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How TAP and TEG align with Strategies to Reduce Risk and Increase Protective Factors

Both Intervening With Teen Tobacco Users (TEG) and Helping Teens Stop Using Tobacco (TAP) closely align with strategies to reduce risk and enhance protective factors. Research shows that increased social competence, one of the primary, natural outcomes of participating in TAP and TEG groups, results in reduced risk and increased assets. For example, in the first session of curriculums, participants learn the “Rules, Tools and Expectations” of group including confidentiality, no physical or verbal violence, and no cross talk. The purpose of these rules is to create a safe and positive place to talk, share, listen and learn as the group collectively moves toward making healthier choices and quitting tobacco use. Further, participants are taught to respect one another’s cultural differences. A chapter on “Cultural Diversity” is included in the Facilitator Guide to direct this process. The structure, tone, and design of how TAP and TEG are facilitated contributes to the social competence of the young participants.

Additional protective factors supported by TAP and TEG include a sense of identity, self-efficacy, self-awareness, task-mastery, and adaptive distancing from negative messages and conditions are protective factors. In regard to self-efficacy, published research on TAP and TEG conducted by Dr. Debbie Coleman-Wallace reports, “The TEG and TAP interventions appear to increase adolescent self-efficacy to resist smoking as a result of attending either program.”

TAP participants increase their self-awareness and identity by individually answering questions in Session 2 of TAP: “Why Do You Smoke?,” “Why Do You Chew?, and “What Type of Tobacco User are YOU?" Participants individually monitor their tobacco use reduction by completing the “Tobacco Use Logs” and “Reasons to Quit.”

In Session Five of TAP, participants learn stress management techniques; ways to challenge persistent, repetitive negative thoughts; and create individual affirmation cards. In Session Five and Six, participants work together as a team to brainstorm creative solutions to how to handle “Triggers to Smoke or Chew” and “Dealing With Withdrawal Symptoms”.

Programs that reduce risk and increase protective factors instill a sense of purpose and belief in a bright future. Both TAP and TEG show participants the bright future they face by making healthier choices, including quitting tobacco use. Although the collective goal of TAP is to quit using tobacco by the last session, those who do not achieve that goal during the eight sessions are not considered to be failures. All participants receive a “Tobacco Awareness Program Certificate of Completion” in the last session and everyone celebrates changes, both big and small. Those who did not quit are encouraged to quit when they are ready – when they have moved to the action stage of change.

Finally, TAP and TEG encourage critical thinking and problem-solving, both of which increase resiliency. Exercises which support critical thinking and problem solving include: “How Advertisers Target You” (TEG, Session 2), “Why Do I Use Tobacco?” (TEG, Session 3 and TAP, Session 2), “How Much it REALLY Costs to Smoke (or Chew) Tobacco.” (TEG, Session 5 and TAP Session 3), “What To Do Instead of Smoking or Chewing” (TAP, Session Three. Session 7 in TAP provides several interactive exercises and role-plays on “Refusal Skills” and dealing with pressure to smoke or chew.

A detailed outline of how TAP and TEG align with theories on risk reduction and protective factors is available by calling 800-328-0417.