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目的:探索预防中职生合成毒品滥用的干预模式。方法:采用立意抽样的方法从4个城市抽取8所中等职业学校,采用整群随机的方法将2387名研究对象分为干预组(n=1195)和对照组(n=1192)。干预组开展“认知-技能-心理成长”干预,对照组不施加任何干预措施。对研究对象于干预前、干预后即刻、干预后6个月和12个月进行4次调查。按照意向性分析原则,采用发展模型进行数据处理。结果:两组毒品认知得分呈上升-下降-上升的非线性变化趋势,调整其他变量的影响后干预后各时点干预组高于对照组,组间差别有统计学意义(P<0.05);干预组的感觉寻求水平总体呈下降趋势,干预后6个月和12个月两组感觉寻求水平差别有统计学意义(P<0.05),干预组低于对照组。结论:“认知-技能-心理成长”干预模式有助于提高中职生的毒品认知、降低感觉寻求水平,可能有助于降低中职生合成毒品滥用风险。
Objective: To explore the intervention model to prevent the abuse of synthetic drugs by secondary vocational students. Methods: Eight secondary vocational schools were drawn from 4 cities by means of intentional sampling. 2387 subjects were randomly divided into intervention group (n = 1195) and control group (n = 1192). The intervention group carried out “cognitive - skills - psychological growth ” intervention, the control group without any intervention. The subjects were investigated 4 times before intervention, immediately after intervention, 6 months after intervention and 12 months after intervention. In accordance with the principle of intent analysis, the development model for data processing. Results: The cognitive scores of the two groups showed a non-linear trend of increase-decrease-increase. After adjusting for the influence of other variables, the intervention group was higher than the control group at each time point after intervention, and the difference was statistically significant (P <0.05) (P <0.05). The level of sensory seeking in the intervention group showed an overall downward trend. The level of sensory seeking in the two groups at 6 and 12 months after intervention was significantly lower than that in the control group (P <0.05). Conclusion: The cognition - skills - psychological growth intervention model can help improve the cognition of secondary vocational students and reduce the level of sensory seeking, which may help to reduce the risk of abuse of synthetic drugs by secondary vocational students.