Dudovitz Rebecca N, Perez-Aguilar Giselle, Kim Grace, Wong Mitchell D, Chung Paul J
Department of Pediatrics/Children's Discovery & Innovation Institute, University of California-Los Angeles, Los Angeles, Calif; David Geffen School of Medicine, UCLA, Los Angeles, Calif.
Department of Pediatrics/Children's Discovery & Innovation Institute, University of California-Los Angeles, Los Angeles, Calif.
Acad Pediatr. 2017 Mar;17(2):161-167. doi: 10.1016/j.acap.2016.10.007.
Studies suggest adolescent substance use aligns with academic and behavioral self-concept (whether teens think of themselves as good or bad students and as rule followers or rule breakers) as well as peer and adult social networks. Schools are an important context in which self-concept and social networks develop, but it remains unclear how school environments might be leveraged to promote healthy development and prevent substance use. We sought to describe how youth perceive the relationships among school environments, adolescent self-concept, social networks, and substance use.
Semistructured interviews with 32 low-income minority youth (aged 17-22 years) who participated in a prior study, explored self-concept development, school environments, social networks, and substance use decisions. Recruitment was stratified by whether, during high school, they had healthy or unhealthy self-concept profiles and had engaged in or abstained from substance use.
Youth described feeling labeled by peers and teachers and how these labels became incorporated into their self-concept. Teachers who made students feel noticed (eg, by learning students' names) and had high academic expectations reinforced healthy self-concepts. Academic tracking, extracurricular activities, and school norms determined potential friendship networks, grouping students either with well-behaving or misbehaving peers. Youth described peer groups, combined with their self-concept, shaping their substance use decisions. Affirming healthy aspects of their self-concept at key risk behavior decision points helped youth avoid substance use in the face of peer pressure.
Youth narratives suggest school environments shape adolescent self-concept and adult and peer social networks, all of which impact substance use.
研究表明，青少年的物质使用与学业和行为自我概念（即青少年如何看待自己是好学生还是坏学生，是遵守规则者还是违反规则者）以及同伴和成人社交网络有关。学校是自我概念和社交网络发展的重要背景，但尚不清楚如何利用学校环境来促进健康发展并预防物质使用。我们试图描述青少年如何看待学校环境、青少年自我概念、社交网络和物质使用之间的关系。
对32名低收入少数族裔青少年（年龄在17 - 22岁之间）进行半结构化访谈，这些青少年参与了之前的一项研究，探讨自我概念发展、学校环境、社交网络和物质使用决策。招募过程根据他们在高中时是否有健康或不健康的自我概念特征以及是否使用过或戒除了物质使用进行分层。
青少年描述了他们如何感到被同伴和老师贴上标签，以及这些标签如何融入他们的自我概念。那些让学生感到被关注（例如记住学生的名字）且有高学业期望的老师强化了健康的自我概念。学业跟踪、课外活动和学校规范决定了潜在的友谊网络，将学生与行为良好或行为不端的同伴分组。青少年描述了同伴群体，结合他们的自我概念，塑造了他们的物质使用决策。在关键的风险行为决策点肯定他们自我概念的健康方面，有助于青少年在面对同伴压力时避免物质使用。
青少年的叙述表明，学校环境塑造青少年的自我概念以及成人和同伴社交网络，所有这些都会影响物质使用。
