Klepp K I, Waahlberg R B, Perry C L, Jacobs D R, Andersson K, Grant M
Nasjonalforeningens HEMIL-senter, Universitetet i Bergen.
Tidsskr Nor Laegeforen. 1993 Jan 20;113(2):202-5.
A school-based social influences approach to alcohol education was tested among Norwegian 8th grade lower secondary school students. The goal of the programme was to delay onset and minimize involvement in use of alcohol among the participants. 15 schools were randomly assigned to peer-led education, teacher-led education or a control condition. The programme focused on the social and environmental influences to drink alcohol, and skills to resist those influences. It consisted of five lessons over two months. Baseline and post-test data measured alcohol-use, knowledge, attitudes, skills, friends' drinking, and intentions to drink alcohol in the future. Data were collected immediately prior to and following the educational programme. The data indicate that peer-led education appears to be efficacious in reducing alcohol use and intention to use alcohol. There was no intervention effect of the peer-led programme for knowledge, attitudes or skills. There was no intervention effect for the teacher-led education.
在挪威八年级初中生中测试了一种基于学校的酒精教育社会影响方法。该项目的目标是延迟参与者开始饮酒的时间，并尽量减少他们饮酒的参与度。15所学校被随机分配到同伴主导教育、教师主导教育或对照组。该项目侧重于饮酒的社会和环境影响以及抵制这些影响的技能。它包括在两个月内进行的五节课。基线和测试后数据测量了酒精使用情况、知识、态度、技能、朋友的饮酒情况以及未来饮酒的意图。在教育项目之前和之后立即收集数据。数据表明，同伴主导教育似乎在减少酒精使用和饮酒意图方面是有效的。同伴主导项目对知识、态度或技能没有干预效果。教师主导教育也没有干预效果。
