Alcohol education must ensure that young people have appropriate information, motivation and skills. This article describes the fifth phase in a program of intervention development based on principles of social marketing and intervention mapping. The aim was to enhance drink refusal self-efficacy (DRSE) and help develop skills for non-drinking or moderate drinking. We conducted a mixed-methods feasibility trial that measured intervention effects among 277 UK secondary school students aged 14-16, and used qualitative methods to explore four teachers' experiences of delivering the intervention. The intervention did not produce the desired changes in DRSE or alcohol use, but nor did it increase alcohol use. In the qualitative process evaluation, time constraints, pressure to prioritize other topics, awkwardness and embarrassment were identified as barriers to fidelitous delivery. A more intense and/or more prolonged intervention delivered with greater fidelity may have produced the desired changes in DRSE and alcohol use. This study illustrates how principles of social marketing and intervention mapping can aid development of resilience-based education designed to help students develop skills to drink moderately, or not drink. It also highlights the need to consider the constraints of micro-social (school) and macro-social (societal) cultures when designing alcohol education.

中文翻译：

---

基于抵御能力的酒精教育：制定干预措施，评估使用混合方法的可行性和实施障碍。

酒精教育必须确保年轻人掌握适当的信息，动力和技能。本文介绍了基于社会营销和干预映射原理的干预开发计划的第五阶段。目的是增强拒绝饮酒的自我效能感（DRSE），并帮助发展非饮酒或适度饮酒的技能。我们进行了一项混合方法可行性试验，该试验对277名14-16岁的英国中学生的干预效果进行了测量，并使用定性方法探索了四位教师进行干预的经验。干预措施并未在DRSE或饮酒方面产生所需的变化，但也没有增加饮酒量。在定性过程评估中，时间紧迫，需要优先考虑其他主题，尴尬和尴尬被认为是假肢交付的障碍。以更高的保真度进行更强烈和/或更长时间的干预可能会导致DRSE和酒精使用量发生所需的变化。这项研究说明了社会营销和干预性测绘的原理如何帮助发展以适应能力为基础的教育，旨在帮助学生发展适度饮酒或不饮酒的技能。它还强调在设计酒精教育时，需要考虑微观社会（学校）和宏观社会（社会）文化的制约因素。这项研究说明了社会营销和干预性测绘的原理如何帮助发展以适应能力为基础的教育，旨在帮助学生发展适度饮酒或不饮酒的技能。它还强调在设计酒精教育时，需要考虑微观社会（学校）和宏观社会（社会）文化的制约因素。这项研究说明了社会营销和干预性测绘的原理如何帮助发展以适应能力为基础的教育，旨在帮助学生发展适度饮酒或不饮酒的技能。它还强调在设计酒精教育时，需要考虑微观社会（学校）和宏观社会（社会）文化的制约因素。