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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 evaluate the medium-term intervention effect of middle school students’ substance abuse, “cognition, skills, coping style and self-efficacy” mode, and provide some evidences for prevention of drug abuse among adolescents. Methods Four middle and high school students in urban and rural areas of Baise city were randomly divided into experimental group and control group. The experimental group received this mode of intervention program, and the control group conducted a simple knowledge-based prevention and treatment of drug abuse. The pre-intervention and post-intervention test groups and control groups were evaluated by self-administered questionnaires. Results There was no significant difference between the demographic characteristics and scores before intervention in experimental group and control group (P> 0.05). After the intervention, the scores of cognitive and general self-efficacy of illicit drugs in experimental group were significantly higher than those in control group (All P <0.05), self-reproach scores were lower than those in the control group (all P <0.05). During the follow-up period, the cognition (heroin / cocaine and marijuana), help seeking and general self-efficacy Scores were higher than the control group (P <0.05), self-blame scores lower than the control group (P <0.05). Cognitive (methamphetamine and K powder), self-blame, rationalization, and general self-efficacy scores had follow-up time and group interaction (P <0.05). Cognitive items, problem solving, fantasy, general self-efficacy and resistance skills were the highest at the instant of intervention (P <0.05), while the rationalization scores showed a decreasing trend (P <0.05). Conclusion “Cognitive - Skills - Coping Style - Self Efficacy ” can enhance students’ rejection of drugs, improve self-efficacy and adolescent coping skills.