广西百色市中学生药物滥用预防干预效果评价

目的 评价认知-技能-应对方式-自我效能模式对中学生药物滥用预防的干预效果.方法 在广西壮族自治区百色市4所普通中学中进行整群抽样,随机分为干预组和对照组.干预组采用认知-技能-应对方式-自我效能模式进行干预,对照组不采取任何干预措施.干预前后,采用自我填表的方式,对2组进行调查问卷测评.结果 干预组与对照组除年龄略有差异外.性别、生活居住地和独生子女构成均有良好均衡性.干预前,2组对有关药物滥用的认知得分除海洛因.可卡因(t=3.135,P=0.002)外,对其他常见毒品的认知得分差异均无统计学意义(均P＞0.05);应对方式、一般自我效能和抵御技能得分的差异均无统计学意义.干预后,干预组对药物滥用的认知得分均明显高于对照组,除海洛因.可卡因外(F=9.495,P=0.002).其他常见毒品的认知得分差异均有统计学意义(P＜0.001);应对方式中除解决问题方式的得分差异无统计学意义(F=2.635,P=0.105)外,自责(F=52.166),求助(F=13.634),幻想(F=5.124).退避(F=8.791),合理化(F=15.251)等应对方式的得分差异均有统计学意义(P＜0.001或P＜0.05).一般自我效能的得分(F=7.395,P=0.007)和抵御技能的得分均比对照组提高(F=87.748,P＜0.001).干预前后.2组曾尝试非法药物、过去30d内尝试非法药物、曾使用多种非法药物等药物滥用率的差异均无统计学意义.结论 认知-技能-应对方式-自我效能干预措施可以帮助学生增强远离毒品的意识,改善自我效能感,树立正确的态度.提高青少年抵御同伴压力的技能和应对技能.     

ASD儿童父母的亲职压力及心理影响因素研究

目的 探讨孤独症谱系障碍(ASD)儿童父母的亲职压力及心理影响因素.方法 选取2014至2015年由福建省福州儿童医院心理科和福建医科大学附属协和医院儿童神经专科高年资主治以上医师确诊、并其父母完成问卷调查的ASD儿童134例,采用亲职压力指标简表(包括父母困扰、亲子失功能及困难儿童3个分量表)、一般自我效能感量表、特质应对方式问卷对134名ASD儿童父母(实验组)进行调查,同时对115名正常儿童父母(对照组)施测,对结果进行分析.结果 实验组亲职压力总分及各维度得分均高于对照组(t =8.40 ～9.95,P＜0.05);实验组一般自我效能感低于对照组(t=-6.61,P＜0.05),且采用更多的消极应对方式和更少的积极应对方式(t值分别为6.39、-4.72,P＜0.05).相关分析显示:ASD儿童父母的亲职压力与消极应对呈正相关(r=0.328,P＜0.01),ASD儿童父母的亲职压力总分、父母困扰及困难儿童得分与患儿父母一般自我效能感均呈负相关(r值分别为-0.222、-0.251、-0.177,P＜0.05).结论 ASD儿童父母普遍存在较高水平的亲职压力,其亲职压力与家长的一般自我效能感及消极应对方式有关.     

团体沙盘游戏与认知行为疗法对医学专科生学业效能感的干预效果比较

探讨团体沙盘游戏与团体认知行为疗法对医学专科生学业效能感的干预效果,为寻找更有效的医学生精神卫生干预途径提供参考.方法 使用“学业自我效能感量表”从湖南省某医学专科学校中筛选出总分低于69分或分量表低于36分的48名学生,随机均分成团体沙盘游戏组、认知行为组和对照组,进行为期7周的心理干预,分别于干预1周、1个月后,再次使用该量表评估心理干预的效果.结果 干预前,沙盘游戏组、认知行为组及对照组在学习能力自我效能、学习行为自我效能及总分上差异均无统计学意义(F值分别为1.238,0.233,0.324,P值均>0.05).干预1周、1个月后,沙盘游戏组与认知行为组除干预1个月后学习行为自我效能感得分与干预前差异无统计学意义外(P值均>0.05),学业自我效能感其余各维度得分较干预前均明显升高,且差异均有统计学意义(P值均<0.05).结论 团体沙盘游戏疗法对医学专科生学习行为自我效能感的干预持久性优于认知行为疗法.     

急性白血病化疗患者应对及效能认知干预评价

目的探讨急性白血病化疗患者应对方式、自我效能状况及认知心理干预效果。方法选取急性白血病化疗患者82例,随机分为认知干预组42例和对照组40例;认知干预组在住院期间除常规护理外,同时进行认知干预,对照组进行常规护理;观察评定2组应对方式、一般自我效能感得分,比较干预效果。结果急性白血病化疗患者应对方式中的回避维度得分、屈服维度得分分别为(16.98±2.83)、(10.76±2.83)分,均高于常模,差异有统计学意义(P=0.000);面对维度得分与常模差异无统计学意义(P=0.802);一般自我效能感得分为(2.52±0.59)分,低于常模,差异有统计学意义(P=0.000);进行认知心理干预后,干预组面对维度得分、一般自我效能感得分提高,回避维度得分、屈服维度得分降低,差异均有统计学意义(均P<0.01)。结论认知心理干预可促进急性白血病化疗患者更多的采用积极应对方式,提高自我效能感,具有有效性和可行性。     

乡镇中学教师亚健康及职业倦怠干预效果评价

目的评价认知-应对技能-心理疏导模式预防干预乡村中学少数民族教师亚健康效果。方法在广西壮族自治区百色市各县乡整群抽取12所学校的311名中学少数民族教师,以学校为单位随机分为对照组208人和干预组103人。干预组接受认知-应对技能-心理疏导干预模式,对照组进行简单的亚健康防治知识讲座,干预前后均采用康奈尔健康量表(CM I)进行问卷调查。结果对照组和干预组少数民族教师在年龄、性别、民族、文化程度、家庭月收入和婚姻状况上差异均无统计学意义(P0.05);干预前,2组教师CM I总分、生理亚健康、心理亚健康得分、情绪耗竭感、去个人化、个体成就感得分和一般自我效能感差异均无统计学意义;随访半年后在亚健康心理症状和情绪耗竭感2个项目上,干预组得分(5.417±3.497),(2.013±0.468)较对照组(6.024±5.141),(2.407±0.652)明显降低;在一般自我效能感项目上,干预组得分(2.747±0.595)较对照组(2.579±0.522)得分明显升高,差异均有统计学意义;并在情绪耗竭感项目上呈干预和时间交互效应(F=8.859,P=0.003)。结论认知-应对技能-心理疏导干预模式能缓解职业压力,降低职业倦怠,改善精神症状亚健康。     

入世出世心理对高中生自我效能感及应对方式的中介作用

目的 探讨入世出世心理对高中生自我效能感与应对方式的中介作用,为高中生解决问题能力的提高提供依据.方法 采用分层整群随机抽样法,采用一般自我效能感问卷、入世出世心理问卷和中学生应对方式量表对新乡市2所高中高一至高三年级共578名学生进行调查.结果 拼搏精神对问题解决和寻找积极的合理化解释具有正向预测作用(β值分别为0.343,0.230,P值均＜0.01);低要求对高中生问题的解决起负向预测作用,对逃避有正向的预测作用(β值分别为-0.106,0.355,P值均＜0.01);平常心对积极的合理化解释有正向预测作用,对发泄情绪和幻想否认有负向预测作用(β值分别为0.084,-0.188,-0.125,P值均＜0.05).结论 入世出世心理对高中生自我效能感与应对方式存在一定的中介作用.培养高中生平和的心态对于强化自我效能感,促使其采取更多的积极应对方式去解决问题具有重要的现实意义.     

桂西壮族中学生一般自我效能感和应对技能相关分析

[目的]了解桂西地区壮族中学生一般自我效能感和应对方式之间的关系.[方法]选取桂西地区512名壮族中学生作为受试对象.采用一般自我效能感量表和应对方式量表对中学生进行问卷调查.[结果]一般自我效能与解决问题、求助的积极应对方式呈正相关(r0.627=,P=0.00,r=0.518,P=0.00),与自责、幻想、退避、合理化的应对方式呈负相关(r=0.421,P:0.00;r=-0.394,P=0.00;r=-0.218,P=0.00;r:-0.173,P=0.00).一般自我效能感高的学生更多地采取解决问题、求助的应对方式.一般自我效能受到解决问题、自责、求助和退避应对方式的影响.[结论]壮族中学生一般自我效能与应对方式密切相关,不同的应对方式对一般自我效能有一定的影响.     

足球训练对河南大学学生自我效能感的干预效果评价

了解足球训练对河南大学学生身体自我效能感的影响,为高校大学生身心健康成长提供理论支持.方法 在河南大学所有班级中随机选取10个教学班级,班级内全体大学生346名作为研究对象,将其随机平均分为对照组和干预组(各173名).干预组进行16周的足球公选课教学训练,实验前后采用身体自我效能量表(PSE)进行测试,并对结果进行比较分析.结果 干预前,干预组与对照组学生身体自我效能感各因子得分差异均无统计学意义(P值均>0.05).16周的足球公选课教学干预后,干预组身体自我效能感各因子得分均高于干预前,差异均有统计学意义(P值均<0.01).干预组自我感受到的身体能力均分干预后比干预前高11.99分,身体自我表现信心均分干预后比干预前高10.01分.干预后,干预组自我感受到的身体能力自我效能均分为(175.12±0.71)分,对照组为(163.13±0.55)分,差异有统计学意义(t=175.595,P<0.01);身体自我表现信心自我效能均分干预后干预组得分为(174.12±0.62)分,对照组为(164.14±0.52)分,差异也有统计学意义(t=162.218,P<0.01),其他各因子干预后干预组与对照组得分比较差异也均有统计学意义(P值均<0.01).对照组干预前后各因子得分差异均无统计学意义(P值均>0.05).结论 足球教学训练干预对提高河南某高校大学生身体自我效能感具有较好的效果.     

广西百色市乡村中学少数民族教师亚健康和职业倦怠干预模式的短期效果评价

[目的]评价"认知-应对技能-心理疏导"模式预防乡村中学少数民族教师亚健康的干预效果.[方法]在百色市各县乡整群抽取12所学校的337名中学少数民族教师,以学校为单位随机分为对照组和干预组.干预组接受"认知-应对技能-心理疏导"的干预模式.对照组进行简单的亚健康防治知识的讲座.干预前后均采用量表进行调查.[结果]①对照组和干预组少数民族教师在年龄、性别、民族、文化程度、家庭月收入和婚姻状况上差异均无统计学意义(P>0.05);②干预前,两组教师在亚健康、职业倦怠和一般自我效能感上差异均无统计学意义(P>0.05),两组教师干预前具有较好的均衡性;③干预后,干预组有关亚健康M-R部分、情绪耗竭感较对照组得分明显降低(7.528/0.006,29.934/0.000),个体成就感较对照组明显增高(4.118/0.043).[结论]"认知-应对技能-心理疏导"干预模式能有效提高教师应对压力的技能,改善教师精神状况,降低情绪耗竭感.     

不同锻炼模式对弱体质大学生心理健康及自我效能感干预效果

了解不同体育锻炼模式对弱体质大学生心理健康状况及自我效能感的干预效果,为提高在校弱体质大学生身心健康水平提供理论支持.方法 在郑州大学随机抽取120名弱体质大学生作为研究对象,随机均分为运动处方锻炼组、契约锻炼组和对照组,对运动处方锻炼组和契约锻炼组进行12周的体育锻炼干预,并于干预前后进行症状自评量表(Self-reporting Inventory,SCL-90)和自我效能感量表调查.结果 干预前3组学生心理健康自我效能感得分差异均无统计学意义(P值均>0.05).干预后运动处方锻炼组在躯体化、人际关系敏感、抑郁、焦虑、偏执和总均分方面得分均低于对照组,差异均有统计学意义(t值分别为2.677,2.539,3.076,3.142,2.133,2.735,P值均<0.05);契约锻炼组大学生在躯体化、人际关系敏感、抑郁、焦虑、恐怖、精神病症和总均分方面得分亦均低于对照组(t值分别为2.830,2.945,2.987,3.731,2.109,2.111,4.560,P值均<0.05).契约锻炼组干预后自我效能感量表总均分高于干预前,差异有统计学意义(t=3.076,P<0.01).结论 中等强度的运动处方锻炼和契约锻炼均能提高弱体质大学生的心理健康水平,在提高自我效能感方面契约锻炼模式优于运动处方锻炼模式.     

深圳市社区高血压自我管理小组效果分析

目的评价深圳市社区高血压自我管理小组项目实施6个月后在改变患者行为、健康状况、生活质量和自我效能方面的效果。方法将社区自愿报名参加该项目的高血压患者随机分为干预组（n=120）和对照组（n=110）。干预组接受高血压自我管理小组课程管理,对照组不接受管理,项目实施6个月。干预前后进行问卷调查,对两组患者的高血压防治知识的知晓情况、高血压相关行为危险因素、血压控制和自我效能进行比较。结果干预后,干预组高血压防治相关知识知晓率、控制体重率（51．7％）、规律服药率（80．8％）、高血压控制率（90．0％）及自我管理效能得分均高于干预前和对照组干预后,差异均有统计学意义（P〈0．05）。结论社区高血压自我管理小组模式在改善高血压患者生活方式相关行为、自我管理行为、自我效能、降低血压、提高高血压控制率方面效果良好。     

综合干预治疗中学生网络成瘾142例疗效分析

目的探讨综合干预治疗中学生网络成瘾的疗效。方法将284例网络成瘾症患者随机分为治疗组采用综合干预治疗（药物干预＋心理干预＋环境干预）和对照组采用传统心理疗法（心理干预）治疗网络成瘾各142例,采用Zung抑郁自评量表（SDS）和症状自评量表（SCL-90）进行评定其疗效,并分析两组差异。结果两种疗法均能有效的治疗中学生网络成瘾;但组合干预疗法的治疗效果明显优于传统心理疗法,差异有统计学意义（P〈0.01）。结论综合干预疗法治疗中学生网络成瘾效果可靠,方法可行,值得在我国中学推广应用。     

An outcome evaluation of the SOS Suicide Prevention Program

OBJECTIVES: We examined the effectiveness of the Signs of Suicide (SOS) prevention program in reducing suicidal behavior. METHODS: Twenty-one hundred students in 5 high schools in Columbus, Ga, and Hartford, Conn, were randomly assigned to intervention and control groups. Self-administered questionnaires were completed by students in both groups approximately 3 months after program implementation. RESULTS: Significantly lower rates of suicide attempts and greater knowledge and more adaptive attitudes about depression and suicide were observed among students in the intervention group. The modest changes in knowledge and attitudes partially explained the beneficial effects of the program. CONCLUSIONS: SOS is the first school-based suicide prevention program to demonstrate significant reductions in self-reported suicide attempts.     

Evaluation of a child abuse prevention curriculum for third-grade students: assessment of knowledge and efficacy expectations

Researchers investigated the effects of a child abuse prevention program on third-grade students' knowledge of child abuse and efficacy expectations regarding abusive situations. Three hundred forty-one students completed the 26-item pretest and posttest questionnaires (n = 166 for the intervention group, n = 175 for the control group). Results indicated a statistically significant increase in child abuse knowledge from pretest to posttest with the intervention group, with no change in knowledge for the control group. However, no significant increases occurred in efficacy expectations regarding abusive situations from pretest to posttest for either the intervention or control groups. Results from this study can be used to improve child abuse prevention programs through addressing program components that may affect factors other than student knowledge of abuse.     

Four-Year Follow-Up of a Randomized Controlled Trial of Triple P Group for Parent and Child Outcomes

Approximately 15–20 % of children experience behavioral and/or emotional difficulties. Evidence-based treatment will likely not be sufficient to reduce the prevalence of these difficulties in children and adolescents. Effective prevention programs are therefore also needed to enable families access to support at multiple points across the lifecourse. The aim of the current investigation was to evaluate the 4-year efficacy of the group-based Triple P (Positive Parenting Program) as a prevention program administered universally. Seventeen preschools were randomly assigned to Triple P (n?=?11 preschools, 186 families) or a no parenting intervention control group (n?=?6 preschools, 94 families). Long-term efficacy was analyzed with hierarchical linear models using maternal and paternal self-report measures. Mothers and fathers from the intervention preschool group reported significant reductions in dysfunctional parenting behavior (d?=?0.24 and 0.19, respectively). Mothers also reported a less steep decline from pre- to post-intervention in positive parenting behavior, which was maintained 4 years later (d?=?0.38). Fathers from intervention preschools reported a delayed less steep decline in positive parenting during the follow-up (d?=?0.33). In addition, mothers from intervention preschools reported immediate improvement in child behavior problems during the program while mothers from control preschools did not report this immediate change. However, with mothers from intervention preschools reporting more child behavior problems at baseline, the effect disappeared by the fourth year (d?=?0.19). The results support the long-term efficacy of the Triple P-group program as a universal prevention intervention for changing parenting behavior while there was little evidence for maintenance of change in behavior problems.     

Short-Term Effects on Substance Use of the Keepin’ It REAL Pilot Prevention Program: Linguistically Adapted for Youth in Jalisco,Mexico

This article presents the short-term effects of a pilot study of keepin’it REAL (Manténte REAL) conducted in central Mexico by a binational team of investigators. This middle school-based model program for preventing substance use was adapted for Mexico linguistically but not culturally. Two Guadalajara public middle schools were recruited and randomly assigned to either implement the prevention program or serve as a control site. The program was implemented in the treatment site by the students’ regular teachers, who were trained by the research team. Seventh graders in ten classrooms in the treatment and control schools (N?=?432) completed a pretest and posttest survey in Spanish similar to the survey utilized in the original efficacy trial of keepin’it REAL in the US. T-tests and OLS regressions were conducted to determine the effects of the intervention on substance use outcomes. Differences between treatment and control groups in frequency of use of alcohol and tobacco, the two substances of choice in this sample, were significant and in the desired direction. Differences in amount of use were also in the preferred direction but were not significant for alcohol and only marginally significant for tobacco. When the sample was split by gender, statistically significant treatment effects remained for females but were not observed among males. Effects of the linguistically adapted version of keepin’it REAL appears to be driven by the change in female use; however, the difference in male and female outcomes was not statistically significant. Implications for cultural adaptation and prevention in Mexico are discussed from a communication competency perspective. The promising results of the pilot study suggest that the linguistic adaptation was effective, but that a comprehensive cultural adaptation of keepin’it REAL in partnership with Mexican investigators and communities may be warranted.     

Primary prevention of chronic disease in childhood: changes in risk factors after one year of intervention

A five-year intervention study of the feasibility and effectiveness of a program aimed at the primary prevention of chronic disease was initiated in 1980 among children in 22 elementary schools in the Bronx, New York. Schools randomly were assigned either to the intervention program or to a control group. The intervention program consists of a curriculum focusing on nutrition, physical fitness, and cigarette smoking prevention. The study population at baseline comprised 2,283 fourth-graders. Subjects were eligible at baseline and at one-year follow-up for participation in a medical examination in which the following target risk factors were measured: systolic and diastolic blood pressures, plasma total and high-density lipoprotein (HDL) cholesterol, serum thiocyanate, ponderosity index, triceps skinfold thickness, and postexercise pulse recovery rate. After one year of intervention, systolic pressure increased less in the intervention group than among controls. Diastolic pressure decreased in both groups, but more in the intervention subjects than in controls. Total cholesterol decreased in the intervention group while increasing among controls. Significant net changes in the favorable direction also were observed for total cholesterol/HDL cholesterol ratio and for thiocyanate. These observations indicate that it is feasible to implement a school-based program aimed at the primary prevention of chronic disease. The intervention program appears to have had a favorable effect on several target risk factors. Although the effects were relatively small, intervention programs in schools may prove to be effective in lowering chronic disease risk.     

The effectiveness of a tobacco prevention program with adolescents living in a tobacco-producing region.

OBJECTIVES: This study investigated the efficacy of a social-influences tobacco prevention program conducted with adolescents living in a high tobacco production area. METHODS: Students in 10 experimental schools completed the tobacco prevention program and a booster intervention. Control students received health education as usual. RESULTS: After 2 years of treatment, smoking rates in the treatment group (vs the control group) were lower for 30-day, 7-day, and 24-hour smoking. The intervention had more of an impact on those who were involved in raising tobacco than it did on those not involved in raising tobacco. CONCLUSIONS: Although modest, effects were achieved with minimal intervention time in a high-risk group, indicating that social-influences prevention programs may be effective in such groups.     

Using computer technology for HIV prevention among African-Americans: development of a tailored information program for safer sex (TIPSS)

New prevention options are urgently needed for African-Americans in the United States given the disproportionate impact of HIV/AIDS on this group. This combined with recent evidence supporting the efficacy of computer technology-based interventions in HIV prevention led our research group to pursue the development of a computer-delivered individually tailored intervention for heterosexually active African-Americans--the tailored information program for safer sex (TIPSS). In the current article, we discuss the development of the TIPSS program, including (i) the targeted population and behavior, (ii) theoretical basis for the intervention, (iii) design of the intervention, (iv) formative research, (v) technical development and testing and (vi) intervention delivery and ongoing randomized controlled trial. Given the many advantages of computer-based interventions, including low-cost delivery once developed, they offer much promise for the future of HIV prevention among African-Americans and other at-risk groups.