Weeks K, Levy S R, Gordon A K, Handler A, Perhats C, Flay B R
Prevention Research Center, University of Illinois at Chicago 60607, USA.
AIDS Educ Prev. 1997 Feb;9(1 Suppl):90-106.
In this study, we test the effectiveness of involving parents in school-based AIDS education with respect to altering AIDS-related knowledge, attitudes, behavioral intentions, communications patterns, and behavior of students.
Fifteen high risk school districts (pre-test N = 2,392) were randomly assigned to one of three conditions: parent-interactive (classroom curricula + parent-interactive component); parent non-interactive (classroom curricula only); control (basic AIDS education ordinarily provided by the school). Students were tested over time in grades 7, 8 and 9.
Results indicate that both treatment conditions (parent-interactive and non-interactive) had a strong positive impact in enhancing student's knowledge, attitudes, communication patterns and behavioral intentions. Further, results indicate that there were no behavioral outcome differences between the treatment groups and the control condition. Results demonstrate few outcome differences between the two experimental conditions.
In the two treatment groups (parent-interactive and parent non-interactive), the program effects appear to be the result of school-based curricula and of student self-determined intentions and behaviors, rather than the presence or absence of planned parental involvement. Whether or not structured or planned parental involvement becomes part of a school-based educational activity should perhaps be determined by (a) the existing level of parent-school interaction based on the nature of the community, (b) the amount of money readily available to follow through on a program of parent involvement without compromising on student programs, (c) the age of the child and the sensitivity of the issue, and (d) the ability of the parent/family to be involved effectively without extraordinary expense or sacrifice by either parent or school. Our findings speak to the positive role of the school regardless of parent participation.
在本研究中，我们测试让家长参与以学校为基础的艾滋病教育在改变学生与艾滋病相关的知识、态度、行为意图、沟通模式及行为方面的有效性。
15个高危学区（预测试N = 2392）被随机分配到以下三种情况之一：家长互动组（课堂课程 + 家长互动部分）；家长非互动组（仅课堂课程）；对照组（学校通常提供的基础艾滋病教育）。对7、8和9年级的学生进行长期测试。
结果表明，两种治疗情况（家长互动组和非互动组）在增强学生的知识、态度、沟通模式和行为意图方面都有强烈的积极影响。此外，结果表明治疗组与对照组之间在行为结果上没有差异。结果显示两个实验组之间在结果上几乎没有差异。
在两个治疗组（家长互动组和家长非互动组）中，项目效果似乎是基于学校的课程以及学生自主决定的意图和行为的结果，而不是计划好的家长参与与否。结构化或计划好的家长参与是否成为以学校为基础的教育活动的一部分，或许应由以下因素决定：(a) 基于社区性质的家长与学校互动的现有水平；(b) 在不影响学生项目的情况下，为落实家长参与项目而 readily available 的资金数额；(c) 孩子的年龄和问题的敏感性；(d) 家长/家庭在不花费过高费用或做出非凡牺牲的情况下有效参与的能力。我们的研究结果表明，无论家长是否参与，学校都发挥着积极作用。
