, 2008). This approach selleck products consisted of verbally asking about tobacco use, advising users to quit, assessing readiness to quit in the next month, assisting with the quitting process by offering a self-help guide and the opportunity to participate in three group cessation counseling sessions, and arranging follow-up with interested tobacco users. In addition, students with oral lesions were scheduled 1 week later for a follow-up exam by the nurse. Parents of students with persistent lesions were informed by the nurse who facilitated follow-up evaluation with a study dentist. The third component consisted of three noncompulsory, 1-hr nurse-led cessation sessions scheduled after school approximately 1 week apart. The first session focused on assessment, education, preparation to get ready to quit, and the importance of social support.

The second session focused on setting a quit date and skills to cope with cravings and temptation to use. The third session reviewed progress and focused on relapse prevention. Recruitment and training of interventionists School nurses Counties or individual schools provided study investigators with lists of county school nurses who visited high schools monthly in rural areas of CA. Investigators then recruited and trained 55 school nurses in 3-hr regional trainings that included a printed procedure manual, videos on how to perform oral assessment, screening, tobacco cessation counseling procedures, and role playing with feedback on student partners. Those nurses who were unable to attend regional trainings were provided an individual 3-hour training at a convenient consenting high school.

School nurses also were trained to complete and return an adverse events form after oral screenings and cessation counseling. Student peer leaders Student leaders were identified by their peers on the baseline questionnaire in response to the question ��Who in your class do you look up to and admire?�� Investigators then contacted identified-peer leaders and explained that, if they agreed AV-951 to help, they would receive credit toward community service and a letter from the study principal investigator indicating their contribution as a peer leader for use in applications for college and/or employment. One hundred and fifty-three peer leaders were recruited and trained in a 3-hr session at each high school that consisted of lecture/discussion, viewing videos and slides, and role playing with feedback. Students were allowed to select slides that they felt comfortable presenting. Data analysis We used survey analysis methods to estimate study retention adjusting for clustering within schools.