Flattum Colleen, Friend Sarah, Story Mary, Neumark-Sztainer Dianne
Division of Epidemiology and Community Health, School of Public Health, University of Minnesota, Minneapolis, MN 55454, USA.
J Am Diet Assoc. 2011 Aug;111(8):1218-23. doi: 10.1016/j.jada.2011.05.008.
School-based interventions show inconsistent results in reducing weight-related problems. One limitation of school programs is that they do not easily allow for individualization of targeted messages. An important question regards the feasibility and effectiveness of implementing individual sessions within broader school-based programs. This article evaluates the feasibility and effectiveness of the individual counseling component of New Moves, a school-based program designed to prevent weight-related problems in adolescent girls, which was evaluated in a randomized controlled study. A total of 356 girls from six intervention and six control high schools in the St Paul/Minneapolis, MN, metropolitan area participated in the New Moves study in 2007-2009. This analysis includes the 182 girls from the intervention schools, all of whom were offered individual counseling as part of the program. The intervention girls had a mean age of 15.7 years (standard deviation 1.13) and were racially/ethnically diverse (73.1% non-white). During the individual sessions, which incorporated motivational interviewing strategies, girls set targeted behavioral goals aimed at preventing a spectrum of weight-related problems. More than 80% of the girls participated in five or more individual sessions. Girls chose goals for behavioral change based on individual needs. For example, girls with low levels of breakfast intake at baseline were most likely to set a goal to increase breakfast frequency. Satisfaction with the individual sessions was high, with 95% of the girls reporting being satisfied or very satisfied with the sessions. The addition of an individual counseling component to school-based interventions is feasible and has the potential to enhance behavior change.
以学校为基础的干预措施在减轻与体重相关的问题方面显示出不一致的结果。学校项目的一个局限性在于，它们不容易实现针对特定信息的个性化。一个重要的问题是，在更广泛的以学校为基础的项目中实施个别辅导课程的可行性和有效性。本文评估了“新行动”（New Moves）个别辅导部分的可行性和有效性，“新行动”是一项旨在预防青春期女孩体重相关问题的以学校为基础的项目，该项目在一项随机对照研究中进行了评估。2007年至2009年，明尼苏达州圣保罗/明尼阿波利斯大都市地区的6所干预高中和6所对照高中的356名女孩参与了“新行动”研究。该分析包括来自干预学校的182名女孩，她们都接受了作为项目一部分的个别辅导。干预组女孩的平均年龄为15.7岁（标准差1.13），种族/民族多样（73.1%为非白人）。在纳入动机性访谈策略的个别辅导课程中，女孩们设定了旨在预防一系列体重相关问题的目标行为目标。超过80%的女孩参加了五次或更多的个别辅导课程。女孩们根据个人需求选择行为改变目标。例如，基线时早餐摄入量低的女孩最有可能设定增加早餐频率的目标。对个别辅导课程的满意度很高，95%的女孩表示对课程满意或非常满意。在以学校为基础的干预措施中增加个别辅导部分是可行的，并且有可能促进行为改变。
