Implementation factors that predict larger effects from a peer educator delivered eating disorder prevention program at universities.
Implementation factors that predict larger effects from a peer educator delivered eating disorder prevention program at universities.
复制标题
预测同伴教育者在大学提供饮食失调预防计划产生更大影响的实施因素。
DOI：
10.1037/ccp0000783
复制
发表时间：
2023
影响因子：
5.9
通讯作者：
Shaw,Heather
中科院分区：
文献类型：
--
作者：
Stice,Eric;Rohde,Paul;Gau,JeffM;Shaw,Heather
目的确定实施因素，包括干预、促进者、参与者和大学因素，这些因素与完成由同伴教育者在实施支持试验中提供的基于不和谐的进食障碍预防计划的本科生进食障碍症状的较大减少相关。我们的目标是确定如何在未来的实施工作中最大限度地发挥这一预防计划的效果。方法我们招募了63所拥有同伴教育者计划的大学，并随机将它们分配到三个实施支持级别，以交付基于证据的进食障碍预防计划(身体计划)。这份报告调查了完成身体项目的1,387名本科生中，几种干预、促进者、参与者和大学特征是否与进食障碍症状的减少幅度有关。结果发现，四节课的饮食障碍症状的减少显著高于两节课(d=−)。36)，当身体项目组以虚拟方式与面对面交付时(d=−。22)，当干预实施期间向同伴教育者提供基于观察的监督时，与不提供时相比(d=−)。15)，以及较大的大学与较小的大学(d=−)。24)。虽然效应很小，但加性效应中等(d=−)。结论结果表明，如果目标是优化身体计划的效果，大学的同伴教育者计划应该实施完整的四节课预防计划，包括所有不和谐诱导活动和家庭练习，虚拟地实施这一预防计划，并为实施这一预防计划的促进者提供监督。
ObjectiveIdentify implementation factors, including intervention, facilitator, participant, and college factors, that were associated with larger reductions in eating disorder symptoms for undergraduates who completed a dissonance-based eating disorder prevention program delivered by peer educators in an implementation support trial. The goal was to determine how to maximize the effects of this prevention program in future implementation efforts.MethodWe recruited 63 universities with peer educator programs and randomly assigned them to three levels of implementation support for delivery of an evidence-based eating disorder prevention program (the Body Project). The present report investigated whether several intervention, facilitator, participant, and college characteristics were associated with the magnitude of reductions in eating disorder symptoms among 1,387 undergraduates who completed the Body Project.ResultsSignificantly greater reductions in eating disorder symptoms were found for the four-session versus two-session version of the Body Project (d=−. 36), when Body Project groups were delivered virtually versus in-person (d=−. 22), when observation-based supervision was provided to peer educators during intervention implementation versus when it was not (d=−. 15), and for larger versus smaller universities (d=−. 24). Although effects were small, the additive effect was medium (d=−. 50).ConclusionsResults suggest that if the goal is to optimize the effects of the Body Project, peer educator programs at universities should implement the full four-session version of the prevention program that contains all of the dissonance-inducing activities and home exercises, implement this prevention program virtually, and provide supervision to facilitators implementing this prevention program.