Chung He Len, Monday André, Perry Alexus
Associate Professor, The College of New Jersey, Department of Psychology, Ewing, NJ;, Email:
Millhill Child & Family Development, Trenton, NJ.
Am J Health Behav. 2017 Nov 1;41(6):728-739. doi: 10.5993/AJHB.41.6.7.
The aim of this study was to examine youths' perceptions of a drama-based peer education approach to promote adolescent well-being.
High school students facilitated workshops on one of 7 topics (eg, dating violence) for 4733 urban elementary, middle, and high school students. Audience members' perceptions of workshop content and implementation were examined.
Analyses suggest that the peer-led workshops addressed important problems for youth in the community, were an effective way to deliver information about the topics to children and teens, and helped audience members to learn more about the topics and how to make responsible decisions. The study also found that some program outcomes differed by sex and age.
Findings suggest that school-based peer education that integrates drama arts is a promising approach for promoting wellness and reducing exposure to violence among urban youth. In addition, findings suggest that we can facilitate positive outcomes to the extent that we match program content to the developmental needs of children and adolescents. The implications of these findings are discussed in terms of advancing research on drama-based peer education interventions for urban youth.
本研究旨在探讨青少年对一种基于戏剧的同伴教育方法促进青少年幸福感的看法。
高中生为4733名城市小学、初中和高中学生举办了关于7个主题之一（如约会暴力）的工作坊。研究了观众对工作坊内容和实施情况的看法。
分析表明，同伴主导的工作坊解决了社区中青少年面临的重要问题，是向儿童和青少年传递有关主题信息的有效方式，并帮助观众更多地了解这些主题以及如何做出负责任的决定。研究还发现，一些项目成果因性别和年龄而异。
研究结果表明，将戏剧艺术融入其中的校内同伴教育是促进城市青少年健康和减少暴力暴露的一种有前景的方法。此外，研究结果表明，我们能够在使项目内容与儿童和青少年的发展需求相匹配的程度上促进积极成果。将根据推进针对城市青少年的基于戏剧的同伴教育干预措施的研究来讨论这些发现的意义。
