“保持真实”五年级版物质使用预防干预措施的即时和短期效果
Immediate and short-term effects of the 5th grade version of the keepin' it REAL substance use prevention intervention.
作者信息
Hecht Michael L, Elek Elvira, Wagstaff David A, Kam Jennifer A, Marsiglia Flavio, Dustman Patricia, Reeves Leslie, Harthun Mary
机构信息
The Pennsylvania State University, State College, Department of Communications Arts and Sciences, University Park, PA 16802, USA.
出版信息
J Drug Educ. 2008;38(3):225-51. doi: 10.2190/DE.38.3.c.
This study assessed the immediate and short-term outcomes of adapting a culturally-grounded middle school program, keepin' it REAL, for elementary school students. After curriculum adaptation, 10 schools were randomly assigned to the intervention in 5th grade with follow-up boosters in 6th grade; 13 schools were randomly assigned to the control condition, implementing the school's pre-existing substance use prevention programming. Students (n=1566) completed a questionnaire prior to curriculum implementation and follow-up questionnaires toward the end of 5th and 6th grade. The 5th grade kiR curriculum generally appeared no more effective than the control schools' programming in changing students' resistance or decision-making skills; substance use intentions, expectancies, or normative beliefs; or lifetime and recent substance use. Such findings have implications for the age appropriateness of school-based programs.
本研究评估了将一个基于文化的中学项目“保持真实”（keepin' it REAL）改编用于小学生的即时和短期效果。在课程改编后，10所学校被随机分配到五年级进行干预，并在六年级进行后续强化；13所学校被随机分配到对照组，实施学校原有的预防药物使用项目。学生（n = 1566）在课程实施前完成了一份问卷，并在五年级末和六年级末完成了后续问卷。五年级的kiR课程在改变学生的抵抗或决策技能、药物使用意图、预期或规范信念，以及终生和近期药物使用方面，总体上似乎并不比对照学校的项目更有效。这些发现对校本项目的年龄适宜性具有启示意义。
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