School of Psychology, Flinders University, Adelaide, South Australia, Australia.
Sleep Med. 2011 Mar;12(3):246-51. doi: 10.1016/j.sleep.2010.06.008. Epub 2011 Feb 2.
The current study aimed to develop and evaluate a motivational school-based intervention for adolescent sleep problems.
The intervention was implemented in three co-educational secondary schools in Adelaide, South Australia. Two year-11 Psychology classes from each school participated, with one as the intervention class (N=53) and one as the control class (N=51). Students in the intervention classes attended four 50-min sleep education classes, held once per week. The lessons were modified from those of Moseley and Gradisar [23] to incorporate a motivational interviewing framework. Students completed an online questionnaire battery measuring school day and weekend sleep parameters, daytime sleepiness, and depression at pre- and post-program and follow-up, and completed motivation to change questionnaires during the program.
Students in the intervention group significantly increased their knowledge about sleep relative to the control group (p=0.001). During the intervention, students' motivation to regularize their out-of-bed times improved (p=0.03), and there was a trend towards improved motivation to increase average total sleep time (p=0.11). But despite improvements in sleep and daytime functioning for adolescents in the program group (p<0.05), these changes were not significantly different from the control group (all p>0.05).
School-based interventions are promising for educating adolescents about sleep. Future programs should translate increased motivation into long-term behavioral change. The identification of barriers and support to assist this change is recommended.
本研究旨在开发和评估一种针对青少年睡眠问题的基于学校的激励干预措施。
该干预措施在南澳大利亚阿德莱德的三所男女混合的中学实施。每所学校有两个 11 年级的心理学班参与，其中一个作为干预班（N=53），另一个作为对照班（N=51）。干预班的学生参加了四次 50 分钟的睡眠教育课程，每周一次。这些课程是从 Moseley 和 Gradisar[23]的课程修改而来的，纳入了动机访谈框架。学生在干预前后和随访期间完成了一个在线问卷，测量学校日和周末的睡眠参数、白天嗜睡和抑郁，以及在课程期间完成了改变动机的问卷。
与对照组相比，干预组学生的睡眠知识显著增加（p=0.001）。在干预过程中，学生规律起床时间的动机得到改善（p=0.03），增加平均总睡眠时间的动机也有改善的趋势（p=0.11）。但是，尽管项目组青少年的睡眠和白天功能有所改善（p<0.05），但这些变化与对照组没有显著差异（均 p>0.05）。
基于学校的干预措施对教育青少年了解睡眠是有希望的。未来的计划应将增加的动机转化为长期的行为改变。建议确定障碍并提供支持以帮助这种改变。
