Boyer C B, Shafer M A, Tschann J M
Department of Pediatrics, University of California, San Francisco 94143-0503, USA.
Adolescence. 1997 Spring;32(125):25-42.
The purpose of this study was to evaluate the efficacy of a school-based knowledge- and cognitive-behavioral skills-building STD/HIV prevention intervention. Subjects were 513 ethnically and racially diverse students attending four urban public high schools. The sample was 59% female and had a mean age of 14.4 years. A quasi-experimental design was utilized to evaluate the intervention which consisted of three class sessions. Results of hierarchical regression analyses, controlling for baseline scores and demographic factors, indicate that this intervention was effective at increasing STD knowledge (p < .05), and skills related to prevention of risky sexual (p < .05) and drug use (p < .001) behavior. Although significant changes in risk behaviors were not detected, it is too soon to conclude that school-based education and skills building STD/HIV prevention interventions are ineffective at changing risk behaviors in adolescents. Implications for future study are addressed.
本研究的目的是评估一项以学校为基础的、知识与认知行为技能培养的性传播感染/艾滋病预防干预措施的效果。研究对象为513名来自四个城市公立高中、种族和民族各异的学生。样本中59%为女性，平均年龄为14.4岁。采用准实验设计来评估该干预措施，该措施包括三节课程。在控制基线分数和人口统计学因素的情况下，分层回归分析结果表明，该干预措施在增加性传播感染知识（p < 0.05）以及与预防性风险行为（p < 0.05）和药物使用行为（p < 0.001）相关的技能方面是有效的。尽管未检测到风险行为有显著变化，但现在就得出以学校为基础的教育和技能培养性传播感染/艾滋病预防干预措施在改变青少年风险行为方面无效的结论还为时过早。文中还讨论了对未来研究的启示。
