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Social Influences Model
| How TAP Aligns |
| Identify the short-term consequences of use (bad smell, brown teeth, etc.), both of smoke and spit tobacco
| Covered in great and powerful detail through many exercises and demonstrations, including: The Mechanical Smoker; Tar Jar Demonstration; How Much Tobacco Use Really Costs; Losing Your Voice: Smokers Who have Had Their Larynxes Removed; Up in Smoke: The Extreme Dangers of Smoking and No Ifs, Ands or Butts: Smoking Kills videos |
| Explore the reasons adolescents use substances (e.g. have fun, a sign of maturity, method of coping with personal problems).
| The Tobacco Use Survey; Why Do You Smoke or Chew exercise. |
| Learn that tobacco use in not normative.
| Addressed during discussion in Session Two on Tobacco Use Survey 1. |
| Learn why they believe that so many people use. Key sources of these beliefs are advertising, peer use, and adult role models.
| Addressed in Ladders and Walls, Session Two. |
| Practice skills to resist immediate pressures to use and more global social influences.
| Session Seven and follow-up session focus heavily on resistance techniques. |
| Learn how their use and the use of others affect their families, friends and the community.
| Tobacco Use Survey 1; How Much Tobacco Use Really Costs. Session Seven on the impact of environmental tobacco smoke on others. |
| Make a public commitment to abstain.
| Commitments to quit are a major component to TAP. In Session Four participants sign an “I Quit” contract. |
| Learning is experiential; activities are led by trained peers and adults.
| TAP uses experiential approaches throughout. Curriculum is designed to have peer leadership integrated throughout. |
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