Wilksch Simon M
School of Psychology, Flinders University, Adelaide, South Australia, Australia.
Early Interv Psychiatry. 2015 Feb;9(1):21-8. doi: 10.1111/eip.12070. Epub 2013 Jul 4.
This pilot study tested teacher-delivered Media Smart, a school-based eating disorder prevention program that has achieved significant benefits when delivered by health professionals.
Two Grade 7 classes (N = 51; M age = 12.43 years) participated, with one randomly allocated to Media Smart (n = 27; 67% girls) and the other to a control condition of usual lessons (n = 24; 37% girls). Program feasibility was assessed by teacher self-report, whereas student self-report of shape and weight concern (primary outcome variable) and seven additional risk factors were measured at baseline, post-program and 6-month follow up.
Teacher ratings of program feasibility revealed that 25 of the 29 (86.2%) program activities were taught with 96% of activities rated as either highly (19 activities) or moderately (5 activities) valuable for students. Mixed model analyses were conducted using a 2 (group: Media Smart, control) × 2 (time: post-program, 6-month follow up) × 2 (gender: girls, boys) design, with baseline scores as a covariate. A not-significant trend for group favouring Media Smart was observed for shape and weight concern (Cohen's d effect size [d] = 0.32), whereas significant effects were found for feelings of ineffectiveness (d = 0.52) and weight-related peer teasing (d = 0.68).
The program was feasible for teacher delivery and showed some promising results, supporting a more substantial randomized-controlled effectiveness trial.
本试点研究测试了由教师授课的“媒体智能”项目，这是一项基于学校的饮食失调预防项目，由健康专业人员实施时已取得显著成效。
两个七年级班级（N = 51；平均年龄 = 12.43岁）参与其中，一个班级被随机分配到“媒体智能”项目组（n = 27；67%为女生），另一个班级被分配到常规课程的对照组（n = 24；37%为女生）。通过教师自我报告评估项目可行性，而学生关于体型和体重担忧（主要结果变量）以及其他七个风险因素的自我报告则在基线、项目结束后和6个月随访时进行测量。
教师对项目可行性的评分显示，29项项目活动中的25项（86.2%）得以授课，96%的活动被评为对学生非常有价值（19项活动）或有一定价值（5项活动）。使用2（组：媒体智能项目组、对照组）×2（时间：项目结束后、6个月随访）×2（性别：女生、男生）设计进行混合模型分析，并将基线分数作为协变量。在体型和体重担忧方面观察到倾向于“媒体智能”项目组的不显著趋势（科恩d效应量[d] = 0.32），而在无效感（d = 0.52）和与体重相关的同伴嘲笑方面发现了显著效应（d = 0.68）。
该项目对教师授课而言是可行的，并显示出一些有前景的结果，支持开展更大型的随机对照有效性试验。
