The 131st Annual Meeting (November 15-19, 2003) of APHA

Abstract #58735

Esmeralda Iniguez¹, Jeanette Candelaria², Adriana Villasenor, BS¹, and John P. Elder, PhD, MPH¹. (1) Center for Behavioral and Community Health Studies, San Diego State University, 9245 Sky Park Court, Ste 221, San Diego, CA 92123, (619) 594-2050, esiniguez@yahoo.com, (2) Academia, 9245 Sky Park Court, San Diego, CA 92123

Project FUERTE recruits urban high school students (HSAs) and trains them to mentor and teach middle school students (MSS) about the dangers of tobacco and ways to prevent peer and other pressures to smoke. The process of becoming an HSA is made up of three components: the application process, HSA training and proficiency testing. Upon graduating as HSAs students are required to go out into the community and teach a series of 6 different lessons to participating families. The intervention delivered by the HSAs focuses on improving self-esteem, family communication, and encouraging parents to support their MSS to remain smoke-free. Throughout their participation in the program HSAs are required to complete a series of surveys, knowledge and proficiency tests. These surveys collect data on general demographics, smoking history, self-esteem, acculturation, and future educational plans, while the knowledge tests assess the retention of the training content. Finally, HSAs are required to complete proficiency testing with a partner, which is designed to give the HSAs an opportunity to demonstrate knowledge of the lesson content and ability to interact appropriately with families. A total of 178 HSAs completed the baseline orientation, 81 completed training, and 43 are currently visiting families. This paper will discuss both differences and similarities amongst those students that completed baseline, HSA training and those that are currently active HSAs versus those that dropped out of the project during any of these three phases. In particular, differences in general demographics, psychosocial characteristics, past-smoking history and educational aspirations will be analyzed.

Learning Objectives:

At the conclusion of the session, the participant (learner) in this session will be able to:
• List the differences and similarities amongst those students that completed baseline, HSA training and those that are currently active HSAs versus those that dropped out of the project during any of these three phases.
• List major phases of high school student training
• List sociodemographic characteristics that are associated with continued participation in the program.

Keywords: Youth, Tobacco

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.