A comparison of current practice in school-based substance use prevention programs with meta-analysis findings.
A comparison of current practice in school-based substance use prevention programs with meta-analysis findings.
复制标题
DOI：
10.1023/a:1021777109369
复制
发表时间：
2003-03-01
期刊：
影响因子：
--
通讯作者：
Jones, Shelton
中科院分区：
文献类型：
--
作者：
Ennett, Susan T;Ringwalt, Christopher L;Jones, Shelton
已故的南希·S·托布勒和他的同事对基于学校的药物使用预防计划进行了一系列开创性的荟萃分析研究，得出结论：内容集中在社会影响的知识、拒绝药物技能和通用能力技能的计划，使用参与式或互动教学策略的计划比专注于知识和态度的计划以及倾向于传统教学的计划更有效。这项研究将当前的学校实践与基于证据的“有效内容”和“有效交付”的标准进行了比较，这些标准源于托布勒的调查结果。受访者是1998-1999学年在包括中学年级在内的全国公立和私立学校样本中教授药物使用预防的主要工作人员(N=1,795)。结果表明，大多数提供者(62.25%)教授了有效内容，但使用有效内容的较少(17.44%)，仍同时使用有效内容和有效内容的较少(14.23%)。然而，那些教授循证计划(例如，生活技能培训、项目警报)的教师更有可能实施有效的内容和交付，而那些最近接受过药物使用预防培训并习惯于使用互动教学方法的教师也是如此。调查结果表明，以学校为基础的药物使用预防规划的研究知识转化为实践的情况有限。
The series of seminal meta-analytic studies of school-based substance use prevention program studies conducted by the late Nancy S. Tobler and colleagues concluded that programs with content focused on social influences' knowledge, drug refusal skills, and generic competency skills and that use participatory or interactive teaching strategies were more effective than programs focused on knowledge and attitudes and favoring traditional didactic instruction. The present study compared current school practice against evidence-based standards for "effective content" and "effective delivery," derived from the Tobler findings. Respondents were the lead staff who taught substance use prevention in the 1998-1999 school year in a national sample of public and private schools that included middle school grades (N = 1,795). Results indicate that most providers (62.25%) taught effective content, but few used effective delivery (17.44%), and fewer still used both effective content and delivery (14.23%). Those who taught an evidence-based program (e.g., Life Skills Training, Project ALERT), however, were more likely to implement both effective content and delivery, as were those teachers who were recently trained in substance use prevention and were comfortable using interactive teaching methods. The findings indicate that the transfer to practice of research knowledge about school-based substance use prevention programming has been limited.