早期物质使用和学校环境:一个多层次的潜阶级分析
Jillian Halladay1,2, James MacKillop2,3, Samuel Acuff4
1The Matilda Centre for Research in Mental Health and Substance Use, University of Sydney, Camperdown NSW, Australia.
概括
早期物质使用,特别是多种物质使用,与青少年的心理健康问题有关. 积极的学校环境可以帮助减少这种风险,表明需要有针对性的干预措施.
科学领域:
- 青少年健康 青少年健康
- 药物使用研究研究 药物使用研究
- 教育心理学教育心理学
背景情况:
- 早期的物质使用,特别是多种物质的使用,增加了心理健康和物质使用障碍的风险.
- 青少年从小学到中学的过渡标志着增加物质使用启动的关键时期.
研究的目的:
- 为了识别学生物质使用模式的不同类别.
- 根据学生所识别的物质使用类别对学校进行分类.
- 探索学生物质使用课程与心理健康,学校气候,归属,安全和课外活动等因素之间的关系.
主要方法:
- 采用了横截面,多层次的潜在类分析和回归.
- 这项研究分析了加拿大安大略省180所小学6-8年级19130名学生的数据.
- 检查的相关性包括心理健康症状,学校气候,归属感,安全感知和课外参与.
主要成果:
- 确定了两个学生和两个学校使用物质的班级.
- 4.1%的学生被归类为早期多种物质使用的高概率类.
- 抑郁和外部化症状与早期多种物质使用的可能性更高. 积极的学校气候,归属感和安全性与早期多种物质使用的几率较低有关.
- 19%的学校显示,参与多种物质使用的学生比例更高.
结论:
- 确定学生和学校的物质使用类可以为有针对性的预防和早期干预策略提供信息.
- 这些发现支持了以学校为基础的干预措施,重点是改善学校气候,培养归属感和提高安全性.
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