Two versions of a school-based alcohol prevention programme for 7th grade students were evaluated against a non-treated comparison condition.

Both programme versions were based on a social-cognitive theory approach to alcohol prevention, and differed in the level of role-specifications for participating teachers and peer leaders.

Twelve schools with 955 students in Bergen, Norway, participated in the study.

Four schools were randomly assigned to each of the three conditions, and the programme was implemented during 10 clans periods over 2 months in Spring, 1992.

Pre-and post-test surveys were conducted, assessing alcohol use, as well as cognitive variables related to alcohol use in a specific context (intentions, attitudes, norms and self-efficacy expectations).