2010 VFHY Compendium Program Information Worksheet
1) Program Information
Compendium Program Title: / Intervening With Teen Tobacco Users (TEG)Provide a brief description of the program and how it works: / 1. Intervening With Teen Tobacco Users (TEG) is for teens who do not want to stop using tobacco. This is an 8-session, educational program that helps teenage tobacco users understand the negative consequences of tobacco use. Motivation is the key to successfully stopping tobacco use. Based on the Prochaska and DiClemente Stages of Change Model, Intervening With Teen Tobacco Users (TEG) takes teen tobacco users from not wanting to quit to wanting to quit. Through participating in TEG, their attitude towards tobacco use changes and they move toward a healthier, tobacco-free lifestyle. TEG motivates them to reduce their tobacco use, quit on their own, or join a voluntary tobacco cessation program. Many schools use TEG as a positive alternative to suspension and juvenile courts as diversion.
Describe the theoretical framework of the program: / TEG Program Goals:
· To provide information on the processes and effects of tobacco use.
· To provide a positive alternative to suspension for schools and a diversion program for juvenile courts.
· To motivate participants to adopt healthier lifestyles.
· To motivate participants to join a smoking cessation group, such as the Tobacco Awareness Program (TAP).
List the Risk and Protective Factors addressed by the program: / TAP and TEG are facilitated in an educational support group setting with six to ten peers. In Session 1, participants agree on the rules of group, which includes “Getting Along in Group.” Throughout the entire eight sessions, peers learn to listen, share emotions, provide feedback, communicate and support one another.
Impulsivity is often what lead teens to experiment with tobacco. Because of the small size of group, facilitators have the opportunity to teach participants to better manage their impulses and behave in a socially acceptable manner. Peers support this process of change.
Activities throughout both curriculums are designed to change attitudes to be 1ess favorable toward tobacco. In Session 1, participants complete the “Tobacco Use Survey 1” in which they are asked questions to measure their attitude toward tobacco use. A change in attitude is measured when participants complete the “Tobacco Use Survey 2” in Lesson 8.
Both programs are specifically designed to intervene with teenage tobacco users. Research and common sense dictates that the younger a tobacco-using teen is identified, the easier it will be to stop tobacco use.
Specifically, the programs encourage enforcement of tobacco free policies at school and in the community
List the Developmental Assets addressed by the program: / When a young person is caught using tobacco on school property, the TEG curriculum encourages the implementation of a school policy that requires parents to be summoned to school and to sign a referral contract for their child to attend TEG. In doing this, schools send the message that tobacco use is taken seriously. Some policies and ordinances require parents whose child has been ticketed for tobacco possession (MIP) to attend an information session at the same their child attends TEG as diversion. In both TEG and TAP, participants are encouraged to share the information learned about the negative consequences of tobacco use with their parents.
What specific knowledge, skills and attitudes (KSAs) presented in the curriculum will help prevent or reduce tobacco use? Please identify lessons that address each KSA. / Teens who participate in TEG are encouraged to share information with their parents on the negative consequences of tobacco use. For parents who actively use tobacco, this brief intervention may motivate them to choose to reduce or quit their tobacco use (substance abuse).
Describe specific outcomes (tobacco control & others) produced by implementing the program with fidelity: / The beauty of TEG, TAP and other educational support groups is that they are lead by supportive adult who care about the health of the young participants. The curriculums provide clear information on the role, rights and responsibilities of the facilitator; a program planning checklist; direction on the appropriate atmosphere of group and developing a healthy, productive group climate; useful feedback and open-ended questions that facilitators may ask; and information on guiding group discussion. An intensive two-day facilitation training where participants learn how to be effective group facilitators is optional
List specific lessons that address tobacco control. / The beauty of TEG, TAP and other educational support groups is that they are lead by supportive adult who care about the health of the young participants. The curriculums provide clear information on the role, rights and responsibilities of the facilitator; a program planning checklist; direction on the appropriate atmosphere of group and developing a healthy, productive group climate; useful feedback and open-ended questions that facilitators may ask; and information on guiding group discussion. An intensive two-day facilitation training where participants learn how to be effective group facilitators is optional.
TEG and TAP bring together teens from all walks of life: rich, poor, nerds, jocks, smart, struggling. Through the 8 sessions of TAP, participants build relationships with their peers. Outside of group, non-tobacco-using peers may reject interacting with tobacco-using peers. Through quitting their tobacco use, participants may reduce rejection from non-tobacco-using peers and even form new social circles. Conversely, they learn approaches to handle the stress of possible rejection by their tobacco-using peers, should they successfully quit.
Research shows that tobacco-using teens get poorer grades and miss more school than their non-tobacco-using counterparts. Helping teens stop their dependency on nicotine through TAP reduces this risk factor. Further, if TEG is used as an alternative to out-of-school suspension, then tobacco-using teens will miss fewer days.
Target Age Group, Grade Level and/or Gender: / Through the process of gaining support for TEG and TAP program implementation, schools and communities must revisit their laws, norms, policies and procedures toward underage tobacco use.
Most teens acquire their tobacco from peers and family. If TAP helps teens stop using tobacco, then the peer and sibling source is diminished.
Tobacco use is costly. By helping teens and their parents quit their nicotine dependence, tobacco, there will be more money for other day-to-day necessities.
Program Type: / Prevention / x / Cessation
Recommended Intervention Site: / School / Community / x / Both
Is the Program curricula available in Spanish? / Yes / x / No / In the works. Should be available:
Website Address:
2) Program Replications
Agency Name: / Address / Phone #Norma Zwickl San Diego City Schools / San Diego CA / 858-503-3173
Debbie Matthews
St. Luke’s Hospital / Maumee, OH / 419-897-8449x8858
Dawn Vioral
Sadler Health Center / Carlisle, PA / (717) 218-6670
3) Implementation Essentials
(What must be included to achieve model outcomes?)Min/Max class size / 1. Both TAP and TEG consist of eight sessions with optional booster sessions.
2. Each session is completed within 40 to 60 minutes.
3. Schedule TAP weekly to give teens time to practice new skills and behaviors
4. May schedule TEG in two to four consecutive sessions. For example:
1. Two, four-hour Saturday morning “Breakfast Clubs” on the 2nd and 3rd Saturday each month.
2. After school for two consecutive weeks, Monday through Thursday, from 3:30 to 4:30
Full implementation # of Sessions
Minimum Required # of Session to achieve fidelity
Session length
Session frequency
What staffing requirements are necessary to implement the program with fidelity? (number, experience, qualifications etc): / n Tobacco-free adults. Trained, tobacco free teens may co-facilitate.
n School Personnel: School nurse, health educator, police liaison officer (school resource officer), classroom teacher, assistant principal, guidance counselor, school social worker, student assistance coordinator, chemical health specialist and others
n Health Care Providers: Registered nurse, nurse practitioner, respiratory therapist, chemical dependency treatment, therapist, social worker, psychologist, public health educator, public health nurse, dental hygienist, hypnotherapist and other concerned health care professional
n Law Enforcement/Probation/Juvenile Court: Law enforcement officer, probation officer and police/school liaison officer (school resource officer)
n Other: Youth worker, religious leader, parent, coach
What core program components are required to implement the program with fidelity? /
Research Basis and Theories of Change
n Stages of Change (Prochaska/DiClemente 1992)1. Pre-contemplation (no thought of quitting) (TEG)
2. Contemplation (considering the pros and cons) (TEG)
The most important finding of Prochaska and DiClemente’s research on stages of change is that programs designed for people who are in the preparation or action stage are seldom effective for those in the pre-contemplation and contemplation stage. This research is the basis for TEG and TAP. For instance, TEG participants tend to be in the pre-contemplation stage. A very few, perhaps, will be in the contemplation stage.
Although preliminary findings show that teens can quit as a result of the TEG intervention (e.g. Coleman-Wallace, 1999; Hebiesen et al., 1999), the main goal of TEG is to move pre-contemplators and contemplators into the preparation stage of quitting. Researchers (Prochaska et al., 1993) have demonstrated that those who progress from one stage to the next during the first month of treatment double their chances of taking action (i.e. quitting) within six months. All TEG exercises, demonstrations, self-assessments and discussions focus on raising participants’ awareness of the problem and increasing their desire to take action. Most movement between stages of change occurs among TAP participants, who report significant decreases in pre-contemplation and significant increases in behaviors related to both the action and maintenance stages.
What program adaptations have been tested and proven to produce positive program outcomes? (Please provide supporting documentation). / Respiratory therapists from St. Luke’s Hospital facilitate TEG on the 1st and 2nd Saturday of each month for students from twelve area school districts who violate the school policy on tobacco use. Youth are also referred to TEG if they are cited by law enforcement for underage possession of tobacco. TEG takes place at the hospital. The last TEG session takes place at individual school sites, which gives the facilitators an opportunity to promote and recruit TEG participants to TAP.
Debbie Matthews
Respiratory Therapist
St Lukes Hospital
Maumee OH
419-897-8449 X8857
What practical instruments are available to assess adherence and competence of the practitioner's use of the program's core components? / The TEG facilitator guide includes a detailed program over, a complete section on staff responsibilities, a section on preparing to teach TEG, and details on staff inservice training. TEG also includes pre and post tests. Each detail, procedure and step needed to do TEG effectively is outlined in the facilitator guide in a user friendly fashion.
Describe any follow-up/booster activities available after program completion. / There is an entire section on additional TEG exercises in the TEG facilitator guide that includes refusal skills, a word search game, additional information on secondhand smoke and the cost of tobacco use and more.
4) Curriculum Materials
Required Materials / Cost / Comments Regarding Materials
(Describe materials & resources that directly assist with program implementation. Include how often materials are updated and/or recent/ anticipated revisions.)
Facilitator Guides (One per active facilitator)
Student Workbooks (One per teen participant)
Suggested Resources (Contact Community Intervention at
1-800-328-0417 for the most current recommended TAP/TEG starter kit)
**
Intervening With Teen Tobacco Users (TEG) / Price
How I Quit Smoking and Saved my Life DVD / $139.95
Group Rules & Expectations Poster / $17.95
Targeted! DVD / $139.95
Tobacco Consequences Bingo / $24.95
Smoking: Truth or Dare DVD / $149.95
Inflatable Giant Cigarette / $44.95
Hairy Tongue Poster / $19.95
Smoking Chart / $24.95
Think Twice: Marijuana and Cancer DVD / $139.95
Marijuana Chart / $24.95
Tobacco Horror Picture Show DVD / $139.95
The Story of a Spit Tobacco User DVD / $189.00
The Great Tobacco Gross Out poster (2 at $17.95 each) / $35.90
**List as of December 2009
Optional Materials / Cost
5) Training & Cost
Is training required to implement program? / Yes, definitely / No / x / Preferred: Done by Community Intervention
Training / Cost / Duration / Min # Participants /
Max # Participants
$395-345 per person / 2 Days / 16 / 35*TEG & TAP are taught together during the two day training.
Once a person completes TEG they are encouraged to attend TAP
Comments Regarding Training
(Describe materials resources and technical assistance available that directly support training or coaching)
Founded by Jim Crowley in 1979, Community Intervention is a Minneapolis, Minnesota-based training and publishing organization. Community Intervention works with professionals—from teachers to counselors to social workers—in all 50 states to be more effective with children, ages 5-18. Community Intervention has conducted more than 1,000 seminars and publishes a catalog, Tools to Help Youth, which contains hundreds of books, games, posters, videos, and other resources related to the well-being of children. Jim is the trainer for TAP/TEG.
6) Quality of Research & Dissemination Information
a. If the program has been reviewed by SAMHSA’s NREPP (National Registry of Evidence-based Program), complete this section adding the NREPP’s outcome data and the correlating NREPP 0.0- 4.0 scale rating for each criteria. Please provide the study & dissemination strengths & weaknesses. Then skip to section 8. If your program has not been reviewed by NREPP, skip this section and go to and complete sections 6b and 7.
Ouality of Research Outcomes / Reliability / Validity / Fidelity / Missing Data/ Attrition / Confounding Variables / Data Analysis / Overall Rating /Study Strengths:
Study Weaknesses:
Readiness for Dissemination / Implementation Materials / Training & Support / Quality Assurance / Overall Rating /
Dissemination Strengths:
Dissemination Weaknesses:
Provide any additional information you would like to add regarding NREPP’s findings:
b. Complete this section ONLY if your program HAS NOT been reviewed by NREPP.
1) Has at least one study using an experimental or quasi-experimental design has been conducted which shows positive (p<_.05) tobacco prevention control outcomes? / x / Yes, supporting documentation is attached / /No