Testing the keepin' it REAL Substance Use Prevention Curriculum Among Early Adolescents in Guatemala City
Testing the keepin' it REAL Substance Use Prevention Curriculum Among Early Adolescents in Guatemala City
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DOI：
10.1007/s11121-018-0956-8
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发表时间：
2019-05-01
影响因子：
3.5
通讯作者：
Ayers, Stephanie L.
中科院分区：
文献类型：
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作者：
Kulis, Stephen S.;Marsiglia, Flavio F.;Ayers, Stephanie L.
本文描述了在危地马拉市Mantente Real进行的一项测试，这是一种语言改编的版本，是针对早期青少年的Keep in‘it Real普遍药物使用预防课程，教授文化上的耐药性、风险评估和决策技能。学术研究人员与当地一家非营利性组织合作，招募并随机选择危地马拉城的12所小学进行干预和条件比较。正规课堂教师接受了培训，向六年级学生讲授十课Mantente Real(MR)手工课程。2013年2月至2014年9月期间，家长被动同意，学生主动同意收集数据。两个学年的学生队列参与(n=676；男性53%；男性=12.2)。干预学校的所有学生在课程开始前完成了一份前测问卷，并在4个月后，也就是最后一节课后1个月进行了后测(87%匹配)。我们通过配对t检验、效应大小(Cohen‘s d)和针对基线、自然减员、非线性分布和学校水平集群进行调整的一般线性模型来评估MR干预。结果表明，在危地马拉，MR可以成为一种有效的以学校为基础的预防方法。MR参与者报告了从测试前到测试后在物质使用行为、物质使用态度先行因素和获得抗药性技能方面的理想方向的变化。对照组总体上朝着不受欢迎的方向变化。在线性模型中，与对照组相比，MR参与者报告的吸烟和大麻使用较少，积极药物使用预期较少，并且更多地使用抗药性技能。干预效应大小介于2-3之间。
This article describes a test in Guatemala City of Mantente REAL, a linguistically adapted version of the keepin' it REAL universal substance use prevention curriculum for early adolescents that teaches culturally grounded drug resistance, risk assessment, and decision making skills. Academic researchers collaborated with a local non-profit to recruit and randomize 12 elementary schools in Guatemala City to intervention and comparison conditions. Regular classroom teachers were trained to deliver the ten-lesson Mantente REAL (MR) manualized curriculum to sixth-grade students. Parents provided passive consent and students gave active assent for data collection, which occurred between February 2013 and September 2014. Two academic year cohorts of students participated (n=676; 53% male; M age=12.2). All students completed a pretest questionnaire before the curriculum lessons began in intervention schools and a posttest (87% matched) 4months later, 1month after the final lesson. We assessed the MR intervention with paired t tests, effect sizes (Cohen's d), and general linear models adjusted for baseline, attrition, non-linear distributions, and school-level clustering. Results indicated that MR can be an effective school-based prevention approach in Guatemala. The MR participants reported pretest-to-posttest changes in desirable directions on substance use behaviors, attitudinal antecedents of substance use, and acquisition of drug resistance skills. The comparison group generally changed in undesirable directions. In linear models, the MR participants, relative to the comparison group, reported less cigarette and marijuana use, less positive drug use expectancies, and greater use of drug resistance skills. Intervention effect sizes were between .2 and .3.