Culturally grounded substance use prevention: an evaluation of the keepin' it R.E.A.L. curriculum.
Culturally grounded substance use prevention: an evaluation of the keepin' it R.E.A.L. curriculum.
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DOI：
10.1023/a:1026016131401
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发表时间：
2003-12-01
期刊：
影响因子：
--
通讯作者：
Miller-Day, Michelle
中科院分区：
文献类型：
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作者：
Hecht, Michael L;Marsiglia, Flavio Francisco;Miller-Day, Michelle
本文报告了一种基于文化的预防干预措施，针对城市中学生的物质使用的评估。课程包括10节课，宣传禁毒规范，教授抵制和其他社会技能，并辅之以助推活动和媒体宣传。提供了三个版本：墨西哥裔美国人，非洲裔美国人和欧洲裔美国人的结合，以及多元文化。35所中学被随机分配到3个版本中的一个或控制。学生们在2年的时间里完成了基线和随访问卷（共6,035名受访者）。分析利用广义估计方程的方法评估了文化接地和文化匹配假设的整体效果。支持被发现的干预措施的整体效果，具有统计学意义的影响网关药物使用以及规范，态度和阻力策略，但几乎没有支持文化匹配假设。具体的对比发现，墨西哥裔美国人和多元文化的版本影响最多的结果。
This paper reports on the evaluation of a culturally grounded prevention intervention targeting substance use among urban middle-school students. The curriculum consists of 10 lessons promoting antidrug norms and teaching resistance and other social skills, reinforced by booster activities and a media campaign. Three versions were delivered: Mexican American, combined African American and European American, and Multicultural. Thirty-five middle schools were randomly assigned to 1 of the 3 versions or the control. Students completed baseline and follow-up questionnaires over a 2-year period (total 6,035 respondents). Analyses utilizing a generalized estimating equations approach assessed the overall effectiveness of cultural grounding and the cultural matching hypothesis. Support was found for the intervention's overall effectiveness, with statistically significant effects on gateway drug use as well as norms, attitudes, and resistance strategies but with little support for the cultural matching hypothesis. Specific contrasts found the Mexican American and Multicultural versions impacted the most outcomes.