Bacio Guadalupe A, Tomlinson Kristin L, Garcia Tracey A, Anderson Kristen G, Myers Mark G, Brown Sandra A
Departments of Psychology and Chicana/o-Latina/o Studies, Pomona College, 647 N College Way, Claremont, CA, 91711, USA.
Department of Psychiatry, University of California, San Diego, San Diego, CA, USA.
Prev Sci. 2017 Jan;18(1):61-70. doi: 10.1007/s11121-016-0741-5.
Delivering alcohol use intervention services in the school setting represents a key approach to engaging youth of all backgrounds, particularly underserved populations, in such programming. Relative progress has been made toward implementing culturally responsive services for youth; however, little is known about the role of ethnic composition on group processes purported to underlie mechanisms of change. We examined associations between ethnic group composition and therapeutic processes within a voluntary, school-based alcohol use intervention at seven schools across three cities (N groups = 353). Ethnic composition was characterized as: group ethnic diversity on a continuum, group ethnic homogeneity (i.e., where at least 66% of participants shared the same ethnicity), and comparing groups where one of the three largest ethnicities in the sample reached the majority (i.e., African-American vs. Hispanic vs. non-Hispanic white). Ratings on group processes were obtained from participants (satisfaction; belonging), facilitators (empathy; rapport), and coders (engagement; responsiveness). Mixed-effects models revealed that students in groups with African-American and Hispanic majorities reported a higher sense of satisfaction compared to groups with non-Hispanic white majorities. Facilitators endorsed expressing empathy more frequently with majority African-American and Hispanic groups than with non-Hispanic white groups. Study findings highlight the importance of considering different dimensions of ethnic composition when examining mechanisms of change in group intervention research.
在学校环境中提供酒精使用干预服务是让所有背景的青少年，尤其是服务不足人群参与此类项目的关键途径。在为青少年实施具有文化适应性的服务方面已取得了一定进展；然而，对于种族构成在据称为改变机制基础的群体过程中所起的作用，人们了解甚少。我们在三个城市的七所学校开展的一项基于学校的自愿酒精使用干预中，研究了种族群体构成与治疗过程之间的关联（N个小组 = 353）。种族构成的特征如下：群体种族多样性呈连续状态、群体种族同质性（即至少66%的参与者属于同一种族），以及比较样本中三个最大种族之一占多数的群体（即非裔美国人组与西班牙裔组与非西班牙裔白人组）。从参与者（满意度；归属感）、促进者（同理心；融洽关系）和编码员（参与度；反应能力）那里获得了关于群体过程的评分。混合效应模型显示，与非西班牙裔白人占多数的小组相比，非裔美国人和西班牙裔占多数的小组中的学生报告的满意度更高。促进者认可，与非西班牙裔白人组相比，对非裔美国人和西班牙裔占多数的群体更频繁地表达同理心。研究结果突出了在研究群体干预中的改变机制时考虑种族构成不同维度的重要性。
