Preventing Smoking in Highly Susceptible African American School Age Children

The aims of this focus group study were to describe the perceptions, attitudes and values related to beginning smoking for African American children at the highly susceptible group of precontemplators in urban low income communities and to determine the factors that help high-risk precontemplators remain smoke free

A focus group method was used to understand meanings of smoking that might influence smoking behaviors in a population of African American children from urban low-income areas. A branching 2-item set of questions were used to determine the children's stage of smoking acquisition. Children will be asked to report (a) their smoking status for their lifetime and (b) their future intentions to use cigarettes. Only those who met the study criteria were invited to join the focus group session. Content analysis of the transcripts was used to identify and organize themes. A convenient sample of 30 African American children (17 boys and 13 girls) was recruited from an urban low-income community and participated in audio-recorded focus groups of 3 to 5 children. A total of seven focus groups were conducted at one boys and girls club in New Jersey.

Results from these focus group data identified factors that facilitate high-risk precontemplators to start smoking such as having smokers in family, peer pressure, fitting in, energy increase, stress out, frustration, being cool, and being like adults. Participants also identified death, health problems, addiction, negative effects on others, and bad impressions on smoking, cost, exercise, stress reduction, and smoking prevention interventions as being the most significant factors to help kids remain smoke free.

These findings suggest that the contents of smoking prevention programs with highly susceptible African American school aged children should focus on increasing self-efficacy to resist smoking and social influences, enhancing decision making ability, emphasizing the health consequences of smoking and the benefits of resisting smoking, and teaching effective stress management skills. Furthermore, it is important to consider social influences on children's smoking behavior; therefore, program participants should include siblings, peers, and parents/guardians.