studien kombinieren verhaltens-und verhältnisorientierte Maßnahmen [47][48][49][50][51][52]. [20], die partizipative und nachhaltige Implementierung digitaler Gesundheitsförderungsangebote innerhalb einer digitalen Fernuniversität (Entwicklung einer gesundheitsfördernden Hochschule) [25] und die Gestaltung digitaler Tools zur Auswahl von gesunden Nahrungsmitteln (Veränderung der Ernährungsumgebung durch z. ...
... Bspw. wird die Umsetzung von analogen strukturellen Veränderungen in Schulen, Gefängnissen oder Urlaubsresorts beschrieben [47,48,51,52] oder es werden einzelne Elemente der Organisationsentwicklung bei der Einführung einer gesundheitsförderlichen Technologie in eine analoge Organisation thematisiert [20,[30][31][32][33][34][36][37][38][39][40]. Daneben wird die Technologie auch direkt als Tool zur Strukturveränderung in analogen Settings eingesetzt, u. a. für das Projektmanagement [23] oder zur Vernetzung zwischen Akteuren [50]. ...
... Die Interventionen werden häufig in Form von Projekten (Projektplanung, -umsetzung und -evaluation) durchgeführt. Zwei Artikel beschreiben den Projektablauf anhand eines Logischen Modells [34,48]. Zwar verweisen einige Artikel auf Methoden der Organisationsentwicklung, jedoch ohne eine konkrete Erläuterung des Vorgehens [35,48]. ...
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Background and objectives: In health promotion and prevention, digital applications, especially for behavioral changes, are being increasingly researched and applied. The aim of this study was to investigate possible uses of digital applications in the context of structurally oriented interventions in these settings. Methods: This is a supplementary analysis of the results of a scoping review. Eight scientific databases were searched for digital structural primary prevention and health promotion in settings from 2010-2020. Results: A total of 34 articles were included. Digital applications were found to be used only marginally for structural change in health promoting settings. They served as tools for project management, networking, problem identification, consensus building or participation. Participatory methods and projects were used, as well as tools such as labeling, placement, prompting, incentives, nudges, and political strategies. Conclusions: More evidence is needed on how digital applications can be used to change structures in health promoting settings. Public health or sociological methods and theories can play a supporting role. The interdisciplinary and participatory development and implementation of health promoting technologies is of high relevance.
... In developed countries, early studies on resilience and education focused on prevention practitioners (Noam and Hermann, 2002), hazard education programs (Ronan and Johnston, 2003), promotion of resilience programs in early childhood educational institutions (e.g. kindergarten) (Fröhlich-Gildhoff et al., 2008), mindfulness training (Huppert and Johnson, 2010), summer camp program to enhance youth transitioning from high school to college (Kirk and Day, 2011), media-based life skills and risk education program (Kröninger-Jungaberle et al., 2015), metacognitive learning strategies such as scenarios thinking (Spellman et al., 2016), development of cultural intelligence that could aid in improving resilience (Azevedo and Shane, 2019), and the importance of on-site education or flexibility to enhance response to future disruptions (Diaz, 2021). ...
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Având în vedere că există atât de multe politici pe întreg continentul, determinarea politicilor care au cel mai semnificativ efect asupra consumului de droguri este dificilă și necesită o analiză amplă. În sinteza de față ne propunem să aprofundăm problematica prevenției consumului de droguri și eficacitatea diverselor tipuri de programe utilizate la nivel global așa cum reiese din evidențele empirice disponibile. Ne concentrăm în principal pe programele care au ca obiectiv prevenirea consumului de droguri în rândul adolescenților și, nu în ultimul rând, prevenirea inițierii consumului de substanțe stupefiante. Încercăm astfel, prin acest document, să contribuim cu un punct de vedere informat la dialogul privind cele mai adecvate politici și programe de prevenție a consumului de droguri, mai ales în rândul adolescenților.
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Il Progetto di Ricerca presentato è frutto della collaborazione tra la scuola secondaria di primo grado dell’I.C. Pacinotti di Torino, che ha ospitato la ricerca durante le ordinarie lezioni di Tecnologia ed un gruppo di ricercatori del Centro di Ricerca Cinedumedia dell’Università degli Studi di Torino, che ha messo a disposizione competenze e risorse. La metodologia didattica implementata è stata creata appositamente per il Progetto ed è incentrata su quattro pratiche pedagogiche: 1) Cooperative Learning, 2) Think-Make-Improve, 3) utilizzo del metodo scientifico tradizionale per stimolare la motivazione all’apprendimento, 4) Competenze Mediali come obiettivi trasversali. Il caso studio presentato riporta i risultati ottenuti in seguito al primo anno di lavoro di un percorso triennale.
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Background: Adolescence is a critical phase for the development substance use patterns. We propose that individual competence in dealing with psychoactive substances is crucial for the development of healthy substance use behavior and prevention of substance misuse or addiction. Objectives: We present a new concept of health related skills in dealing with alcohol and other drugs in adolescence, its operationalization and validation. Our conception of risk competence (RICO) consists of the four major factors being Reflective, Informed, Self-Controlled and Life-Oriented, and their sub-facets. Methods: Based on a sample of N = 753 adolescents we used classical test theory as well as item response theory to create a new measure of RICO. Validity was investigated in a new sample of N = 229 with regard to substance use, risk perception, and measures of personality (Big Five, sense of coherence, general self-efficacy). Results: RICO contains 7 scales with 28 items that measure independent aspects of risk competence. Cross-sectional criterion validity for most of the scales could be shown. Conclusions/Importance: The new RICO scales are a valid measure of different aspects of risk competence in dealing with psychoactive substances. The questionnaire can be used in general research settings, but may also be applied to assess the effects of interventions.
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The main aim of the study is pilot evaluation of the life skills program REBOUND in a school context focusing on substance use, risk perception, and knowledge about psychoactive substances ( = 723 students in five schools and 46 classes, Mage = 14.8, range 14-18) for the total sample and in the subgroups gender, age, and school type. Main goal of the study is collecting evidence for program optimization. A controlled study was carried out with repeated measurement before and after the intervention (4-6 months). Multilevel analyses, ANCOVA, and logistic regression analyses were applied to measure the effects. Overall, significantly lower incidence rates of drunkenness (odds ratio [OR] = .55; p = .033), improved knowledge about psychoactive substances (p = .006), lower personal (p = .013) and general tobacco risk perception among users (p = .002), and lower general tobacco (p = .018) and cannabis (p = .000) risk perception in non-users were found in the total intervention group. In subgroups, significantly lower rates for the incidence of drunkenness can be shown for males (p = .008) and for younger participants (p = .004). Students at academic high school (German Gymnasium) showed a decrease in 30-day prevalence for alcohol (p = .017) and cannabis (p = .014), and they improved in their knowledge about psychoactive substances (p = .000). In vocational high school classes (German Realschule), there was an increase in the relative alcohol risk perception of the students (p = .019). REBOUND contributes to a controlled use of alcohol and increases knowledge about psychoactive substances. REBOUND has various effects on the examined subgroups age, gender, and school type: Males, younger students, and students in academic high school benefitted more from the course regarding consumption-related criteria. We suggest a program optimization specific to school form and age, inclusion of a tobacco intervention, and the use of more gender-segregated interventions.
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Background: While several studies have investigated the relationship between risk perception and substance use, surprisingly little is known about mutual influences between both variables over time. Objectives: The present study aimed to explore two different hypotheses separately for tobacco, alcohol and cannabis: influences from risk perception on behavior (motivational hypothesis) and influences from behavior on risk perception (risk reappraisal hypothesis). Methods: A prospective and longitudinal cross-lagged panel design was used with substance use and risk perception measured five times over the course of 10 years. Participants were 318 German youths aged 14-15 at the beginning of the study. Risk perception and substance use frequency were measured using self-reports. Results: Structural equation modeling indicated significant influences of risk perception on substance use behavior for all substances, which supports the motivational hypothesis. Changes in risk perception predict changes in future substance use of tobacco, alcohol and cannabis. Specifically for cannabis, influences of substance use on risk perception can also be shown, thus, supporting the risk reappraisal hypothesis. Conclusions: While there is support for the rationale behind adequate risk perception as a goal of preventive interventions, the possibility of risk reappraisal should not be neglected, especially regarding illicit substances.
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This paper reports on a meta-analysis of 207 universal school-based drug prevention programs that compared the self-reported drug use of treatment to control or comparison youth. Programs are classified into Interactive and Non-Interactive groups based on a combination of content and delivery method. Weighted categorical and weighted regression methods have been used to determine the attributes that most effectively reduce, delay, or prevent drug use, including program size, type of control group and leader, attrition, target drug, intensity, grade, special population and level of drug use. Program type and size are found to be significant predictors of effectiveness. Non-interactive lecture-oriented prevention programs that stress drug knowledge or affective development show small effects. Interactive programs that foster development of interpersonal skills show significantly greater effects that decrease with large-scale implementations.
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For many years People have worked on the development of drug education programmes. The aim has been to construct programmes that are effective. However, evaluation studies have repeatedly shown that the effects are often weak, that the opposite of what is expected is actually achieved and that often a mixture of positive and negative results is found. We will show in this article that it has become clear that providing information about substances is not the most important element of effective drug eduation. If one wants to work on prevention of drug use, it is first necessary to pay attention to young people and their problems. The promotion of 'balanced thinking' about drugs and drug users is needed, in order to create an atmosphere in which drug use is just one of the 'facts of life' that young people are confronted by and must deal with.