Himle Michael B, Miltenberger Raymond G, Gatheridge Brian J, Flessner Christopher A
Department of Psychology, North Dakota State University, Fargo 58105, USA.
Pediatrics. 2004 Jan;113(1 Pt 1):70-7. doi: 10.1542/peds.113.1.70.
Unintentional firearm injuries threaten the safety of children in the United States. Despite the occurrence of these injuries, few studies have evaluated the effectiveness of child-based programs designed to teach children gun-safety skills. This study compared 2 programs that were designed to reduce gun play in preschool children.
A between-groups no-treatment control design was used. Children were randomly assigned to either 1 of 2 firearm-injury prevention programs or a no-treatment control condition. Participant recruitment, training, and data collection occurred in preschools and children's homes located in a midwestern city with a population of approximately 80,000. Thirty-one 4- and 5-year-old children participated in the study. The effectiveness of the National Rifle Association's Eddie Eagle GunSafe Program and a behavioral skills training program using instruction, modeling, rehearsal, and feedback was evaluated. Children were issued 0 to 3 ratings on the basis of their ability to say correctly the safety message and similar ratings on the basis of observations of their ability to perform correctly the skills in the classroom and when placed in a realistic simulation.
Both programs were effective for teaching children to reproduce verbally the gun-safety message. The behavioral skills training program but not the Eddie Eagle GunSafe Program was effective for teaching children to perform gun-safety skills during a supervised role play, but the skills were not used when the children were assessed via real-life (in situ) assessments.
Existing programs are insufficient for teaching gun-safety skills to children. Programs that use active learning strategies (modeling, rehearsal, and feedback) are more effective for teaching gun-safety skills as assessed by supervised role plays but still failed to teach the children to use the skills outside the context of the training session. More research is needed to determine the most effective way to promote the use of the skills outside the training session.
在美国，意外枪支伤害威胁着儿童的安全。尽管此类伤害时有发生，但很少有研究评估旨在教授儿童枪支安全技能的儿童项目的有效性。本研究比较了两个旨在减少学龄前儿童玩枪行为的项目。
采用组间无治疗对照设计。儿童被随机分配到两个预防枪支伤害项目中的一个或无治疗对照组。参与者的招募、培训和数据收集在位于中西部一个约有8万人口的城市的幼儿园和儿童家中进行。31名4至5岁的儿童参与了该研究。评估了美国全国步枪协会的“埃迪·伊格尔枪支安全项目”以及一个使用指导、示范、演练和反馈的行为技能培训项目的有效性。根据儿童正确说出安全信息的能力给予0至3分的评分，并根据观察他们在课堂上以及在现实模拟中正确执行技能的能力给予类似评分。
两个项目在教授儿童口头复述枪支安全信息方面均有效。行为技能培训项目在教授儿童在有监督的角色扮演中执行枪支安全技能方面有效，但“埃迪·伊格尔枪支安全项目”无效，而且当通过现实生活（现场）评估对儿童进行评估时，这些技能并未被运用。
现有项目在向儿童教授枪支安全技能方面存在不足。使用主动学习策略（示范、演练和反馈）的项目在通过有监督的角色扮演评估时，在教授枪支安全技能方面更有效，但仍未能教会儿童在培训课程之外运用这些技能。需要更多研究来确定在培训课程之外促进技能运用的最有效方法。
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