Abstract
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 ([Formula: see text] = 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.
Highlights
Most universal school-based prevention programs target students aged 6 to 13 (Foxcroft & Tsertsvadze, 2011; Thomas & Perera, 2006), fewer programs have been designed for the crucial phases of mid- to post-adolescence
Some programs focus on substance use, whereas others consider a larger set of psychosocial variables, such as life skills or multiple problem behaviors (Botvin, Griffin, Paul, & Macaulay, 2003)
AMD = adjusted mean difference of the groups (IG-CG), partial η2 = adjusted effect size of the predictor group, W = Wald test: tests the predictive power of the predictor “group” for significance (*p < .05); SE = standard error; OR = odds ratio; CI = 95% confidence interval; IG = intervention group; CG = control group. *p < .05. **p
Summary
Most universal school-based prevention programs target students aged 6 to 13 (Foxcroft & Tsertsvadze, 2011; Thomas & Perera, 2006), fewer programs have been designed for the crucial phases of mid- to post-adolescence. Risk competence is a life skill and as such is important in preventing and reducing maladaptive coping strategies known to be a major factor in developing addiction (Jessor & Jessor, 1977; Lazarus & Folkman, 1984; Resch, 1999; Silbereisen & Reese, 2001). It is a self-regulative strategy sensu Bandura (2005) and can be seen as a part of health behavior (Ajzen, 1991; Becker, 1974)
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