Table 2

The logic model of the SFI

ResourcesActivitiesOutputs (for process)Short term outcomesMedium term outcomesLong term outcomesImpact
Year-5 schoolteachers’s
relevant resource materials; teacher training; teachers training to pick up any signs of distress among children as an untoward consequence of SFI;
2×45 m sessions over 2 consecutive days		Storytelling, drama and role-play activities focused on building children’s confidence in raising their concerns about SHS with their parents/carers and enhancing their negotiation skills, and allowed children to learn and practise relevant negotiating strategies.
1. Information about health consequences
2. Salience of consequences
3. Behavioural practice/rehearsal
4. Goal setting (behaviour)		Evidence of practising strategies, developing skills and confidence around SHS negotiation; evidence of knowledge of harmsSmoke-free homes (SFH)/SHS negotiation self-efficacy; SFH/SHS negotiation intentions;
evidence of knowledge of harms; knowledge;
Mechanisms of Actions (MOA); intentions; skills;
beliefs about consequences;
knowledge		Self-reported smoking restrictions;
salivary cotinine;
AE monitoring:
distress arising from smoking-related illness (SRI)		Frequency severity of respiratory symptoms;
lung function tests		APQ;
school absenteeism;
quality of life (EQ-5D-Y);
health service use
Four refresher sessions (15 min each) over the subsequent 4 weeksThe discussion, quiz and games aimed to make children aware of the harms of SHS and motivate them to achieve a smoke-free home.
Revising the salient points of the initial sessions, encouraging children to share their experience of initiating relevant conversations within their families encouraging children to share their experience of initiating relevant conversations within their families.
1. Information about health consequences
2. Salience of consequences
3. Behavioural practice/rehearsal
4. Goal setting (behaviour)		Evidence of knowledge of harms of SHS from quiz answers;
evidence of motivation to achieve SFH from games;
evidence of sharing relevant experiences of initiating conversations around SHS and SFH		SHS risk awareness,
SHS negative outcome expectancies;
SFH intentions;
SFH/SHS negotiation self-efficacy;
SFH/SHS negotiation intentions;
MOA;
knowledge;
beliefs about consequences;
intentions
Home promise forms for families (described in activities)Reading of graphic representations of the hazards of SHS, pictorial guidance to help them make their homes smoke free and a tear-off slip to commit to imposing smoking restrictions at home visitors and cars.
1. Goal setting (behaviour)
2. Problem solving
3. Action planning
4. Behavioural contract		Evidence that the home promise form was taken homeAction planning to negotiate SFH/SFH self-efficacy; SFH intention;
MOA; intentions;
beliefs about consequences;
behavioural regulation;
behavioural cueing

  • APQ, Academic Performance Questionnaire; SFI, smoke-free intervention; SHS, secondhand smoke; SRI, smoking-related illness.