Early Elementary Teachers' Receptivity to Tobacco Prevention in One Rural U.S. State

Although tobacco prevention programs in public schools may be effective, most focus on high school or middle school students. To assess teacher receptivity at an earlier level, 2,290 early elementary (K-3) teachers in one rural state attended a training workshop that included grade-specific tobacco prevention materials. Four weeks later, 986 completed a follow-up questionnaire. Even on the initial questionnaire, an overwhelming majority thought that tobacco prevention should start in early elementary school, and that they could make a difference in reducing youth tobacco use. Following training, there was a 25 percent increase in number of teachers who had taught tobacco prevention at least once. Early elementary teachers were receptive to grade-specific tobacco prevention efforts that were integrated into their existing curriculum.

How much behaviour change should we expect from health promotion campaigns targeting cognitions? An approach to pre-intervention assessment

For those planning interventions based on social cognition models, it is usually not clear what impact on behaviour will follow from attempts to change the cognitions specified in these models. We describe a statistical simulation technique to assess the likely impact of health promotion targeting Theory of Reasoned Action (TRA)-based predictors of condom use. We apply regression-based simulation techniques to data from the SHARE project (n = 756 Scottish adolescents) to assess the potential impact of changes in cognitions on condom use. Results support the predictive utility of TRA-based models of psychological antecedents of condom use but also provide a cautionary warning about the magnitude of behaviour change likely to be achieved by interventions based on such models.

School-based drama interventions in health promotion for children and adolescents: systematic review

AIM

The paper is a report of a review of the literature on the effects of school-based drama interventions in health promotion for school-aged children and adolescents.

BACKGROUND

Drama, theatre and role-playing methods are commonly used in health promotion programmes, but evidence of their effectiveness is limited. The educational drama approach and social cognitive theory is share the assumption that learning is based on self-reflection and interaction between environment and person. However, educational drama also emphasizes learning through the dialectics between actual and fictional contexts.

DATA SOURCES

A search was carried out using 10 databases and hand searching for the period January 1990 to October 2006.

METHODS

A Cochrane systematic review was conducted.

RESULTS

Nine studies met the criteria for inclusion. Their topics included health behaviour (five studies), mental health (two) and social health (two). Actor-performed drama or theatre play followed by group activities was the intervention in five studies, and classroom drama in four studies. Four of the studies were randomized controlled trials and five were non-randomized controlled studies. Four reports gave the theory on which the intervention was based, and in eight studies at least some positive effects or changes were reported, mostly concerning knowledge and attitudes related to health behaviour. The diversity of designs and instruments limited comparisons.

CONCLUSION

There is a need for well-designed and theory-based studies that address drama interventions in health promotion for children and families. The challenge is to find or develop a theory, which combines educational, drama and health theories with valid and reliable measurements to examine the effects of the intervention.