Commitment and Compatibility: Teachers' Perspectives on the Implementation of an Effective School-Based, Peer-Led Smoking Intervention

Autor/inn/en	Audrey, Suzanne; Holliday, Jo; Campbell, Rona
Titel	Commitment and Compatibility: Teachers' Perspectives on the Implementation of an Effective School-Based, Peer-Led Smoking Intervention
Quelle	In: Health Education Journal, 67 (2008) 2, S.74-90 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896908089387
Schlagwörter	Intervention; Health Promotion; Smoking; Formative Evaluation; Questionnaires; Foreign Countries; Teaching Methods; Teacher Attitudes; Peer Teaching; Comprehensive School Health Education; Grade 8; Program Evaluation; Program Effectiveness; Program Implementation; Secondary School Students; United Kingdom + Suchen Sie Ihr Suchwort? Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Rauchen; Fragebogen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Peer group teaching; Peer Group Teaching; School year 08; 8. Schuljahr; Schuljahr 08; Programme evaluation; Programmevaluation; Sekundarschüler; Großbritannien
Abstract	Objective: Although current UK policy argues that schools have a key role in raising health standards, emphasis on the core curriculum restricts teachers' opportunities to undertake health promotion activities. The challenge is to design effective health promotion interventions that minimize pressures on teaching staff and curriculum space. Here we consider teachers' perspectives of an effective peer-led, school-based smoking intervention, implemented by external trainers. Design: The intervention, during which influential Year 8 students identified through a whole-year peer nomination process were trained to reduce smoking uptake through informal interactions with students in their year group, was evaluated by a pragmatic randomized controlled trial (ASSIST: A Stop Smoking In Schools Trial). An integral process evaluation examined the context, implementation and receipt of the intervention. Setting: Thirty secondary schools in south-east Wales and the west of England. Methods: Teachers in all intervention schools completed questionnaires at key stages of the intervention. Semi-structured interviews were undertaken in four schools at baseline and immediately post-intervention. The method of constant comparison, derived from grounded theory, was used throughout the analysis. Results: The intervention was successfully implemented in a wide range of schools; recruitment and retention rates were good; and outcome data showed a reduction in smoking levels. Some teachers expressed concern about the participation of challenging students, external trainers setting standards of discipline, and communication over timetabling. Conclusion: Overall, teachers showed commitment to the ASSIST intervention and felt it was compatible with the Year 8 curriculum. If implemented more widely, the importance of peer nomination should be stressed. (Contains 5 tables and 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10