“A Study to Assess the Effectiveness of Behavioural Intervention  
Bundle on Substance Refusal Skills among College Students in a  
Selected College in Kozhikode  
Amrutha P1, Anagha NS1, Swathi P1, Shebin Roshan1, Amith Krishna1, Prof. Shine Thomas2, Prof.  
R.Mageswari3  
1BSc Nursing students, KMCT College of Nursing, Kozhikode, Kerala, India  
2Research Scholar, Malwanchal University, Indore and Professor, KMCT College of Nursing  
3Principal, KMCT College of Nursing, Kozhikode, Kerala, India  
Received: 21 November 2025; Accepted: 28 November 2025; Published: 03 December 2025  
ABSTRACT  
Substance abuse continues to be a growing global concern, underscoring the need for early identification and  
effective intervention, particularly within the Indian context. This study aimed to assess the effectiveness of a  
behavioural intervention bundle on substance refusal skills among college students in the Kozhikode district. A  
quasi-experimental one-group pretestpost-test design was adopted, involving 80 students aged 1826 years  
selected through convenience sampling. Data were collected using the Drug and Alcohol Refusal Self-Efficacy  
Scale (DASES). Before the intervention, 71.25% of participants demonstrated moderate refusal skills, while  
28.75% exhibited low skills; none reported high refusal skills. Following the intervention, 13.75% showed high  
refusal skills, 73.75% moderate skills, and 12.5% low skills. A significant improvement was observed in refusal  
skills (mean difference = 9.76, p < 0.05). A significant association was found between prior information on  
substance use and refusal skills, whereas no association was noted with other demographic variables. The  
findings indicate that the behavioural intervention bundle was effective in enhancing substance refusal skills  
among college students.  
Keywords: Behavioural intervention bundle, Substance refusal skills, College students  
INTRODUCTION  
Substance abuse refers to the harmful or hazardous use of psychoactive substances, including alcohol and illicit  
drugs, in a manner that is not medically intended or prescribed. Such misuse often results in adverse  
consequences for an individual’s physical health, psychological well-being, interpersonal relationships, and  
social and occupational functioning. Commonly abused substances include alcohol, tobacco, amphetamines,  
barbiturates, benzodiazepines, cannabis, cocaine, hallucinogens, methaqualone, and opioids. Evidence from  
various countries indicates that rising crime rates have been significantly associated with substance abuse.  
The health implications of substance misuse are extensive. A weakened immune system increases vulnerability  
to infections, while cardiovascular complications may range from arrhythmias to myocardial infarction. Injected  
drug use further contributes to complications such as collapsed veins and infections of blood vessels. Individuals  
with substance use disorders (SUDs) are also at heightened risk for comorbid health conditions, including lung  
and heart diseases, stroke, cancer, and mental health disorders. Diagnostic tools such as imaging scans, chest  
radiography, and laboratory tests often reveal the physiological damage caused by long-term drug use.  
Management of SUDs aligns with treatment approaches for other chronic illnesses, emphasising a  
comprehensive and sustained care model. Essential components of treatment include pharmacological  
interventions, behavioural therapies, counselling, and recovery support services (RSS). Peer-support groups such  
as Alcoholics Anonymous (AA) and Narcotics Anonymous (NA) also play a crucial role in promoting long-term  
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recovery. At the community and policy levels, strategies to reduce the supply of illicit substances include crop  
eradication, crop substitution, prosecution of traffickers, and restrictions on drug availability.  
Brief interventions for substance abuse have long been implemented by counsellors, social workers,  
psychologists, physicians, nurses, vocational rehabilitation programs, and emergency departments as part of  
early identification and prevention efforts. Strengthening refusal skills is recognised as an important preventive  
strategy, enabling individuals to decline participation in risky behaviours such as drug or alcohol use. Substance  
abuse not only harms individuals but also has profound social, familial, and occupational consequences. It  
contributes to family dysfunction, negatively affects children and other dependents, and imposes a substantial  
burden on society. In workplace settings, substance misuse is associated with reduced productivity, increased  
absenteeism, workplace accidents, high staff turnover, low morale, theft, and interpersonal conflicts.  
Problem Statement  
A study to assess the effectiveness of behavioural intervention bundle on substance refusal skills among college  
students in a selected college, Kozhikode district.  
Objectives  
1. To assess the substance refusal skills among college students before administering behavioural intervention  
bundle.  
2. To evaluate the effectiveness of behavioural intervention bundle on substance refusal skills among college  
students.  
3. To determine the association between substance refusal skills and selected demographic variables.  
Hypothesis  
H1: There is a significant increase in the mean post-test score of substance refusal skills of college students after  
the behavioural intervention bundle in the experimental group.  
H2: There is a significant association between the mean pretest score of college students with selected  
demographic variables among the experimental group.  
METHODOLOGY  
Research Approach: Quantitative research approach  
Research Design: Quasi-experimental research design.  
Population- The population of study is the college students studying in selected college, Kozhikode district.  
Sampling Technique-Convenience sampling technique  
Sampling Criteria  
Inclusion Criteria  
1. Students aged 18–26 years.  
2. Students willing to provide informed consent.  
3. Students not currently participating in any other behavioral or drug-prevention programs.  
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Exclusion Criteria  
1. Students who are not willing to participate in the study.  
2. Students younger than 18 years or older than 26 years.  
Setting of the Study: The study was conducted in a selected college in the Kozhikode district.  
Variables  
1. Independent Variable: Behavioral intervention bundle.  
2. Dependent Variable: Substance refusal skills.  
Data Collection Tools  
Section A: Demographic Data  
A demographic questionnaire was used to collect information on age, gender, religion, type of family, family  
history of substance use, previous information regarding substance use, and sources of exposure to substances.  
Section B: Drug and Alcohol Refusal Self-Efficacy Scale (DASES)  
The DASES consists of 16 items and was used to assess the effectiveness of the behavioral intervention bundle  
on substance refusal skills among college students.  
Data Collection Procedure  
Data collection commenced after obtaining approval from the Institutional Ethics Committee and securing  
permission from the concerned authorities at KMCT Hospital and the selected college. Participants were chosen  
using a non-probability convenience sampling technique based on their availability and willingness to  
participate. Before data collection, the investigator introduced the study to the students, explained its purpose,  
and provided information regarding confidentiality and voluntary participation. Written informed consent was  
obtained from each eligible participant. Baseline data were first collected using the demographic questionnaire,  
followed by administration of the Drug and Alcohol Refusal Self-Efficacy Scale (DASES) to assess pre-  
intervention refusal skills. Following the pre-test, the behavioral intervention bundle was administered to the  
participants. The intervention included structured sessions focusing on substance-related awareness, skill-  
building activities, refusal techniques, and interactive discussions designed to enhance refusal efficacy. The  
sessions were conducted in small groups to facilitate active participation. After one week, the same DASES scale  
was re-administered to the participants to measure changes in substance refusal skills. The collected data were  
then checked for completeness, organized systematically, and prepared for statistical analysis.  
Ethical Considerations  
The research proposal was presented in front of research committee of KMCT COLLEGE OF NURSING and  
approval was obtained. Ethical clearance for the study was obtained. Then was bought permission from KMCT  
ethics committee. Informed consent was obtained from the subjects.  
RESULTS  
Substance abuse poses significant risks to individuals’ health, relationships, and socio-occupational functioning.  
This study aimed to assess the effectiveness of a behavioural intervention bundle in enhancing substance refusal  
skills among college students in the Kozhikode district of Kerala. A quasi-experimental one-group pre-testpost-  
test design was employed, and 80 students aged 1826 years were selected through convenience sampling. Data  
were collected using the standardised Drug and Alcohol Refusal Self-Efficacy Scale (DASES).  
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The intervention yielded a notable improvement in refusal skills. Pre-test findings showed that 71.25% of  
participants demonstrated moderate refusal skills, while 28.75% exhibited low skills, and none reported high  
levels of refusal skills. Post-test results indicated marked improvement, with 73.75% demonstrating moderate  
skills, 13.75% high skills, and only 12.5% low skills. The mean score increased from 55.51 (SD = 14.93) to  
65.27 (SD = 16.64), with a statistically significant Z-value of 5.99 (p < 0.05). A significant association was  
observed between substance refusal skills and prior information on substance use, while no significant  
associations were found with other demographic variables.  
These findings highlight the effectiveness of the behavioural intervention bundle in strengthening substance  
refusal skills among college students and underscore its potential for use in substance-use prevention programs  
within educational settings.  
SI NO Demographic characteristics  
Frequency (f)  
Percentage (%)  
86.25%  
11.25%  
2.5%  
01  
18-20 years  
21-23 years  
24-26 years  
Male  
69  
9
Age  
2
02  
03  
14  
66  
40  
3
17.5%  
82.5%  
50%  
Gender  
Religion  
Female  
Hindu  
Christian  
Muslim  
Joint  
3.75%  
46.25%  
5%  
37  
4
04  
05  
06  
07  
Type of family  
Nuclear  
Yes  
76  
1
95%  
1.25%  
98.75%  
42.5%  
57.5%  
58.75%  
5%  
Family history of substance abuse  
No  
79  
34  
46  
47  
4
Yes  
regarding  
Previous  
information  
substance use  
No  
Media  
Peer  
If YES, source of information on  
substance use  
Others  
Articles  
29  
36.25%  
Score of refusal skill  
Experimental group  
Pre test  
Post test  
Frequency  
0
Percentage  
0
Frequency  
11  
Percentage  
13.75%  
High  
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Moderate  
Low  
57  
23  
71.25%  
28.75%  
59  
10  
73.75%  
12.5%  
Table 2: Frequency (percentage)distribution of substance refusal skills in the experimental group.  
The study shows that 71.25% had moderate refusal skill and 28.75% had low refusal skills in pre-test. 13.75%  
had high refusal skills and 73.75% had moderate refusal skill and 12.5% had low refusal skills in post-test.  
0.8  
73.75%  
71.25%  
0.7  
0.6  
0.5  
0.4  
28.75%  
0.3  
0.2  
13.75%  
12.50%  
0.1  
0
high refusal skill  
0
moderate refusal skill  
Series 1 Series 2  
low refusal skill  
Fig.1. figure shows that distribution of percentage of sample according to substance refusal skill in experimental  
group there is a significant association between the mean pretest score of college students only with previous  
information regarding substance use and no association with other sociodemographic variables.  
DISCUSSION  
The findings of the present study are supported by a similar study conducted by Lee et al. (2023), which  
investigated the relationship between refusal self-efficacy and prescription opioid misuse among adolescents.  
The researchers employed a longitudinal design and utilised stratified sampling across multiple high schools. A  
total of 480 students were followed over 12 months. Standardized tools, including the Peer Influence Index and  
the Drug Refusal Self-Efficacy Scale, were administered to assess influencing factors. The results demonstrated  
that adolescents with higher levels of peer-context refusal self-efficacy exhibited significantly lower rates of  
opioid misuse. The study concluded that peer-focused refusal skill training plays a crucial role in preventing  
substance misuse among youth.  
RECOMMENDATIONS  
1. A similar study can be replicated on a large sample to validate and generalise the study findings.  
2. A similar study can be conducted on school students  
3. Random sampling technique can be used instead of convenient sampling technique.  
4. A control group can also be included for evaluating the effectiveness of behavioural intervention bundle  
and to compare the results between both groups.  
5. A similar study can be conducted on adults in the community setting.  
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CONCLUSION  
Based on the findings of the study, in the experimental group, none of them had substance refusal skills in the  
pre-test. After behaviour intervention bundle, the level of substance refusal skills has been increased in the post-  
test. The result highlights the effectiveness of behaviour intervention bundle on substance refusal skills. The  
behavioral intervention bundle regarding substance refusal skills was effective in improving knowledge  
regarding substance refusal skills, and it will help refuse the use of substances. The t-value computed between  
pre-test and post-test scores is 5.99, which shows that there is a significant increase in the effectiveness of  
substance refusal skills after the behavioural intervention bundle.  
Conclusion  
Based on the study findings, the participants in the experimental group demonstrated low to moderate levels of  
substance refusal skills during the pre-test phase. Following the administration of the behavioral intervention  
bundle, a marked improvement in refusal skills was observed in the post-test assessment. The results clearly  
indicate the effectiveness of the intervention in enhancing substance refusal skills among college students. The  
behavioural intervention bundle not only improved participants’ refusal abilities but also strengthened their  
knowledge and confidence in resisting substance use. The computed t-value of 5.99 confirms a statistically  
significant increase in refusal skills following the intervention. Overall, the study supports the use of behavioral  
interventions as an effective strategy for substance-use prevention among young adults.  
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