Which of the following components is included in the social influence approach to tobacco education?

The social influence approach to tobacco education is centered around the understanding of how peer dynamics can affect an individual's decision to use tobacco products. By teaching individuals to identify and resist peer group pressure, this approach empowers them to make informed choices, particularly in social settings where smoking may be prevalent. It emphasizes the skills needed to navigate social situations, equipping learners with the confidence to say no to tobacco use when faced with pressure from friends or peers.

This approach is essential because it addresses the significant role that social norms and peer behaviors play in tobacco initiation and continued use. Without the ability to resist peer pressure, individuals—particularly young people—may be more susceptible to starting smoking or continuing the habit despite their desire to quit.

The other options, while related to tobacco cessation and education, focus on different aspects. Sharing personal success stories is motivational and can inspire individuals but does not directly pertain to handling social influences. Providing medications for quitting is a medical intervention that does not engage with social context directly. Focusing on the financial cost of smoking raises awareness regarding the economic implications but does not specifically address peer-related pressures that the social influence approach targets.