桂西地区中学生药物滥用综合干预中期效果评价  

Intermediate stage evaluation of Comprehensive Intervention Program to prevent drug use among middle school students in city and countryside of western Guangxi

作　　者：郭蕊[1] 邓树嵩[1] 梁建成[1] 廖建英 李阳[1] 蒙仕江[1] 

机构地区：[1]右江民族医学院预防医学教研室,广西百色533000

出　　处：《中国学校卫生》2011年第9期1056-1058,共3页Chinese Journal of School Health

基　　金：广西教育厅项目(桂教科研2006[26])

摘　　要：目的评价中学生药物滥用"认知-技能-应对方式-自我效能"模式的中期干预效果,为预防青少年吸毒提供一定的依据。方法以百色市城乡4所普通中学学生为对象,随机分为试验组和对照组。试验组接受该模式的干预方案,对照组开展简单的药物滥用防治知识讲座。干预前与干预后试验组和对照组均采用自填问卷进行测评。结果试验组与对照组学生人口学特征及干预前各项得分差异均无统计学意义(P值均>0.05);干预后即时,试验组有关非法药物认知和一般自我效能的得分较对照组均有不同程度提高(P值均<0.05),自责得分低于对照组(P值均<0.05);随访时间内,干预组认知(海洛因/可卡因和大麻)、求助和一般自我效能感得分均高于对照组(P值均<0.05),自责得分低于对照组(P值均<0.05)。认知(冰毒和K粉)、自责、合理化和一般自我效能感得分有随访时间和分组的交互作用(P值均<0.05)。认知各项、解决问题、幻想、一般自我效能感和抵御技能在干预即时处最高(P值均<0.05),合理化得分总体呈下降趋势(P值均<0.05)。结论 "认知-技能-应对方式-自我效能"能提升学生拒绝毒品的认知,改善自我效能感和青少年的应对技能。Objective To assess the efficacy of＂ Cognition-skill-copying style-self efficacy＂ program on prevention in drug abuse among middle school students in city and countryside of western Guangxi. Methods Four general middle schools were respectively randomly selected in Baise cities, and every class was randomly assigned to the intervention and control groups. The intervention groups received a prevention and intervention program. A pretest and post-test self-administered questionnaire was used to evaluate the effectiveness of the prevention program. Results There were no significant difference in demographic characters and pretest scores between intervention and control groups （ P〉0.05 } ; The scores of some i- tems on cognition and general self-efficacy at posttest were significantly higher in the intervention group than those in the control group （ P〈0.051 - The score on self-blame was significantly lower in the intervention group than that in the control group （P〈0.05 ）. Six mouths after the intervention, the scores of some items on cognition and general self-efficacy were significantly higher in the intervention group than those in the control group （P〈 0.05 ） The score on self-blame was significantly lower in the intervention group than that in the control group （ P〈0.05 ）. The interventions by time interaction effects were statistically significant in cognition （ methamphetamine and Katemine）, coping skills （ self-blame and rationalization）, and the generalized perceived self-efficacy. The scores on cognition, problem-solving, fantasy, general self-efficacy and resistance skills were significantly higher in posttest and follow-up than in pretest（ P〈0.05 ）, while the scores on rationalization were significantly lower in posttest and follow-up than in pretest （ P〈0.05 ）. Conclusion The prevention program enhances the cognition, self-efficacy and ability of coping with pressures among students in middle school.

关 键 词：物质相关性障碍 认知 精神卫生 干预性研究 学生 

分 类 号：G479[文化科学—教育学] R179[文化科学—教育技术学]