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首页> 外文期刊>Preventive Medicine: An International Journal Devoted to Practice and Theory >School-based prevention for illicit drugs use: a systematic review.
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School-based prevention for illicit drugs use: a systematic review.

机译：基于学校的非法药物使用预防：系统评价。

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OBJECTIVE: To evaluate the effectiveness of school-based interventions in preventing or reducing drug use. METHODS: The search strategy was conducted according to the Cochrane Collaboration method, and applied to MEDLINE, EMBASE, ERIC, PSYCHINFO, Cochrane Library, ACP Journal Club, Cochrane Drugs and Alcohol Group Register. RCTs and CCTs evaluating school-based interventions designed to prevent substance use were reviewed. Data were extracted independently by two reviewers. Quality was assessed. Interventions were classified as skills, affective, and knowledge focused. RESULTS: 29 RCTs were included; 28 were conducted in the USA; most were focused on 6th-7th grade students. Compared with usual curricula, skills-based interventions significantly reduce marijuana use (RR=0.82; 95% CI: 0.73, 0.92) and hard drug use (RR=0.45; 95% CI: 0.24, 0.85), and improve decision-making skills, self-esteem, peer pressure resistance (RR=2.05; 95% CI: 1.24, 3.42) and drug knowledge. Compared with usual curricula, affective interventions improve decision-making skills and drug knowledge, and knowledge-focused programs improve drug knowledge. Skills-based interventions are better than affective ones in improved self-efficacy. No differences are evident for skills vs. knowledge-focused programs on drug knowledge. Affective interventions improve decision-making skills and drug knowledge to a higher degree than knowledge-focused programs. CONCLUSION: Skills-based programs help to deter drug use. Well designed, long-term randomised trials, and evaluation of intervention components are required.
机译：目的：评估校本干预措施在预防或减少毒品使用方面的有效性。方法：采用Cochrane协作方法进行检索，并应用于MEDLINE，EMBASE，ERIC，PSYCHINFO，Cochrane图书馆，ACP Journal Club，Cochrane药品和酒精药物注册机构。评估了旨在防止药物滥用的校本干预措施的RCT和CCT。数据由两名审阅者独立提取。评估质量。干预措施分为技能，情感和知识。结果：纳入29项随机对照试验;在美国进行了28次;大部分针对6-7年级的学生。与常规课程相比，以技能为基础的干预措施显着减少了大麻的使用（RR = 0.82; 95％CI：0.73、0.92）和毒品的使用（RR = 0.45; 95％CI：0.24、0.85），并提高了决策技巧，自尊，同伴耐压性（RR = 2.05; 95％CI：1.24，3.42）和药物知识。与常规课程相比，情感干预可以提高决策技能和毒品知识，而以知识为重点的计划可以改善毒品知识。在提高自我效能方面，基于技能的干预优于情感干预。对于技能知识和针对药物知识的知识计划，没有明显差异。情感干预比以知识为重点的计划提高了决策技巧和毒品知识。结论：基于技能的计划有助于阻止药物使用。需要精心设计的长期随机试验，并对干预措施进行评估。

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