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Abstract
In this study, the effectiveness of a life skills program to impede tobacco use in early adolescence was scrutinized. The focus was on the mediating role of yielding to peer pressure. The universal school-based life skills program IPSY (Information + Psychosocial Competence = Protection) against adolescent substance use was implemented over 3 years. Over the same time period, it was evaluated based on a longitudinal quasi-experimental design with an intervention and comparison group (4 measurement points; N = 1,657 German students, age 10 at T1). By applying a growth curve modeling approach, we found that participation in IPSY compared with non-participation predicted a slower increase in tobacco use over time, suggesting a significant intervention effect. Moreover, a parallel growth curve model revealed that less yielding to peer pressure induced by IPSY mediated the program effects on tobacco use over time.
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Author Biographies
Karina Weichold is head of the Department of Psychology and head of the Department of Developmental Psychology at the Friedrich Schiller University of Jena (Germany). Her research interests focus on developmental pathways to problem behaviors and positive outcomes across the life span utilizing biopsychosocial study approaches, and the application of findings within the development, implementation and evaluation of intervention programs.
Martin J. Tomasik has studied psychology at the Free University Berlin (Germany) and received his doctoral degree at the Friedrich Schiller University of Jena (Germany). He is now “privatdozent” at the University of Zurich (Switzerland). His research focuses on the dynamics of goal engagement and disengagement under changing developmental conditions. Currently, he is investigating age differences in the processes of disengagement from goal conflict.
Rainer K. Silbereisen was professor and head of the Department of Developmental Psychology at the Friedrich Schiller University of Jena (Germany), adjunct professor of Human Development and Family Studies at the Pennsylvania State University (USA), and is currently research professor of Developmental Psychology and director of the Center for Applied Developmental Science (CADS). He has been involved in interdisciplinary large scale research on human development across the life-span, and in particular on the role of social change in positive and maladaptive human development, utilizing a cross-cultural and biopsychosocial format.
Michael Spaeth is a clinical psychologist and researcher at the Clinic for Psychiatry, Social Psychiatry, and Psychotherapy at Hannover Medical School (Germany). He received his PhD degree in developmental psychology from the Friedrich Schiller University of Jena (Germany). His research interests include the development of problem behaviors and family relationships during adolescence, adolescent leisure boredom, the implementation and evaluation of large-scale prevention programs, and longitudinal statistical methods (advanced growth curve modeling; growth mixture modeling).
