Rebound (prevention)

Rebound (from  English  rebound, to bounce off, to get on your feet again) is a scientifically evaluated life skills and risk skills program with a focus on risk behaviors, which is carried out in schools and social work facilities by teachers and social workers with adolescents and young adults between 14 and 25 years of age is carried out. Rebound was developed for implementation in schools , but the program or parts of it have also been implemented in youth work and drug counseling since 2012 . The non-profit organization FINDER e. Is the sponsor and signatory of the “ Transparent Civil Society Initiative ”. V. based in Heidelberg and Berlin . The focus of the program is the promotion of life skills - i.e. social, emotional and cognitive skills that are necessary for a successful and healthy lifestyle and competent handling of health risks, such as the use of alcohol and other drugs .

history

The starting point for the development of the program was the conference “New Ways of Addiction Prevention - Intoxication as Risk and Challenge” held in Karlsruhe in 2007 , which resulted in the establishment of a participatory research group at the Institute for Medical Psychology at Heidelberg University . The preliminary phase of the concept development for version 0.1 lasted from May 2009 to the end of 2009, the planning was carried out with the cooperation partners Mentor Foundation Germany, KIRON and CERD. German-language project development followed from 2010 to 2013. From January 2010 to April 2014 there was the first pilot study with version 0.2 to version 0.4. Version 0.5 was evaluated from autumn 2011 to summer 2012.

Starting in January 2012, Rebound was further developed and evaluated as an EU- funded project (Drug Prevention and Information Program) by an international consortium at the Institute for Medical Psychology at the Heidelberg University Hospital in cooperation with the FINDER eV sponsoring association.

In 2012, the English-language piloting of version 0.6. held in London . Version 1.0 was developed from 2013 to March 2014, based on the findings of the pilot and evaluation phase. As part of a continuous quality development process, the versions REBOUND school 1.1 and REBOUND for social work 0.1. developed and the training material differentiated according to the implementation context. The program has been developed and revised annually since it was founded.

Theoretical background

The program is essentially based on the theory of social learning by Albert Bandura (1986) and his concepts for self-regulation in health behavior. One of the two program objectives is to strengthen social and personal competencies, such as the ability to make reflective decisions . The second program objective is to promote risk literacy, which is made up of four relevant skill areas:

• Reflection (learning from your own experiences and those of others),

• Informedness (find risk-relevant information and evaluate it critically),
• Controlledness (developing the intention to self-control and experiencing self-efficacy in this regard) and
• Orientation (develop short, medium and long-term goals in life)

Rebound is designed as a participatory health promotion , i. This means that both course instructors and participants are actively involved in the development, implementation, design and improvement. An important preparatory work for the program development was the RISA study at the University Hospital in Heidelberg ( ritual dynamics and salutogenesis in the use and abuse of psychoactive substances ), in which a total of 12 school classes and 320 schoolchildren aged 14 to 22 took part between 2003 and 2013 .

content

Rebound is a life skills and risk skills program specially designed for young people between the ages of 14 and 25. It is based on the approach of resilience education . The focus is on the strengths of the individual, fixation on deficits is avoided. The program consists of four elements (course, website, peer mentoring and organizational development) and is divided into five thematic blocks. The latter can be carried out either as five block days or in 16 one-and-a-half-hour sessions a week, but a combination is also possible. The hours are divided into strength hours, topic hours and project hours.

The program is characterized by its thematic openness, whereby different strengths, skills and positive goals with different risk topics, e. B. alcohol and other drugs, can be related. In realistic short films based on real events, typical behavior patterns of young people when dealing with risk issues are shown. After watching the approximately 5-minute videos, the participants and their instructors work out the behavior shown in a short film analysis .

The aim of the video-based scenario analysis is to shape and promote the identity, risk perception and self-determination of the course participants in manualized group work. The exploratory film work should bring about the respective attitudes and opinions within the course group through discussions . These are not deterrent films. The purpose of the films is to provide easy access to typical behaviors when dealing with alcohol and other drugs. Watching and analyzing the videos should arouse curiosity and motivation for the further course content in the young people.

Another component of the program is the development of their own short film , which the young people have designed independently .

implementation

In a 4-day training course, the content of the rebound program is conveyed to pedagogical specialists (especially teachers and social workers ). An overview of the content is given, and there is enough space for queries and taking up individual examples. Even during the advanced training, the specialists should independently prepare and carry out a 90-minute lesson from the rebound program.

This will familiarize the future course instructors with the content and prepare them for implementation in their social institutions. Finally, the rebound course is carried out independently by the trained course leaders (mostly teachers and social workers) at schools and other youth welfare institutions .

aims

According to own statements of support Rebound aims teenagers using the example of the topic "Alcohol and Other Drugs" concerning the development of social and personal skills to encourage and an attentive and responsible use of psychoactive substances to learn.

Three main objectives can be identified:

1. Raising awareness of and promoting strengths (awareness)
2. Learn to deal with risks independently and healthily (risk competence of individuals)
3. Risk-conscious peer groups (risk literacy as the norm)

The first two goals fall in the field of behavioral prevention . Through positive self-thematization in dealing with age-typical developmental challenges such as drug and media consumption , awareness of one's own strengths and the strengths of others should arise.

Rebound takes the position that consumption without risk is not possible. Becoming aware of these risks enables the process of being able to make a healthy decision.

In order to achieve the third goal in particular, peer mentors and cooperation with legal guardians are increasingly sought ( relationship prevention ).

Life Path Hour

The “Life Paths Lesson” also forms part of the rebound curriculum in which the participants talk about how they deal with challenges in life. The focus here is on promoting resilience (psychological resistance).

Inviting mentors is one way of organizing the life path lesson. This option is intended to create the necessary space for the participants to speak openly about questions and problems and to learn how other people deal with their problems. The mentoring is coordinated independently within the respective region. This concept is currently being implemented for the Berlin-Brandenburg region and the Rhein-Neckar district . The assignments are documented, the mentors are trained and regularly supervised . If no external employees can accompany the life cycle lesson, there is an alternative option to conduct this topic lesson on the basis of so-called " biography work ".

Dissemination and network

According to the most recent counts by the sponsoring association, Rebound is now represented in 163 schools and social work facilities in the federal states of Bavaria , Baden-Württemberg , Berlin, Brandenburg , Hesse , Rhineland-Palatinate , Saarland , North Rhine-Westphalia and Schleswig-Holstein . Outside of Germany, the program is currently being implemented in Luxembourg . REBOUND works with an extensive network of academic and non-academic institutions and individuals.

In order to further develop and improve Rebound, the provider is in regular contact with the course instructors and the target group. The sponsoring association FINDER eV organizes annual specialist conferences to enable an exchange for all further educated people and the further development of REBOUND.

Validation and impact

An essential feature of the program is its orientation towards scientific results and recognized quality standards. Rebound uses evidence-based methods and the effectiveness of the program has been scientifically validated . In addition, REBOUND was developed in line with European quality standards for addiction prevention.

PhD study on conceptualization and operationalization

The doctoral study "Risk Competence in Dealing with Alcohol and Other Drugs " by Ede Nagy, which consists of two main parts, provided decisive preparatory work for the validation study :

1. Conceptualization of health-related skills in adolescents when dealing with psychoactive substances
2. Creation of a measuring instrument to record the four skills (level of reflection, level of information, level of control and level of orientation)

The result of the first part of the study is the RIKO concept, which comprises the four abilities mentioned. Personality tests , behavioral questionnaires and performance tests were used for conceptualization .

The result of the second part is the creation of the RIKO questionnaire, which shows the 4 skills of reflection, awareness, control and orientation in a total of 7 scales. A total of 28 items were identified for the 7 scales. The construction techniques of classical test theory , exploratory factor analysis and item response theory were used to create the scales .

The 7 scales at a glance (5 were used for all characteristic carriers, 2 only for adolescents with experience of consumption):

• Relate Risks to Yourself
• learn from your own experiences
• Extent to which informed about psychoactive substances

• Extent to which informed about risk and protective factors
• Control intention
• general substance-specific control expectation
• Self-efficacy expectation

Validation study

In the validation study, the answers from a total of 723 students from 46 different classes at 5 different schools were evaluated. The extensive questionnaire contained five different groups of elements related to sociodemographic variables , substance use , risk perception , knowledge of psychoactive substances and possible distorting covariates . For the controlled study, surveys were carried out both before and after the intervention (4–6 months). Multilevel analysis , ANCOVA and logistic regression analysis were used to measure the impact. The propensity score matching procedure was used to ensure equivalence in the groups of different sizes (intervention group and control group ).

The "Green List for Prevention" and the PHINEO non-profit AG summarize the results of the study as follows:

• “The evaluation study focused the effect of the program on consumption parameters. The results of the REBOUND evaluation study showed positive effects after just six months. Rebound contributes to a controlled use of alcohol, to a reduction in the experience of drunkenness, showed an increase in knowledge about psychoactive substances and a decrease in cannabis consumption. "- Green List Prevention (Lower Saxony State Prevention Council)

• “The students learn to make conscious decisions, because they can better reflect the motives for their behavior: group pressure, the desire to belong and the need to test boundaries. They can also transfer these skills to other risky situations and make more responsible decisions. The class atmosphere benefits from the open nature of the teaching. Strengthened by the positive experience, the teachers trained as course instructors also apply the rebound methods in regular lessons and carry the ideas into the classroom. REBOUND is excellently scientifically sound and perfectly tailored to the challenge and needs by means of long-term studies and surveys. The FINDER Academy also shows a pronounced ability to learn and adapt when it comes to implementation. The program is scientifically evaluated and optimized continuously. It should become an integral part of schools of all kinds throughout Germany. ”- PHINEO

literature

• Albert Bandura: Social-cognitive learning theory. Klett-Cotta, Stuttgart 1979, ISBN 3-12-920511-X , ( concepts of the human sciences ).

Individual evidence

1. ↑ ^{a b} Ede Nagy: Risk literacy when dealing with alcohol and other drugs. Conceptualization and operationalization of health-related skills when dealing with psychoactive substances. Study as part of the EU prevention project REBOUND . Heidelberg 2014.
2. ^ Rituals of Intoxication - University of Heidelberg. Retrieved April 28, 2020 . 
3. ↑ REBOUND School - Life Skills and Addiction Prevention Program. Accessed April 28, 2020 (German). 
4. ↑ FINDER Academy for Prevention & Experience-Based Learning. Accessed April 28, 2020 (German). 
5. ↑ Henrik Jungaberle, Ede Nagy: Pilot Evaluation Study of the Life Skills Program REBOUND: Effects on Substance Use, Knowledge About Substances, and Risk Perception . In: SAGE Open . tape 5 , no. 4 , December 23, 2015, ISSN  2158-2440 , p. 215824401561751 , doi : 10.1177 / 2158244015617515 ( sagepub.com [accessed April 28, 2020]).
6. ^ Lower Saxony State Prevention Council. Retrieved April 28, 2020 . 
7. ↑ Impact analysis by PHINEO AG: Rebound - life skills for young people and their companions. Accessed April 28, 2020 (German).