Lewis Kendra M, Bavarian Niloofar, Snyder Frank J, Acock Alan, Day Joseph, Dubois David L, Ji Peter, Schure Marc B, Silverthorn Naida, Vuchinich Samuel, Flay Brian R
Int J Emot Educ. 2012 Apr;4(1):56-78.
Mitigating and preventing substance use among adolescents requires approaches that address the multitude of factors that influence this behavior. Such approaches must be tested, not only for evidence of empirical effectiveness, but also to determine the mechanisms by which they are successful. The aims of the present study were twofold: 1) To determine the effectiveness of a school-based social-emotional and character development (SECD) program, (), in reducing substance use (SU) among a sample of U.S. youth living in a low-income, urban environment, and 2) to test one mechanism by which the program achieves its success. We used longitudinal mediation analysis to test the hypotheses that: 1) students attending intervention schools engage in significantly less SU than students attending control schools, 2) students attending intervention schools show significantly better change in SECD than students attending control schools, and 3) the effect of the intervention on SU is mediated by the change in SECD. Analyses revealed program effects on both SECD and SU, a relationship between SECD and SU, and the effects of on SU were completely mediated by changes in SECD. Future research directions and implications for school-based social-emotional and character development efforts and substance use prevention are addressed.
减轻和预防青少年的物质使用需要采用能够应对影响这种行为的众多因素的方法。此类方法不仅要接受实证有效性的检验，还要确定其成功的机制。本研究的目的有两个：1）确定一项以学校为基础的社会情感与品格发展（SECD）计划（）在减少生活在低收入城市环境中的美国青少年样本中的物质使用（SU）方面的有效性，以及2）检验该计划取得成功的一种机制。我们使用纵向中介分析来检验以下假设：1）就读于干预学校的学生比就读于对照学校的学生参与物质使用的情况显著更少，2）就读于干预学校的学生在社会情感与品格发展方面的变化比就读于对照学校的学生显著更好，以及3）SECD的变化介导了干预对物质使用的影响。分析揭示了该计划对社会情感与品格发展以及物质使用均有影响，社会情感与品格发展和物质使用之间存在关联，并且干预对物质使用的影响完全由社会情感与品格发展的变化所介导。文中还探讨了未来的研究方向以及对以学校为基础的社会情感与品格发展工作和物质使用预防的启示。
