Unplugged: il modello teorico

[Machine translation] Introduction: Unplugged is a school substance use prevention program based on the model of social influence. Designed by a group of European researchers, it was evaluated through a randomized and controlled experimental study conducted in 7 countries (www.eudap.net). The evaluation showed that the program is effective in reducing cigarette use, episodes of drunkenness, and cannabis use among adolescents. In recent years, the eu-DAP study group has dedicated itself to studying moderators and mediators of the effectiveness of the program. To identify the possible mediators of the program, the definition of the theoretical model is essential. Objectives: The objectives of this work are to define the theoretical model of the program starting from the reference theories, to identify the specific contribution of each theory to the contents of the twelve units, and to define the possible targeted mediators of the units. Materials and methods: The different theories underlying the program have been reviewed and summarized. The theoretical model has been formalized and graphically represented. For each theory, the application in Unplugged units has been described. Finally, the possible mediators of each unit were identified. Results: The main theories behind Unplugged are: a) the theory of Social Learning; b) the theory of Problem Behavior; c) the Health Belief model; d) the Reasoned Action-Attitude theory; e) the Planned Behavior theory; and f) the theory of Social Norms. The theory of Problem Behavior inspired by the Life Skills approach contributes more to the contents of the program than the others. From the analysis carried out, the different theories are integrated with each other to such an extent that more theories are present in each unit and each unit can be referred to more theories. Knowledge about substances, risk perception, attitudes towards drugs, regulatory beliefs, critical thinking and creative thinking, relationship skills, communication skills, ability to be assertive, resistance skills, ability to manage emotions and stress, empathy, ability to solve problems and make decisions are the program's targeted mediators. Conclusions: The program works by integrating different theoretical approaches and this accounts for the complexity of the phenomenon to be prevented. Since it is not possible to trace a mediator back to a specific unit or activity, it is not possible to exclude specific activities or units during the application of the program in the classroom, except by subjecting the program to the evaluation of effectiveness.