Browsing by Author "Chang, Chiu-Ching"

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Correction to: Evaluation of the effects of a designated program on illegal drug cessation among adolescents who experiment with drugs
(2019-10-30) Chang, Chiu-Ching; Liao, Jung-Yu; Huang, Chiu-Mieh; Hsu, Hsiao-Pei; Chen, Chih-Che; Guo, Jong-Long
Following publication of the original article [1], we have been notified that some data in the text should be changed.
Evaluation of the effects of a designated program on illegal drug cessation among adolescents who experiment with drugs
(2018-01-16) Chang, Chiu-Ching; Liao, Jung-Yu; Huang, Chiu-Mieh; Hsu, Hsiao-Pei; Chen, Chih-Che; Guo, Jong-Long
Abstract Background Studies indicate that adolescent-onset drug users experience a greater likelihood of dependence that continues into adulthood. The importance of early intervention was evident in treating adolescents before their substance use progressed. We examined the effectiveness of an intervention program that prevents students who experiment with drugs from reusing them. Methods The study was based on 10 out of 18 invited schools that were randomly assigned to either the intervention group (5 schools, n = 43) or the comparison group (5 schools, n = 41). The intervention group received an E-course program that comprised a main intervention course (12 sessions) and a booster course (2 sessions). By reducing the burden of teaching content during the 14 sessions, the in-class counselor had opportunities for face-to-face discussions with students on their ambivalence toward quitting illegal drugs. The comparison group received the conventional didactic drug prevention course (2 sessions). Outcomes in terms of stress management, refusal skills, pros of drug use, cons of drug use, and drug use resistance self-efficacy were measured via structured questionnaires conducted thrice: at baseline, after the main intervention sessions, and after the booster sessions. A linear mixed model (LMM) was employed to investigate the effects of time and groups on the outcome variables with group, time, and group × time as fixed effects. Subjects and schools were selected as random effects in order to consider both within-subject and within-school correlations. Results There was a significant group × time interaction with regard to stress management, refusal skills, pros of drug use, and drug use resistance self-efficacy, excluding cons of drug use. The intervention group displayed better stress management compared to the comparison group after the booster intervention. Similar between-group differences were identified in that the intervention group displayed better refusal skills and drug use resistance self-efficacy compared to that of the comparison group. The intervention group favored using drugs less (a decrease in the pros of drug use score) compared to the comparison group after the booster intervention. Conclusions Our program provided an example of the results of early intervention among students who experiment with illegal drugs.
探討數位學習課程之介入對於高中職非法藥物學生之成效評估
(2018) 張萩琴; Chang, Chiu-Ching
目的：本研究發展高中職學生戒除非法藥物使用之數位學習課程，並探討其成效。方法：本研究採兩組前測、後測、後後測實驗設計，介入組為43 位學生，對照組為41位學生。介入組接受12週的主要課程及兩週的追加課程。以結構式問卷收集成效指標，包括壓力管理、拒絕技能，使用藥物之好處，使用藥物之壞處，抵抗藥物自我效能，以缐性混合模式分析各成效指標之差異。結果：兩組在主要課程介入之後，在技能及認知變項方面皆無顯著差異。而在追加課程之後，介入組在壓力管理、拒絕技能、決策平衡（使用藥物之好處）和抵抗藥物自我效能等變項均有顯著優於對照組。介入組在追加課程之後，在壓力管理、拒絕技能與抵抗藥物自我效能得分均增加，在使用藥物之好處得分下降。且介入組之尿液檢測無呈現陽性反應者，表示數位學習課程之介入有其成效。結論：本研究數位學習課程介入，對於高中職學生戒除使用非法藥物有顯著成效，顯示學生能接受3D動畫、影片及遊戲為特色之數位學習課程。