Eggert L L, Thompson E A, Herting J R, Nicholas L J, Dicker B G
Psychosocial Nursing Department, University of Washington, Seattle 98195.
Am J Health Promot. 1994 Jan-Feb;8(3):202-15. doi: 10.4278/0890-1171-8.3.202.
Purpose. The hypothesis tested was that experimental subjects, relative to controls, would demonstrate significant increases in school performance and decreases in drug involvement at program exit (5 months) and at follow-up (10 months). Design. A two-group, repeated-measures, intervention trial was the design used. Setting. The study involved four urban Northwest high schools. Subjects. Participants included 259 youth at high risk of potential school dropout, 101 in the experimental group and 158 in the control group. Intervention. The Personal Growth Class experimental condition was a one-semester, five-month elective course taken as one of five or six regular classes. It had a 1:12 teacher-student ratio, and integrated group support and life-skills training interventions. The control condition included a regular school schedule. Measures. School performance measures (semester GPA, class absences) came from school records. Drug use progression, drug control, and adverse consequences were measured by the Drug Involvement Scale for Adolescents. Self-esteem, school bonding, and deviant peer bonding were measured using the High School Questionnaire: Inventory of Experiences. All multi-item scales had acceptable reliability and validity. Results. As predicted, trend analyses revealed significantly different patterns of change over time between groups in drug control problems and consequences; in GPA (but not attendance); and in self-esteem, deviant peer bonding, and school bonding. The program appeared to stem the progression of drug use, but group differences only approached significance. Conclusion. Program efficacy was demonstrated particularly for decreasing drug control problems and consequences; increasing GPA and school bonding; and desired changes in self-esteem and deviant peer bonding. Program effects on progression of drug use were less definitive.
目的。所检验的假设是，与对照组相比，实验对象在项目结束时（5个月）及随访时（10个月）在学业成绩方面会有显著提高，且药物使用情况会有所减少。设计。采用的设计是两组重复测量干预试验。背景。该研究涉及西北城市的四所高中。对象。参与者包括259名有潜在辍学风险的青少年，实验组101人，对照组158人。干预。个人成长课程实验条件是一门为期一学期、五个月的选修课程，作为五或六门常规课程之一。师生比例为1:12，整合了小组支持和生活技能培训干预措施。对照条件包括正常的学校课程安排。测量。学业成绩测量指标（学期平均绩点、课堂缺勤情况）来自学校记录。药物使用进展、药物控制及不良后果通过青少年药物使用量表进行测量。自尊、学校归属感和不良同伴关系通过高中问卷：经历量表进行测量。所有多项目量表都具有可接受的信度和效度。结果。正如所预测的，趋势分析显示，两组在药物控制问题及后果、平均绩点（但不包括出勤率）、自尊、不良同伴关系和学校归属感方面随时间变化的模式存在显著差异。该项目似乎遏制了药物使用的进展，但组间差异仅接近显著水平。结论。该项目的效果在减少药物控制问题及后果、提高平均绩点和学校归属感、以及在自尊和不良同伴关系方面实现预期变化方面尤其得到证明。该项目对药物使用进展的影响不太明确。
