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首页> 外文期刊>American journal of orthopsychiatry >Evaluating Dosage Effects for the Positive Action Program: How Implementation Impacts Internalizing Symptoms, Aggression, School Hassles, and Self-Esteem
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Evaluating Dosage Effects for the Positive Action Program: How Implementation Impacts Internalizing Symptoms, Aggression, School Hassles, and Self-Esteem

机译：评估积极行动计划的剂量效果：实施如何影响内在症状，攻击性，学校麻烦和自尊心

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摘要

Positive Action (PA) is a school-based intervention for elementary-, middle-, and high-school students that aims to decrease problem behaviors (e.g., violence, substance use) and increase positive behaviors (e.g., academic achievement, school engagement). PA has a long history of documented success achieving these aims, making it an Evidence Based Practice (EBP). Intervention research on EBP's has established the importance of implementation fidelity, especially with regard to program dosage; failure to properly implement an EBP can have negative consequences on targeted outcomes, especially if participants are exposed to a low dosage of the program (e.g., fewer lessons than specified). Much of the current research on PA has neglected to examine how program dosage impacts PA's effect on targeted outcomes. Using propensity score models, multiple imputation, and a 2-level hierarchical linear model, the current study fills this gap and examines how different dosages of PA as measured by years participating in PA and number of PA lessons, impacts adolescent internalizing symptoms, aggression, perceptions of school hassles, and self-esteem over a 3-year period. The current sample included middle school students in grades 6, 7, and 8 (N = 5,894). The findings indicate that students who received 3 years of the PA intervention and a high number of PA lessons had a significantly higher self-esteem score than those who received 0 years of PA or zero lessons. Participants who received 1 year of PA also reported significantly lower school hassle scores than those who received 0 years. Dosage had no statistically significant effects on aggression or internalizing score. Implications are discussed.
机译：积极行动（PA）是针对小学，初中和高中学生的基于学校的干预措施，旨在减少问题行为（例如，暴力，滥用毒品）和增加积极行为（例如，学业成就，学校参与度） 。 PA在实现这些目标方面取得了成功的悠久历史，使其成为循证实践（EBP）。对EBP的干预研究已经确立了实施保真度的重要性，尤其是在程序剂量方面。未能正确实施EBP可能会对目标结果产生负面影响，特别是如果参与者暴露于低剂量的计划中（例如，课程少于规定的次数）。当前有关PA的许多研究都忽略了检查程序剂量如何影响PA对目标结果的影响。本研究使用倾向评分模型，多重归因和2级分层线性模型填补了这一空白，并研究了按参与PA的年数和PA课程的数量来衡量的不同PA剂量如何影响青少年的内在症状，攻击性，三年内对学校麻烦和自尊的认识。当前的样本包括6、7和8年级的中学生（N = 5,894）。研究结果表明，接受了3年的PA干预和大量的PA课程的学生的自尊分数明显高于接受0年的PA或零课的学生。接受过1年PA的参与者报告的学业成绩也明显低于接受0年的参与者。剂量对攻击性或内在化得分无统计学意义。讨论了含义。

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