Thompson E A, Eggert L L, Herting J R
Department of Psychosocial and Community Health, University of Washington, Seattle 98195-7263, USA.
Suicide Life Threat Behav. 2000 Fall;30(3):252-71.
This study explored the intervention processes of an indicated prevention program for high-risk youth. It was hypothesized that intervention effects would be influenced by the direct and mediating effects of teacher social support on both peer group support and perceived personal control. In turn, personal control was hypothesized to mediate between teacher and peer group support, contributing to reductions in depression and suicide risk behaviors. The hypotheses were tested using a three-wave, longitudinal design incorporating data from preintervention, 5-month follow-up, and 10-month follow-up assessments of 106 high-risk youth divided into three comparison groups: two experimental, one control. For the two intervention groups, there were direct and/or indirect effects of teacher and peer group support on personal control, depression, and suicide risk behaviors. The general hypothesis that personal control mediates between support resources and reductions in depression and suicide risk behaviors received partial support across the study groups.
本研究探讨了一项针对高危青少年的指示性预防项目的干预过程。研究假设，教师社会支持对同伴群体支持和感知到的个人控制的直接和中介效应会影响干预效果。反过来，假设个人控制在教师支持和同伴群体支持之间起中介作用，从而有助于降低抑郁和自杀风险行为。使用三波纵向设计对这些假设进行了检验，该设计纳入了对106名高危青少年进行的干预前、5个月随访和10个月随访评估的数据，这些青少年被分为三个比较组：两个实验组，一个对照组。对于两个干预组，教师和同伴群体支持对个人控制、抑郁和自杀风险行为存在直接和/或间接效应。个人控制在支持资源与降低抑郁和自杀风险行为之间起中介作用这一总体假设在各研究组中得到了部分支持。
