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Surveying the Teenage Tobacco Use Problem |
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1 | (8) |
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Introducing Successful Tobacco-Intervention Programs |
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9 | (20) |
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Examples of Successful National Programs in the War Against Teenage Tobacco Abuse |
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12 | (5) |
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The Great American Smoke-Out |
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12 | (1) |
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The Campaign for Tobacco-Free Kids |
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13 | (1) |
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The Centers for Disease Control and Prevention (CDC) |
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14 | (1) |
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The American Medical Association Gaps Program |
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15 | (1) |
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Goals 2000 Education Act: The Smoke-Free Schools Legislation and Model |
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15 | (1) |
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16 | (1) |
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16 | (1) |
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Examples of Successful State-Level Programs in the War Against Teenage Tobacco Abuse |
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17 | (2) |
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17 | (1) |
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17 | (1) |
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17 | (1) |
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18 | (1) |
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18 | (1) |
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Examples of Successful Programs at the Community Level in the War Against Teenage Tobacco Abuse |
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19 | (10) |
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Plantation, Florida: Combining Teen Smoking Courts, Teacher Training, and Classroom Instruction |
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19 | (1) |
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Woodridge, Illinois: Rigorous Enforcement and Education Supported by a Voice of Higher Authority |
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20 | (1) |
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Tallahassee, Florida: The SWAT Program---Giving Young People Control |
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21 | (1) |
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Centaurus High School, Boulder Valley Public Schools, Lafayette, Colorado: Giving Student Smokers Alternatives to Suspension |
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21 | (1) |
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San Jose, California: Smokeless School Days: Providing an Alternative to Suspension for High School Age Students in Grades 9-12 |
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22 | (1) |
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Lahabra High School, Lahabra, California: The Care Team Approach |
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23 | (1) |
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Weber-Morgan Health Department, Ogden, Utah |
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24 | (1) |
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Yakima, Washington: The American Lung Association of Washington's Teens as Teachers (TAT) Program |
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25 | (1) |
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Stevens Point, Wisconsin: Using Teenagers to Enforce Tobacco Laws |
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25 | (1) |
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Suffolk County, New York: Public Health Enforcement with Fines |
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26 | (1) |
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Programs for the Total Student Body |
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26 | (1) |
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Alternative to Suspension |
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27 | (1) |
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Comprehensive School Tobacco-Intervention Program |
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27 | (1) |
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Tobacco-Intervention Curricula for the Classroom |
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27 | (1) |
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27 | (1) |
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Connection with Community Resources |
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27 | (2) |
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Assessing What Some Critics and Teenage Smokers Say About Current Tobacco Intervention Programs |
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29 | (32) |
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Critics of the Smoke-Free School Model |
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31 | (1) |
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Examples of Problems Associated with the Smoke-Free School Model in Schools and Their Communities |
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32 | (5) |
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Wantagh High School, Wantagh, New York |
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32 | (1) |
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Kings Park High School, Kings Park, New York |
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33 | (1) |
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Smithtown High School, Smithtown, New York |
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33 | (1) |
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Scituate High School, Scituate, Massachusetts |
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34 | (3) |
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Critics of the Violators Model |
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37 | (1) |
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Examples of the Problems Associated with the Violators Model in the School and Community |
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38 | (8) |
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Hopewell Valley Central High School, Pennington, New Jersey |
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38 | (2) |
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40 | (1) |
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Elizabeth City, New Jersey |
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40 | (1) |
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40 | (1) |
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41 | (5) |
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Critics of the Sting Model |
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46 | (5) |
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Suffolk and Nassau Counties, New York |
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47 | (1) |
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48 | (3) |
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Critics Who Question Whether Monies From the $368.5 Billion National Tobacco Settlement Will Actually Reach the Schools |
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51 | (1) |
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Critics of School Policies that Encourage Students, Teachers and Parents to Anonymously Refer Student Smokers for Intervention |
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52 | (1) |
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Critics Who Say Funds for State Anti-Smoking Programs are Always Vulnerable to Political Cross Currents |
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53 | (1) |
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Critics Who Caution Us Lower Expectations When Using Physicians, Dentists, and Healthcare Providers to Intervene to Help Teenage Smokers |
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53 | (1) |
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Critics Who Say Many School/Community Intervention Programs Ignore the Mindset of Teenagers When Designing Intervention Programs |
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54 | (7) |
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Making a Plan to Reorganize Current Tobacco-Intervention Programs |
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61 | (48) |
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Creating the Tobacco-Intervention Team |
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65 | (1) |
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Laying the Political Groundwork for the Program |
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66 | (1) |
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Gathering Data About Student Smokers to Support an Intervention Program |
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67 | (1) |
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Gathering Data About the Drain Student Smokers Place on School Resources |
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67 | (2) |
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Gathering Data from Student Smokers |
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69 | (2) |
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Choosing Staff to Facilitate the Program |
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71 | (3) |
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Characteristics of a Good Facilitator |
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71 | (1) |
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The Effectiveness of Naming Co-Facilitators |
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72 | (1) |
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Changing Roles and Job Definitions to Meet New Student Needs |
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73 | (1) |
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74 | (3) |
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75 | (1) |
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Expectations for Student Smokers who Enter the Intervention Program |
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76 | (1) |
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Designing the Tobacco-Intervention Curriculum |
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77 | (13) |
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Stage Matching Can Individualize Intervention |
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78 | (4) |
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Welcoming and Identifying Where Smokers are in the Quitting Process |
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82 | (1) |
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Becoming More Aware of the Barriers Smokers Face in Quitting |
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82 | (1) |
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Taking One Small Step to Move to the Next Stage |
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82 | (1) |
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``It Ain't Easy Moving On'' |
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83 | (1) |
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What Would ``You'' Be Like Without A Cigarette? |
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83 | (1) |
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Did I Leave Something Out? |
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84 | (1) |
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Setting a Date to Quit Smoking |
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85 | (1) |
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86 | (1) |
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Helping Others as a Way to Help Ourselves |
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87 | (1) |
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88 | (2) |
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Reaching Hidden Smokers in the School |
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90 | (1) |
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Self-Training for Facilitators |
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91 | (12) |
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The Ability to Ask Low-Key Questions of Student Smokers |
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92 | (2) |
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The Ability to Listen to Students Who are Resistant to Stopping or Cutting Back on Their Smoking |
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94 | (1) |
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The Ability to Avoid Making Judgments |
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95 | (1) |
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The Ability to Use Group Members' Stories for Positive Movement |
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96 | (1) |
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The Ability to Help Student Smokers Take Ownership of their Addiction |
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96 | (1) |
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The Ability to Help Group Members Support Each Other |
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97 | (1) |
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The Ability to Deal with Relapse |
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98 | (1) |
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The Ability to Sound the Alarm When Necessary |
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99 | (1) |
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The Ability to Use School and Community Resources to Support the Program |
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100 | (1) |
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The Ability to Use the Media to Support the Program |
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100 | (1) |
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The Ability to Facilitate a Meeting |
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101 | (1) |
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The Ability to End the Group but Maintain Relationships |
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102 | (1) |
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Marketing the Tobacco-Intervention Program |
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103 | (6) |
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Marketing Strategies Aimed at Student Smokers |
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103 | (1) |
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Marketing Strategies Aimed at Faculty Members |
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104 | (2) |
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Marketing Strategies Aimed at Support Staff |
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106 | (1) |
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Marketing Strategies Aimed at Non-Smoking Students |
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106 | (1) |
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Marketing Strategies Aimed at Parents and Community Members |
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107 | (2) |
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Implementing a School-Based Tobacco-Intervention Program |
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109 | (46) |
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111 | (1) |
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A New Opportunity for Schools to Address Students' Personal and Health Problems |
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112 | (1) |
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Shoreham-Wading River High School and the Events Leading to the Tobacco-Intervention Program |
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113 | (14) |
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Connecting with the Student Smokers |
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116 | (2) |
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A Call for a Solution to the Student-Smoking Problem |
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118 | (1) |
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Nurse Esper and Counselor Fibkins Hatch an Intervention Program |
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119 | (1) |
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Getting the Support of School Administration |
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120 | (1) |
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The Student Smokers Become Program Consultants |
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120 | (1) |
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Gaining Political Support from Faculty, Parents, and the Community |
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121 | (2) |
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The Tobacco-Intervention Sessions |
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123 | (4) |
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What Were the Outcomes of the Intervension Program? |
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127 | (3) |
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A Secondary Outcome of the Intervention Program: Increased Awareness among Educators of Teen Smokers' Need for Relief From Life's Pressures |
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130 | (10) |
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There's No Living Down a Bad Reputation |
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131 | (2) |
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I Was Always Trouble so They Passed Me Along |
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133 | (2) |
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The Advanced Placement Courses Can Kill You |
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135 | (5) |
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Follow-Up Comments from Tobacco-Intervention Group Members |
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140 | (1) |
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Results in Similar School-Based Tobacco-Intervention Programs |
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141 | (3) |
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Westhampton Beach High School, Westhampton Beach, New York |
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141 | (2) |
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State College Area High School, State College, Pennsylvania |
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143 | (1) |
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What Lessons Can We Learn from These Case Studies? |
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144 | (2) |
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146 | (9) |
| Resources |
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155 | (3) |
| References |
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158 | |
