Hansen W B, McNeal R B
Tanglewood Research, Inc., Clemmons, NC 27012, USA.
Health Educ Behav. 1997 Apr;24(2):165-76. doi: 10.1177/109019819702400205.
The D.A.R.E. (Drug Abuse Resistance Education) program has relied on a curriculum that addresses a variety of psychosocial processes thought to be related to substance use and potentially modifiable through programmatic intervention. This study examines 12 postulated mediators of substance use prevention programs to determine the degree to which D.A.R.E. has an effect on mediators and the degree to which those effects account for behavioral outcomes of the program. Results indicate that the primary effect of D.A.R.E. is a change in commitment to not use substances. This change significantly mediates behavioral effects. However, the magnitude of D.A.R.E.'s effect on the mediator is relatively small. Other mediators that offer strong potential paths for intervention effectiveness are not affected by the program. These results suggest that in order to achieve prevention effectiveness, the curriculum used in the D.A.R.E. program needs to be replaced with one that targets and meaningfully changes appropriate mediating variables.
“抵制毒品侵蚀教育”（D.A.R.E.）项目一直依赖于一套课程，该课程涉及多种被认为与物质使用相关且有可能通过项目干预加以改变的社会心理过程。本研究考察了物质使用预防项目的12个假定中介因素，以确定“抵制毒品侵蚀教育”项目对中介因素产生影响的程度，以及这些影响在多大程度上解释了该项目的行为结果。结果表明，“抵制毒品侵蚀教育”项目的主要影响是在不使用毒品的承诺方面发生了变化。这一变化显著地介导了行为影响。然而，“抵制毒品侵蚀教育”项目对中介因素的影响程度相对较小。其他为干预效果提供强大潜在途径的中介因素不受该项目的影响。这些结果表明，为了实现预防效果，“抵制毒品侵蚀教育”项目所使用的课程需要被替换为针对并切实改变适当中介变量的课程。
