Resilience-based alcohol education: Developing an intervention, evaluating feasibility and barriers to implementation using mixed-methods de Visser, RO, Graber, R, Abraham, Charles, Hart, A and Memon, A 2020, Resilience-based alcohol education: Developing an intervention, evaluating feasibility and barriers to implementation using mixed-methods, Health Education Research, vol. 35, no. 2, pp. 123-133, doi: 10.1093/her/cyaa006. Attached Files Name Description MIMEType Size Downloads Title Resilience-based alcohol education: Developing an intervention, evaluating feasibility and barriers to implementation using mixed-methods Author(s) de Visser, RO Graber, R Abraham, Charles Hart, A Memon, A Journal name Health Education Research Volume number 35 Issue number 2 Start page 123 End page 133 Total pages 11 Publisher Oxford University Press Place of publication Oxford, Eng. Publication date 2020-04 ISSN 0268-1153 1465-3648 Keyword(s) ADOLESCENTS DRINKING Education & Educational Research EXPERIENCE GENDER HEALTH Life Sciences & Biomedicine PEOPLE PREVENTION Public, Environmental & Occupational Health REDUCTION Science & Technology Social Sciences Summary Alcohol education must ensure that young people have appropriate information, motivation and skills. This article describes the fifth phase in a program of intervention development based on principles of social marketing and intervention mapping. The aim was to enhance drink refusal self-efficacy (DRSE) and help develop skills for non-drinking or moderate drinking. We conducted a mixed-methods feasibility trial that measured intervention effects among 277 UK secondary school students aged 14–16, and used qualitative methods to explore four teachers’ experiences of delivering the intervention. The intervention did not produce the desired changes in DRSE or alcohol use, but nor did it increase alcohol use. In the qualitative process evaluation, time constraints, pressure to prioritize other topics, awkwardness and embarrassment were identified as barriers to fidelitous delivery. A more intense and/or more prolonged intervention delivered with greater fidelity may have produced the desired changes in DRSE and alcohol use. This study illustrates how principles of social marketing and intervention mapping can aid development of resilience-based education designed to help students develop skills to drink moderately, or not drink. It also highlights the need to consider the constraints of micro-social (school) and macro-social (societal) cultures when designing alcohol education. Language eng DOI 10.1093/her/cyaa006 Field of Research 1117 Public Health and Health Services 1302 Curriculum and Pedagogy HERDC Research category C1 Refereed article in a scholarly journal Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30161505 Document type: Journal Article Collections: Faculty of Health School of Psychology Open Access Collection Related Links Link Description Link to full-text (open access)   Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Mon, 17 Jan 2022, 09:55:25 EST Mon, 17 Jan 2022, 15:03:21 EST Mon, 17 Jan 2022, 15:17:15 EST Mon, 17 Jan 2022, 15:23:38 EST Wed, 09 Feb 2022, 14:16:44 EST Wed, 09 Feb 2022, 14:59:56 EST Wed, 09 Feb 2022, 15:07:22 EST Fri, 08 Apr 2022, 12:35:42 EST Filtered Full Citation counts:   Cited 1 times in TR Web of Science Cited 1 times in Scopus Search Google Scholar Access Statistics: 18 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Mon, 17 Jan 2022, 09:55:25 EST