Initiative Description: Two versions of a school-based alcohol prevention program for 7th-grade students. Both program versions were based on a social-cognitive theory approach to alcohol prevention and differed in the level of role-specifications for participating teachers and peer leaders. In the HRS program, the classroom teacher and four peer leaders per class were trained to implement pre-planned activities that had been outlined in detail in the program manual. In the LRS program, the classroom teacher and two peer leaders per class were trained to cooperate in order to take responsibility for the implementation of the program. The program curriculum consisted of four main topics: (1) alcohol use and local traditions, (2)norms for alcohol use, (3) managing drinking pressure and (4) attitudes toward alcohol use.
Study Results: Highly role-specified (HRS) version had a higher degree of student involvement than the less role-specified (LRS) version, indicating that the HRS program was more successful in engaging students in alcohol prevention activities.
Reference: Wilhelmsen, B. U., Laberg, J. C., & Klepp, K. I. (1994). Evaluation of two student and teacher involved alcohol prevention programmes. Addiction, 89(9), 1157–1165. https://doi.org/10.1111/j.1360-0443.1994.tb02792.x
Level of Evidence: Very Good