O'Donnell L, Stueve A, San Doval A, Duran R, Atnafou R, Haber D, Johnson N, Murray H, Grant U, Juhn G, Tang J, Bass J, Piessens P
Education Development Center, Inc., Newton, Massachusetts 02160, USA.
J Adolesc Health. 1999 Jan;24(1):28-37. doi: 10.1016/s1054-139x(98)00069-x.
To examine whether participation in a school-sponsored community youth service program reduces self-reported violent behaviors among young urban adolescents.
A total of 972 seventh- and eighth-grade students at two large, urban, public middle schools were surveyed at baseline and at 6-month follow-up. One school was assigned to interventions and the other served as a control. All students at the intervention school received the Reach for Health classroom curriculum that included a 10-lesson unit focusing on violence prevention. In addition, approximately half the students were randomly assigned by classroom to participate in the Reach for Health Community Youth Service program (CYS). Under the guidance of teachers and community nurses, these students spent several hours each week providing service in local health care agencies. Regression analyses were used to assess the influence of treatment condition on violent behavior outcomes.
Comparing students in the curriculum-only and curriculum-plus-CYS interventions to the control group, there is a statistically significant interaction (p < .03) among grade, CYS participation, and violence at follow-up. Eighth-grade CYS students reported significantly less violence at follow-up than students in the control school, taking into account baseline level of risk behavior, gender, ethnicity, and social desirability (p < .04). There was no significant difference between controls and students in the curriculum-only condition. Comparing students in the CYS intervention to the curriculum-only condition within the intervention school, the grade by intervention interaction again is significant (p < .05). Eighth-grade CYS students-who received the broadest CYS experience-reported less violence at follow-up than their curriculum-only counterparts.
When delivered with sufficient intensity, school programs which couple community service with classroom health instruction can have a measurable impact on violent behaviors of a population of young adolescents at high risk for being both the perpetrators and victims of peer violence. Community service programs may be an effective supplement to curricular interventions and a valuable part of multicomponent violence prevention programs.
研究参与学校组织的社区青年服务项目是否能减少城市青少年自我报告的暴力行为。
对两所大型城市公立中学的972名七年级和八年级学生在基线期和6个月随访时进行调查。一所学校被指定接受干预，另一所作为对照。干预学校的所有学生都接受了“健康拓展”课堂课程，其中包括一个为期10节的单元，重点是预防暴力。此外，大约一半的学生按班级随机分配参加“健康拓展”社区青年服务项目（CYS）。在教师和社区护士的指导下，这些学生每周花几个小时在当地医疗保健机构提供服务。采用回归分析来评估治疗条件对暴力行为结果的影响。
将仅接受课程干预和接受课程加CYS干预的学生与对照组进行比较，在随访时，年级、CYS参与情况和暴力行为之间存在统计学上的显著交互作用（p < 0.03）。考虑到风险行为的基线水平、性别、种族和社会期望性，八年级参加CYS的学生在随访时报告的暴力行为明显少于对照学校的学生（p < 0.04）。对照组与仅接受课程干预的学生之间没有显著差异。在干预学校内，将参加CYS干预的学生与仅接受课程干预的学生进行比较，年级与干预的交互作用再次显著（p < 0.05）。接受最广泛CYS体验的八年级CYS学生在随访时报告的暴力行为少于仅接受课程干预的同龄人。
当强度足够时，将社区服务与课堂健康指导相结合的学校项目可以对有成为同伴暴力受害者和实施者高风险的青少年群体的暴力行为产生可衡量的影响。社区服务项目可能是课程干预的有效补充，也是多成分暴力预防项目的重要组成部分。
