Observations of Adolescent Peer Resistance Skills Following a Classroom-Based Healthy Relationship Program: A Post-intervention Comparison

This study examines peer resistance skills following a 21-lesson classroom-based intervention to build healthy relationships
and decrease abusive and health-risk behaviors among adolescents. The Fourth R instructs students in positive relationship skills, such as negotiation and delay, for navigating challenging peer and dating
scenarios. Observational data from 196 grade 9 students participating in a larger cluster randomized controlled trial were
used to evaluate post-intervention acquisition of peer resistance skills. Pairs of students engaged in a role play paradigm
with older student actors, where they were subjected to increasing pressure to comply with peer requests related to drugs
and alcohol, bullying, and sexual behavior. Specific and global measures of change in peer resistance responses were obtained
from two independent sets of observers, blinded to condition. Specific peer resistance responses (negotiation, delay, yielding
to pressure, refusal, and compliance) were coded by research assistants; global peer resistance responses were rated by teachers
from other schools (thinking / inquiry, application, communication, and perceived efficacy). Students who received the intervention
were more likely to demonstrate negotiation skills and less likely to yield to negative pressure relative to controls. Intervention
students were also more likely to use delay than controls; control girls were more likely to use refusal responses; the number
of times students complied with peer requests did not differ. Teacher ratings demonstrated significant main effects favoring
intervention youth on all measures. Program and research implications are highlighted.