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Teenagers and Alcohol – Parents Insight in Slovenia

Jasmina Papić

B.A. (University of Ljubljana)

September 2012

Submitted for the degree of MRes in Health Research at Lancaster University

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A statement of authorship

I, Jasmina Papić, confirm that the dissertation work is my own. Where information has been

derived from other sources, it has been properly indicated.

Distribution and usage of this work is free only if it is properly cited and attributed to me as

an author. But this does not allow any commercial use or derivations of the work.

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Abstract

Today alcohol is in most of the countries permitted and accessible drug. People are keen to

use alcohol and countries have many economic interests connected with production and

sales.

Every culture has a specific attitude to alcohol, based on cultural tradition and experience

(Van der Stel & Voordewind, 2000). And also every person has a unique attitude towards

alcohol and this attitude is created already in childhood years. At first, it is strongly

influenced by family habits, later by peers and wider social context.

The consumption of psychoactive substances among teenagers is a very important public

health problem, especially because of potential damage and many short and long term

health risks. Teenagers are more exposed to a possible risk of intoxication also because of

social environments pressures and less experience and self control (Tomori, 2009).

Researches, conducted by National Institute of Public Health on national level or those

conducted by different similar institutions, show that drinking is a growing problem in

Slovenia and other European countries, especially among teenagers (Ramovš 2007, Jeriček et

al 2007, Begič et al 2009, Artnik 2011).

The main goal of this study, carrying the title ‘Teenagers and Alcohol – Parents Insight’, is to

explore parents’ attitude, beliefs, concerns and their interest in harm reduction strategies to

reduce the alcohol consumption among teenagers. There are three main objectives:

- To understand the attitudes, beliefs and concerns of parents

- To get acquainted with the way they educate their children about alcohol misuse

- To find out the extent to which parents knowingly or unknowingly supply alcohol to their

children.

This is a qualitative research exploring the topic of teenage drinking from another

perceptive, parents’ points of view.

Chosen method was semi-structured interview method applied in a group setting in form of

focus group discussions. In focus group discussions participants have more opportunities to

refine what they have to say, because they hear the perceptions and thoughts from other

people, which is especially useful in attitudinal research (Ritchie, Lewis, 2003) like this one.

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Two focus groups were conducted in two primary schools, one in rural and one in urban

environment. Focus groups consisted of seven members, in each there were parents of 11,

13 and 15 year old pupils. Participants were recruited and selected according to preset

inclusion criteria.

Application for judgement of ethical suitability of research proposal was reviewed and

approved by Medical Ethics Committee of Slovenia and reviewed by the Faculty of Health

and Medicine Research Ethics Committee, and reviewed and approved by the University

Research Ethics Committee at Lancaster University, before the research work started.

Analysis was done in form of qualitative thematic analysis, by identifying and grouping

themes and coding, classifying and developing categories (Pope, 1995). Analysis was done

manually without use of computer software with help of a so-called scissor-and-sort

technique (Stewart, 2007), a quick and cost effective method for focus group discussion

analysis.

The main findings of this research are that Slovenian culture has a very tolerant attitude

towards alcohol, based on cultural tradition and experiences, which highly influences the

overall alcohol consumption in the country and therefore also the alcohol consumption

among teenagers. The key to harm reduction strategies can be found in good

communication and healthy family environment with parents being first role models and

indirectly creating proper attitude towards alcohol consumption. The overall opinion of

research participants is that their children are not engaged in risky behaviour, even though

the numbers collected in other quantitative researches conducted among children of the

same age prove it otherwise.

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Contents

Acknowledgements…………………………………………………………………………………………………6

1. Chapter 1: Introduction……………………………………………………………………………………….7

2. Chapter 2: Teenagers and alcohol – Situation in Slovenia: literature review…………10

2.1 Historical and cultural introduction………………………………………………………………………….11

2.1.1 A short history introduction…………………………………………………………………………………..11

2.1.2 Different cultures – different attitude……………………………………………………………………12

2.1.3. Alcohol and Slovenes……………………………………………………………………………………………13

2.2 Teenagers and alcohol……………………………………………………………………………………………..16

2.2.1 HBSC Report………………………………………………………………………………………………………….17

2.2.2 Reasons to drink……………………………………………………………………………………………………19

2.2.3 What is actually happening out there?.....................................................................21

2.3 Parents insight………………………………………………………………………………………………………...22

2.3.1 Teenager-adolescent?!?...........................................................................................23

2.3.2 Permissive or restrictive attitude; living in denial……………………………………………….…25

3. Chapter 3: Methodology, analysis strategy, ethical approval process…………………..28

3.1 Choosing the right methodology……………………………………………………………………………..28

3.1.1 Working methods………………………………………………………………………………………………...29

3.1.2 Sampling and recruiting process planning………………………………………………………….…32

3.2 Organizing data analysis………………………………………………………………………………………....34

3.3 Ethical Approval Process………………………………………………………………………………………….36

4. Chapter 4: Field work experience and findings……………………………………………………..38

4.1 Getting research participants……………………………………………………………………………….….38

4.2 Field work experience………………………………………………………………………………………….….39

4.3 Findings……………………………………………………………………………………………………………….….41

4.3.1 Alcohol in Slovenian Society…………………………………………………………………………….……43

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4.3.2 Teenage drinking in Slovenia – Is it really problematic?..........................................45

4.3.2.1 Is it really a problem?............................................................................................45

4.3.2.2 Reasons to drink………………………………………………………………………………………………..46

4.3.2.3 What & when…………………………………………………………………………………………………….48

4.3.2.4 Accepted age……………………………………………………………………………………………………..49

4.3.2.5 Rural to urban…………………………………………………………………………………………………...50

4.3.2.6 How to “control/prevent” it………………………………………………………………………………51

4.3.3 Availability of alcohol…………………………………………………………………………………………...54

4.3.4 What about my child – do our children drink?.........................................................55

4.3.5 Parents acquaintances with alcohol in teenage years……………………………………….….58

4.3.6 Facing the consequences……………………………………………………………………………………...60

5. Chapter 5: Discussion…………………………………………………………………………………………..61

6. Chapter 6: Conclusion…………………………………………………………………………………………..66

References……………………………………………………………………………………………………………….69

Appendices………………………………………………………………………………………………………………83

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Acknowledgements

I am very thankful to my supervisors Amanda Bingley and Mark Limmer for all the help,

support and encouragements during the whole process of formation of this master’s

dissertation.

Thank you for all the comments that leaded me the right way.

I would also like to thank the head of Social Medicine Department in our Regional Institute

of Public Health for proposing me the topic which I found very interesting and for giving me

the moral support throughout these two years.

Thank you Mihaela, for all the help and for putting up with me in stressful times.

And thanks to all the research participants for sharing your thoughts and experiences with

me.

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1. Introduction

Choosing the right topic for my master’s dissertation was a hard decision to make, but after

a few discussions with head of our Social Medicine Department it was all clear and the topic

was chosen. My life experiences have made me come across alcohol related problems a few

times and that gave me the experience that motivated me to reach deeper into the core of

alcohol abuse and its consequences.

There are many determinants and factors affecting our health, from our age, sex and genetic

factors to individual lifestyle, social and community influence, working and living conditions

and general socioeconomic, cultural and environmental conditions (Belović et al, 2005). It is

very important to consider that responsibility for health is a shared responsibility and it is a

responsibility of all, individuals, families, communities, overall social environment,

governments and other spheres. Awareness raising and education can play a very significant

part in taking responsibility for good health.

There are more than 60 different diseases and injuries attributable to alcohol (Kovše et al,

2011). For some of them alcohol is the only reason and are therefore directly attributable to

alcohol. Risky and harmful alcohol consumption is a big public health problem in Slovenia

and it also contributes to health inequalities, which is why we should strengthen the

activities on alcohol related harm reduction (Kovše et al, 2011).

Alcohol is the main preventable risk factor for chronic non communicable diseases, injuries

and violence (National Institute of Public Health, 2010). The consequences of longer

excessive alcohol consumption are different chronic diseases and high risk alcohol

consumption is mostly connected to short time consequences, especially injuries (Kovše et

al, 2011).

Alcohol is used and enjoyed widely in Slovenia. It is socially accepted and connected also

with everyday life, celebrations and social events.

In our country and wider, teenage drinking is an ever growing problem. Teenage years and

adolescence are very sensitive and challenging life time periods themselves. And those are

the years when we start to slip away from our parents’ influence and making our own steps

towards adulthood and independence.

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Biological, personal, and social consequences of alcohol misuse are a lot worse among young

people than among adults, and children should avoid drinking for as long as it is possible. It

can have harmful effects on their health and later influence their whole lives (Čebašek-

Travnik et al 2002, Roškar et al 2008, Begič & Cvetko 2009).

Excessive drinking is a serious problem also among adults in Slovenia, especially among adult

men of lower education status, lower social status, living in rural environment, especially in

our, north-eastern part of the country (Kragelj et al 2004, Djomba et al 2010). The data of

National institute of Public Health and Statistical Office of Slovenia show that registered

alcohol use in Slovenia varies in time and does not show any clear trends. According to the

data of both of those offices unregistered use is almost one times higher (National Institute

of Public Health, 2010).

Legal minimum drinking age in Slovenia is 18 years, but alcohol consumption is more than

commonly present much earlier (Čebašek- Travnik et al 2002, Roškar et al 2008). Slovenian

Alcohol Law called ZOPA, accepted in 2003, “forbids sells and offerings of alcoholic drinks or

drinks which have alcohol added to persons younger than 18 years” (Vidrih, 2007), but is not

being considered as it was supposed to be.

Concerning all the data on the topic of teenage alcohol consumption that were available to

me and those that I could not find anywhere, I decided to conduct a qualitative research on

parents’ opinion about teenage drinking. I never came across a research like that in Slovenia.

The main goal I set was to explore parents’ attitude, beliefs, concerns and their interest in

harm reduction strategies to reduce alcohol consumption among teenagers. The research

was especially focused on getting a deeper insight into parent’s perceptions, opinions and

possible experiences with teenage alcohol consumption.

The first objective was to understand the attitudes, beliefs, opinions and concerns parents

have when it comes to teenage drinking as an overall problem in the country, and when it

comes to alcohol consumption among their children.

The second objective was to get acquainted with the way they educate their children about

alcohol use and misuse in a country where alcohol consumption is a socially accepted norm,

and to find out if they are keen to permissive or restrictive attitude, explore their parent-

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teenage child relationship and the extent to which they as parents are educated and

acquainted with this problem.

The last objective was more focused and aimed at finding out more about parental alcohol

supply to their children, because we live in a country where alcohol is easily accessible also

at home and law restrictions are not considered as they were supposed to be.

This master’s dissertation work starts with a review of literature connected with research

goal and objectives and this gives the basis for choice of appropriate methodology and

analysis process. The first chapter is therefore literature review chapter about the situation

in Slovenia concerning teenagers and alcohol in many different points and views. This

chapter also includes historical and cultural introduction of alcohol consumption, some facts

and numbers about alcohol consumption in Slovenia, risk and protective factors of alcohol

consumption, insight into the world of teenagers and finally some assumptions on what

should the attitude towards alcohol be like. The next chapter is methodology chapter,

explaining the choice of methodology, sampling and recruiting process, data analysis

organizing and ethical approval process gaining. The findings chapter includes details of field

work experience and main findings arranged according to six emergent themes. Dissertation

work finishes with discussion and conclusion chapter which bring it all together.

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2. Teenagers and Alcohol – Situation in Slovenia: Literature Review

In Slovenian society every happy or sad event is accompanied by alcohol (Podjed 2006,

Ramovš & Ramovš 2007, Begič et al 2009). It is used to celebrate, commiserate and relax.

Alcohol consumption per resident on a yearly basis is very high (10 – 15 litres of pure alcohol

on person per year) and it classifies us among leading countries in this area. Numbers that

prove that are the results of national surveys conducted in 2001 and 2004 ‘Risk factors for

non communicable diseases among adult inhabitants of Slovenia’ (Zaletel-Kragelj et al 2004,

Djomba et al 2010).

Every person has a unique attitude towards alcohol and this attitude is created already in

childhood years. At first, it is strongly influenced by family habits, later by peers and wider

social context.

Researches, conducted by National Institute of Public Health on national level and those

conducted by different similar institutions, show that drinking is a growing problem in

Slovenia and other European countries, especially among teenagers (Ramovš 2007, Jeriček et

al 2007, Begič et al 2009, Artnik 2011).

There are a lot of existing risk factors that lead to misuse of alcohol and other substances:

cultural and societal (the laws, values, accessibility, etc.), interpersonal (family, friends,

peers, etc.), psychosocial (behavioural problems, rebellion, being keen to using, etc.) and

others (Roškar et al, 2008).

For teenagers, who are in their most vulnerable years, it is very important to get positive

influences from their parents and wider society (idols). But it is very important not to go in

extremes in this field. Parents must not be overprotective or too free-thinking. Extreme

refusal can lead to curiosity and free-thinking attitude with no consequences, to imitation

(Bečaj 1999, Ule et al 2000, Ramovš & Ramovš 2007).

In this literature review I will first outline the history of alcohol and different attitude

towards it in different cultures. Then I will concentrate on current situation in Slovenia. I will

discuss the risk factors and influences of alcohol abuse and the role of the family/parents

when introducing and educating their teenage children about alcohol. I will try to define and

describe some key theories around these issues that I will draw on for this dissertation.

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2.1. Historical and cultural introduction

Our current human rights ombudsman once wrote: “Alcohol is with us, beside us, all around

us and it will remain so for a long time on” (Čebašek Travnik et al, 1999).

Today alcohol is in most countries, except in some of the Islamic and Buddhist, permitted

and accessible drug. People are keen to use alcohol and countries have many economic

interests connected with production and sales. But we must not overlook the consequences

alcohol use has on individuals who use it and on their narrower and wider surrounding.

2.1.1. Alcohol – A short history introduction

The need to drink is beside, the need to breathe, the most important of all human needs and

had an important influence on the development of human mankind. This need led our

ancestors who built their first settlements by rivers and lakes. Today this importance is still

seen especially in many habits, rituals and ceremonies accompanied by drinking alcohol. In

former times when discovery of drinking water sources in drought periods was representing

special happiness, the end of drought period was marked with celebrations – the oldest

memorial connected with drinking (Heath, 1995). People were drinking, socializing and

enjoying themselves and especially these feelings are the ones that made it significant. That

is why the good atmosphere ideal for alcohol consumption has had a special social meaning

(Heath, 1995).

The history of alcohol coincides with history of mankind. Earliest productions of alcohol

beverages reach into years around 6000 B.C. in Mesopotamia, when people where

producing wine and beer as food, stimulant and medication. Agriculture was firstly based on

growing cereals for the making of bread and beer. Beer drinking was one of first cultural

habits connected with feasts and celebrations also among Sumerians. With agriculture and

grape discovery wine production became even more common. Even in old Greece wine was

very spread between 16th and 12th century B.C., and wine production and export was one of

basic parts of Greek economy. In our areas viticulture can be found before Roman era.

Around 400 B.C. Celtic tribes started with it. With the fall of the Roman Empire viticulture

somehow vanished and was revived in Middle Ages when Catholic Church and monasteries

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brought it back to life because of the important role of wine in religious rituals. Next

colonisation in 16th Century spread it around the world (Kavšek, 2006).

2.1.2. Different cultures – different attitude

Every culture has a specific attitude towards alcohol. In France good wine has always been a

sign of good taste and in some countries alcohol is forbidden due to religious reasons and

beliefs (Goodman, 2006).

Every society sets its own limits addressing the use of intoxicating substances and along with

them also the conditions about when the use of them is allowed or forbidden. Throughout

the history every society created its own view on use and abuse of intoxicating substances

based on cultural tradition and experiences (Van der Stel & Voordewind, 2000).

There are 4 existing different drinking cultures classified by sociologist Bales in 1946,

considering the level of social acceptance of alcohol (Bergler, 2002). I personally found this

model as the most suitable and transparent, which is why I will be drawing from this model

in my dissertation. This classification was made in previous century, but the main

characteristics of these four types still remain; only the countries classification has changed

over the time, which is why I do not specify them. Bergler states classification by Bales

(Bergler, 2002) and defines 4 drinking cultures:

1. Abstinent – The principal of total abstinence, alcohol consumption is forbidden. These are

mostly countries with large population of Islamic faith, which has very high rates of

abstention (WHO, 2011).

2. Ambivalent – The principle of abstinence is present, but some consider it and others do

not. That is why there are a lot of individuals inside this kind of cultures who oscillate

between asceticism and hedonism.

3. Permissive integrated – Alcohol consumption is accepted, but being drunk or making a

criminal offense under the influence of alcohol is negatively evaluated and sanctioned.

4. Permissive dysfunctional – high rates of alcohol consumption, even alcohol related

excesses are accepted, many alcohol related problems.

Ranking was based not only on levels of alcohol consumption, but also on beliefs,

expectations and social norms that are connected with drinking and its consequences.

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Slovenia was ranked among permissive dysfunctional cultures, were high level of alcohol

consumption and many problems related to it are present. Society inside this kind of culture

does not sanction deviant drinking and its consequences (Vidmar, 2002).

2.1.3. Alcohol and Slovenes

Excessive drinking is in Slovenia generally accepted part of lifestyle for a relatively large

number of Slovenes. According to Donaldson & Donaldson (2006, p.149), “there are three

main spheres of behaviour, when we are talking about alcohol misuse: intoxication, excessive

use and dependence”. There is a wide spectrum of health and social consequences

associated with each of them. True dependence on alcohol is very rare amongst young

people, but problems with intoxication are not (Donaldson & Donaldson, 2006).

The exact number of alcoholics (people who are addicted to alcohol) in Slovenia is not

known, but the number varies between 150 and 250 thousand (Fišer Zobovič, 2004), which is

relatively high and we can say that 15% of adult men are addicted to alcohol and the next

15% of adult men drink excessively (Kovše, 2009). This is therefore 30% of adult men (older

than 20 years). The number of women is smaller and the ratio between men and women

treated for alcoholism is 1:4 (Fišer Zobovič, 2004). Relatively high numbers are also a proof

of permissive alcohol culture.

Registered alcohol use in Slovenia varies in time and does not show any clear trends.

Registered use of pure alcohol in litres per adult inhabitant of Slovenia (older than 15) was

10.50 litres in 2009 (National Institute of Public Health, 2009). Difficult to measure is

unregistered alcohol consumption (WHO, 2011), which refers to alcohol, that is not taxed

and is out of government control, smuggled, intended for industrial or medical use, or like in

Slovenia, homemade.

Alcohol consumption per capita is in Slovenia therefore high and ranks us among leading

countries in this area. The total number, counting in the unregistered use, would be around

15 litres per capita a year (National Institute of Public Health, 2009). We are recording on

average 811 deaths between 2007 and 2009 directly connected to alcohol consumption or

their causes are wholly attributable to alcohol consumption. This is 4.4% of all deaths and

12.3% of premature deaths (Kovše et al, 2011).

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When we are talking about young people alcohol related mortality and morbidity, we do not

talk about alcohol related diseases in such young age, but about external death causes, like

accidents, suicides, homicides, etc. The data from Statistical Office of Slovenia (Statistical

office of Slovenia, 2012) for the last decade show, that number of deaths among teenagers

caused by an external death source has reduced for more than 2/3. The numbers related to

accidents have been falling and are relatively low; this can be contributed to effective

legislation.

According to the “Health connected risk behaviour and some health conditions among adult

population of Slovenia” research conducted in 2004 (Zaletel-Kragelj et al, 2004), more than

70% of Slovenes drink alcohol moderately (women 10 g or less pure alcohol a day, men 20 g

or less pure alcohol a day), 15% are abstinent and, what is most concerning, 13% of Slovenes

drinks excessively (women more than 10 g pure alcohol a day, men more than 20 g pure

alcohol a day). There is also a very high rate of heavy episodic drinking (60 g ethanol or more

at one occasion) among males which is 21.90% (WHO, 2011). The National Institute of Public

Health (Zaletel – Kragelj et al, 2004) estimates the prevalence of heavy episodic drinking

among adult population in Slovenia to 42.5%.

According to the WHO data (WHO, 2011) Slovenia is ranking very high among recorded

consumption (12.19 recorded adult per capita 15 years and older consumption in litres of

pure alcohol - 7th place) and total consumption (15.19 total recorded and unrecorded adult

per capita consumption in litres of pure alcohol - also 7th place).

Tolerant attitude of the whole society towards alcohol and information and behavioural

patterns that parents give to their children play an important role here. This attitude is a

reflection of beliefs, opinions and cultural background accepted by each individual.

For Slovenes alcohol was since forever “the axis of life” as our historian Šepetavc says

(Šepetavc, 2000). He sees alcohol as a one of a kind social phenomenon that is rooted in

weirdly converted understanding of national identity – seeking of Slovenianism in alcohol

and alcohol as a phenomenon of Slovenianism and part of national consciousness and

tradition. Alcohol in its many forms has become a part of Slovenian folklore, regular

accompanier of festive and working everyday life. In the past it was even said that “drinking

is habit and eating is a bad habit” (Šepetavc, 2000).

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In October 2006 EU adopted a strategy called “An EU strategy to support Member States in

reducing alcohol related harm” (Commission of the European Communities, 2006). The

European Spirits Organisation published evaluation and contribution for renewal of this

strategy (European Spirits Organisation, 2012) and they reported that this strategy and its

delivery tools fostered positive change in terms of policy and action and suggest that it

should be renewed in the same format with the same objectives. One of the five priorities is

protection of young people, children and unborn children (Zalta et al, 2008).

Slovenia has, like other EU member states, several laws and policies that deal with alcohol.

The area of alcohol policy is therefore considered in these laws:

- Law on the prevention of harmful use of alcohol (so called “ZOPA”) (2003)

7th and 9th article refer to youngsters and they forbid the sale of alcohol to people younger

than 18 years (until the age of 18 citizens of Slovenia are considered as underage) and also

to the people for which we can presume that could give it to people younger than 18. The

12th article also refers to this group and forbids sales of alcohol in buildings were educational

or health activities take place, and their functional areas.

This law legally accepted in 2003 is especially oriented on protection of young people in

front of aggressive alcohol offerings conditioned by economic interests of industry and as a

reflection of today’s consumerist society. To really enforce the implementation of it in the

country and make it possible for expertise, civil society and media to create successful

prevention programmes, it is necessary to reveal the occurrence of drinking from holistic

anthropological view on human being and other social and material angles (Ramovš &

Ramovš, 2007).

Other laws restricting the use of alcohol are:

- Act regulating the sanitary stability of food and products and substances that come

into contact with food (2000)

- Media law (2001)

- Resolution of national programme of road safety 2007-2011

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Some countries, societies and cultures are very tolerant towards alcohol. That is why alcohol

is easily accessible there. This kind of condition can lead to large amounts of alcohol use and

many negative consequences as for example is seen in cultures with permissive –

dysfunctional attitude towards alcohol consumption (quite a few of East European and

Middle European countries, and a few countries of South America) (Bergler, 2002). Slovenia

is one of such countries. Sometimes we can even hear that we are facing intolerance to

those who do not drink. Sometimes people like to force each other with alcohol, just to

comfort them, because they like to have a feeling that a lot of people drink as much as they

do. They do not want to stand out and act according to excepted social norms (Ramovš &

Ramovš, 2007). Of course there are always exceptions and this does not extend to all

members of society. In these kinds of societies there are even more common groups who

battle against it in formal and informal way.

2.2. Teenagers and alcohol

Alcohol consumption among teenagers is a very important public health problem especially

because of potential damage and many short and long term health risks. Teenagers are more

exposed to a possible risk of intoxication with psycho active substances, such as alcohol and

drugs, because of social environments’ pressures and less experience and self control

(Tomori, 2009). Surveys on young people connected with alcohol consumption have shown

that even though they are acquainted with the risks of dependence, they are not aware of

short-term risk connected to intoxication and excessive consumption (Donaldson &

Donaldson, 2006).

Teenage drinking is one of the most concerning topics in Slovenia and other European

countries. The comparison of ESPAD researches conducted in 1995, 1999 and 2003 (Jeriček

et al, 2007) showed that the number of teenagers who drink regularly has grown, as well as

the number of teenagers who get drunk. Like in some other European countries Slovenia

also recorded growth of a form of excessive drinking, commonly described as binge drinking

(consumption of 5 or more standard alcohol drinks on one occasion). From 2007 this number

has lowered in most of the countries, but in Slovenia it has risen (Hibbel et al, 2012).

European average number of teenagers who get drunk every month is 39%, and in Slovenia

this number is around 53% of 15 and 16 year olds. Concerning are also the facts, that alcohol

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consumption appears at a very young age (11 or younger) and that teenagers firstly meet

alcohol at home.

2.2.1. HBSC Report

“Health behaviour in school aged children” or shorter HBSC, is a report (Artnik et al, 2011) of

a research, supported by the WHO and conducted every four years (last in 2010) among

children aged 11, 13 and 15, living in Europe and North America. It is conducted in

cooperation of WHO.

The research instrument is international standardized questionnaire that enables data

collection among school children in all countries and measurement of all behaviour pattern

samples connected with health, determinants of health and other variables (Jeriček et al,

2007).

The main purpose of research is to establish new views and better understand health of

children and teenagers in its widest context – physical, emotional and mental well being. It is

an attempt of health related behaviour and habits change and determinants of health

change (Jeriček et al, 2007).

The research is based on data collected with questionnaires filled out by school children in

the classrooms. According to international requirements the sample has to contain

approximately 1500 representatives of each target group (11, 13 and 15 year olds) in every

collaborating country.

The results of HBSC Slovenia conducted in 2006 (Jeriček et al, 2007):

- 65% of respondents have had a drink, tried or drink alcohol; of those a little bit less

than 42% of 11 year olds, more than 2/3 of 13 year olds and approximately 85% of 15

year olds.

- Girls in all age groups drink less than boys.

- 28% of 15 year olds drink regularly (at least once a week).

- The most popular drink among 15 and 13 year olds is beer and among 11 year olds

wine.

- 31% of respondents were drunk at least once in their lifetime. This percentage grows

with age.

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- Average age when first tasting alcohol is 13.3 years. Average age when first being

drunk is 14 years.

The results of HBSC Slovenia conducted in 2010 (Artnik et al, 2011):

- The percentage of teenagers who were drunk at least twice in their lifetime is 17.5%

(15 year olds 40.7%).

- 12.2% of teenagers consume alcohol regularly (at least once a week ) (26.7% 15 year

olds – a small decline comparing to 2006).

- All numbers are higher among boys and lower among girls.

- The percentages among boys are higher and grow with age.

According to the data collected in HBSC research youngsters try alcohol at a very early age

and the percentage grows with age. There were even answers that they tried it in preschool

age and it was offered to them by their parents. The results also showed that 40% of

teenagers have never reached for alcohol. 18% of teenagers were drunk at least twice and

12% of teenagers drink at least once a week. The number of 11 and 13 year olds who have

never tried alcohol has grown since 2006, but the number of 15 year olds, especially girls

who were drunk at least twice has grown. 41% of 15 year olds were drunk at least twice in

their lifetime and 26% of 15 year olds consume alcohol at least once a week (Artnik et al,

2011).

Data about communication with their parents are also included. The age of adolescence is

age of less spontaneous communication with parents (Artnik et al, 2011). Teenagers tell

their parents only what they want to in a specified way at a specified time and in

communicating with parents they are becoming more equal partners (Artnik et al, 2011).

The HBSC questionnaire included questions on how easy or hard it is for them, to talk to

their parents about things that really interest them. The percentage of teenagers who can

(very easily or easily) talk to their mothers about things that interest them is 86.6%. The

numbers considering communications with father are a little bit lower (Artnik et al, 2011).

The numbers show that boys talk to their fathers easier and girls with their mothers. As they

grow older the percentage of talking to their parents is also falling (11 year olds are 2.3 times

more likely to talk to their parents than 15 year olds) (Artnik et al, 2011).

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Results comparison of last three HBSC researches conducted in Slovenia (2002, 2006, 2010)

showed, that communication with parents about topics, that really interest them has

reduced, even though the percentage of those who can easily communicate are still very

high (Jeriček Klanšček et al, 2012). In alcohol consumption area the percentage of

intoxication among girls and those who had first contacts with alcohol tasting at 13 years or

sooner had grown.

I decided to draw on HBSC research data, because the research included data on topics that

interested me and were connected with the main goal of my research. Data were easily

accessible and included the main topics of my work: the number of children who consume

alcohol, first age when tasting alcohol, the frequency of consuming alcohol and of course

relationship with their parents.

2.2.2. Reasons to drink?

Risky and harmful alcohol consumption is one of most preventable chronic diseases, injuries

and violence risk factors.

Early alcohol initiation and drinking in larger quantities in childhood and adolescence are

associated with a wide range of negative outcomes (Bellis et al, 2009). Alcohol is ranked

among dependence producing drugs (Andersen et al, 2012). It is an intoxicant affecting

structures and processes in central nervous systems. Young drinkers are more likely to drink

at risky levels (Ryan et al, 2011) and placing themselves at an increased risk at physical and

later psychological level.

There are many existing risk factors that lead to chemical substances abuse. Van der Stel and

Vordewind give the following (Van der Stel & Vordewind, 2000):

1. Cultural and social risk factors (laws and social norms that encourage use,

accessibility, unusually uncomfortable economical conditions).

2. Interpersonal risk factors (abusers were parents or family in general, family keen to

use, bad family conditions, family arguments and divorces, friends avoidance, friends

users).

3. Psychosocial risk factors (early and continuous behaviour problems, school non-

success, consistent fights, rebellion, favouring the use, use in early youth).

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4. Biogenetic risk factors (susceptibility ordered by genetic factors, psycho physiological

susceptibility to substance effects).

Adults with their drinking habits sometimes give the impression that all answers lie in

alcohol. And youth does not want to be left behind. Ramovš & Ramovš who conducted

qualitative research among young people and their drinking habits discovered or defined

three pathways to intoxication (Ramovš &Ramovš, 2007):

1. Young people underestimate or do not even perceive the harmful biochemical power

of alcohol as an intoxicative substance.

2. There is a valid leading pattern empowered by social norms that young people see

and that shows drinking and being drunk as an obvious and required part of

behaviour among peers, especially at weekend parties and other celebrations.

3. At the forefront of young people experiences is to feel good, have fun and in this way

fulfil their empty existence (Ramovš &Ramovš, 2007).

In pre-school age the overwhelming influence comes from parents and it begins even before

birth in form of excessive alcohol use by the mother, which can lead to many issues for the

unborn child. In further years up until eleven years of age, parents remain a key influence,

but there are also influences from peers, teachers and media. At this stage family boundaries

are challenged from the outside. Peer influence grows stronger with age. The role of parents

and school in peer group selection is important and inappropriate behaviour must be

addressed directly. Until the age of 18, peers will remain very influential and parents’

influence is very weak at this stage. Peer norms and social groups define the frequency and

level of drinking (Limmer & Alexander, 2011).

Tasting and trying alcohol as in “initiation rite to adulthood” can still be seen as normal

teenage behaviour in discovering possibilities the world offers (Šorn, 2006).

Alcohol consumption is like other social habits a result of mutual influence of many social

and cultural factors that transmit from generation to generation in the form of values, norms

and expectations. Social environment relationship to alcohol determines when, how much,

how, where and what is acceptable (Šorn, 2006).

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The reasons why young people use drugs like alcohol are numerous and most of the time

different from every individual to individual. Usually the “reason” is actually a result of

combination of consequences and influential factors teenager has to cope with when

growing up (curiosity, rebellion, need to feel good, problems in peer inclusion, running away

from bad feelings, etc.).

Variables, for which it was determined that they are risk factors, are: rebellion, alcohol

consumption with friends, low risk estimates, not informing parents about the way of

spending free time, absence from school (Šorn, 2006).

Variables, for which it was determined that they are protective factors: family surveillance,

family discipline, school success, negative parents’ attitude to risk actions, not consuming

alcohol at friends and siblings, awards and compliments inside the family, working and

cooperating together in the family. A strong factor for teenage drinking and teenage risk

drinking is the fact, that alcohol is easily accessible at every step (Šorn, 2006).

Risk behaviour is very common and normal phenomenon in the time of adolescence and is a

consequence of fast physical and emotional changes and of course a time of ‘testing’

different opportunities for individual development of personal world and life (Ule, 1995).

The reactions of wider environment and for the adolescent very important adults (parents,

teachers, idols...) on their risk behaviour are many times inappropriate and they cause

opposite side effects. Tomori (1998) states that punishment; repression, restriction and

labelling are inappropriately directed.

2.2.3. What is actually happening out there?

Internationally, studies have reported that parents tend to underestimate their children’s

opportunities for engaging in risky behaviours and may be unaware that their children are

taking part in these. Parents are not always aware of their child’s alcohol consumption.

Children are influenced by their parents parenting style which can be authoritarian or

permissive and by observing their parents consumption behaviour (Elliott et al, 2011).

In a qualitative research study conducted by Anton Trstenjak Institute on teenage drinking

habits (Ramovš &Ramovš, 2010) the main goal was to ensure qualitative scientific and expert

information to efficiently implement the Slovenian Alcohol law. The results showed that the

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first and most important fact is that social environment is keen on drinking, alcohol offers

are big, it is easily accessible, design drinking peer companies of young people, and are the

determining facts for harmful drinking of young people.

They stated that they usually try alcohol for the first time at home, in family environment –

at parties or special occasions, at work connected with alcohol cultivation.

Because of the general alcohol acceptance in Slovenian society it is no wonder, that a half of

youngsters in Slovenia consume alcohol on family celebrations and that access to alcohol is

very easy. They find alcohol consumption as positive, because it helps them to have more

fun, be more communicative, make more acquaintances, be more self confident, etc. But

they also see some negative effects like nausea, vomiting, hangover, moral hangover or

regretting things they did when they were drunk, headaches, etc. where primary school

students are more convinced that alcohol has negative side effects and secondary school

students less (Zalta et al, 2008).

2.3. Parents insight

Family is seen as the most important social environment factor in personal development

(Tomori 1999, Ule et al 2000, Kastelic Mikulan 2004...). That is why this is the place where

every individual should learn how to experience him/herself, learn about relationships,

opinions, values, personal maturity and emotions. In family we can experience the emotions

of safety and love, or face the lack of these feelings. Both situations are very important for

personal development.

Even though it is believed, that parents and family do not have a big influence on teenage

alcohol consumption and that peers are those who are the most influential (Hayes et al,

2004), there is many existing evidence that this is not a right assumption. Internationally,

studies have shown that children are influenced by parenting style and observing parents’

behaviour. Parents act as important role models for their children and may be their child’s

primary source of information concerning alcohol, but they are not always aware of alcohol

consumption among their children and they underestimate their children’s alcohol

consumption (Hayes at al 2004, Elliott et al 2011). Warm family relationships and good

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quality relationships between parent and teenager were also connected to lower levels of

alcohol use and misuse (Haynes et al, 2004).

The attitude of parents towards alcohol is the one that gives first knowledge about alcohol

and parenting norms, values and goals that refer to parent’s beliefs systems, attitudes and

conceptions (Hudolin 1989, Hayes et al 2004). These norms are not static and are like other

parenting factors changing in time with adolescent’s development (Hayes et al, 2004). For

example: if parents or one of the parents drinks when being in emotional distress, this will

be the role model of coping with troubles for the child. And if parents drink only occasionally

and do not give any special meaning to it, then their children have grater chances to develop

moderate drinking patterns (Vuletić, 1988).

Longitudinal studies, that have been researching adolescent alcohol use, have identified

more variables connected to parents, who can influence on alcohol use: parent modelling,

provision of alcohol, alcohol-specific communication, parental disapproval of drinking,

parental discipline and rules, parental monitoring and the quality of parent-child relationship

(Ryan et al, 2011). If parents have developed a normal attitude towards alcohol consumption

in their life, there are more possibilities that they will help in developing it with their

children, and poor parental monitoring can cause earlier alcohol consumption (Hayes et al,

2004). Parental monitoring is very important in creating a realistic picture on what is

happening. It is important to know what your child’s activities are, communicate with your

child about topics of concern and most of all understand your child (Hayes et al, 2004).

Teenage years, also known as a kind of ‘rebellion‘ years, are a life stage that needs special

attention and especially parents’ understanding. Let us take a look at some of the

conceptions of adolescence and teenage years and its main characteristics.

2.3.1. Teenager – adolescent!?!

Adolescence is a period of making choices, a period of experimenting and boundaries

seeking. The term ‘adolescence’ is derived from adolescere in Latin meaning “to grow” or “to

develop towards maturity”, the transition period into adult life (Feixa, 2011). From a

sociological point of view it is identified as a relatively short period and is commonly

identified as “teens” (Feixa, 2011). Every one of us is exposed to different influences from

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our social environment in different life periods. Teenage years are certainly one of the most

sensitive lifetime periods. Our self-image is still in development phase and we are searching

for a place and space in this world. We want to belong somewhere and be surrounded by

people that have adopted social norms and values that we find most acceptable.

Every child with his own characteristics co-creates interactions between himself and the

others. No two children are the same and the same environment or the same approaches

will not have the same effects on all children (Tomori 1999, Čebašek Travnik 2002, Ramovš &

Ramovš 2007, Tomori Žmuc et al, 2010).

The family role in constructing personality is without a question one of the basic ones, since

personality is starting to develop at a very early age (Tomori Žmuc et al, 2010). But there are

many other influential factors that are not connected to the family and the number of them

grows with age. Care and protection are basic tasks which family takes over in its

responsibility for their child. Only if they are pleased, healthy potential development is

possible. Family is the first mirror child sees himself in and family relationships are the ones

that will be the basis for all other in later lifetime. Value system is developed here, and here

we estimate what is good and bad, what is acceptable and what is impermissible and what is

worth trying for (Tomori, 1999).

Every culture knows some kind of transition period of ‘entering the adulthood’. This is a

transition period, when we are not children anymore, but not adults yet. Being accepted in

the category of adults is not mere a proof of age and height or any kind of physical category.

It is a proof of being emotionally and personally mature. Processes development

psychologists use to describe the period between child and adulthood as adolescence (Ule

2008, Feixa 2011). Adolescence includes a lot of psychophysical changes. Teenagers struggle

for a better or at least different status in the family and society. It is a process when every

individual develops his/hers personality based on psychophysical dispositions and

interaction between social and physical environment (Nastran-Ule, 1995). This social and

cultural transition is also typically culturally specific. It is a one way and one time process, a

process of upgrading many cognitive, emotional and motivational structures, which enable

young people to individually take action in society (Ule, 1996).

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Position of youth in nowadays society is not simple. Young people are very unsecure about

their future.

2.3.2. Permissive or restrictive attitude; living in denial

Parental use of alcohol and their general attitudes and beliefs in relation to it, have great

influence on young people’s use through processes of social learning. Parents are generally

opposed to the supply of alcohol to minors, but parents with permissive alcohol norms are

more likely to accept adolescent alcohol use. The consumption of alcohol on special

occasions is often supported in family home by parents who believe that this is a harmless

practice and that it is beneficial in educating young people about alcohol (Ward&Snow,

2011).

In permissive integrated cultures people start to drink at a very early age (Vidmar, 2002).

This early socialization influences the development of drinking patterns. For a youngster it is

very important that his parents have a proper attitude towards alcohol consumption. Early

initiation of alcohol use, before the age of 14, can increase the risk of problem behaviour

development and later in life problems with alcohol consumption (Elliott et al, 2009).

Extreme decline wakes curiosity and extreme parents’ attachment to alcohol to copying

(Tomori, 1999). Some researches advice that it is more recommendable to incorporate

alcohol use in family life under supervision and keeping it under control, instead of

mystifying it (Cox et al, 2006).

In 2009, Chief Medical Officer for England, Liam Donaldson (Donaldson, 2009) listed

guidance on the consumption of alcohol by children and young people, and actually

indicated, that alcohol-free childhood is the healthiest option and that the age of 15 can be a

milestone, when children could try and get acquainted with alcohol consumption, but under

guidance and supervision of parents or carers (Donaldson, 2009). But still, international

researches also show, that permissive parent’s attitude to young people’s alcohol use can be

related to increased use (Hayes et al, 2004).

It is very important for the adolescent to see what kind of relationship their parents have to

alcohol. Extreme relations are here not in place. Youngsters reflect the society they live in

(Ziherl, 1989).

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It is very important to reduce risk factors of problematic behaviour and increase protective

factors in order to reach positive balance. Elliott et al (2009) classify permissive attitude and

behaviour of parents towards alcohol, poor parental control, harsh parenting, family

conflicts and weak family ties among risk factors. As protective factors opposites of risk

factors are listed: authoritative parenting, supportive family environment, strong

attachment to parents, conventional parents, external support children and child’s own

coping efforts and parental interest in school activities (Elliott et al, 2009).

All these factors are very important for conducting this research work, because they will

serve as a basis to make a clearer picture of what supportive child protective environment

should be like. I will have theories from literature review on one side and parents’ views on

the other. Parents definitely have a very important role in teaching their children about

coping with health hazards in their life (Miller & Plant, 2010).

This is the finishing section of literature review chapter, which tried to cover all key elements

of chosen topic: alcohol abuse, parents, teenagers, attitudes and relations and current

situation in alcohol use in Slovenia. The main thread running through the whole review is the

fact, that drinking in Slovenia is socially accepted and consequences of this fact are visible in

all age groups. Teenagers are in their most sensitive life time period and, as we saw from the

HBSC data (Jeriček Klanšček, 2012), this is the latest period when parents can try to influence

them, because influence and communication in teenage years reduces with age.

In next research chapter I will discuss the methodology, ethical approval and analysis area.

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3. Methodology, Analysis strategy, Ethical Approval Process

In this chapter I will outline the methodology used in this research, describe the approach

used in choosing the appropriate methodology, the sampling and recruiting process

planning, data analysis and ethical approval gaining process.

3.1. Choosing the right methodology

As Ritchie and Lewis stated (Ritchie & Lewis, 2003) an effective qualitative research study

has to have a clearly defined purpose, coherence between the research questions and the

methods or proposed approaches and generates valid and reliable data. I will build my

research work on this statement; therefore it is crucial to say something about the purpose

and aims of the research at the beginning of it.

The main purpose of my study is to explore parents’ attitude, beliefs, concerns and their

interest in harm reduction strategies to reduce the alcohol consumption among teenagers.

There are three main objectives:

- To understand the attitudes, beliefs and concerns of parents

- To get acquainted with the way they educate their children about alcohol misuse

- To find out the extent to which parents knowingly or unknowingly supply alcohol to their

children.

Because the main goal and the study objectives are mostly about exploring attitudes, beliefs,

experiences and behaviour of parents I decided to use qualitative methodology, where

approach to knowledge is made through interpretative way of thinking and viewing the

world, and where reality is defined by research participants’ interpretations of their own

realities (Williams, Unrau & Grinnell, 2005). Experiences and priorities of participants, which

we can get acquainted to in research work, are having a strong influence on collected data.

In qualitative research the easiest way to find out what the participants think, feel and know

is simply to ask them. In this case the research participants are the most valuable and

important data source. The research should adopt an emic perspective, insider’s view of his

or her social world without making any value judgements. It focuses on experiences and

meanings of individuals or groups (Lesley &Henderson, 2005). There are two cognitive

29

dispositions and therefore two different epistemological points of view: etic and emic

perspective. Etic perspective is a view on the culture from the ‘outside’, results of

observation, analysis descriptions, a kind of distance observers’ view, more theoretical view.

In order to understand causes for acts in a certain social groups we need to include the emic

perspective, which means the inside knowledge and understanding of internal relationships,

beliefs, tradition. The emic perspective could be described as more inside one, the study of

local from inside and bringing out points of view of insiders. The combination of both

perspectives could bring more comprehensive understanding of observed topic (Pool, 2007).

Etic perspective is known to us from the literature, research reports and other available data

sources, that is why we need to obtain insider’s view, the view of the population involved in

this situation to gain better understanding and insight.

According to Pope and Mays (Pope & Mays, 1995) the goal of qualitative research is the

development of concepts which help us understand the social phenomena in natural setting,

giving the emphasis to the meaning, experiences and views of participants.

3.1.1. Working methods

In search of right research techniques inside the qualitative methodology frame, I always

had in mind that the most important data I am trying to get is about the perception of

teenage drinking, a very delicate subject. My target population, or more precisely,

population I will draw sample from, are parents of teenagers, and some of them may be

already facing this subject in problematic way.

“There are no right or wrong methods, only methods that are appropriate to your research

topic and the model in which you are working” (Silverman, 2003, p.112). The choice of right

methodology is hard and crucial for the development of all further stages of research. It

should reflect research topic, but be chosen carefully and appropriately.

I decided to use the semi-structured interview method which can be applied in one to one or

in a group setting. Both approaches will be used in forms of focus groups and in-depth

interview. Maybe it is a little bit strange that I decided to use two similar approaches. The

answer lies in my previous experience when I was conducting focus groups. When we are

conducting a focus group interview, some participants talk more, others less. Sometimes it

30

even happens that some of them nearly say a word or two. I decided to invite participants

from the focus groups, who would like to say more or those who do not want to talk in front

of other people about this topic, to share their thoughts in a face to face interview and

maybe open up more. Sometimes focus groups allow the ‘safe’ discussion of topics which

may prove embarrassing or difficult to talk about on a one to one basis (Carter, Henderson,

2005). Group setting can be empowering and allow more criticism. Focus groups offer more

opportunity to participants to refine what they have to say, because they hear the

perceptions and thoughts from other people, which is especially useful in attitudinal

research (Ritchie, Lewis, 2003), like this one, because explaining attitudes is sometimes

easier for people when they hear different attitudes described by others and to understand

better or describe and explain their own personal perspectives and experiences. The

discussion flow in focus group discussion depends on interaction between the participants.

In this kind of discussions it is possible to identify some cultural norms, and I hope that I will

be able to sense them. Group interaction is here seen as a part of a method (Kitzinger,

1995). First key points I will draw from focus group discussions will be then given as a

question to participants in face to face individual semi structured interviews. This will

represent a kind of a challenging situation and some kind of a test if groups in challenging

situations share a collective opinion or if individuals anyway share their real opinion.

In my literature review I will be drawing data from the Health behaviour in school aged

children research conducted in 2010 in Slovenia, which includes children aged 11, 13 and 15

years old. HBSC research was carried out by National Institute of Public Health and its report

is already available (Artnik et al, 2011). Sample size was around 5500 children, aged 11, 13

and 15, both male and female in approximately same percentage.

Research participants included in my research will be parents of children this age. Three

different age brackets will also reflect their relationship with alcohol at different age. This

can be very helpful in development of age appropriate strategies.

Two focus groups will be conducted. One will take place in a primary school in urban area

and one in primary school in rural area. In Slovenia children visit primary schools from 6 – 15

years of age, and then go on to high school from 15-18. Focus groups will consist of 6-8

members, in each there will be parents of 11, 13 and 15 year old pupils. The plan is to

31

construct groups where both sexes (male and female) will be included equally. Focus groups

will include maximum 16 parents altogether. They will take place in school building which I

see as the most suitable venue. The definition of basis carriers of socialisation and the roles

of school and family in education of children give the purpose of including parents in school

life and work. Parents can be included as co-workers/partners, helpers or merely as clients.

In Slovenia parents are mostly seen as partners and equal collaborators (Vidmar, 2001). The

motivation of parents to work hand in hand with school is based in care for their child and

this motivates them to join different school activities, if they identify them as positive and

good for their children. Schools are the places parents visit because of their children,

because of parents meetings, consultation hours with teachers, even join informal school

activities...and that is why I chose them as focus group venue.

In the beginning of every focus group session a short introduction in a few words of

explanation about the research will be made. I will once more assure the confidentiality of

participants, and ask all the participants to assure confidentiality to other participants too.

The meaning of focus groups discussion will also be presented in a few words. Most of all the

main rule of focus groups as I see it is that there are no wrong answers. Only opinions,

perceptions and different views are those that exist. Debates and maybe even possible

conflicts can be even greater source of information than similar perceptions (Silverman,

2003). As an ‘ice breaker’ session in the beginning of each discussion a short opening

introduction circle will help participants to open up easier. I will not have pre-prepared

questionnaire, only a checklist of topics I would like to cover, gathered around 4-5 key

questions.

Moderators’ role can be high level or low level (Cronin, 2009). In high level the moderator

has a high degree of control over the direction and nature of discussion and in low level his

role in discussion is kept to a minimum. Both of them have positive and negative sides. If we

try to be a moderator with low level of control over the discussion, it can happen that

discussion goes into totally wrong direction and we do not get enough data. In high level

moderated discussion there is a possibility that we will not be able to reach any naturally

open discussion and find out what we have planned. That is why I decided to use a medium

level of moderation and try to find a level in between both extremes.

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From each focus group, two participants will be chosen and invited to participate in an in-

depth interview discussion, a face-to-face conversation with one purpose, exploring research

topic in more detail (Pope, 1995). When we conduct face to face interviews of this kind, we

have an opportunity to ask our co-speaker if we understand him in the right way, for more

interpretation and explanation, get deeper into his understanding of the problem as the

conversation goes along. It is very important that we leave the participants enough time to

explain their perspectives and ideas in detail without interruption (Carter and Henderson,

2005).

By completing focus group discussion with in depth interviews I will have a possibility to

discuss about the research topic in detail with those, who were interruptive or let out in

focus groups discussion. Those who were not prepared to open up in front of a group of

people will have a chance to talk about it in private, and those who have a lot to say, but

there was not enough time for all they had to say about the topic in focus group discussion,

to say more about the discussed topic. Focus groups will therefore be a kind of initial stage

(Ritchie & Lewis, 2003) for raising and exploring relevant issues, which will be deeply

discussed in an in-depth interview.

3.1.2. Sampling and recruiting process planning

Research process, planning of research work actually, has led me to choose a sampling

pattern which will be the most appropriate to my research work and adapted to the

research topic. Since my target group or more precisely said, wanted participants in my

research work, are parents of the children of appropriate age, I decided that research

participants will be invited to participate in the research through counselling workers in

chosen schools.

Research participants will be reached through counsellor workers in chosen schools. Clear

inclusion criteria will be set. Potential research participants are those, whose children visit

one of the chosen schools and are aged 11, 13 or 15. These two inclusion criteria will be

clearly stated in all publicity that will be handed out to (potential) research participants. A

publicity flyer will be prepared and handed out to parents through teachers and counselling

workers on parental meetings (organized almost every month). Parents will make a choice

whether or not to be involved, but they must meet the inclusion criteria. They will be

33

informed that as places on the study are limited by the size of the focus group not everyone

interested may be able to take part. Flyer will be accompanied by participant information

sheet and ‘Statement of interest’ reply form. Parents will be asked to return ‘Statement of

interest’ reply form in 7 days from the date they received it, either to school counsellor or

directly to me (my contact details will be included in information sheet and ‘Statement of

interest’ reply form).

The principle of purposive sampling will be used. Characteristics of the chosen population

will be the basis for the selection of participants. Members of the sample will depend on

whether they meet the key criterion (children of proper age who visit chosen school). All

potential participants will be invited to enter the study freely and willingly. They will be

informed that the participation is entirely voluntary. Within the principle of purposive

sampling that will be used (Pope, 1995), respondents are chosen deliberately, to reflect

some features or characteristics of interest. Characteristics of the chosen population will be

the basis for selection of participants. Members of a sample will be chosen according to

suitability to key criterion (children of proper age who visit chosen school). The key criterion

in purposive sampling has to ensure two principal aims (Ritchie, Lewis, 2003):

- To ensure that the key consistencies of relevance to the subject matter are covered.

- To ensure that there is some diversity included for the exploration of the impact of

characteristics concerned.

Comparative analyses are the most common ones in science or as Silverman (Silverman,

2005, p.105) stated “comparative method is the basic scientific method”. Different

background of research participants will give me the opportunity for comparing opinions of

people according to their partnership, residence or social status background. Purposive

sampling makes us think in critical way and leads us towards careful sample choices that will

suit our demands.

At the focus groups sessions all participants will be asked to read and sign written consent

form. The information sheet form will give as much information about the research as

possible, in order to help the participants to really make an informed decision about their

involvement in the study. The consent form clearly states that the participants are not

34

obliged to take part and are free to withdraw from the study at any time up to the

submission of the research project or up to the start of group discussions, and within two

weeks of the interview. They can leave the focus group discussion at any point during the

discussion but recordings of the group discussion may still be used as anonymised data in

the dissertation and subsequent dissemination of the study.

3.2. Organizing data analysis

The aim of data analysis is to “walk the walk” and “talk the talk” of research participants and

not to impose “outside” meaning to the data they provided (Williams, Unrau & Grinnell,

2005, p.81).

Analysis is an ongoing process in qualitative research. Stages of research are not as strict,

and researcher can move back and forth between different stages from design to data

collection and analysis. There is no absolute existing rule for analysing qualitative data;

instead there is a range of analytic approaches. I agree with Silverman who says that, good

quality research should satisfy four criteria: thinking through and with data, developing

empirically sound, reliable and valid findings, methods that are demonstrably appropriate to

the research problem, and if possible it is contributable to practice and policy (Silverman,

2005).

My previous research experiences have thought me that qualitative research gives us deeper

insight and understanding of phenomena that interest us. Analysis and interpretation of data

collected in focus group discussions require a lot of judgement and care and it can be as

rigorous as that generated by other research methods (Stewart, 2007).

As a researcher I am keen on using interpretative or inductive thematic analysis, process of

developing analytical categories as they emerge from the data (Pope et al, 2000) and data

are initially read and reread more times to identify themes and categories and index them.

All focus groups will be fully taped and transcribed, even though I am aware that transcripts

and other possible field notes produce a large amount of data. The most common focus

groups data analysis involves transcripts and summary of conclusions drawn from data and

all analytic techniques for focus groups data require transcription of the interview as the first

35

step (Stewart, 2007). Collected data are all pieces of evidence and if they are properly

analysed they can give a lot of information needed for conducting research work. There is

one more positive side of taped conversations, they can be replayed more times and

transcriptions can be improved with more data if needed (for example, if listening to taped

conversation recalls your observations from conduction of the interview and observing the

interviewees reactions).

Analysis will be done in form of thematic analysis, to identify and group themes and coding,

classifying and developing categories (Pope, 1995). Manual data analysis method will be

used. I decided not to use any of computer software for analysing qualitative data because

of my own conviction and belief that computer cannot do analysis work as thorough as

manual coding. I prefer analysis work with big sheets of paper. I plan to devise a set of

codes/key themes and search for appearances all over the transcripts and get them into

manageable form. This kind of analysis work allows cross case searching. Transcripts will be

analysed as the research goes on, during new data collection.

In the first stage of research analysis all names, places and similar things that could in any

possible way be connected with participants of the research will be removed. All the

transcripts will be read once more while listening to tape recordings to find possible new

information. Next stage of analysis will be coding. Some coding themes were already pre-

defined in beginning stage of research, but it is very important to be open for new themes

that emerge from data. Since I decided to use manual data analysis, this is the stage, where I

will mark the words or pieces of text with different colours and make comments to

highlighted text and make marks. I will use the so called scissor-and-sort technique (Stewart,

2007). After the text will be reread and highlighted, a special list of key themes will be made,

they will be defined and marked text will be ordered according to codes. Already in coding

phase some key themes will arise. The coded copy of the transcript will be cut apart and

sorted together so that material relevant to particular topic will be put together (Stewart,

2007). This is the stage of analysis when thematic charting is needed. I will use separate

thematic chart for every emerged theme. Analysis process than takes us further on to

comparison, descriptions, explanation and proper interpretation of analysed data.

36

It is very important that we find the right balance between description and interpretation

(White et al, 2003). And most of all, interpretation of analysed data is crucial for

disseminating phase of the research process. Research work falls on the fertile ground only if

it is presented in the right way, so that it can be recognized by others who share the same or

similar experiences in a particular or similar field, topic or research phenomena. Proper

analysis and presentation of findings are the ones that determine future success of the

research work done.

3.3. Ethical Approval Process

Application for judgement of ethical suitability of research proposal was reviewed and

approved by Medical Ethics Committee of Slovenia and reviewed by the Faculty of Health

and Medicine Research Ethics Committee, and reviewed and approved by the University

Research Ethics Committee at Lancaster University, before the research work started. In the

matter of ethical considerations of this research, I lean especially on the rights of individuals

included in the research. I will work according to key ethical considerations of public health

practice, which is trying to find ways of ensuring health of the whole community and at same

time takes into consideration, that health of individual is strongly connected with his life in

the community. Therefore I will ensure highest possible rate of considering the rights of

individuals.

The participants of this research will be parents of primary school children. The participants

will willingly decide themselves whether they want or do not want participate in this

research and will be priorly informed about the research. They will also be informed about

their role in the research, contents, purpose and sense of research.

Based on all that, they will decide whether they will participate in the research and sign

informed consent letter. Informed consent will be signed only after the participants

understand that their participation is voluntarily. Both, the right for anonymity and

confidentially of all given information will be ensured. Because of the sensitivity of the topic,

the right for dignity and respect will be ensured. If the invited person decides not to

participate, it will have no effects for the participants, because participation is voluntarily

and without any commitments. Anonymity of the individuals will also be ensured with the

use of initials if needed.

37

The participants will not have to give any personal data information (name, surname,

address, birth year, etc.). Names, surnames and addresses of the participants in research will

be stated on the informed consent document, but they will not be analysed in any way or be

included in collected data processing. Informed consent documents will be guarded

separately from the rest collected material from this research.

Access to all collected data will be accessible only to me as a researcher, and I ensure the

highest possible rate of confidentiality and guarding of anonymity of all volunteers in the

research.

In this phase of the research it is not known, whether the results of the research will be

published anywhere. Data will only be collected for the purposes of research work needed

for masters’ dissertation. I will be ready to present results of the research to the research

participants on their wish or demand. With this statement, I do not deny that results of the

research will not be published or presented to wider public sometime in the future, because

I can disseminate key findings to research participants in summary form and maybe even

present it to wider public in form of a conference paper, publication article or in other forms

of public presentation.

38

4. Field Work Experience and Findings

4.1. Getting research participants

The recruitment of participants is one of the most important elements of the research study.

We want to gain insight and understanding by hearing from representatives of the target

population. Chosen methodology for this research work was focus group discussions. Focus

groups depend on purposive sampling in order to select participants to achieve the project’s

goals (Gilbert, 2008). Participants were recruited and selected according to preset inclusion

criteria.

Research participants were invited to participate in this research with cooperation and help

of school counselling workers from two chosen schools. They were the ones who handed out

all publicity to potential participants who were chosen based on meeting all inclusion criteria

(their child visited one of the two chosen schools and was 11, 13 or 15 years old). If the

potential participant met all inclusion criteria, he/she has received publicity flyer,

information sheet and ‘statement of interest’ form. Publicity was handed out to parents on

parents meeting which takes place in school almost every month. Every parent who decided

to participate filled out the ‘Statement of interest’ form and returned it to school counselling

worker in 7 days from the day they received the research publicity. Getting enough research

participants was not an easy task. We handed out around 40-50 invitations to participate

and received 18 positive reactions. I was satisfied with the number of potential participants,

because I had in mind that qualitative samples are usually small in size for three reasons:

there is little new evidence from each additional fieldwork unit, incidence or prevalence are

not concern of qualitative research and the type of information in qualitative studies is rich

in detail (Ritchie & Lewis, 2003).

After 7 days, counselling workers contacted me and informed me about the number of

potential participants who signed ‘Statement of interest’ forms. We waited for three more

days and then I went to meet them to get signed ‘Statement of interest’ forms with contact

numbers or e-mails of potential participants. There were nine signed forms waiting for me in

each of the chosen schools.

39

With the help of counselling workers (availability of classrooms) and contacts with potential

research participants date and hour of focus group discussion was determined. It was

adjusted especially to availability or better said free time of potential participants. Both

focus groups were planned during the week and in afternoon hours.

4.2. Field work experience

Two focus group discussions were held. The first one took place in a primary school in rural

area. Chosen school in rural area is one of smaller primary schools in Pomurje region with a

little bit more than 1100 inhabitants. Children from this and two other villages are visiting it.

All together it has 177 pupils in 13 classes. The second one was held in one of the three

largest primary schools in the region, in central town of the region, with around 12.500

inhabitants. The school is visited by around 560 pupils who are divided into 25 classes.

First focus group discussion in rural primary school took place at 21st May 2012 at 6 pm. It

lasted for approximately 90 minutes. Nine participants were expected, but only seven

showed up (two fathers and five mothers). Group atmosphere was very relaxed. The

participants knew each other either personally or just by acquaintance. Focus groups with

people who already know each other are very common and can provide an atmosphere in

which participants feel safe enough to reveal some topics and issues they would never say in

front of strangers (Finch & Lewis, 2003). This focus group discussion was proving this

statement. All parents were equally contributing to the discussion and shared their opinion.

Participants were from different families and all except one have more children. At least one

or two children from participating parents are 11, 13 or 15 years old. In two cases it was so,

that one was 11 and one 15. Parents were from different professions, from those with very

high education level to those with only basic education (finished primary school).

The second focus group was held in primary school in town the next day, on 22nd May 2012

at 4 pm. The duration of it was similar to first one. Nine potential participants were

expected, but only seven showed up and joined the discussion. The discussion was taking

place among seven mothers of 11, 13 and 15 years old children. In this group we had three

cases of one mother having an 11 and 13 year old or, 11 and 15 year old, and 13 and 15 year

40

old teenagers at home. The atmosphere here was also very nice and relaxed. It was a little

bit calmer and quieter at the beginning but later the discussion took its natural flow and

became more vivid. Like in the first discussion group, the participants knew each other, but

not as personal as in the first group, they were more like acquaintances.

Focus groups took place one after another with only one day difference. I experienced this

situation as extremely positive, because all impressions from the first group discussion

remained fresh and it was easier to compare the reactions, discussions and answers of

participants in both groups.

Even though I planned to include participants of both sexes equally, women prevailed, and I

only managed to gain two male participants, both in rural environment.

At the beginning of every focus group discussion all participants were asked to read and sign

written consent form. They were already acquainted with the research because they all

received publicity materials and I was available for all of their questions prior to signing the

consent. There were no additional information needed, they all signed the consent form and

we started with the focus group discussion which was conducted according to the five stage

model of focus group discussions (Finch & Lewis, 2003, Gilbert, 2008). The first stage was

introductory stage when I introduced myself and once again briefly outlined the research

topic, goal and aims of my research. Confidentiality and anonymity of all participants and

their opinions was assured once again. In this introduction section I also shortly explained

what are the purposes of these kinds of group discussions and presented them the ‘ground

rules’ of focus group discussion. Because they mostly all knew that I come from the Institute

of Public Health and work as a regional health promoter, I had to remind them once again,

that I will not participate in the discussion and that my opinion does not count. It is their

opinions, beliefs and thoughts that are valid in the discussion. I believe that it is very

important that data are generated by group interaction and that view and experiences are

presented. Participants could hear opinions from other people, reflect on them and in the

light of this considered their standpoint further (Finch & Lewis, 2003).

Introduction was followed by an opening circle. When conducting focus groups, it is

necessary to start a discussion in a simplest way as possible. As an ‘ice breaker’ session a

short introduction circle was used. Each participant presented his/herself in short. After

41

opening circle with personal introduction, a simple, general question was set, to slowly lead

the participants into the discussion and encourage them to talk and think about the range of

issues involved. The opening question, I used to make as a basis for all further discussions,

raised many issues and was very vividly discussed. That was a question about alcohol in

Slovenian society. Further discussion or better said discussions were set around the key

topic, teenagers and alcohol. Topics of the discussion were teenage drinking in Slovenia,

parents’ viewpoints on why, where and what teenagers drink, alcohol availability,

consequences of alcohol, etc. And to bring some ease into the discussion, there was a

question about their first experiences with alcohol. I as a researcher was working according

to the researcher’s aim set by Finch & Lewis (Finch & Lewis, 2003), that is to allow as much

relevant discussion as possible to be generated from within the group while at the same

time ensuring that the aims of the research are met. The key issues were covered, but not in

a predesigned order, because I was following the natural flow of the discussion and tried to

lead the way of discussion on emerging discussion themes. Sometimes the group only

needed a little help to reach deeper into the topic discussed. Sometimes only reframing or

repeating what was already said was needed to stimulate further discussion. During the

discussion, I was always trying to ensure that every participant got their chance to contribute

to debate and later conclusion of debate.

Altogether there was approximately 120 minutes of tape, which was fully transcribed and

prepared for content analysis purposes.

4.3. Findings

Reporting stage is the culmination of the analysis process (White, Woodfield and Ritchie,

2003). Findings should be presented in an accessible form that satisfies the research

objectives and is understandable to the audience. In doing that we must keep in mind that

the readers of the presentation may not be familiar with qualitative research (White,

Woodfield and Ritchie, 2003) and that our research papers or articles will be read by people

of different profiles and professional background.

42

Analysis was thematic analysis, where key themes were identified and classified. Manual

data analysis method was used. All tapes were transcribed and transcripts were analysed

while going back and forth through the text. All names, places and other possible

identification signs were removed from the texts. Tapes were listened once more for help in

defining new codes that would emerge. Some coding themes were pre defined, but I find it

very important to be open for new themes that emerge from data. Words and pieces of text

were marked with different colours. Special list of key themes was made. The text was then

cut apart and pasted together according to different codes and themes. I used a separate

thematic chart for every theme. The next stage was comparison, descriptions, explanation

and proper interpretation of data.

Analysis of data was therefore qualitative thematic analysis in search of anticipated and

emergent themes that occurred. The results of focus groups discussions were analysed

manually with the use of large pieces of paper and colours. Data were compared and

thematically organized; therefore the results are presented according to emerging themes

and subtopics which are used as subtitles of this chapter.

Data analysis was ongoing, iterative, allowing exploration of new concepts. These were also

challenged and all concepts were categorized into six major themes as they appeared in the

analysis process. Those are:

1. Alcohol in Slovenian Society

2. Teenage drinking

3. Alcohol availability

4. Consequences of Alcohol Consumption

5. Their teenager and drinking

6. Parents and alcohol

Transcriptions also include some incomplete sentences, half finished thoughts, parts of

words, phrases, and other characteristics of the spoken word in a group discussion. They

have not been edited, so character of the respondents’ comments has been maintained

(Stewart, 2007), even though it is sometimes a little bit confusing. These characteristics are

43

true to the flow of the discussion, but they could sometimes make it difficult for a reader to

follow the text. I decided to maintain them in original version, as they were translated into

English language, because original was spoken in one of the Slovenian dialects and some of

the discussion originality was already lost in translation.

See appendices six, seven and eight, where you will find focus group transcripts (in

Slovenian), index of themes and thematic charts and an example page of working analysis

stage on an example of one key theme.

In the next six sections and their subsections, key important themes and sample statements

of respondents will be presented within a theme.

4.3.1. Alcohol in Slovenian society

Slovenia is, as mentioned earlier in literature review, classified among countries with

permissive attitude towards alcohol consumption, where alcohol is a part of celebration and

everyday life and it is a socially excepted norm. Participants’ opinions about alcohol

consumption presence in Slovenian society were dual. They all agreed that it is overall

present and wide spread:

“You can see it on TV too, drinking is present everywhere, alcohol is always present

somehow, and than...they think it is like that...”

The opinion that drinking culture or knowing how to drink according to event and situation is

still at a very low level. Drinking is overall present, people like to “force” other people to

drink and if you do not join in, you are somehow excluded from the company. One of the

participants shared his experience when he was coming to our focus group meeting and had

to literally escape from the inn, so that they would not notice him:

“Now, when I was going to this meeting, I stopped in one inn for a cup of coffee, to go

through these papers a little bit, and when I came, they already had three litres on the table,

so I could not even drink my coffee, what can you do, I had to escape. Well, I think that

drinking culture in Slovenia is still at a very low level. There is still drinking, look, wine

consuming is not to get drunk, because you have so many wine sorts, and then there are

spirits...”

44

Focus group participant whose partner is working as a sommelier describes the situations on

wine tasting evenings, when the actual purpose of the meetings is lost and the goal of

getting drunk prevails:

“But, just as I said, I go... with D., we go to these meetings and wine tastings, these and that,

and I mean, I cannot believe, that people come; who are wealthy, educated, but with no

drinking culture; just to have fun. And he or she will stand there with a glass in his hand all

the time, and this one is good, that one is good...They are all good, just to have fun. And at

the end they are so drunk, that it is ugly to see. And this was supposed to be a cultural event.

I mean... It is true; there is no difference in drinking culture on events like that that should

have a cultural connotation, and classic pub drinking. There is no. There is no difference. They

are all drunk at the end.”

Even public persons who were supposed to be role models for others consume it in public

places in inappropriate ways. The examples of municipality mayors were exposed:

“Well, take mayor as a setting example...and it does not matter if ours, yours or any other.”

They even stressed the fact that in their opinion some public persons were actually hidden

alcoholics:

“And now, when you look at it that way, and analyse it, you can see those people... that they

are a little...and then you actually see that they are hidden alcoholics. Even though he has a

function, any never mind what he works and everything, there is something wrong.”

On the other hand they noticed the impact of financial crisis situation in the country and law

restrictions on alcohol consumption. They all agreed that people are drinking less, especially

from these two reasons. A participant shared her opinion how the habits have changed

because of strict road traffic regulations:

“Now the season of picnics has started and even...I personally think that less and less, this,

alcohol is present, because of all the restrictions and everything. People are aware that

simply, I do not know... And the winegrowers also say that they sell less wine. Before when

we had picnics it was always, I mean, we had alcohol. Now, nobody wants to drink that.

45

Everybody wants some non-alcoholic drink, seriously, for the third year now. The past is

turning”.

Most of them think that people are drinking less because of current financial crisis in the

country:

“Counting in, that there is less drinking, because there is no money.”

And high punishments for breaking the road safety regulations:

“And the punishments and they take away your driver’s licence...Now some do, some do

not.”

4.3.2. Teenage drinking in Slovenia – is it really problematic

Research data mentioned in the literature show, that teenage drinking, especially binge

drinking in Slovenia is problematic. The discussion about teenage drinking in Slovenia started

with the debate whether teenage drinking in Slovenia is a problem or not. Participants

mostly believed that alcohol may be present among Slovenian teenagers at some level, but

not among their children.

4.3.2.1. Is it really a problem?

Research data prove that this is a public health and overall problem in Slovenian society, but

parents share different opinions. The participants mostly agreed that this is a topic that

would need more debates and discussions and bringing it out more in the public. They

believe that communication is the key, especially more communication between and with

children and parents at the same time. One of participants gave a proposal:

“Maybe to say, that it is good to talk about it, and maybe it would be nice to have these kind

of discussions with children and parents, honest ones, maybe even in school, out of

school...Ok, we have a lot of obligations and it is sometimes hard, like, today for example,

“oh I have to go somewhere again”, and “where did you put me into”, but when you come,

then you see that it is nice, to talk about it a little, and share your experiences. Children miss

this too.”

46

Participants all agreed that alcohol is somehow present among Slovenian teenagers, but do

not think that among their children or their children’s peers, because they see them as too

young. Mother of a fifteen year old teenager stated:

“Not peers, maybe a little bit older ones, but they are, present. Especially in town, more than

we are aware of.”

4.3.2.2. Reasons to drink

The discussion around reasons why teenagers start to drink or try alcohol for the first time

gave quite a few reasons.

First of them is parent modelling and parents acting as bad role models, especially in the

ways of problem solving:

“Child sees that mom and dad solve problems like that and he as a teenager has 220

problems...and saves them with one sip, or one beer or I do not know what.”

Parents should educate their children, that it is not wrong to consume alcohol, only if you do

it in a right way. If they cannot find support in the family, they will try to find it elsewhere

and this can have negative consequences:

“Some have patterns in the family like that, you know, that it is present, and then they maybe

can’t find themselves, company pulls you in,” try, try”...That is why it is good to talk about it

at home. That you can try, but it has consequences and then it has to stop.”

They still see family and parents as the most influential, but the influence of society is still

very much present:

“A very large part is family and parents; otherwise the society does a lot too...”

It is very important for a parent to be a good role model for his/her child. They actually

highlighted, that parents are the greatest role models:

“And being a role model, because you are the greatest role model.”

47

In teenage years, it is very important to have a feeling that you belong somewhere and a

part of it is a will to stand out in the crowd or showing off in front of peers. One of the

participants shared a good example of wish and ways of standing out and showing off:

“Showing off. You know, because he has all straight A’s, he is always more in charge, and you

would like too, but you must not,... I experienced it. And those who are a little bit worse,

show off with something else -throws a sponge in the class or with something else. Every

child has to prove himself in some area. Then the balance works and variations. There is one

area better for some and other to the others. One is better on bike, other in making troubles,

and other in having straight A’s. This is it. In my opinion.”

The most important for a teenager as they see it is to be “something more” or being a

“dude”:

“And it is really like that. Even though you just put a pin on teachers chair or anything, just to

be a dude.”

Parents also think that teenagers do not want to be looked down at, especially in a

company:

“Yes, if there are more of them, for example, he does not want to be looked down. If they

drink, why I should not .”

When teenagers are in a group, group influences mostly prevail. And as parents think,

teenagers want to belong and at the same time step out:

“It is a fact, that when they are in a group, they encourage each other. The one that drinks

more, is the boss, and there it is, that is the problem.”

Social and living environments are also determinants affecting our health and our lives as a

whole, with the society that surrounds us, conditions we live and our way of life overall:

“It is also depended from the environment, there are a lot of reasons who...”

It also depends on which culture you belong too, if drinking is an acceptable action or not:

“Yes, this is now...there are many reasons, it is coming from generation to generation,

drinking is here since I do not know what year.”

48

A very strong factor for tasting alcohol for the first time and then later consuming it is

curiosity:

“Normally, curiosity is the one that mostly...”

The fact that alcohol consumption is socially accepted fact and not sanctioned negatively in a

social way is also a very big influence maker. One of the participants named this social norm

as “negative tradition”:

“Yes, everybody has been doing this, and now they think that they have to do it now also, or

what is even worse, it is a kind of negative tradition.”

4.3.2.3. What & When

The discussion flow has led the participants to conversation about what do teenagers like to

drink. Most of the drinks they listed were those where alcohol taste (bitter, strong,

significant) is hidden.

Parents find this taste awful:

“Like drinking penicillin. With an orange.”

In addition, they listed a few of those where alcohol taste is trying to be hidden, like beers

with flavour and other. The colour of the drink is also important:

“Yes, those beers that are red, and the blue ones now, and those vodkas that are mixed

already, what are they called that vodka and juice is already in? I think it is that, colour and it

is already more...”

“Sweet, I think that the alcohol is not tasting that much, it is hidden.”

They mentioned that to get used to a taste of wine, beer or other alcohol beverages is not

that easy, that is why this taste has to be covered up, to be more drinkable:

“Because a wine, beer, you have to get used to that taste, because an orange juice is maybe

easier to drink that for example whiskey. And you cover it up with that taste and it is more

drinkable.”

49

As mentioned many times before, Slovenes were supposed to have drinking culture at a very

low level. Still, parents mostly stated that there has to be a special opportunity when it is

appropriate to consume alcohol, like birthdays or other celebrations.

“There has to be some special event for it, some reason to drink. And if it is a celebration or

birthday, something like that. I think that they can try at 14, 15. Try. Now there are still

debates, what try means and what is drinking and how much and so on.”

And on special occasions, that are milestones in a lifetime, like becoming full aged:

“Now if it is eighteenth birthday or something. It was usually like that, that we drank some.”

4.3.2.4. Accepted age

All parents agreed that it is hard to talk about an acceptable age when alcohol consumption

should be allowed, but they all agreed that it is sometime in teenage years, between 15 and

17 when they could try it. They would not encourage it, but would allow it in normal

amounts. If they do not try it under supervision, they could try it elsewhere and expose

themselves to negative experiences:

“To say it on my own or encourage it at that age, absolutely not. But I think that it is

acceptable, I do not know, maybe with how much, 16, 17 to try. But this does not mean that

she will be dead drunk. Because most likely, if we will ban it, they will try it elsewhere. I do

not know. Now there is no special need.”

A definite acceptable age according to the opinion of parents does not exist:

“There is definitely no accepted age, or now when it is normal. When he comes from

youngster to teenager, I do not know, maybe around 15, 16, what do I know, what is

acceptable, I think it would be. But there is no right age for sure for...”

4.3.2.5. Rural to urban

There are mixed opinions whether there are existing differences between rural and urban

environment concerning alcohol consumption among teenagers. Parents could not reach

50

consensus on that one. Most of them agreed that there are big differences, especially in

availability of alcohol.

“And I think that there is an existing difference between town and children in the villages.”

Parent from rural environment explained the difference and exposed availability:

“We do not have this much, how should I say it, bars and this and that, our kids are more at

home. But times will come when they will go, when they will go to schools further.”

Another parent:

“I was just thinking about it. We are a little bit safe from this in the village or how should I

say it, those are more in the cities, everything is more accessible there, there are.”

One of the parents also described the situation and differences in schools, and the situation

when children from rural environment come to town because of gaining further education:

“Oh yes, there are, differences exist, already between this town and others. Our town schools

are bigger and here it is 500, 400 pupils, and you do not have so very focused view on

everyone. In village schools there are around 100. Individually you have everyone and

sometimes they are even too much focused on them, because kids do not have peace and

probably it is already the transition from a small school to big one for them like that, they

have to establish themselves, step out, and then, God forbid, come to a bad company,

because it pulls you in and they know exactly, because they are unstable.”

They see village children as more vulnerable opposed to those in town in this area and

parents of children from school in rural environment are actually afraid of the moment when

their children will go to high school which is in central town of the region. A parent of

children in rural environment also stresses their concerns that their children will not be

prepared for this big step:

“You know, in town you have to prove yourself and the kids that have grown up here do not

know how to behave. And there comes one aged 10 and will tell him to turn out the pockets

and ours will turn them out definitely.”

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A parent from rural environment compared this transition with adult people coming to new

surroundings:

“It is like sometimes us, when we come to a little bit bigger town, we already get scared or

how should say it, are then proving ourselves in weird ways.”

Some of the parents from rural environment even feel that they have to prepare their

children for this transition physically and mentally.

“I have to train him a little bit. I am afraid of that.”

All parents from rural environment were sure that differences do exist, and only two of

parents whose children visit school in urban environment stated that the differences do not

exist anymore.

“But I think that there is no existing difference. Oh, no, no. Because there is a lot of it in the

villages too.”

“I always thought that town children...that they more, but now I see that in the villages,

those children are also more like that.”

4.3.2.6. How to “control/prevent” it?

Parents choose different ways when they try to prevent misuse of alcohol and other

substances. They highlighted a few ways of prevention/control over substances misuse.

The most common responses were connected to control, knowing where your child is and

what children are doing and to trust, if you still can trust your child:

“Some parents really do not know what their children are doing. It is nice to have control and

good relations with children. Yes, trust, that trust can sometimes be checked out if it still

stands.”

Parents should also check the state their children come home in and monitor their

behaviour:

“There is no control, that is why they say that it is nice to check our kids when they come

home, if they are ok, if they stink or not, on grass, cigarettes, alcohol. And sometimes they

say, you sleep then already, and you do not hear...those who have older kids...”

52

In parents’ opinion it is very important that you always know where your child is:

“The question is how much you let your child alone. That he is out somewhere for 3 hours,

and you do not know where, in the park or so, I do not know.”

Father of a thirteen year old boy shares his relationship with his son, which is mostly build on

friendship, trust and open communication:

“I try this way that I am like a friend with him, we go play football...And I ask him, ‘listen, has

anybody drunk something already’ and he told me. And we have this relation well, it is only

‘dad, this stays between us’. This is between us. But he is like that, that he says when I ask.

And sometimes like now, when there is a game on, like champions league until half past

eleven. Then it is half past eleven. Not a problem. We will watch it. Otherwise no, this cannot

happen. But when there is something like that, then he can. I think that this parent child

relationship is very important. If this relationship and communication goes both ways, then it

is very good. If not, then it is like that.”

We live in stressful times and time is not on our sides, but however, the importance of taking

enough time for your child and helping him in building a strong character and becoming a

self-confident person was also exposed:

“Because we live in, like we were talking about, stressful times, like we were talking, and

next to job you have hundred afternoon activities and I do not know what, but you have to

take time for children and talk. And I think that this is crucial that they start trusting you. And

some of them have tried tobacco already, I do not have this kind of problems right now,

because we are relatively honest and we talk, and as I said, I do not know what will happen

next, but I mean, I build up their character as much..., I do not know, maybe it will be worse. I

do not know. You never know.”

Parents were also discussing on whether permissive or restrictive attitude towards alcohol

consumption should be used and how much can we allow or forbid.

They all agreed that to forbid drinking would be a mistake and that it would even stimulate

them:

“Forbidden fruit is the sweetest. The more you forbid it, the worse it is, more interesting.”

53

However, there has to be a clear boundary set on how much is allowed:

“That there is a boundary set somewhere for these things too.”

And that you will not deal with excessive behaviour in a nice way without sanctioning it:

“That you will not look at him nicely when he comes home four legged.”

Parents see full time occupation and no time for being bored as a way of keeping them

under control and preventing excessive behaviour. A father explains:

“Look, what I think is the main point with those things is that, we have this topic now, that

children are not busy enough. If they have enough time, they can think about it, company

and free time. I harnessed ours so that he can almost breathe, I tell you. Guitar, saxophone,

so that he has no time for computer now, but this is not like a hobby. And it would be nothing

of it, he would just run out every day and the control is gone. I chose saxophone, now guitar,

but ‘you wanted the guitar and now you have to finish it’...and this is a lot of time, for

example we practice for two hours on Saturday and Sunday too. This is when his mind is not

wandering away and this is it. “

Taking enough time for your child and talk to him is very important. One of the parents

explains that otherwise they will search for this elsewhere:

“Yes, concerning the fact that we are consumer society, we have no time for children and

instead of being with them run to the shopping malls and everything else is important, just

not that. We work till 5, 6, and then household work and really you don’t have time to talk

with your children and of course they are looking for some kind of satisfaction elsewhere.”

Another way of preventing children alcohol misuse is to help them build a strong character

and teach them how to deal under peer pressure:

“If you were not in a group, you were different and were automatically excluded, like now,

because peers have a very strong influence in these teenage years. And if you know how to

create a right person, than, that knows how to say no, and even if he is different because of

it, than we did a lot as parents. But this is hard.”

54

In trying to reach this very difficult goal it is very important that you know your own child

and his character:

“I think that it depends on child’s character too. Now, as I see my children, the older one

would more than younger, because she is livelier and would try something sooner. I do not

know. But on the other side, you never know.”

Another way of prevention or control parents highlighted was being acquainted with the

substances children could use, so that you would recognize the influence, smell, etc.:

“You know what, I think that parents are not educated enough either. He does not note if a

child would for example smoke. I would smell pot immediately, and I tried it only once, and I

know the smell.”

4.3.3. Availability of Alcohol

In Slovenia we have a law accepted in 2003 called ZOPA that forbids sells and offerings of

alcohol to persons under the age of 18. Participants all agreed that this law is not considered

as it was supposed to be and that alcohol is very accessible anywhere and at any time very

easily.

Children can also get it at home, because a lot of people have their own vineyards and wine

cellars at home.

“And with wine cellars at home. There are actually shops at home.”

Sellers and cashiers do not always consider the law and children are also always finding their

way through, and ask their older friends to buy alcohol beverages for them:

“Young get there way, because there are always a few of them together in this one will give

to that one. By the size, by the sequence, so there is no formula that they would not get it.”

Parents think that they are only looking at earning the money:

“In the shop they sell it to earn money.”

55

There were only two participants who had experiences with their child not getting alcohol.

The first one described the situation that happened in supermarket in town:

“The availability is not that high. Everything is centralizing; there are a lot of bars, a lot of

everything. Well, I was surprised, I do not know where, I think it was in this market, that my

daughter went to get...and at the cash register for example, no one ever asked you how old

you are. They gave you everything. And she asked her at the cash register. They ask here,

because they have a lot of inspections.”

The other described her experience in working as a cashier in a small shop in rural

environment:

“Well, I can say from my own experience, because I was working as a merchant before in a

small village shop. They came and tried, they come and try if they get it, but we have set the

boundaries and said no in the beginning.”

The discussion was also running around the question if parents could be a source of alcohol

for children, and they mostly think that not, or if yes then in reasonable amounts.

“Parents probably not. Well, not like I do not know what, maybe a beer or two for birthday

party, otherwise...yes, other would, certainly.”

They also stressed the problem of the families, where this is problematic and parents are too

indulgent.

“I think that there are families where parents give, I mean allow them, to go and take it.”

4.3.4. What about my child – do our children drink?

Probably the most sensitive topic was the discussion around teenage children of focus

groups participants and their acquaintances with alcohol. Most of the parents stated that

their children definitely do not drink.

“I mean like that overall, my child certainly not.”

56

They mostly see them as too young for drinking, because they even refused to try when they

offered them:

“I think they do not, not yet, they are too small. Not even when we as parents ask, when

something is drinking, if you want to try, but she said no.”

A mother of a 15-year-old is certain that none of their children drink:

“I think that mine does not. Even though one is 17 years old, I think at least, as much as I

have contacts, that, mine tells me everything, even the things many of them do not, but that

not. She does not drink at home, even will not if someone would offer. And the one that is 17

either. He will on his own.”

They also offered them to try and some of them accepted it and others did not.

”We told our son sometimes to try a little bit of beer, try a little, for now the answer was no,

but I think that is not healthy either. But nobody has forced him, to offer him or something.

Just to see what it tastes like, now I do not know.”

Nevertheless, they are all certain that their children are not drinking secretly.

“Well, secretly, I guess, not an option, because we trust each other perfectly, and in front of

me she can drink something, I will not say no, a glass of something what is at hand. But this

is occasionally, very rare.”

Some of the parents also shared their thoughts on when they think or assume their children

tried alcohol for the first time and their experience with it.

A mother shares experience with her son trying, but still she is certain that she had him

under control:

“Ours tried, at home, took a beer, on his own, and opened it. This happened now, he is

thirteen. But he didn’t drink a lot, I checked that. “

Another mother explains her experience and the fact that it was not a big deal:

“With us it was a celebration, I do not know, a birthday for example, when he said, I would

try, just a sip and that was it.”

57

They see open and honest communication as the most successful in preventing further

abuses after first trying. A mother shares experience:

“Well, I can say for my older daughter, when they were like the whole company celebrating

18th birthday, and normally, then you are already curious, and if it is like that mom and dad

are not there. And she came home and said, you know what, I drank red wine. Right into our

faces she told us, so that you do not have to think if I am drunk or not, I do not know what is

wrong with me, but I was drinking red wine. So we over slept that red wine and we came to

the conclusion that it is actually nothing. Like that, directly she told us. Not to, I do not know,

hide her or something. All four of us talked it over by the table and this is it.”

One of the parents shared her experience with her 15 years old daughter drinking too much.

She is sure, that her daughter definitely learned a lesson and that she will certainly think

over next time. She sees open communication and standing by your child in any situation as

a key to developing proper relationships in everything:

“And now these also, I must admit, mine was really drunk once, and she vomited, but we

were also at a birthday party and probably also maybe secretly, and besides, I don’t even

know how it happened and this was really a while ago and since then... she told me, ‘you

know what mom, I tried, and I am maybe even happy that so early, because it totally

disguised me and I know that I can have good time without it’. So that, the experience was

welcome for her in this way that she realized something on her own. Because I didn’t tell her

anything, like ‘you must or must not’, never and not anything, so that...I am happy that she

realized it on her own and now that she will be in secondary school and what will happen

there I think, I have 100% confidence in her, so that I hope that she will cherish this, I mean,

the opinion, she has now. I did not even, I didn’t even...I helped her, I was awake and asked

her at the end, if it was worth and she said, that maybe she did not drink as much as much as

it made her sick. If it was worth...and like I said...am happy that she realized it on her own.

And we were together, at my friends’ house for birthday party. But it has to be discussed,

seriously, now more you say that mine doesn’t, but you actually know that he is and close

your eyes, this is really...”

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4.3.5. Parents’ acquaintances with alcohol in teenage years

During the discussion about parents’ opinions on teenage drinking, conversation sometimes

started around their first experiences with alcohol when they were teenagers.

Mostly their first acquaintances with alcohol were in high school:

“In high school, 2nd or 3rd year.”

Or when they were celebrating their eighteenth birthday (age of majority):

“I drank for my eighteenth birthday, I do not know what I drank a beer or one glass, and I

threw up terribly, my mom had to hold my head all evening, and I left...That was my first

experience, seriously.”

Their experiences were different.

“This is exactly what happened to me. I was so done, that I could not make a step.”

One of mothers shared her experience when she refused to join the ones who were drinking

and said that ‘groupings’ were made back than too.

“I remember, that we were finishing 8th grade in primary school, they were drinking, but I

was not drawn into. Now, I do notwant to expose myself that I do not drink or something,

God forbid, but I know that some of them went to the park and drank and the others not and

the groupings were made even back then. It is probably like that now too.”

None of the parents remembers that their parents would forbid them to consume alcohol.

They knew that it was forbidden, but were allowed to have a sip on special occasions.

“No, nobody. And I remember that no one was offering it to me at home.”

Some of the parents would allow them to try some:

“I was allowed to try beer a little bit, but my mother told me, ‘you know my dearest child,

drinks are for smart people not fools’.”

They admitted that back than they did drink secretly:

“We drank secretly.”

59

They were actually ashamed and were trying to hide from their parents when they knew

that they were doing something that they were not supposed or allowed to:

“I was smoking, and at Sundays lunch, you know back there, of course I say it like that now,

hotshots...Yellow fingers, why are my fingers yellow, and I try to rub it off, and why is it all

yellow and then my father said, ‘you do not know how to smoke my sweet child’. I was all

yellow, I will never forget it, I didn’t know what to do, to hide my fingers or say anything in

my defence. But I had nothing to say.”

Communication with their parents was not at a as level high as today and they say that it

cannot be compared with relationship they have with their children.

“Parents were not talking to us as much as we talk to our children today. Now is totally

different. It is somehow totally different then we were when we were little.”

Their communication with their teenage children is according to their words very open and

honest and children are not afraid or ashamed to talk about any topic (relationships, sex,

etc.).

“And it is not a big deal for the kids, from sex to drinking or anything, we talk about it all. And

our G, you know how he is, the older one is more closed, quieter, and it is nothing for him.

They talk about it sometimes among themselves or we talk about it, it is all normal to him.”

They as parents today see open communication as very important, because children have all

the information on the reach of hand, mostly because of computer technology:

“And now if you will not talk to him, I do not know, we got computers...how old were we

when got computers? Uncle Google knows everything.”

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4.3.6. Facing the consequences

Media advertising and strong campaigns connected with alcohol related harm raise

awareness about the consequences. They influence on parents and children and stimulate

discussions among them on this topic.

“And those jumbo posters that were here. Children were asking what does it mean, why is

the little girl crying, what is wrong with her etc..And then we were talking about it and I think

that is very awareness raising, flyers and that.”

Different TV shows also make them think:

“Yes, I think that they know it, because there are different shows on TV. I know that ours

were watching on German TV, and it showed exactly how alcohol ruins brains. And they

watched it, I know that, and I remember, they were watching it and our youngest, she

especially, was saying, that we must not drink, because it ruins brains.”

Taboo topics are disappearing:

“The whole horizon is more opened, there is actually not anymore, and in school...this is not a

taboo anymore, like it used to be, about it is spoken in public and is greater, more opening.”

Parents are also aware of consequences of alcohol consumption in teenage years. Mostly

they see it in learning problems:

“Well, I think that they can not learn in this condition. Your brains get cooked a little bit.”

And lack of responsibility:

“I also think that there are a lot of reasons and consequences or whatever around

responsibility. You do not have responsibility to anything, whatever you are, if you are

addicted to alcohol and every glass carries you away, and then the problem is in attitude too,

maybe even the environment...”

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5. Discussion

Alcohol is one of the world’s top three priority public health areas (Anderson et al, 2012, p. 1)

and the third leading cause of ill health and premature death in the world. In European

Union alcohol consumption is the highest in the world (Anderson et al, 2012).

Qualitative research works in the direction of providing more in-depth and appropriately

interpreted understanding of social world, considering people’s living environment,

experiences, meanings and perspectives (Silverman, 2005). This research work has reached

deeper into the opinions, beliefs and concerns of parents of teenagers aged 11, 13 and 15,

considering teenage alcohol consumption and their interest in harm reduction strategies to

reduce alcohol consumption among them. Another work objective was to get acquainted

with the way parents educate their children about alcohol misuse. And the last one

concentrated on the question about the extent to which parents knowingly or unknowingly

supply alcohol to their children.

Within social constructivism much of reality, meaning and categories that frame everyday

life are essentially social creations (Stewart, 2007). Focus group analyses reflecting the view

of social constructivism tend to emphasize how group members collaborate on chosen issue,

achieve or fail to reach consensus and construct shared meanings (Stewart, 2007). And this

was the main goal of these focus groups discussion analysis: to see how focus group

members think, feel, and opinions they have and what do they overall know about the

teenage alcohol consumption in Slovenia.

Focus group discussion findings are mostly covering the data presented and stressed in

literature review. Slovenian culture is very tolerant to alcohol, participants all agreed that it

is overall present and wide spread, that people have a very low level of drinking culture, and

even people who were supposed to be role models are consuming it inappropriately in

public. The impact of current financial crisis and law restrictions are according to

participants’ statements also showing and they all agreed that people are drinking less.

All participants agreed that teenage drinking in Slovenia is a topic that certainly needs more

discussion and that alcohol is somehow present among Slovenian teenagers. In the part of

the discussion on whether their children do or do not drink, majority of parents stated with

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certainty that their own children do not consume alcohol, did not worry about their

children’s alcohol consumption and are sure that they are not even consuming it secretly.

Some of them offered their children to try it at home, a few of them accepted the offer and

tried and the others refused it. But parents should be aware that allowing drinking is not the

only way to teach your children about responsible drinking (Ryan et al, 2011). Parents

involved in the discussion all agreed that supply of alcohol to teenagers has to be restricted.

They mostly stated that they offered or would offer it on special occasions, celebrations and

under supervision, to monitor the quantity and strength of the alcohol (Kypri et al, 2007). In

discussion about appropriate age to try alcohol for the first time, it was mostly stated that

there is no right age for this and this is also a proof of trying to delay the initiation (Ryan et

al, 2011) or introduction to drinking. All focus group participants agreed that it is very hard

to talk about an acceptable age when alcohol consumption should be allowed and place this

age between 15 and 17, even though legal age in Slovenia is 18. For many parents defining

the “right age” when to allow alcohol consumption if allowing it at all, is a very difficult

question (Hayes et al, 2004).

First consumption of alcohol is mostly connected with some kind of social event or gathering

(birthday party, New Year celebration, etc.) and in the presence of parents. The first

incentives for trying alcohol and consuming it are connected with curiosity, or carry a social

connotation – drinking in company of friends, self affirmation (being a “dude”, risk taking)

and sometimes just to overcome boredom. Researches given in the literature review show,

that alcohol consumption appears at a very early age, even 11 years of age or younger and

that children’s first meetings with alcohol happen at home. Participants of the focus group

discussions mostly do not agree with that.

Legal age limits are targeted at young people and they vary from country to country,

typically from ages of 16 to 21 (Österberg, 2012), but are realized only if they are effectively

enforced. Despite laws, alcohol is easily available to young people. According to European

School Survey Project on Alcohol and other drugs (ESPAD) Report (Hibell et al, 2012) four of

five students, which is 81%, found it fairly or very easy to get alcohol. In Slovenia 88% of the

students who stated that it is fairly easy or very easy to obtain any alcoholic beverage

(Hibbel et al, 2012). In Slovenia alcohol is easily accessible also in home environment,

because of homemade alcohol production.

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The debate on alcohol availability, the ease of obtaining alcohol, was in both focus group

discussions somehow filled with anger and concern. Like other countries, Slovenia also has

regulations concerning legal age for selling, buying, possessing and consuming alcohol and

refusing sales of alcohol to intoxicated people (Österberg, 2012), which is clearly defined in

the Law on the prevention of harmful use of alcohol so called “ZOPA” from the year 2003. All

participants agreed in one voice that alcohol accessibility in Slovenia is very easy, although

we have a strict alcohol ban law, because everything revolves around money. Children are

also very ingenious and find their own ways to get to alcohol through the help of other

people (older friends for example). They also stressed the fact, that alcohol is easily

accessible at home, because people have vineyards and wine cellars at home. It would really

be more responsible for the parents in this case, to supply alcohol to their children on their

own, as they stated, on special occasions, and in this way, as many researchers say,

normalise the earlier initiation and use of alcohol in this generation of adolescents (Ward &

Snow, 2011), because inappropriate supply by parents can also be seen as a cause of harmful

consumption (Kypri et al, 2007).

Deliberately two different primary schools were chosen, one in rural and one in urban

environment, to see if there are any existing differences in parents’ opinions and beliefs.

Parents could not reach the consensus on this topic. They mostly agreed that there are

differences in alcohol availability and that it is more available in urban environment. But

there was no consensus reached concerning the difference between ‘village’ and ‘town

children’. Some of the parents from urban environment stated that there were no

differences, because children in rural environment are the same and others were sure that

differences exist. The parents in a rural environment were talking almost in one voice and

are sure that their children are more vulnerable opposed to those in town and are actually

afraid of the moment when their children will have to go to secondary schools, because they

are only in central town of the region. Some of them even mentioned that they are going to

train them for that transition, physically and mentally, and prepare them to deal with the

peer pressure (Ryan et al, 2011).

Parents’ opinions on reasons why teenagers drink and in this debate exposing the risk and

protective factors are mostly covering those presented in the literature review. As risk

factors parents mentioned: parents as bad role models, showing of in front of peers and

joining the company, curiosity and the overall attitude to alcohol consumption in living

64

environment. Opposed to those, protective factors were also listed. Parents think that the

most powerful protective factors are: trust, control over children, finding a middle way

between permissive and restrictive attitude, keeping children occupied, strong character

building, knowing your own child and parents’ education. Facing with the possible

consequences can also be taken as one of protective factors. As it was stressed in the

literature review, young people are not supposed to be aware of short risks connected to

intoxication and excessive consumption (Donaldson & Donaldson, 2006), but parents mostly

think that thanks to the media advertising and strong campaigns which even show some of

the consequences in the cruel way, children are aware of the consequences. This kind of

campaigns and advertising stimulate discussions around this particular topic; therefore, they

are influential on both target groups; children and their parents.

Parents mostly think that it is better if they talk openly about everything and are keeping an

honest relationship, because children nowadays are much more ‘daring’ than they were in

their years. The HBSC 2010 results showed (Arnik et al, 2011) that children easily talk to their

mothers and just a little bit less with their fathers. Even though these percentages are very

high, the report says that communication with parents about topics that really interest them

has reduced even though the percentage is very high (Jeriček Klanšček et al, 2012). Research

participants also reported that communication with their children is very open and that they

appear as equal partners. This was a nice example of comparison possibility, when we have

data collected from children perspectives in HBCS research and now the other side’s

reflection and perspective, parents’ views.

Parents should try to be warm, supportive and available as much as possible, but set general

rules related to alcohol and other substances use (Miller & Plant, 2010). It is important to

“be there” for them, when they need someone to talk to and advise them (Cox et al, 2006).

Peers can be a strong influence and predictor of substance use, but parental guidance

definitely matters (Miller & Plant, 2010), was the overall opinion that prevailed. Parents’

attitude to alcohol consumption gives knowledge and perceptions and if parents drink when

being in emotional distress, this will be the role model of coping with troubles for the child.

If we draw all these together, it is “communication, supervision and modelling” (Cox et al,

2006, p.3) what can affect children drinking behaviour.

65

At the end of each focus group, discussion was running around the topics ‘what else could

be done’ or ‘what else could they add to this discussion’. Mostly they all agreed that open

conversations and discussions are the key and that they do worry and are concerned about

their children and alcohol consumption. Parents suggested that interventions should be

more family based, because they would certainly be more effective, if parent training, family

skills training and children activities are provided together (Elliott et al, 2009).

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6. Conclusion

The main goal of this study, carrying the title ‘Teenagers and Alcohol – Parents Insight’, was

to explore parents’ attitude, beliefs, concerns and their interest in harm reduction strategies

to reduce the alcohol consumption among teenagers.

Data collection and analysis process offered a lot of information concerning the main goal

and three objectives of the research. Answers to all questions set in the beginning of the

research process were given.

Every culture has a specific attitude to alcohol consumption based on cultural tradition and

experiences. The opinion prevailed that it is overall present and misused in public, but it is

believed that the current situation in the country, with financial crisis and strict law

restrictions, is influencing people and that they are consuming less alcohol.

Teenage years are definitely most vulnerable years when positive influences are needed

from parents and wider society and living environment. Parents have a very difficult and

responsible role to play. They must not be overprotective or too freethinking. And as some

of the parents said, they should play a role of being a ‘friend’ to them too and keep their role

in their children’s lives, maybe it would also be advisable to get to know their group of

friends and their parents (Elliott et al, 2011). Peer pressure overrules when family ties and

relationships become weaker and many factors and aspects of parenting affect relationship

quality, which is very important (Haynes et al, 2004).

Even though the results of the latest HBSC research conducted in 2010 prove it differently as

it was present in the literature review, parents do not think that it is present among their

children. In the part of the discussion on whether their children do or do not drink, majority

of parents stated with certainty that their own children do not consume alcohol and are sure

that they are not even consuming it secretly. This proves the theory presented in literature

review that parents underestimate their children’s opportunities for engagement in risky

behaviour and activities and can be unaware of their children taking part in alcohol

consumption and other risky behaviours (Elliott et al, 2011).

Risky behaviour and boundaries testing (Ule, 1995) is somehow normal for the age of

adolescence. And this is the time, when family is the most important social factor in personal

67

development (Tomori 1999, Ule et al 2000, Kastelic Mikulan 2004,...), also in getting

acquainted with alcohol consumption, because it is very important for adolescent to see

what kind of relationship their parents have with alcohol. All of the parenting variables as

mentioned by Ryan et al (2001) and later confirmed in focus groups discussion have showed

to be very influential: parents as role models, alcohol specific communication, provision of

alcohol, parental disapproval, discipline and rules, parental monitoring and, of course as the

most important, quality of parent-child relationship. Parents of adolescents would need

more information about effective strategies that can be adopted, to prevent and reduce

alcohol use among their children (Ryan et al, 2011). The most important concluding fact that

brings it all together is that the key to protection of teenagers from substance abuse is good

communication, education and healthy family and wider environment relationships. Parents

should monitor their children and be aware of and acquainted with child’s activities, because

good parental monitoring is a very influential factor in adolescent alcohol use (Haynes et al,

2004). Parents as role models should be aware that their norms, values and goals represent

their belief system and perception of adolescence and adolescence behaviour (Haynes et al,

2004).

There are a few limitations in the study that have to be considered. The most apparent is the

one connected with participant recruitment. There is a threat, that only those parents who

really do not have any problems with their children responded and joined the research, and

those who have children with problems preferred to be left out and did not respond.

Perhaps a special research should be done with these parents to get a different point of view

if it exists.

Family is crucial for value system development, and should at the same time offer care and

protection. Overall attitude in living and social environment keen to alcohol consumption

and intoxication, where opinions and habits actually encourage drinking, is definitely a high

rate influence maker and youngsters actually do reflect the society they live in (Ziherl, 1989,

Kovše et al, 2011). Cultural norms that prevail in a society have a very powerful influence

and patterns of risky use are higher in countries with permissive attitude (Hayes et al, 2004).

It is very important and needed to shape more responsible attitude toward alcohol in society

itself, from general public to political decision makers. The main goal should be the creation

of environment that would enable and ease the way to a healthier lifestyle and most of all to

68

reduce the availability of alcohol. For this, a cultural shift (Ryan et al, 2011) would be

needed, which is a very hard if not impossible process that would require especially a lot of

time.

69

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Appendices

Appendix 1: Research Flyer

Appendix 2: Participant information sheet

Appendix 3: Statement of interest form

Appendix 4: Consent Form

Appendix 5: List of key questions to cover in focus group discussions

Appendix 6: Focus groups transcripts in Slovenian

Appendix 7: Index and thematic charting

Appendix 8: Analysis working stage sample page/ example of first topic/theme: Alcohol in

Slovenian society

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Appendix 1: Research Flyer

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Appendix 2: Participant information sheet

Teenagers and alcohol – Parents insight in Slovenia

This Information Sheet is prepared for parents of (11, 13 and 15 year old) teenagers

My name is Jasmina Papić and I am conducting this research as a student in the process of gaining my

Masters by Research (MRes) in Health Research at Lancaster University, Lancaster, United Kingdom.

What is the study about?

The purpose of this study is to explore parents’ attitude, beliefs, concerns and their interest in harm

reduction strategies to reduce the alcohol consumption among teenagers.

I am conducting this research because I want to:

- Understand the attitudes, beliefs and concerns of parents.

- Get acquainted with the way you educate your children about alcohol misuse.

- Find out the extent to which some parents knowingly or unknowingly supply alcohol to their

children.

Why have I been approached?

You have been approached because I am interested to explore the experience and views of parents

with children aged 11, 13 and 15 years old about their children being introduced to alcohol use.

Do I have to take part?

No. It’s completely up to you to decide whether or not you take part. Even if you decide to take

part you are free to withdraw from the study at any time up to the start of group discussions. You

are free to leave the group discussion at any point but any discussion prior to your leaving may still

be used in the study.

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What will I be asked to do if I take part?

You may be invited to take part in a small ‘focus group’ discussion (60 -90 minutes) with about 6 –

8 other parents from your child(ren)’s school to talk about the study topic: teenagers and alcohol. So the researcher can explore some of the issues in more depth there will also be an opportunity for

participants in the group discussion to be invited to take part in an interview (about 45 – 60

minutes). This will take place after the group discussion at a different time. At the start of the study

you will be asked to sign a consent form and confirm your freewill participation in this research.If you

decide that you are be interested in taking part, please complete the ‘statement of interest’ and

return this to the school. You will be contacted by me to discuss the study. Places are limited by the

small size of the focus groups and the number of interviews so you may not be selected onto the

study.

Will my data be confidential?

The information you provide is confidential. The data collected for this study will be stored securely,

separately from any identifying personal details, and only I as a researcher conducting this study and

my supervisors will have access to this data.

Audio recordings will be deleted after they have been fully transcribed, checked and data analysis will be finished. Hard copies of questionnaires will be kept in a locked cabinet. The files on the computer will be encrypted (that is no-one other than the researcher will be able to access them) and the computer itself password protected. At the end of the study, all interview transcripts will be kept securely in a locked cabinet for five years. At the end of this period, they will be destroyed. The typed version of your interview will be made anonymous by removing any identifying information including your name. Anonymised direct quotations from your interview may be used in the reports or publications from the study, so your name will not be attached to them.

What will happen to the results?

Data is collected for the purposes of research work needed for my Masters’ dissertation. I may send

a summary of the research results to participants at the completion of my dissertation.

Findings may be submitted for presentation as conference paper, publication article or in other

forms of public presentation. All findings will be completely anonymised.

Are there any risks?

There are no risks anticipated with participating in this study. However, if you experience any

distress following participation you are encouraged to inform the researcher and contact the

resources provided at the end of this sheet. Any information I give will remain strictly confidential

and anonymous unless it is thought that there is a risk of harm to myself or others, in which case I as

a researcher will need to share this information with my research supervisors.

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Are there any benefits to taking part?

Although you may find participating interesting, there are no direct benefits in taking part.

Who has reviewed the project?

This study has been reviewed by the Faculty of Health and Medicine Research Ethics Committee, and

reviewed and approved by the University Research Ethics Committee at Lancaster University. It was

also reviewed by Slovenian National Medical Ethics Committee.

Where can I obtain further information about the study if I need it?

If you have any questions about the study, please contact the researcher:

Jasmina Papić, Institite of Public Health Murska Sobota

Arhitekta Novaka 2b, 9000 Murska Sobota

E-mail: jasmina.papic@zzv-ms.si or phone: 02/530 21 39 (researchers office telephone number).

Complaints If you wish to make a complaint or raise concerns about any aspect of this study and do not want to speak to the researcher, you can contact: Research Director for your Division Tel: (00 44 1524) 592858, Dr Jane Simpson

Title; Email: j.simpson2@lancaster.ac.uk Division of Health Research Faculty of Health Research Lancaster University Lancaster LA1 4YT UK If you wish to speak to someone outside of the MRes in Health Research Programme, you may also contact: Professor Paul Bates Tel: (00 44 1524) 593718 Associate Dean for Research Email: p.bates@lancaster.ac.uk Faculty of Health and Medicine (Division of Biomedical and Life Sciences) Lancaster University Lancaster LA1 4YD Thank you for taking the time to read this information sheet.

88

Resources in the event of distress

Should you feel distressed either as a result of taking part, or in the future, the following resources

may be of assistance.

Centre for prevention and healing of addiction to illegal substances

Or

Dispensary for Mental health of children and adolescents in Local Healthcare Centre

(Address: Healthcare Center Murska Sobota, Grajska ulica 24, 9000 Murska Sobota).

Appendix 3: Statement of interest form

89

STATEMENT OF INTEREST

To participate in research study

Teenagers and alcohol – Parents insight in Slovenia.

With my signature I confirm that I:

1. Have read the information sheet and fully understand what is expected of me within this study.

2. Meet all inclusion criteria (have a child that is 11, 13 or 15 years old and visits the school I received all research documentation at).

3. Am interested in participation in this research

4. I am happy for the researcher to contact me to discuss the study

My contact details (list the one you prefer):

E-mail:_____________________________

Phone:_____________________________

Name: _____________________________

Signature: __________________________

Appendix 4: Consent Form

90

Appendix 5: List of key questions to cover in focus group discussions

91

1. Alcohol in Slovenian society

2. Do you think that your children consume alcohol?

3. Did they try it? When?

4. Acceptable age for first acquaintances?

5. Did you or anyone from your family, friends offer?

6. Your opinion on teenage drinking and binge drinking?

7. Reasons for drinking?

8. Is teenage drinking in Slovenia o problem – you opinion?

9. Teenagers and alcohol – in general?

10. Alcohol availability in Slovenia (law considerations)

11. What do they drink and when?

12. Difference rural/urban?

13. Consequences on health?

14. Your acquaintances with alcohol in your teenage years?

Appendix 6: Focus group transcripts in Slovenian

92

fs 1

Osnovna šola Franceta Prešerna Črenšovci, 21. Maj 2012

Število udeležencev: 7

Po spolu: 2 moška, 5 žensk

Starosti otrok: 11, 13 in 15 let

Vzdušje na fokusni skupini: Vzdušje je bilo izredno sproščeno. Udeleženci so se med sabo poznali ali osebno ali na videz, saj je OŠ Črenšovci manjša vaška šola, ki jo obiskujejo otroci vasi Črenšovci, Žižki in Trnje. Šolo obiskuje 177 učencev, ki so razporejeni v 13 oddelkov rednega pouka in tri skupine PB s 83 učenci. V šoli imamo organizirano tudi jutranje varstvo z 28 učenci. V okviru šole deluje enota vrtca Črenšovci, v kateri je 90 otrok. En oddelek otrok iz vrtca je v šoli. V diskusiji so bili udeleženi vsi starši in delili svoje mnenje. Neka skupna ugotovitev je bila ta, da na splošno starši, ki so bili udeleženi v tej skupini nimajo občutka, da je alkohol pri najstnikih te starosti problem.

Transkript pogovora:

Sedežni red:

1. M.B. (A)

2. B.Š. (B)

3. K.S. (C)

4. A.D. (D)

5. S.H. (E)

6. Š.F. (F)

7. A.M. (G)

Starši prihajajo iz različnih družin, vsi razen ene imajo po več otrok, med drugim tudi odrasle in

polnoletne in manjše. Vsaj en ali celo dva otroka pa sta starosti, ki je zajeta kot ciljna starost za

raziskavo.

1. Ali menite, da vaši otroci pijejo?

A: Ne.

B: Moji pijejo, tej starejši.

Vsi: Ne.

2. Kaj domnevate, kdaj so prvič poskusili alkohol?

F: Naš je probo, doma, san si je zel pivo, pa odpro. To zdaj, 13 let je star. Samo je nej dosta spil, to san

pa preverila.

93

D: Mi smo včasih našemi pravli pa malo probaj pivo, probaj malo, nej, zaenkrat je bilo nej, ges sicer

praven ka to tudi nej zdravo. Nihče ga pa nej silo, ka bi njemi ponuvo ali kaj. Samo ka bi vido kakši

okus ma, zdaj ges ne ven.

C: Saj to je bilo pri nas isto, telko ka je polizno, telko ka je probo, za okus.

B: Našemi je pa paso Radler eto, pa je celoga spil, vse (pred samim pogovorom oče razloži kako sta s

svojim 13 letnim sinom slavila zmago po tekmi. Sin je pil Radler, oče pa 'deset' piv.) Je pa bilo fejst

vroče, tak ka je pasalo. Je pa tudi že probo polizniti kozarec od vina, probo, pa mu neje šmekalo, pa

piva tudi nej je šmekala. Drugače pa ne verjamem ka bi se skrival, no, mislin ka nej. To je tak

načeloma. Zdaj pa če de, ga tudi nemo bil.

G: Ges mijslin ka naša starejša sploj nej, mlajša ja, je probala, radler tuj, če pa oijej pa ne ven. Ges si

tudi včasih kupico spijen radlera ali kaj, vino pa to san nej tudi, sama za. Je pa probala, samo to zdaj

nej tak ka bi en kozarec, starejša pa ne.

A: Pa, mislin ka, vino nej, piva niti mi ne pijemo, vino jin tak ne paše.

3. Katera starost se vam zdi sprejemljiva, da bi otroci lahko že 'kaj spili'?

G: Jes ka bi sama pravla, ka bi zdaj spodbujala pri toj starosti, absolutno nej. Se mi pa zdi sprejemljivo,

ne ven, mogoče s kelko tan16, 17 ka probajo, to pa ne pomeni ka de , ne ven, na smrt pijana. Ker

verjetno itak, če mo branile, te do ger indre probale, ne ven. Zdaj pa še neven kakšne potrebe nega.

B: Pa nekši dogodek more biti zato, nekši vzrok, ka se pije. Pa če je zdaj to kakšno slavje ali kakšni

rojstni dan, neka takšnoga. Jes mislin ka to lejko probajo že ene tan ob 14tih, 15tih. Probajo, zdaj so

pa spet debate, ka je to probati, pa ka je to piti, pa kakšno količino pa tak dale.

D:Pa ka je to, kak šurko nej, mislin.

B: Bole boš skrivo slabše de. Dejansko. More že od začetka to, kak pa mi ka smo nej.

C: Saj pa prepovedana stvar je slajša. Bole prepovejš, hujše je, bole je zanimivo.

B: Točno.

D: Ges pa mislin ka je tu problem kak pravite, ka idejo v skrajnosti, kak ne ven ena zdravica en

kozarčerk vina ali piva ali pri nas te to ide v pijančevanje v skrajnost. Zdaj keri čas kdaj je primerno,

saj ne ven. Če si sapijej kupico vina, de kaj narobe? Pa tudi če te zna kda se stavi, če pa nej, te je pa

sakša kupica preve. Jes san tudi na primer bila, ka smo bili na enon kmečkon turizme, pa je prišla

omladina gor, ne ven če so bili stari 16, 17 let, pa so prišli na kozarrček vina, pa se meni zdelo grozno,

to se meni ne vidi, vidiš te pa je prišla vertinja, je gnjes so že drugič gor prišli, je pravla meni je to všeč

ka majo kulturo pitja, ka se včijo vino piti. Je to to? Je to? Se tak včiš piti? Kulturno piti?

A: Ja zdaj če so oni to tak pomali pili, pa so nej kaj, te zdaj ajdi še to nej en za drugin, nej na runde, če

so to zdaj nega degustejrali pa kaj takšnega.

D: Prišli so na kozarček vina, buteljčnoga vina, drugič tisti den.

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G: Meni se ne zdi primerno, niti si ne ne predstavlan ne ven, ka ide z družbo naša v gostilno pa na

buteljko, ges san bole mislila ka si predstavlan ge tak na kakšnon slavje pa takše stvari, nej se

dogajajo.

B:Je pa dejstvo, kak da so oni v skupini se spodbujajo. Keri malo več spijej je glaven in te je tisti, tu je

problem.

C: Tu je več faktorov, od družbe, od karaktera samoga, več se da…

B: Je pa dejstvo, tak kak ste omenili, ko je bila srednja hčerka v gimnaziji, pa so se dobivali, je

odličnjakinja, ampak je bila v eni družbi skup, ka so se zunaj dobile pa napile do kozlanja, ona pa

nikdar nej. In san njen pravio Ana saka ti čast, maš jajca, se opravičujem izraze. Ampak je gor prišla,

pa te so jo tu pa tan pikale, pa je bila malo ko črna pika, ampak te so pa prenesli, pa se navadili na to

in je tak tudi šlo skoz. Posebnosti so glede dece ka so se tak nažgali.

C: Karakter ma ja. Karakter ma takši ka …

4. Ali poznate posledice alkohola na zdravje, predvsem pri mladih?

F,G,D: Eno pa ovo, vse.

A: Jes tudi mislin ka se tak včiti nemrejo. Več te to če. Ali tudi če en za drujgin se ti možgani po mojen

malo zakrknejo.

D: Jes mislin ka je tu predvsem teh vzrokov ali posledic ali kakoli na odgovornost. Ti nemaš več

odgovornosti do bilo čega, kakkoli si, če se ti odvisen od alkohola pa te saka kupica zna potegnoti, te

je tudi problem tej odnos, mogoče še okolje…

5. Ali ste vi ali kdo drug od družine, sorodnikov, otroku ponudil alkoholno pijačo?

Primeri iz okolice???

B: Ka bi oča s sinon pil? Smeh…

B: Jes ne poznan takšnoga primera, v moji okolici definitivno nej, ne ven.

Vsi: Ne.

G: Pri nas nega takše starosti otrok na primer ka bi se med sebof…

6. Kakšno je vaše stališče do tega, da se najstniki vedno bolj opijajo? Zakaj prihaja do opijanja?

F:Vzgledi vlečejo.

A: Ja, to so vsi delali, zdaj te zadnji den ka misijo, ka če oni te oni morejo zdaj tudi, ali še kak huje, to

je kak nekša tradicija v narekovaje negativna.

C: Te je že skupina tan. Pa so bole močni.

E: Pa so močni bole.

KONČANA OŠ – Bi otroku privoščili fešto?

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Vsi: Nej.

B: Vej pa nika je še nej napravo.

A: To je brezveze.

D: Točno tak.

A: To je obvezno to more napravite.

G: Zdaj če je to osemnajsti rojstni den ali kaj. Je ponavadi tak bilo, ka se kaj spilo.

B: Man pa občutek ka ta generacija zdaj je se nekša hibridna, enostavno ne najden izraza, vse jih je

treba porivati, pa idi to pa idi to, vse je treba porivati. To nemreš vorvati.

D: Ja, to pa rejsan tak.

B: Mislin ka to tej tempo življenja, ta tehnologija računalniška, moj ma trenutno prepovedano,

enostavno kabla nema v računalnike in nemre biti gor pa zdaj že to mesec dni trpij, pa van poven, je

zdravilo, opasno. San vido ka na drugih področjih se začno bolj udejstvovati, pa bolj zbrani je postal.

Ker te zadeve te določenezadeve tehnološke potegnejo, raztresen se nej si zbrani in te se malo nega

tiste prave koncentracije. In tak ka mi sploh nej žal, pa se je tudi umiro in se vse vrača pa nazaj v stare

tirnice tak ka. To je to z moje strani.

7. Kaj mislite, da najstniki pijejo, katere vrste pijač in ob katerih priložnostih?

Vsesplošen odgovor:Zgražanje nad energijskimi pijačami.

D: Tej energijske to san jes fejst proti, ja ta grozna plastika, predvsem sladko more biti se mi zdi.

A: Kakši tej koktajli ali ka pa je znan ka bi zdaj pili. Žgano pa kaj mešano.

G: Pa tej ne ven kak se pravi tej energy drinkto odijo tu v trgovino, jes našive san tudi že dobila ga s

ten in starši bi, saj tudi dobila že inouk ka si je srednja kupila in ja, to san si kupila zato ka si je ona to

kupila. In znaš ka to jej? in razložiš ka je to od njij blesavo ka jin to sploh odavelejo.

B: Od prodajalk.

G: Od prodajalk ja, ker tu zna, pozna deco, ka odijo se po sendviče pa ne ven ka odijo, no naša ide

samo prlej me pita, če majo kakši športen den te lejko ide pa si kupi ali bole rejdko kda, kama kosilo

rajši v šoli pa tak dale. Se mi zdi malo rejsan ka jin to sploh odavle.

B: To bi mogla po moje šola tudi meni razgovor s to gospo Slavico, ker določene stvari ne bi smeli

sploj nej otrokon davati. Samo gnes den je stvar za preživetje

D: Ge san se že bunila sploj nosijo deca pejneze v šolo. Te pa eden ma, pa drugi ma, ja on de mel, jes

neman

A: Ta sploj ne bi smeli oditi ka je cesta.

Vsesplošna debata o neodobravanju obiskov trgovine med poukom in nošenjem denarja v šolo.

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B: Meni pa te naš povej, on pa lejko ge pa nej. Saj njemi dan ete, ne ven, 80 centov ali kelko sta dve

kepici sladoleda kda je vroče. Ali eni ti pa idejo s 15 evri pa tak.

E: Pa sakši den si neka prinesej. Sakše zajtro ide prlej sendvič, ges ne ven.

G: Nema doma zajtrka.

E: Mi pa delamo

G: Pa čokolešnike mešamo, pa…

D: Hrenovke pečemo.

Debata okrog zajtrkov otrok.

KATERE PIJAČE JIH NAJBOLJ PRITEGNEJO?

G: Radler.

C: Pa zdaj so tej pive svakojake z okusami.

D: Kak če bi penicilin pil, z pomarančo…

B: Neman tej iskušnje, to je tak težko komentejrate. Ne ven.

D: Jes mislin ka barva to.

C: Ja, tej pive ka so rdeče, ove plave so že zaj, tudi ove vodke ka so že mejšane kak se ten pijačan

pravi ka je vodka notri pa sok, ka je že mešano. (Alkopop stekleničke). Mislin ka je to, barva pa bole je

že tisto…

B: Kak san ges stari sploj ne ven ka to obstaja. To v Črenšovcaj nega, to tu ne poznamo.

D:Sladko, mogoče se ne čuti tak alkohol, mislin je prikriti…

C:Ja, ker je sladko.

D:Ker eno vino, eno pivo, tistoga okusa se malo moreš navaditi, ker ena ora se mogoče ležje spijej kak

na primer viski bon pravla. In to s tistin okuson zakriješ in je bole pitko.

B: Miš maš.

D: Pa bambus.

B: Glejte glavno ge mislin ka je pri tej zadevaj kak to zdaj mamo temo, ka so deca nej zaposlena, če

majo oni čas, te oni lejko o ton razmišlajo, družba, pa ta prosti čas. Ges san našoga tak vpregoka ka

komaj diha van poven. Kitara, saksofon, tak ka zdaj več za računalnik nemre, ali to je nej kak hobi Pa

bi to nika nej bilo, sakši den bi samo frc odišo, te pa že nimaš kontrole nad njin. Ges san to malo kak

saksofon zbral, zdaj še kitara, ajdi kitaro si ščel in zdaj moreš končati …in to je ogromno časa, na

primer midva sva tudi na dve vori na sobvoto pa nedelo tak nej. To je tisto kak da on nema možgane

ma na paši in te to je to.

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8. Kaj menite, zakaj najstniki pijejo? (uporništvo, radovednost, družba, slabi vzorniki…)

Vsi: Vse navedeno.

B: Tudi bahaštvo. Veste kar zdaj of ma petke, pa je vedno bole glaven, pa ga piksao, pa nesmiš ga, ges

san to doživo tudi nej, tisti pa ka je malo slabši te se pokaže z nečin drujgin. Vrže gobo v razrede ali pa

tudi s ken drugin. Sak otrok more se na nekem področju izkazati. Te balans delajo pa nihanja . Enin je

eno področje boljše drugin pa drugo. Eden je boljši na bicikle, drugije dober v ten ka komi kaj

naštima, drugi pa pa ma vse petke. To je to. PO moje.

C: Boj za preostanek.

B: Samo je to. Pa te makar če učiteljici nastaviš žebljiček ali kar koli, ka boš frajer.

9. Ali menite, da je najstniško uživanje alkohola v Sloveniji problem?

D: Jes ne ven, do zdaj san nej mejla izkušnje zdaj ka takši mladostniki, ka bi lejko to pravla, verjetno

pa je ka pa ge znan.

B: Ges mislin ka se opravičujen, ka ste nej pravo lokacijo zbrali.

A: Ges san tudi si zdaj glij mislila. Ka tu smo mi na vesi malo od toga varni ali kak bi naj pravo, to so

bole v mestih, tan majo vse bole dostopno, tu so pa.

E: Nega tak nej.

A: Niti, mijslin, nega telko, kak bi naj pravila, lokalov eno ovo tretjo, bole so doma še zdaj deca naša.

Še pa prijde ka do šli, da do šli kama dale v šolo.

B: je pa to tu doma skoraj vsi se poznamo. Je pa v mestu, ge san bil v bloke doma, pa drugi sosedi to

smo se več nej poznali. Prideš vo z bloka pa že si zemeš liter vodke pa šibaš.

G: Ja, to pa verjetno kda pridejo vo v srednjen šole. Tak kak si gučimo, nej pa zdaj tak. Man jes zdaj

tak izkušnje ka bi kaj znala…

C: Takoj se zvejdi, nej.

D: Ja, hitro se zvejdi, hitro se razširi, hitro si se poznajo. Kar je dobro, ali pa slabo včasih tudi.

C: Mislin ka bole problem de droga. To de.

D: Mislin ka se mi vsi toga zavedamo. Ka se nan to lejko zgodi.

G: Ja, ne pravimo, ka to se nan…zaenkrat neman…

B: Droga pa alkohol ideta vzporedno. Najprej alkohol pa te droga.

ZAKAJ DROGA ; ALKOHOL PA NE?

C: Rajon je zdaj, če si gučimo, saj tudi droga je tak skrito, nej glij tak, kap i zdaj ete pravo tej je, ampak

znamo pa ka je. Z moje strani ka znan. Travo kadijo.

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B: Znate ka, po moje so pa tudi starši preslabo poučeni, nej, ne pogrunta otroka če bi on recimo pušo.

Ge bi travo včasi zavoho, pa samo enkrat san probo, pa vonj znan kakši je.

C. Otroka trbej opazovati.

G: Ker živejmo v takšen kak smo si gučalistresnon čase, kak smo si gučali, ka maš poleg službe še sto

popoldne aktivnosti pa ne ven ka, ampak za deco si vseeno trbej čas vzeti pa se pogučavati, pa je

mislin ka je to ključnoga pomena ka ti začajo zaupati. Pa eni so že probali tobak, jes zdaj pe trenutno

s ten neman problemov, zato kas ve dokajodkritivi, pa si pogučimo, pravin, ner ven pa ka bo, samo

mislin, ka telko hrbtenico njima delan ka,… ne ven, lejko ka de kaj hujše. Jas ne ven. Nikdar ne vejš.

E: Nikdar ne vejš ka te čaka.

C: Ja samo dete trbej paziti. Samo to. Ker potle dale se…

A: S ken se druži, malo to. Biti pozoren.

C: Pa jes mislin ka zdaj dokeč ka maš moč.

B: Jes proban pa na tej način ka san z njin kak frend, ka ideva fuzbal špilava, …Pa ges ga tudi pitan,

čuješ ka že što kaj spil pa mi je povedo pa. Pa to relacijo mava dobro, samo očka to med nama. To

med nama. Je pa takši ka povej če ga pitan. Pa te tudi včasih recimo kak zdaj kda je tekma kakšna liga

prvakov do pol dvanajste, do pol dvanajste. Nej problem. Te va gledala. Drugače pa to, se ne zgodi.

Kda je pa to kaj takšoga, te pa vseeno lejko. Mislin ta odnos stariš otrok je zelo pomemben, se mi zdi.

Če je ta odnos pa komunikacija poteka v obe smeri te je to zelo dobro. Če pa je to nej te pa to tak.

D: Pa vzgled, ker si ti največji zgled. .

C: Dovoliti tudi do ene mere. More pa biti tu nekša ograja.

D. Meja.

10. Alkohol v slovenski družbi.

C: No saj mislin ka se je precej, ka se je zdaj malo , mislim precej zmanjšalo alkoholizma, napram

zakonov, ka so se sprijale. Ker pred je znan v gostilnaj kda so bili ovi špricere na mizi .

A: Na metre.

B: Saj zdaj tudi.

C: Ja, samo menje. Na metre, nej. Če tak gledamo je malo kaj.

B: Zdaj ka san šou se na sestanek san se stavo v enoj gostilni na kavi, ka bi to malo prečitan, priden

tan ka pa že eni tan tri litre majo gor, tak ka san niti nej mogo kave spiti, ka boš te zdaj, te san ge

mogo vujti. Nej, ge mislin ka kultura pitja je v sloveniji še na nizki ravni. Še vedno se pije, glejte

konzumiranje vin je nej to ka se ti opiješ, ker maš telko vrst vin in te je to žganje,

D: Samo, tak kak san pravla je sodin včasih z Dragojon ideva na kakša ta srečanja pa te degustacije pa

takšen pa ovakše, mislin nemren vorvati, ka to pridejo lidgej, ka so premožni, izobraženi, ampak

kulture pitja pa nobene, samo ka de zabava. Pa de non stop s kupicof tan stal ali pa stala, pa tej je

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dober, pa tej je dober, pa vsi so dobre, samo ka je zabava. Pa na konci de tak pijana ka je grdo vidite.

Pa naj bi bil nek kulturni dogodek, pa mislim.

B: Pa čuješ pa za zgled si eto zemi zdaj samo malo župan…Pa če našoga ali vašoga ali keroga koli.

D: Je to istina je, je ščen to povedati, ka ne ven če je razlika v kulturi pitja, če ide za eno takšo

prireditev ka naj bi bila ne nekon nivoje, pa za eno čista klasično gostilniško pitje, nega razlike. Nega

je. Na konci so vsi pijani.

B: S ten ka je manj pitja zaradi tega ka nega pejnez.

A: Pa tudi malo se tudi tej kazni pa izpit ka ti zemnejo pa…Zdaj eni nej, eni ja.

D: Pa zdaj se ne sekejrajo ka lekaj policaji še štrajkajo, tak ka zdaj lejko pijejo. Tak so meni ato pravli,

ka lejko pijejo ka zdaj štrajkajo.

B: Samo zdaj kda to tak analiziraš nej, pa vidiš ge iste lidij, ka so malo, te dejansko vidiš ka so to

prikriti alkoholiki. Makar ma funkcijo, pa kakkoli dela pa vse ampak tu nekaj ne štima.

A: Je grdo vidite včasih.

B: Rejsan nej zdaj na to ka san prlej pravo, drugi so tak ka moreš pol metra vkraj stopiti če ščejš z njin

gučati , te pa…

11. Na splošno o najstnikih in alkoholu.

12. Dostopnost alkohola.

TRGOVINA

Vsi: V lokalni trgovini dobijo otroci pivo, če imajo denar. Mogoče v samopostrežni ne, ampak

najverjetneje tudi.

B: Mladi se tak znajdejo tak ka tu so vedno takšni pa takšni vkuper in te tej de dal tome. Po velikosti

po zaporedje, tak ka to se tu sploj nega nikšnih formul ka ne bi dobili.

G: V bouti odajo ka zaslužijo.

D: Ges mislin ka v teh večjih boutaj ne dobij razen če dokaže ka je že 18 let star.

Glasno vsevprek debatirajo o tem, kako otroci zlahka dobijo pijačo v lokalnih trgovinah.

V GOSTILNAH

F: Mislin ka nej, ker tan ge saj jes niti nega zdaj tak mladine, bole starejši tak ka…

KAJ PA KO BODO OTROCI ŠLI V SOBOTO V SREDNJO ŠOLO?

D: Ne do šli v Soboto? Smeh… Sigurna kakšna prelomnica bo, malo mo ga mogli bole paziti.

B: Toga se ges bojin.

G: Ja, jes tudi.

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F: Ges san iz izkušenj nej mela problemov, ka bi zdaj mela problem glede toga (2 hčerki), zdaj sin pa

vprašanje kak de…

A: Malo se bojin toga kak družba potejgne. Ka z vsej krajov prido, pa te se en drugome..

D: Tak kak mi včasih kda pridemo v kakšo malo večje mesto, pa smo že se prestrašimo ali kak bi

pravla in te se dokazujemo na ene malo čudne načine.

B: Znaš v meste se trbej dokazati in ta deca zraščena tu se ne vejo tan obnašati. Tan pa eden pride

star deset let pa de njeme pravo žepke vo obrni, pa naš de sigurno vo obrno.

D: Naš tudi.

B: Moren ga malo zdaj strenejrate. Tega se bojin.

E: Bole so korajžni, naši pa ne vupajo telko.

D: Ovi so agresivni bole.

D: Vej boš vido kda te prerastej.

B: To more. To nas morejo, tu pa tu (pokaže na telo in glavo).

B: To v Sobote je tak, to je vse drugače tan, pa že če ide mimo vintera, pa oviva dva na randiji tan se

šmekata pa lizarita…

G: Pa špricanje.

VSI: strinjanje da je v mestih večja dostopnost do alkohola.

Tak ka to tu pri vas vse fajn pa štima???

G: Nej, to ste nas mogouče naključno takše zbrali ka tak mislimo.

DEBATA O IZKUŠNJAH S TOBAKOM. Govorijo tudi o svojih izkušnjah s tobakom.

D: Jes včasih tudi NIkoje poven, pa nej za cigarete, pa probaj si malo pivo ali pa vino, pa včasih tak

malo nenormalno odreagira, nej nej, nej, ka se mi zdi, vej pa naš si, dobro jes si zdaj tuj neven ka ne

spijen ali tu ostanen.

13. Vaši prvi stiki z alkoholom.

D: V srednji šoli.

D: V srednji šoli pa na izletaj.

E: Jes san pa dugo nej.

A: Jes tuj nej dugo.

G: Jes pa za osemnajsti rojstni den san spila, ne ven če eno pivo ali eno kupico, pa san tak bruhala, ka

me mama celi večer se za glavo držala, pa san šla rajši …Tak san ge mejla izkušnjo prvo, resno.

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B: Tak se meni zgodilo, tak san gotov bil, ka san nej mogo stopiti.

G: Tak ka gotovo, zdaj pa sploj nejsmo takši, ka bi uživali. Nej mož. Ma tast tuj gorice pa ma nekše

zlate medalje pa nama li vino nosi, pa tiste 4 kante mava celo leto. Nej smo tak. Praven kakši Radler

poleti ali kaj, pa nejsmo proti. Drugo je ka probaš pa…

F: Zdaj nej ka bi se nalejval.

C: Razloži izkušnjo kako se je vztrajno učil kaditi in mislil, da nikoli ne bo. Zdaj je to njegova grda

razvada, ki se je ne more znebiti.

SO JIM STARŠI BRANILI?

D: Nihče mi je nej. Jes se spomnen ka mi nikdar nihče nej doma ponuvo.

C: Meni tudi nej.

VSI: Meni tudi nej.

C: Edino za silvestrovo to ka so nan šampanjec natočili malo.

F: Nanč pasalo mi je nej. Še v hrani nej. Ka so me vos tirali kda so notri v bograč vlijali vino. Če san nej

znala ka je notri san pojejla, tak ka san nej mela želje tiste ka bi jes.

C: Ges san dugo niti s kupice nej pil ge je alkohol bil not. Resno. To do osmoga razreda.

B: Saj to naš mali tudi nešče piti.

A: Nej naš tudi nej.

C: Ne ven tak san mel. Te potli v srednjoj smo se včasih narezali, to nemo pravo ka nej.

B: Ja, to nemo zdaj obravnavali. To mo obravnavali…

Fs 2

Osnovna šola I Murska Sobota, 22. Maj 2012

Število udeležencev: 7

Po spolu: 7 žensk

Starosti otrok: 11, 13 in 15 let

Vzdušje na fokusni skupini: Vzdušje je bilo zelo sproščeno. Z nekaterimi udeleženkami sem se tudi osebno poznala tako, da je pogovor stekel lažje. Tudi udeleženke same so se med sabo več ali manj poznale, ker otroci obiskujejo isto šolo in se srečujejo na sestanki. OŠ 1 je ena izmed treh murskosoboških osnovnih šol. Šolo obiskuje okrog 560 učencev, ki so razporejeni v 25 oddelkov

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rednega pouka. V diskusiji so enakovredno sodelovale vse mamice in delile svoje mnenje. Bile so zelo iskrene.

Transkiript pogovora:

Sedežni red:

1. I.Š. (A)

2. I.L. (B)

3. M.L. (C)

4. L.G. (D)

5. A.E. (E)

6. R.K.V. (F)

7. A.K. (G)

A: Jaz sem IŠ, imam dvoje otrok, hčerka končavle 9. Razred, sin je v prvon, delan pa kak računovodja

na zvezi romske skupnosti.

B: Ge san IL, man 2 hčerki, ena končavle 9. Razred, ena pa 4. Letnik gimnazije. Delan pa kak

varnostnik na Sintalu.

C: San ML, man troje otrok, enoga srednješolca, eno diklino v 9. pa enoga šestošolca. Delan pa kak

majster v Muri.

D: Sem LG, man svoj hčerki, 5. pa 4. razred, delan pa v računovodstve.

E: Sem AE, man dva otroka, dva sina, 7. pa 4. razred. Sem pa samostojni podjetnik.

F: Ge san pa RKV, man dve punčki, ena je v 7. ena pa v 3. razrede, delan pa kak šolska svetovalna

delavka.

G: San AK, man dva dečka oziroma 2 sina, eden odi v 7 razred, eden pa v drugoga. Delan pa kak

samostojna svetovalka na javnon stanovanjskon sklade MOMS.

Ali menite, da vaši otroci pijejo?

D: Ges mislin ka nej, še nej, ka sta še premalivi. Niti kda če mi kak starši, ka se kaj spijej, »boš

probala« pa pravla nej.

A: No, na skrivaj, ges, na skrivaj nikak nej, ker muvi si popolnoma zavupave, pred menof si pa lejko kaj

spijej, nemo pravla ka nej, kakši kozarec česa kar je pač pri roki. Ampak to je priložnostno, pa fejst

redko.

B: Mislin ka so telko smo tudi mi dovzetni, rejsan kak pravi, ka če je rejsan ob priliki nazdravimo, ne

ven z eno malenkostjo, tak ka niti ne probajo izkoriščati tistoga, ka bi se skrivali ali, ampak javno in te

se okrog tistoga pogučimo pa to je to.

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C: Ge pa za moje mislin ka nej. Pa čeglih man enoga 17 let staroga, mislin bar kelko man stikov ka

moja meni pove vse, še takšne stvari, ka marsišto mogoče ne povej ali to pa ne, nika doma ne pijej,

niti neščejo če bi jin glih ponudo. Pa tej 17 let star tudi nešče. De že san.

G: Ge bi tuj pravla ka na skrivaj nej najverjetneje, kda pa mogoče ob kakšnoj priliki, ka vsi skuper,

telko ka probajo malo to ja, ka je bole radovednost, ka jih bole zanima kakšnoga okusa je, drugače pa

nega želje, nemajo deca želje.

F: Če se brani, te še bole zanimivo.

E: Ges tudi sčista isto mislin, kak si pravla, skrivma nej, tak pred nami, pa če je družba pa mogoče ka

de malo probo z radovednosti, ka je, ovači pa.

Kaj domnevate, kdaj so prvič poskusili alkohol?

G: Nej pri nas je bilo praf ka je slavje bilo, ne ven, rojstni den na primer, ka je pravo ge bi pa malo

probo, požirek, pa to je to bilo.

A: Isto, tudi na rojstnon dneve.

B: Kar tak doma, daj malo, samo ka proban, nej, vseeno si vupajo telko sprositi, ka nej…in te tisto

radovednost poteši pa to je to.

Katera starost se vam zdi sprejemljiva, da bi otroci lahko že 'kaj spili'?

D: Nobena.

A: Primerne starosti definitivno nega, ali zdaj recimo kda je normalno, kda iz nekšnpga mladostnika v

najstnika pride, ne ven tan mogoče 15,16, ka pa ge znan, ka je sprejemljivo, mislin ka bi bilo. Prave

starosti pa sigurno nega za…

F: Samo do meje, nej do daske.

B: No, pa mislin ka tudi nej sakši, zdaj eni malo prlej, eno malo kesnej, mislin pa ka tan nendre ena

najstniška leta so.

G: To je zdaj odvisno od okolice, to je puno vzrokov, keri te.

C: Najbole najverjetneje od družbe, kera te potegne.

B: Tudi to ja.

Kaj menite, zakaj najstniki pijejo? (uporništvo, radovednost, družba, slabi vzorniki…)

C: Ja, če jih je več npr. se nešče dati doj poglednoti nej, če oni pigejo, zakoj pa ge ne bi.

A: Ja, to so zdaj, vzrokov je puno, to se že iz rodova v rod giba, če se pa že pijej od neven kekšoga leta.

Normalno, najbole radovednost te kera…

F: Eni majo vzorce že takšne v družini, nej, ka je to prisotno, te se mogoče ne najdejo, te družba

potegne, probaj, probaj. Tak ka zato je fajn, če se doma o ton zadosta pogučavamo, ka lejko probaš,

ampak ma to posledice, pa te nehati, stop.

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G: Pa tuj ka se ščejo frajere delati nekateri.

F: Ka znajo ne povedati, to.

Uporništvo? Vzorniki?

F: Tudi to.

A: Tudi to lejko napela do toga.

Vaši prvi stiki z alkoholom.

A: V srednji šoli.

Vse: V srednji šoli, tan drugi, tretji letnik.

D: Ge se spomnin, ka smo 8. Razred končavali, ka so pili, ampak mene je nej potegnolo. Zdaj se ges

neščen izpostavlati, ka ge ne pijen ali kaj takšnoga bog ne daj, ampak znan ka nešterni so šli v park pa

so pili nešterni pa nej in te si se že grupejro. Verjetno de zdaj tak tudi.

F: Če si nej bil v skupini si bil drugačen in so te avtomtsko izločili, nej ka zaj te. Ker vrstniki majo pa

velki vpliv v teh najstniških letih. In če tu znaš te narediti pravo osebo, ka zna povedati ne, pa tudi če

je zaradi tega drugačen, te smo tak dosta naredili kak starši. Samo to je pa težko.

G: To je fejst težko.

D: Po mojen je tudi od karaktera odvisno od otroka. Zdaj kak ges moje otroke vijden, starejša bi bole

nej kak mlajša, ka je bole živahna pa verjetno prej bi kaj probala. Ne ven. Ampak bo drugi strani pa

nikoli ne veš.

Ali bodo vaši otroci šli s skupino, ki pije?

A: To je relativno.

G: To je težko vprašanje.

F: Ges zdaj tak man dve in obe sta različni in mislin ka starejša verjetno ne, za mlajšo pa ne bi dala

roke v ogenj, ka jo ne bi skupina potegnola. To pa, ker je drugačna karakterno, bole živahnejša, bole

odprejta.

G: Se pravi, ka so mlajši vsi bole isti. Bole navihani.

B: Zgleda ka so tej mlajši večji firbeci, ka jih bole vse…

F: Borci so že od maloga. Pri prvon smo dosegli, pri drugon pa nan je kondicije sfalilo. (smeh)

A: Pa mlajši je, pa bole ga cartlaš, te že starejši brat /sestra cartla, to tak, bole je razvajene verjetno.

F: To pa mamo verjetno vsi probleme s ten, z razvajenostjo vsi, mislin kak starši.

Ali otroci poznajo posledice alkohola na zdravje, predvsem pri mladih?

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C: Ja, mislin ka ja, ka to zdaj tej različne oddaje so na televiziji. Ge znan naši so glejdali na Nemčiji je

bila, pa točno je kazo, nej, kelko alkohol uniči možgane. Pa to so gledali, to znan, ka se tak spomnin,

ka so gledali, naša mala, ona celo, ka nej piti ka to možgane uničuje.

G: Pa tudi tej jumbo panoji ka so tu bili. To so tudi deca spitavali ka zaj to pomeni, ka zdaj tista deklica

ka jokala, pa ka njej pa tak. Pa te smo se o ton pogučavali pa mislin kan jin strašno to tak zavest, tej

letaki pa to.

A: Seveda, pitajo, pa te.

B: Celo obzorje je dosti bole odprejto, dejansko nega več, pa v šoli…nej je več ta stvar takši tabu, kak

včasih ka je bilo, ampak se v splošni javnosti dosti več guči in dosta večje je, bole se jin odpira.

A: Več medijskih teh oglaševanj.

F: In te je to mogoče več nej tak zanimivo, telko, po skrivaj pa tak piti, če ne vidijo kakše so posledice

pa.

Ali menite, da je najstniško uživanje alkohola v Sloveniji problem – odziv na podatek iz raziskave

HBSC, da narašča število najstnikov, ki se opijajo?

E: 11?

G: To je bilo za celo Slovenijo napravleno ali samo za posamezna mesta?

A: Enajstletniki? To nemreš vörvati.

F: Ja, saj v bistve glede na to, kak smo potrošniška družba, nemamo časa za deco, nej, namesto ka bi z

njin bili letimo v trgovske centre, ka je vse drugo pomembno, samo nej tisto, delamo do 5tih 6tih, te

še ka hitro gospodinjska dela pa tak in rejsan nemaš časa za pogovor z deco in seveda te iščejo

nekšna zadovoljstva drugje.

D: To se vidi tudi na televiziji, pa seposedi se pijej, nej, vedno je nekje alkohol prisoten, te pa tak,

mislijo ka to je tak…

F: Čist, samo to ge razmin kak načik, kak zadevanje že direktno, nej tiste tak… Dobro, saj mamo mi

tudi par primerov, tak ka to se pri nas tuj dogaja, smo nej daleč od toga.

A: Ja, pa zdaj bi trbelo znati s kakšnih okolij, mislin iz kakšnih družin izvirajo ti otroci.

F: Iz vseh.

G: Vprašanje je kelko ti san otroka pistiš, ka je recimo 3 vöre nekje, pa sploh ne veš kje je, v parke pa

tak, ne ven.

F: Saj to, pa zato smo starši eni ka mamo red, pri enih pa nega takšoga nadzora.

B: Pa tudi že sami vzorec družine je verjetno, pri teh keri se rejsan,nej, ker dejansko že verjetno s ten

dejstvon že tudi rastej, ka je že sama družina nej tisto, ka je nege postavlena meja tudi za te stvari.

F: Ka ga ne boš lepo gledo kda te domov pride po štiraj.

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B: Sigurno. Ker žen on verjetno tudi so ta deca že verjetno od maloga gledali kcoj tistoga opijanja in

češ če si lejko njeva dva pa ne ven što, lejko ges tudi.

C: Ali njemi je pa mogoče glih obratno, keri si to vidi, si pa misli, no zdaj odvisno kak, ne ven.

B: Fejst velki del družina pa starši, sicer družba tudi svoje naredi…

G: Družba tudi, pa tudi po moje je razlika med mestnimi pa med deco keri so na vasi.

C: Samo ge mislin ka zdaj tej razlike več nega. Aja, nej, nej. Ka zdaj že na vesi tudi dosta toga gej.

G: Rejsan?

C: Ge san tudi skoz mislila prlej ka ta varaška deca ka bole, zdaj pa vidin ka to po Goričkon pa tan, to

so ta deca že tudi bole takši.

B: So, ampak ge mislin, ka še vedno nej v takši velki meri v takši velki obsegaj kak tu pri nas. Pa je

dejansko tudi vse, ker je tu dejansko v Soboti vse bole dostopno.

A: Dostopnost je nej tak velka. Se se je centralizejralo, puno tej gostiln, en, of, puno vsega. No san pa

bila presenečena, ka ne ven ge, ete v toj trgovini je lekar bilo, ka neka hčerka šla ka ščela, pa pravla ka

na blagajni recimo, včasih nihče nej pito kelko si star, se so ti dali. Na blagajni je pa prosila.

C: Tu prosijo zato ka tu dostakrat kontrola.

A: No, nejsan še nikdar nigi čujla tak ka.

B: No ges lejko poven iz mojih lastnih izkušenj, ka san delala prlej kak trgovka, pa tudi veni mali

trgovinici v vesi. So kar prišli probat, kar pride probat če dobi, ampak mi smo mejo postavili takoj,

smo pravli nej.

A: Ja, šterin se za pejneze ide nedo pitali kelko si star.

C: No, tu san pa ge že večkrat vidla ka prosijo.

A: Ka san, ne ven, ne oden, pa ne ven ka je šla pa je pravla ka je ona tudi bila se presenečena ka je to

doživela.

Dostopnost alkohola. Zlahka?

Vse: Seveda, ja, fejst.

F: Pa doma so vinske kleti. Doma so v bistve trgovine.

C: Pa ne ven če tej velke, če nesej alkohol, če ga što pita.

A: Če drujgo nej pa prejk kakšoga starejšoga, vej se pa znajdejo.

B: Saj pa majo kolege.

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C: Zanimivo je bilo prejšnjič san gledala na Nemčiji 1 oddajo bila ena, pa so igralce poslali v trgovine,

pa mladoletno deco, pa te so starejše ta mala deca so prosili starejše če jin kupijo alkohol, nej, pa so

se najšli takši ka so njin kujpili, ka so njin vö prejk blagajne nesli vö.

A: To je tak kak je prikazano in je dejansko tuj tak.

Starejši, responsible adults otroku ponudil alkoholno pijačo?

B: Starši verjetno ne, no, ka bi zdaj ne ven kak, mogoče za kakšen rojstni den ka kupi kakšno pivo,

dve, drugače pa…ja, drugi bi sigurno.

G: Ges pa mislin ka se najdejo tudi takše družine ge tudi starši davlejo, mislin ka jih pistijo, ka ide pa si

zeme.

Kaj mislite, da najstniki pijejo, katere vrste pijač in ob katerih priložnostih?

F: Kakše tej moderne po moje, kakše tej alkoholne mislin…

G: Žgane.

F: Žgane. Verjetno, tak predvidevan.

G: Pa tej pive, tej bandidosi.

F: Tej moderne, tej bandidosi, ja.

G: Pa to zdaj tej, ka so energijske, tej so nej alkoholne verjetno, pa ne ven ka, ali tej so tak strašno

zanimive za deco. To ge absolutno ne pistin.

F: Pa še radi majo, nej, to je nahujše, zanimivo, pa izgleda lepa, nej, embalaža je, ka še »izgledaš« kda

to v rokej držiš nej, ka so moderne, te pa potegnejo, nej.

Ali menite, da je najstniško uživanje alkohola v Sloveniji problem?

E: Glede na vse podatke ja.

F: Mogoče se lejko malo zamislimo.

F: Eni starši res ne vejo ka deca delajo. Fajn je meti nadzor pa dobre odnose z deco. Ja, zavupanje,

tisto zavupanje se včasih lejko malo preveri če drži.

G: Če je to tak, kak bi naj bilo.

Alkohol v slovenski družbi.

G: To pa sigurno, kar fajn.

F: Tuj na vsakon praznovanje.

G: Zdaj se še sezona piknikov začala pa še telko…Ges osebno mislin ka čiduže menje je toga alkohola,

zato ker zaradi teh kazni pa vsega toga, lidgej se zavedajo ka enostavno, ne ven, pa tudi tej recimo

vinogradniki pravijo, ka čiduže menje vina odajo. Ne ven.

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F: No pozna se, kriza se pozna tudi.

G: Malo tudi kriza, tako.

F: Ampak drugače se mi zdi, ka se tudi malo bole ozaveščajo ljudje, ka se vozijo bole s taxijon, če že

kaj majo, nej, če že…samo zabava je zmeraj prisotna, kakorkoli.

G: Samo mi kda smo meli piknike zmeraj je bilo, mislin ka smo meli kakšen alkohol, zdaj pa to več

nihče nešče piti. Sakši samo nekaj brezalkoholnoga pravi, resno, že tretje leto je to, preteklost se pa

že obrača.

F: Ali pa če že, do meje.

G: Verjetno tudi zaradi zdravja.

E: Ne ven, ges na primer ka lejko poven pač ka maliva trenejrata fuzbal pa kaj na te turnire pa to

odimo. Zdaj na primer je v soboto konkretno bil primer, ka smo bili na Ptuje in je par starišov bilo, pač

smo bili s cele Slovenije turnir je bil, in je par staršov bilo kar fajn veselih.

B: To je verjetno rejsan, zdaj če se v družbi ide kama, ka se rejsan taxi pozovej, zdaj če bi pa to tak

fejst mele pa ne ven.

F: Dobro, zdaj če dobro gejš, pa kakšo kupico vina, to je.

B: Ker pri nas nej, niti eden je nej ka bi bil čist…

D: Ges san zdaj enga spoznala, ka je pravo, ka sploj še nikdar nej probo alkohol pa je 33 ali 32 let star,

pa me je šokejralo. Valjda, o, kje pa ti živiš? Pravo, ka nikoli. Neka, ne ven, kak sva na to temo prišla,

pa pravo ka nej. Pravi ka te vidi eden v družbi ka pijej, pa te drugi, pa te tretji, pa takšo službo ma in

to te nega konca pa kraja. Pa me je šokejralo, ka je pravo, ka nikoli nej probo pa niti ne namerava.

G: Tej pa rejsan pohvale vrejden.

E: Takših je rejsan fejst malo.

F: Čiglij ka pravijo, ka tisti ka fejst pijej, pa tisti ka nika so na istoj točki. Z vsemi je neka narobe. No

tak, to se še spomnin s faksa ka smo se tak včilij, pa mi je nej bilo jasno. Če maš v življenje mero, pri

vsen, te si nekak najboljši, no mislin, najboukše, najboukše je »tak«, mislin pri alkohole. Zdaj pa kak te

to hitro notri potegne. Predvsem pa v kriznih časih, saj te pravijo ka…nej na splošno…

G: Ja, glih zaradi težav, zaradi toga.

F. Deci, dva pa pozabiš.

B: Te pa mero zgibijš, nej, in te je tisto.

A: In več ne misliš na nika slaboga.

B: Zato glij, tiste probleme kere te maš, te malo pozabiš in te evo ti ga na in te se začaš z dneva v

den…se malo brzdati.

A: Ja te maš situacijo, zdaj eni so takši labilni in to je tak.

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F: Otrok vidi, da mama in ati na ta način rešujeta težave in te ima on kak najstnik 220 problemov…pa

jih z enin šlukon rejši, ali pa s pivon ali ka ti je znan.

Ostale omamne snovi (tobak, droge)?

A: Droge, ja.

D: To de malo težje ugotoviti.

So otroci seznanjeni?

Večina: Aaaaaa, ne.

F: Vrstniki ne, mogoče malo starejši, ampak so, ja, prisotne. V Soboti sploj, bole kak si sploj lejko

zamislimo.

A: Ges san mislila tak na splošno, zdaj moje dete gvušno nej.

F: No, ka se v takšnon kroge giblje. Je pa izredno prisotno.

A: To se že dela tu, zato ka se pa zaslujži neka.

F: Tu okoli šole, ja.

C: In to so stvari ka si nemočen, kda enkrat v to spadnejo notri.

F: Nej si močen, ja. Lejko cuj gledaš pa nemreš nika pomagati. Te pa še nobenga centra nemamo tu,

družinske posvetovalnice v Soboti, to je katastrofa. Te pa še posebno tak, če so deca mogoče iz nižjih

slojev ali pa nemajo interesa ali pa nemajo ka bi ga pelo, najbližje je v Maribor, nej te pa idejo starši.

A: Če pa dosta je tuj takšnih ka so enostavno ne opazijo ka je z diteton neka narobe.

G: Verjetno tak hitro nej kak alkohol.

A: Niti ne vidiš telko, pred tebof je OK, ges tudi ne ven če bi se to dogajalo, če bi opazila kaj, zato ker

znan Janja na primer, sodelavka, ona to v sekundi vidi. San pravla kak vidiš ka je, pa pravla, ja, ka je

študejrala, pa enostavno zna. Ges ne opazin, lejko meni ne ven što.

F: A, bi bi. Seveda ka poznate svojo deco.

A: Ja, dobro zdaj za svojo, ali drugoga.

F: Svojo bi.

Primeri?

F: Vaj, so. So, pa obvestiš starše, pa jih povabiš na razgovor, pa tak je, dokler nej je že sčista notri, si

kar zatiska oči, to je žalostno.

B: Kda je že dejansko prepozno.

C: Ali pa marsišto podpejra tuj tou.

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B: To je tudi en del verjetno tistoga, moj otrok.

F: Ali pa jih pelajo v MIKK kdaj so koncerte, te pa to, ge mislin ka devetošolec nema kaj še tani skate.

Saj ma čas, za vse pride čas, tuj za MIKK.

B: Za MIKK je čista zadosti 20 pa 25.

F: Nej pa srednja šola, meni se tudi tak zdi, te si še ranljivi, labilen, najstnik, mislin, vrstniki še celo

starejši so te, ha!, alkohol ti dajo pa vse, samo ka boš tak kak oni.

Mestni/Vaški otroci – Razlike?

F: A, so še, razlike so, že med soboto pa med ostalimi, nej. Naše soboške šole so večje šole in tu je

vseeno po 500, 400 učencov, nemaš tak točno fokusejranoga pogleda na sakšoga. Na veških šolah so

pa 100 tu okoli, dobro razen Beltinocov, ka so vekši, in so bole tak individualno maš sakšoga še včasih

preveč so na njih fokusejrane, ker nemajo tak mera deca in verjetno je tu že tej prehod iz male šole

na velko za njih tak, ka se morejo uveljaviti, izpostaviti, ka te in bog ne daj v kakšo družbo spadne

neprimerno, ka to te potegne, oni pa točno znajo, keri so labilni.

B: To verjetno, ka so naši že, naši dejansko majo vsega tega dosti več že na pogled pa vse in so

verjetno enkrat bole trdni. Oni so pa dosta bole mehki.

F: Labilni so.

B: Ja, dosta bole so labilni in …keri pa majo praf te namene, ka napelajo, pa točno znajo, ka enoga

keri de se njemi inouk pa dvakrat postavo, tistoga, s tistin nede več, nej. Ampak, de isko tiste mehke s

kerimi lejko dejansko upravlja.

Ali menite, da alkohol pri 11-15 letnikih še ni problem?

Vse: Ne. Vsaj upamo.

A: Mi za svoje bolj govorimo, zdaj za ostale…

B: Problem je zdaj v celi velki okolici. Saj verjetno so tudi takše skupine kere majo probleme s temi,

ampak dejansko mi lejko…

F: Saj med našimi devetošolci obstaja ena skupina, dvej tak poznan, ka se z njimi srečujemo, ka deci

povejo, ka se že opijajo v parki, že mamo to tudi prisotno. Ampak še nej je to tista ne ven kakša

droga…ampak starši tuj verjetno znajo kda ob enih domov pride dveh, ka ne pijej soka ali ga pa

verjetno vidi, pa te je znankar telko odgovoren ka se z njin poguči, pa, daj, malo se stavi. Tudi meli

smo primere ka so prinesli alkohol v šolo. To je tudi bilo. Na WCje so odnesli ali dobro ka mamo

kamero. Se so že, rdečka se domača, tak ka jo je od doma jo je prineso. Ali ka boš te? In te še tak –

fajn, ka ja vsi vidijo, tak ka vidiš ka to je v bistve odraščane, ka šče biti zdaj nekši…

B. Frajer, ka je on frajer.

F: Ker v bistve, če bi se ščel napiti, te bi se tan kotno, pa bi si ne ven ka spil, ampak je ščel se pokazati

pred sošolci, ka ges san si pa vupo zdaj to v šolo prinesti. Ampak dobro, te smo s starši vkup stopili v

kontakt in te se je malo vkup zmejšalo, ka je vido ka je nej praf pa…tak ka…se te takši primeri so. To

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tudi. Zdaj seveda proti konci šolskoga leta te telko bole se tou prisotno. Pa konec 8. Razreda, tisti so

tudi že fajn bili, v deveton tak se že malo umirijo. Ampak so posamezniki, no tisti, tej posamezniki so

pa zmeraj. Tudi med odraslimi.

G: Pa zdaj poletne počitnice, pa do duže lejko vöni.

F: Ja, seveda, pa kopališče. Nega takšoga nadzora, zato pravijo, ka fajn, če kda deca pridejo domov, ka

jih poglejdnemo, če so vrejde, če smrdijo, ne smrdijo, po travi, cigareti, alkohole. Pa včasih tuj pravijo,

te že spiš, pa ne čuješ, tisti ka majo starejše…

C: Naš je 17 let…pa fala bogi…

B: No, ges lejko poven kda je moja ta starejša hčerka, nej, so tudi tak bili cela družba praznovali so v

bistve 18tko že, pa normalno, te te pa že firbec ma, pa čiglij atija pa mame nega poleg. Pa je kar prišla

domov pa je pravla, znata ka. Ges san pa gnes rdečko pila. Direkt v oči je povedala, ka neta slučajno

razmišljala če san pijana ali ne, ne ven ka mi je ali rdečko san pila. No in te smo tisto rdečko prespali

pa smo prišli do tistoga ka je rejsan to brez veze. Tak, kar direkt je povedala. Nej ka bi se zdaj ona, ne

ven, nege skrivala ali neka. Smo mi tisto si pogučali vsi štirje za mizo pogučali pa to je to.

Vi & vaši starši? Ste si upale povedati?

C: Mislin ka nej.

B: Nej, nej, ge, mislin ka mi smo se mogoče malo bole skrivali kak se zdaj tej skrivajo.

A: Če san pa kadila pa san v nedelo pri kosile, znaš ka te smo normalno to zdaj tak kak pravin

frajere…se žute prste, pa ka man te žute prste, nej, pa li si doj voščen, pa ka se man žuto, te pa oča

pravi »ja kaditi dejte drago ne vejš«. Se san žuta bila, to nikdar ne pozaben, nej san znala ka zaj naj

skrijen prste ali naj sploj kaj tan zaj poven v svoj zagovor. Pa nej san mejla kaj pravite.

C: Telko so se te niti starši nej z nami pogučavali tak kak se mi mogoče s to svojo deco pogučavlemo.

Zdaj je sčista drugo. Nekak je že sčista drugo kak smo mi bili kda smo bili mali.

B: Nej kak je, vse se nekak bole odprejto guči, na splošno odprejto bole.

A: Ja, o vseh temah, to je tak.

C: Pa deci je več nika takšoga nej, od seksa do pijače od bilo ka, to se vse pogučavlemo. Pa naš Grega

znaš kakši je, tej starejši je bole takšen v sebe zaprejti takšen mejren, njemi je to nika takšoga nej. Si

včasih tou tak med sebof kaj zgučavlejo ali si mi pogučavblemo, to njemi normalno.

B: Ja, nekak so.

A: Ja, pa nej znaš, recimo tu gi ges doma, ona je pitala kda si ti prvič dečka mela, kda si ti prvič to,

meni to mama moja mogoče nikdar ne bi pravla. Niti san nej mela toga namena ka bi ge to njo pitala.

Tak kak zdaj tudi ona meni pravla, ges primerjavo delan, kak si mama ti kak san ges, nej to tak pa

mislin na splošno. Ges tudi glede seksa bog ne daj ka bi kaj pitala doma.

B: Ge pa te…

C: Naša pa, pa te to roditi, pa kak je bilo, pa etak pa vse vö zopita ešče do duše vö.

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A: Te zdaj tudi če se ne boš pogučavo z njin, pa ges ne ven, računalnike smo, kelko smo bili stari ka

smo računalnik v roke dobile.

C. V 4. Letnike.

F: Stric Google vse zna.

B: Tak ka tudi če se ne boš doma z njin pogučo, de si on kar poisko. Te pa po eni strani rejsan rajši

pusti tisti čisti pogovor…Ge pa te ka bi ges prišla domov pa bi si vupala v nedelo pri kosili…

A: Tak san potüo šla…

B: V nedelo pri kosili povedati – mama ges san včeraj pivo spila. Halo? Sploj predstavljati si nemreš, to

je pa sčist vsakdanje zdaj.

A: Mi smo naskrivaj pili.

F: Ges san lejko pivo malo probala, pa te mi je mama pravla znaš dejte drago pijača je za čedne lidij,

nej za norce.

D: Samo to je rejsan ta pena na pivi. Nega kaj.

F: Si misliš to je pa kak sladoled. Te pa vidiš ka je tej sladoled grenki in je to nej, ka te več sploj ne

vličej.

Za konec?

F: Mogoče to ka je fajn ka se o ton pogučavlemo, pa mogoče bi bilo tudi fajn takšnih pogovorov z

deco pa starši, tak odkritih, tudi mogoče v šoli, izven šole..Dobro, mamo vsi tudi nekše svoje

obveznosti in je včasih težko tuj, nej, že gnes na primer, joj že pa moren nekan iti, pa kama si me zdaj

pa to, nej, ampak kda idnouk prideš te pa vidiš ka je fajn, ka si malo tak kaj pogučiš, pa malo svoje

izkušnje poveš. In to deci tuj fali.

B: Ja, trbej nekak vzpodbujati te pogovore, naj se guči o ton, nej nege v sebi držati ali nege za zidon,

ampak naj se guči, tudi med deco.

F: Tak kak je na primer Laura pravla, so šli v park, je šla ona vkraj, je bila že drugačna. Pa je tuj

odrasla, pa joj tuj nika ne fali, pa se lejko deci tuj ta način izpostavi. Glej, pa san nej bila cuj, pa so tan

pili…

D: Zdaj če bi ges takšen karakter bila, ali bi si bole vupala, mogoče san si nej vupala, ne ven.

F: Nej, ka deca tudi mogoče tej vidik vidijo, pa je tudi nej, zakoj bi pa mogo seposedi svoj nos kcuj

držati.

A: Pa zdaj tej tuj, moja je tudi, moren priznati enkrat rejsan je bila pijana, pa je bruhala, samo smo

tudi bili na rojstnon dneve pa verjetno je tudi naskrivma mogoče, pa poleg, nanč ge ne ven kak je bilo

in je to je zdaj je zdaj že rejsan en lepi čas nazaj in od tistoga časa je pravla, znaš ka mama, ges san

probala, san vesela ka mogoče zdaj tak rano, ka se mi je totalno postavilo in ka znan ka brez toga ges

tudi lejko se fajn man, tak ka mogoče ta izkušnja njej dobrodošla bila v ton smisle ka je sama nekaj

gor prišla.

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F: Točno tak.

A: Ker ges san njej nika nej pravla Nesmeš/moreš, nikdar in sploh nej nikše, tak ka…san vesela ka je

sama gor prišla zdaj pa ka de rejsan v srednjoj šoli se dogajalo pa tudi ges, mislin, ges man 100%

zavupanje v njo, tak ka vupan ka de to dale gojila, mislin v ton, mišljenje ka ga ma zdaj.

B: Ja in tudi tak je, kda ti njemi zdaj tisto nesmeš…to je bole zanimivo.

A: Ge san te niti nej, niti san jo nej, ges san njej pomagala, ka san bedela nad njo in te san jo na konci

pitala »je to bilo vredno« in te pravi, znaš mogoče je nej telko spila kelko njej naškodilo. Če je bilo to

vredno…in te pravin…san vesela ka je sama gor prišla. Pa smo skuper bili, ka smo bili pač pri kolegici

na rojstnon dneve. Je pa to se za pogučati, resno, zdaj bole boš pravo ka je tvoj nej, dejansko pa znaš

ka ger je pa to ka si zatiskaš oči je rejsan.

Appendix 7: Indexing and themating charting

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INDEX

1. Alcohol in Slovenian Society

1.1. Basic info on alcohol presence in Slovenian society and culture

2. Teenage drinking

2.1. Is it really a problem?

2.2. Reasons to drink

2.3. What & When

2.4. Accepted age

2.5. Rural to urban

2.6. How to “control/prevent” it

3. Alcohol availability

3.1. Availability and alcohol law

4. Their teenager and drinking

4.1. Do your children drink?

5. Parents and alcohol

5.1. Parents acquaintances with alcohol

6. Consequences of Alcohol Consumption

6.1. Facing the consequences

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THEMATIC CHARTING

1. Alcohol in Slovenian Society

Response Basic info – Alcohol in Slovenia Other

1 Overall present 1/202, 205-209, 2/97-98, 167, 168, 181-183 Exceptions exist – example: never tried

alcohol, 33 years old 2/188-192

2 Low drinking culture level 1/205-209, 210-214, 217-219; 2/ 186

3 Public people – bad role models 1/215-216; 2/ 181-183 Drinking in public – bad models

4 Hidden alcoholics?? 1/224-225, 227-228

5 Less drinking – financial crisis 1/200,220; 2/ 171, 172,173,

Less drinking road safety law 1/201,204,221; 2/170, 174-175, 177

2. Teenage drinking

Response Is it really problematic Other

1 Yes- somehow present 2/99-100; 2/161, 263-270 Children broght it to school - example

2 Not among our children or peers, too young 2/214-215, 242-243, 259, 260

3 Talking more about it 2/ 162, 234-235, 331-335, 336-337 Keeping your eyes and mind open; more

parents-children joint discussions

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Response Reasons for drinking Other

1 Parents – bad role models

Family fail-peers prevail 2/40

Society influences 2/34, 38-39; 2/ 113

Parents – greatest role models 1/196; 2/106-108, 110-111, 113, 207-208 Problem of parents solving problems

with help of alcohol

2 Showing off in front of peers

Belonging – stepping out 1/51-55

Showing off 1/147-151, 152, 153; 2/43, 271, 272-273

Not being looked down 2/37, 41

Group influence 1/48-49, 72, 73-74,75

Step out in a group 1/48-49, 51-55 An example of not accepting peer

pressure.

3 Curiosity and the living environment

Living environment 2/33, 261-262

Curiosity 2/24, 39, 69

Negative tradition 1/37-41

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Response What drink, when to drink Other

1 Hidden taste of alcohol 1/132 1/20 don’t drink wine

2 Modern drinks 1/98; 2/151, 153, 154, 155 Exposed problems of energy drinks!

3 Colour & Taste 1/98, 123, 124, 125,127, 128-130; 2/ 158-159 Cocktails, flavoured beers, spirits

4 Alcohol taste need adjusting 1/134-135

5 WHEN – special occasions 1/26; 2/6, 7-8

6 WHEN – celebrations 1/27

7 WHEN – milestones in lifetime 1/83 18th Birthday

Response Accepted age, first trying Other

1 Hard to define 1/35-36, 31

2 Teenage years 15-17 1/23-24, 27; 2/28, 32 Nobody mentioned turning 18 as an

appropriate age – according to law, this

is legal age

3 No accepted age 2/26,27-28, 29

4 Trying under supervision 1/ 24, 28-29, 36-37, 23-24

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Response Rural/ urban differences Other

1 Mixed opinions

2 Yes, they do exist 1/158-159; 2/114, 2/120-121, 245-251 “We are safer from this here in the

village”

3 No, there are no differences 2/115-116, 118-119

4 Difference in availability 1/ 159, 161-162, 261; 2/122

5 Transition rural urban – fear 1/ 242,243,244, 247

6 Transition rural urban – hard 1/248-249, 250-251

7 Transition rural urban – prepare children 1/253

8 Rural children more vulnerable 1/254,255; 2/ 248-251, 252-253, 254, 255-257

Response Control/prevention Other

1

Trust and control

Knowing where your child is 1/187, 2/103-104

Checking trust 2/109, 164, 280

Monitoring 1/178, 186; 2/105, 279

Parent child relationship – friends, trust, communication 1/189-195 Example – father son friendship

Taking your time 1/179-181

Building strong character 1/182-184; 2/55-57

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2 Forbid/Allow

Do not forbid 1/31,32, 197; 2/16

Do not tolerate 2/109

Set boundaries 1/197,198; 2/30

3 Keeping them occupied, preventing boredom

Children not busy enough 1/138-144

Control 1/87-93; 2/ 163 Addicted to computers – control this

too!

Mind not wondering away 1/87-93

Time to talk 2/93-96 “Consumer society”

4 Building a strong character/knowing your child

Strong character building 1/84-85 Encouragement and incentives needed.

Peer pressure & exclusion 1/51-55 Not necessarily exclusion.

Saying “no”

Knowing child’s character 2/59-61, 65-67, 68, 69, 70, 71-72

5 Educate the parents

Knowing the substances 1/176-177; 2/ 227-229

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3. Alcohol availability

Response Availability and alcohol law Other

1 Law consideration – yes 1/237, 240; 2/ 123-125, 126, 129-130 Only in bigger supermarkets, inns

2 Law consideration – no 1/104-110, 232-233; 2/138, 140, 141-143 Children can get alcohol in local village

shop.

3 Easily accessible 1/234-235; 2/ 136, 137

4 Earning money is the only goal 1/236; 2/131

5 Parents as a source – yes 2/147

6 Parents as a source – no 2/146

7 Problematic families 2/148-149

4. Their teenager and drinking

Response Do your children drink? Other

1 Certainly not 1/ 2,4, 17, 1/66-68; 2/10-12, 216, 260

2 Too young 2/2

3 Offered them – declined 1/8-10, 2/3,12

4 Offered them – accepted 1/11, 12-15,14-15

5 Drinking secretly – no! 1/ 15-16; 2/4, 8-9,13, 17

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6 First trying on their own 1/ 6-7, 20-21; 2/283-289

7 Open & honest communication very important 2/4,41-42, 2/ 164, 283-289, 344-360 Shared experience – daughter being

very drunk, mother standing by side,

lesson learned

5. Parents and alcohol

Response Parents acquaintances with alcohol Other

1 High school years 1/269, 270, 273-275, 278; 2/49,50

2 Groupings back than 2/51-53, 54-55

3 It was forbidden 1/284 Not forbidden, not offered.

4 Drinking secretly 2/292, 293-295, 321, 324

5 Ashamed 2/295-297, 322-323

6 Low level communication with parents 2/298-299

7 They as parents – open communication 2/55-57, 300, 301, 302-305, 307-311

8 They as parents – aware of new technologies 2/314-315, 316, 317 “Uncle google knows everything”

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6. Consequences of Alcohol Consumption

Response Facing the consequences Other

1 Children are aware 2/75-77, 2/86-87

2 Parents are aware 1/59-60, 61-63 Learning harder, lack of responsibility

3 Media campaigns and TV shows 2/77, 78-80, 82-84, Opening horizon, no taboo topics,

more media advertising

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Appendix 8: Anaysis working stage sample pages/example of first topic/theme: Alcohol in

Slovenian society

Developed were 6 codes for 6 themes and text in the transcript was coloured according to

the theme it belonges to:

1. Alcohol in Slovenian Society

2. Teenage drinking

3. Alcohol Availability

4. Consequemces of alcohol consumption

5. Their child and drinking

6. Parents aquanitances with alcohol

Included is the example of anaysis stage of first theme: Alcohol in Slovenian society.

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