动机性访谈与同伴团体教育对青春期女孩青春期与心理健康知识及表现的影响比较

IF 0.5 Q4 NURSING
S. M. Mousavi, S. Mohamadi, S. Paryab, A. Keramat, Z. Motaghi, O. Garkaz
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引用次数: 2

摘要

背景:由于身体、心理和社会的成熟,青春期是一个人一生中最重要的时期之一。目的:本研究的目的是比较动机访谈和同伴小组在促进青春期女孩心理健康以及青春期健康知识和表现方面的作用。设置和设计:这是一项半实验性干预研究,有两个干预组和一个对照组。这项研究于2018至2019学年在伊朗沙鲁德的高中进行。材料和方法:在本研究中,334名女生(13-15岁)被分为三组,通过简单的随机分组将学校分为两个干预组和一个对照组。在干预组1中,进行了五次动机访谈,在干预组2中,由同伴进行培训。本研究中使用的工具是研究人员制作的问卷,旨在评估青春期健康的知识和表现,并使用症状检查表-25来衡量心理健康。使用的统计分析:在本研究中,使用描述性统计学和分析统计学方法对数据进行分析,包括方差分析、重复测量、皮尔逊相关、卡方。结果:干预后即刻和1个月,两个干预组在知识、表现和心理健康方面的得分均显著高于对照组。与动机访谈组相比,同伴组在所有三个变量上的得分都更好。结论:动机访谈和同伴小组都能有效地提高青春期女孩的知识和表现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Comparison of the effect of motivational interview and peer group education on knowledge and performance about puberty and mental health in adolescent girls
Context: Adolescence is one of the most important periods of a person's life due to physical, mental andsocial maturity. Aim: The aim of this study was to compare the motivational interview and peer groups in promoting mentalhealth and knowledge and performance about puberty health in adolescent girls. Setting and Design: This is a semi-experimental intervention study with two intervention groups and one control group. The study was conducted at the high schools during the academic year of 2018–2019 in Shahroud, Iran. Materials and Methods: In this study, 334 female students (13–15 years old) were allocated to three groupsby assigning the schools to two intervention and one control groups through simple randomization. In intervention Group 1, five motivational interview sessions were held and in intervention Group 2, training was conducted by peers. The tools used in this study was a researcher-made questionnaire designed to assess knowledge and performance about puberty health and Symptom Checklist-25 to measure mental health. Statistical Analysis Used: In this study, data were analyzed using descriptive statistics and analytical statisticaltests include ANOVA, repeated measure, Pearson correlation, Chi-square. Results: Immediately after, and 1 month after the intervention, the two intervention groups had significantlybetter scores in knowledge, performance, and mental health compared to the control group. The scores were better in the peer group compared to the motivational interview group for all threevariables. Conclusions: Both motivational interview and peer group were effective in increasing knowledge and performance in adolescent girls.
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来源期刊
CiteScore
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