Developing refusal skills for drugs may be more intimidating than these situations, but it can be done. It can often be uncomfortable because peer pressure is often more likely to come from a friend than a stranger. Think of a realistic situation you could face in which you would need to use refusal skills.
Think of a response that fits you and your personality. Whatever you decide to use, make sure you are true to yourself and what you want. You can always leave a situation you are uncomfortable with. Many teens will make a code word with their parents or other friends for when they want to leave a location or get out of a situation without any questions asked. Think of what your code word could be. Skip to Main Content. Loading Close. Do Not Show Again Close.
Sign In. Teachers also should become familiar with the underlying theory and conceptual framework of the program as well as with the content of these guidelines. The training should include a review of the program content and a modeling of program activities by skilled trainers.
Teachers should be given opportunity to practice implementing program activities. Studies indicate that in-person training and review of curriculum-specific activities contribute to greater compliance with prescribed program components 4,5,61, Some programs may elect to include peer leaders as part of the instructional strategy.
By modeling social skills 63 and leading role rehearsals 64 , peer leaders can help counteract social pressures on youth to use tobacco. These students must receive training to ensure accurate presentation of skills and information. Although peer-leader programs can offer an important adjunct to teacher-led instruction, such programs require additional time and effort to initiate and maintain.
Recommendation 5: Involve parents or families in support of school-based programs to prevent tobacco use. Parents or families can play an important role in providing social and environmental support for nonsmoking. Schools can capitalize on this influence by involving parents or families in program planning, in soliciting community support for programs, and in reinforcing educational messages at home. Homework assignments involving parents or families increase the likelihood that smoking is discussed at home and motivate adult smokers to consider cessation Recommendation 6: Support cessation efforts among students and all school staff who use tobacco.
Potential practices to help children and adolescents quit using tobacco include self-help, peer support, and community cessation programs. In practice, however, these alternatives are rarely available within a school system or community. Although the options are often limited, schools must support student efforts to quit using tobacco, especially when tobacco use is disallowed by school policy.
Effective cessation programs for adolescents focus on immediate consequences of tobacco use, have specific attainable goals, and use contracts that include rewards. These programs provide social support and teach avoidance, stress management, and refusal skills Further, students need opportunities to practice skills and strategies that will help them remain nonusers 66,67, Cessation programs with these characteristics may already be available in the community through the local health department or voluntary health agency e.
Schools should identify available resources in the community and provide referral and follow-up services to students. If cessation programs for youth are not available, such programs might be jointly sponsored by the school and the local health department, voluntary health agency, other community health providers, or interested organizations e.
More is known about successful cessation strategies for adults. School staff members are more likely than students to find existing cessation options in the community. Most adults who quit tobacco use do so without formal assistance. Nevertheless, cessation programs that include a combination of behavioral approaches e. For all school staff, health promotion activities and employee assistance programs that include cessation programs might help reduce burnout, lower staff absenteeism, decrease health insurance premiums, and increase commitment to overall school health goals Local school boards and administrators can use the following evaluation questions to assess whether their programs are consistent with CDC's Guidelines for School Health Programs to Prevent Tobacco Use and Addiction.
Personnel in federal, state, and local education and health agencies also can use these questions to. The following questions can serve as a guide for assessing program effectiveness:.
Do schools have a comprehensive policy on tobacco use, and is it implemented and enforced as written? Does the tobacco education program foster the necessary knowledge, attitudes, and skills to prevent tobacco use? Is education to prevent tobacco use provided, as planned, in kindergarten through 12th grade, with special emphasis during junior high or middle school?
Is in-service training provided, as planned, for educators responsible for implementing tobacco-use prevention? Are parents or families, teachers, students, school health personnel, school administrators, and appropriate community representatives involved in planning, implementing, and assessing programs and policies to prevent tobacco use? Does the tobacco-use prevention program encourage and support cessation efforts by students and all school staff who use tobacco?
In , the first Surgeon General's report on smoking and health warned that tobacco use causes serious health problems. Thirty years later, in , the Surgeon General reports that tobacco use still presents a key threat to the well-being of children. School health programs to prevent tobacco use could become one of the most effective national strategies to reduce the burden of physical, emotional, and monetary expense incurred by tobacco use.
To achieve maximum effectiveness, school health programs to prevent tobacco use must be carefully planned and systematically implemented. Research and experience acquired since the first Surgeon General's report on smoking and health have helped in understanding how to produce school policies on tobacco use and how to plan school-based programs to prevent tobacco use so that they are most effective.
Carefully planned school programs can be effective in reducing tobacco use among students if school and community leaders make the commitment to implement and sustain such programs. References CDC. Reducing the health consequences of smoking: 25 years of progress -- a report of the Surgeon General. CDC Cigarette smoking-attributable mortality and years of potential life lost -- United States, MMWR ; Office of Technology Assessment. Smoking-related deaths and financial costs: Office of Technology Assessment estimates for National Cancer Institute.
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