Fisher Jeffrey D, Fisher William A, Bryan Angela D, Misovich Stephen J
Center for HIV Intervention and Prevention, Department of Psychology, University of Connecticut, Storrs 06269-1020, USA.
Health Psychol. 2002 Mar;21(2):177-86.
This study assessed the effects of 3 theoretically grounded, school-based HIV prevention interventions on inner-city minority high school students' levels of HIV prevention information, motivation, behavioral skills, and behavior. It involved a quasi-experimental controlled trial comparing classroom-based, peer-based, and combined classroom- and peer-based HIV prevention interventions with a standard-of-care control condition in 4 urban high schools (N = 1,532, primarily 9th-grade students). At 12 months postintervention, the classroom-based intervention resulted in sustained changes in HIV prevention behavior. This article discusses why both of the interventions involving peers were less effective than the classroom-based intervention at the 12-month follow-up and, more generally, suggests a set of possible limiting conditions for the efficacy of peer-based interventions.
本研究评估了三种基于理论的、以学校为基础的艾滋病病毒预防干预措施对市中心少数族裔高中生的艾滋病病毒预防信息水平、动机、行为技能和行为的影响。该研究为一项准实验对照试验，在4所城市高中（N = 1532，主要为九年级学生）将基于课堂的、基于同伴的以及课堂与同伴相结合的艾滋病病毒预防干预措施与标准护理对照条件进行比较。干预后12个月时，基于课堂的干预措施使艾滋病病毒预防行为产生了持续变化。本文讨论了为何在12个月随访时，涉及同伴的两种干预措施均不如基于课堂的干预措施有效，并且更广泛地提出了一系列可能限制基于同伴的干预措施效果的条件。
