摘要
目的:了解职业高中学生对药物滥用预防教育的需求情况,并构建干预模式实施干预,以降低其对非法药物好奇心理及滥用倾向,减少职业高中学生非法药物滥用动机,预防和减少药物滥用行为;探索一套能够使职业高中学生乐于参与、学校便于开展、行之有效的非法成瘾物质滥用一级预防的干预模式。
方法:按整群抽样方法在武汉市第二职业教育中心的高中一年级学生中随机选取9个班级共328名学生作为研究对象。整群随机分为三组,分别是对照组、试验一组和试验二组。试验一组施以传统课堂教育模式的干预措施,试验二组施加参与式教学模式干预措施,对照组不施加额外干预措施。试验一组和试验二组同期干预,每周一次,每次一个课时,共5个课时。整个干预课程在2008年11月～2008年12月期间完成。通过自制问卷与一般自我效能量表对干预结果进行评估调查和分析。
结果: 47.56%的职业高中学生对与非法药物有关的知识是持关心态度,超过70%的学生乐于通过教师、报刊、书籍或网络等途径获取预防非法药物滥用相关知识。职业高中学生最感兴趣的预防教育内容是毒品的危害相关知识。非法药物滥用率干预后试验一组由原来的7.22%降到了2.06%,试验二组学生由1.55%降为0。试验二组学生干预后对海洛因/鸦片好奇率明显下降(P<0.05),试验二组男学生对海洛因/鸦片好奇率明显低于试验一组(P<0.0125)。干预后非法药物知晓情况试验二组女学生明显平均得分高于干预前(P<0.05)和对照组(P<0.05);试验一组女生和二组学生非法药物成瘾性及成瘾机理认知平均得分都较干预前增高(P<0.05),试验二组男生平均得分明显高于对照组(P<0.05)和试验一组(P<0.05),试验一组和二组女生平均得分均明显高于对照组(P<0.05);在非法药物危害性认知方面,试验一组和试验二组学生平均得分均明显高于干预前(P<0.05);干预后,试验一组和试验二组学生平均得分均明显高于对照组(P<0.05);干预后,试验二组男生的非法药物滥用动机明显下降(P<0.05),与对照组间的差异有统计学意义(P<0.05)。在自我保护意识方面,试验一组和试验二组学生干预后平均得分均较干预前增高,除试验一组男生外,其余差异皆具统计学意义(P<0.05);干预后,试验二组学生平均得分高于对照组(P<0.05)和试验一组(P<0.05);试验一组女生平均得分高于对照组(P<0.05)。
结论:对两组职业高中学生采用传统课堂教育模式及参与式教学模式进行干预,一定程度上提高了职业高中学生非法药物认知水平,增强自我保护意识和毒品抵御技能,提高自信心,基本上能达到减少职业高中学生非法药物滥用动机、降低其对非法药物好奇心理及滥用倾向的目的,起到预防和降低学生药物滥用行为的作用。参与式教学模式在干预效果上要优于传统课堂教育模式。
Objective:
To understand substance abuse prevention education's demand for vocational high school students in order to construct intervention pattern and reduce drug abuse tendency, curiousity to drug, illegal substance abuse motivation and prevent substance abuse behavior; explores suitable drug preventing education model for vocational high school students. Methods:
We selected 9 classes (328 students) in first grade of vocational high school in Wuchang district, Wuhan city according to the cluster sampling method. The subjects of this study divided into three groups stochastically, intervention group one (traditional educational pattern), group two (participation pattern) and control group (no any intervention), group one and two were intervented in same period for 5 weeks, one class hour for each week. Entire intervention curriculum were from Nov. to Dec. in 2008. And self-made questionnaire survey for assesement was done before and after intervention. Results:
There are 47.56% of vactional high school students being concerned about the knowledge of illicit drug. More than 70% students are willing to know the knowledge about illicit drug addiction through teachers, newspaper, books and internet. The most attractive part of prevention knowledge to the vactional school students is the damage of drug addiction. The ratio of illicit drug abuse of intervention group one decreases from 7.22% to 2.06% after intervention, while group two decreases from 1.55% to 0%. the curiosity ratio of heroin or opium of group two students decreases significantly (P<0.05), and the curiosity ratio of heroin or opium of male students in group two is significant lower than group one(P<0.0125)。after intervention, the mean score of illegal drug knowledge of female students in group two is significant higher (P<0.05) than those of group one and two (P<0.05), the mean score for male students of group two is significant higher than control group (P<0.05) and group one (P<0.05), the mean score of female students of group one and two is significant higher (P<0.05)than those of the control (P<0.05); in terms of the knowledge of the damage of illicit drug, the mean scores of group one and two were significant higher than those of control group (P<0.05) and before the intervention (P<0.05); and male students’illicit drug abuse motivation of group two decreased significantly (P<0.05); for self-protection consciousness, the mean score of group one and two were significantly higher than before intervention (P<0.05); except for male students in group one, other groups are statistically significant (P<0.05) after intervention, the mean score of group two is significant higher than those of control group and group one (P<0.05), the mean score of female students of group one is significantly higher than that of the control (P<0.05).
Conclusion:
Both of traditional educational pattern and participation pattern could raise Vocational high school students’illict drug cognitive level, resistance skill, self-confidence and reduced illegal substance abuse motivation, drug use tendency and behavior in some extent. The participation educational pattern was better than traditional educational pattern.
引文
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