期刊文章JMIR出版物基于手机的青少年药物使用预防生活技能培训方案;卡塔尔世界杯8强波胆分析成组随机对照试验%A Haug,Severin %A Paz Castro,Raquel %A Wenger,Andreas %A Schaub,Michael Patrick %+瑞士苏黎世大学公共卫生与成瘾研究所，苏黎世，8005，瑞士，41 444481174,severin.haug@isgf.uzh.ch %K生活技能%K物质使用%K预防%K青少年%K手机%D 2021 %7 13.7.2021 %9原始论文%J JMIR Mhealth Uhealth %G英文%X生活技能是指适应和积极行为的能力，使个人能够有效地应对日常生活的需求和挑战。在学校课程中开展的生活技能培训项目对预防青少年药物使用的开始和升级是有效的。但是，由于需要大量资源，它们的传播受到阻碍。通过移动电话提供的生活技能培训可能是一种更经济和可扩展的方法。目的:本研究的目的是在一项对照试验中测试基于手机的生活技能培训计划的适当性(即接受、使用和评估)和短期效果，以防止青少年使用物质。方法:研究设计为两组、平行组、集群随机对照试验，基线时评估，6个月和18个月后随访评估。本报告包括截至6个月的随访结果。与仅进行评估的对照组相比，对干预措施的有效性进行了测试。 The automated intervention program SmartCoach included online feedback and individually tailored text messages provided over 22 weeks. The contents were based on social cognitive theory and addressed self-management skills, social skills, and substance use resistance skills. Linear mixed models and generalized linear mixed models, as well as logistic or linear regressions, were used to investigate changes between baseline and 6-month follow-up in the following outcomes: 30-day prevalence rates of problem drinking, tobacco use, and cannabis use as well as quantity of alcohol use, quantity of cigarettes smoked, cannabis use days, perceived stress, well-being, and social skills. Results: A total of 1759 students from 89 Swiss secondary and upper secondary school classes were invited to participate in the study. Of these, 1473 (83.7%) students participated in the study; the mean age was 15.4 years (SD 1.0) and 55.2% (813/1473) were female. Follow-up assessments at 6 months were completed by 1233 (83.7%) study participants. On average, program participants responded to half (23.6 out of 50) of the prompted activities. Program evaluations underlined its appropriateness for the target group of secondary school students, with the majority rating the program as helpful and individually tailored. The results concerning the initial effectiveness of this program based on 6-month follow-up data are promising, with three of nine outcomes of the intention-to-treat analyses showing beneficial developments of statistical significance (ie, quantity of alcohol use, quantity of tobacco use, and perceived stress; P<.05) and another three outcomes (ie, problem drinking prevalence, cannabis use days, and social skills) showing beneficial developments of borderline significance (P<.10). Conclusions: The results showed good acceptance of this intervention program that could be easily and economically implemented in school classes. Initial results on program efficacy indicate that it might be effective in both preventing or reducing substance use and fostering life skills; however, data from the final 18-month follow-up assessments will be more conclusive. Trial Registration: ISRCTN Registry ISRCTN41347061; https://doi.org/10.1186/ISRCTN41347061 %M 34255703 %R 10.2196/26951 %U https://mhealth.www.mybigtv.com/2021/7/e26951 %U https://doi.org/10.2196/26951 %U http://www.ncbi.nlm.nih.gov/pubmed/34255703