A motivational school-based intervention for adolescent sleep problems
A motivational school-based intervention for adolescent sleep problems
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DOI：
10.1016/j.sleep.2010.06.008
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发表时间：
2011-03-01
期刊：
影响因子：
4.8
通讯作者：
Moseley, Lynette
中科院分区：
文献类型：
--
作者：
Cain, Neralie;Gradisar, Michael;Moseley, Lynette
目的：目前的研究旨在开发和评估一个动机学校为基础的干预青少年sleep problems.Methods：干预实施在三个男女同校的中学在阿德莱德，南澳。两个年级11心理学班从每个学校参加，一个作为干预班（N = 53）和一个作为对照班（N = 51）。干预班的学生参加了每周一次的四个50分钟的睡眠教育课程。这些课程是从莫斯利和格拉迪萨[23]的课程中修改而来的，以纳入动机面试框架。学生完成了一个在线问卷电池测量学校的一天和周末的睡眠参数，白天嗜睡，抑郁症在前和后程序和后续行动，并完成动机改变问卷在program.Results：学生在干预组显着增加了他们的知识相对于对照组（p = 0.001）的睡眠。在干预过程中，学生的动机，以规范他们的下床时间改善（p = 0.03），并有改善的动机，以增加平均总睡眠时间的趋势（p = 0.11）。但是，尽管项目组青少年的睡眠和日间功能有所改善（p < 0.05），但这些变化与对照组没有显著差异（均p > 0.05）。未来的项目应该将增加的动力转化为长期的行为改变。建议查明障碍并提供支持，以协助这一变革。(C)2010 Elsevier B.V.保留所有权利。
Objective: The current study aimed to develop and evaluate a motivational school-based intervention for adolescent sleep problems.Methods: The intervention was implemented in three co-educational secondary schools in Adelaide, South Australia. Two year-11 Psychology classes from each school participated, with one as the intervention class (N = 53) and one as the control class (N = 51). Students in the intervention classes attended four 50-min sleep education classes, held once per week. The lessons were modified from those of Moseley and Gradisar [23] to incorporate a motivational interviewing framework. Students completed an online questionnaire battery measuring school day and weekend sleep parameters, daytime sleepiness, and depression at pre- and post-program and follow-up, and completed motivation to change questionnaires during the program.Results: Students in the intervention group significantly increased their knowledge about sleep relative to the control group (p = 0.001). During the intervention, students' motivation to regularize their out-of-bed times improved (p = 0.03), and there was a trend towards improved motivation to increase average total sleep time (p = 0.11). But despite improvements in sleep and daytime functioning for adolescents in the program group (p < 0.05), these changes were not significantly different from the control group (all p > 0.05).Conclusions: School-based interventions are promising for educating adolescents about sleep. Future programs should translate increased motivation into long-term behavioral change. The identification of barriers and support to assist this change is recommended. (C) 2010 Elsevier B.V. All rights reserved.