Abstract

In this paper we present a proposal for the application of a "theory-driven" approach to the evaluation of a large prevention project realized in several secondary schools in Northern Italy. The aim of our contribute is to discuss the theoretical and methodological usefulness of this approach in order to respond to evaluative needs and identify which components, according to formal and implicit theories of the project promoters, have a significant role to ensuring the intervention success. The theory driven approach identified some critical components previously unexpressed in the formal documents, which were consistent with the literature on the effectiveness of prevention and health promotion programs.