Children's skills of social interaction is a significant index of their following psychological development. Prosocial behaviors which influenced by many factors are fundamental representatives of social interacti...Children's skills of social interaction is a significant index of their following psychological development. Prosocial behaviors which influenced by many factors are fundamental representatives of social interaction. Present essay illustrates an indepth review of literature concerning the impacts of family,peers, school and media in Children's prosocial behaviors and also indicates the limitations of each research.展开更多
Background: Understanding ecological factors that influence risky sexual behavior of adolescents is vital in designing and implementing sexual risk reduction interventions in specific contexts. Interventions undertake...Background: Understanding ecological factors that influence risky sexual behavior of adolescents is vital in designing and implementing sexual risk reduction interventions in specific contexts. Interventions undertaken without understanding the critical factors may not produce the desired results. Objective: The objective of this study was to identify the factors associated with adolescent risky sexual behavior among school adolescents in Addis Ababa, Ethiopia. Methods: This cross-sectional study was done among randomly selected school adolescents in Addis Ababa, Ethiopia. Data were collected by an anonymous self administered questionnaire. Risky sexual behavior was assessed by asking question about sexual activity, consistent condom use and faithfulness to a single partner. Logistic regression analysis was done to identify factors related to sexual behavior using the ecological framework. Result: Overall 377(10.6%) of the 723 sexually active students were involved in risky sexual practices. Risky sexual behavior was significantly and very strongly associated with perception of peers' involvement in sexual intercourse [AOR = 11.68 (95% CI: 8.76 - 15.58)]. Conclusion: This study demonstrated that peer pressure is the most important factor associated with risky sexual behavior among school adolescents in Addis Ababa. Interventions aimed at reducing sexual behavior among school adolescents should target adolescents as a group rather than individually.展开更多
Objective： This article aimed to evaluate the effects of an educational intervention programme on improving peer educator （PE） knowledge in issues around growth and development and its risk behavior problems of ado...Objective： This article aimed to evaluate the effects of an educational intervention programme on improving peer educator （PE） knowledge in issues around growth and development and its risk behavior problems of adolescents in Indonesia. Methods： The study was conducted in 31 of PEs to evaluate their knowledge in adolescents. The PEs received health education and were assessed by individual work during the structured three-week programme. Data were collected before and after the training programme as pre- and post-tests. Results： The PE demonstrated significant improvements in their knowledge after attending the three-week structured training programme. The post-test scores had significant effects on the dimensions of PE knowledge scores. The PE become knowledgeable to maintain and monitor adolescents health issues around growth and development and its risk behavior problems of adolescents. Conclusions： The PE become knowledgeable to respond to the adolescent problems and readiness to become PE during puberty.展开更多
目的探索基于IMB模型的同伴教育在老年人艾滋病高危性行为干预中的效果,为老年人艾滋病健康教育工作的开展提供科学依据。方法采用分层整群抽样的方法,随机抽取广西艾滋病高发地区农村老年人1200名,以村为单位随机分成同伴教育组和传统...目的探索基于IMB模型的同伴教育在老年人艾滋病高危性行为干预中的效果,为老年人艾滋病健康教育工作的开展提供科学依据。方法采用分层整群抽样的方法,随机抽取广西艾滋病高发地区农村老年人1200名,以村为单位随机分成同伴教育组和传统教育组,分别开展为期6个月的健康教育干预。基于IMB理论模型,设计调查问卷,干预前后,两组人群分别采用统一的问卷进行现场调查;通过倾向值评分匹配的方法消除混杂因素的影响,采用Epi Data 3.1、SPSS 26.0等软件对调查资料进行整理与统计分析。结果经倾向值评分匹配后,同伴教育组和传统教育组分别匹配成功532名老年人。干预前两组老年人的社会人口学特征、IMB模型各维度得分及高危性行为特征差异均无统计学意义(P>0.05);干预后两组老年人IMB模型各维度得分均较干预前有显著提高(P<0.01);且同伴教育组的得分均较传统教育组高(P<0.01)。与干预前相比,同伴教育组和传统教育组在干预后,多性伴行为的发生率分别从44.26%、51.60%下降到25.00%、23.66%(P<0.01);干预后,同伴教育组的婚外性行为发生率(63.16%)低于传统教育组(69.92%),且安全套使用率(45.83%)高于传统教育组(37.23%),差异均有统计学意义(P<0.01)。结论IMB模型在广西农村老年人艾滋病高危行为干预中具有良好的应用价值,但对不同高危行为的干预效果存在差异;同伴教育在老年人艾滋病高危行为中的干预效果优于传统的健康教育方式。在今后的老年人艾滋病健康教育中,应积极探索和推广同伴教育,特别是要倡导多种健康相关行为改变理论的联合应用,不断提升健康教育的干预效果。展开更多
文摘Children's skills of social interaction is a significant index of their following psychological development. Prosocial behaviors which influenced by many factors are fundamental representatives of social interaction. Present essay illustrates an indepth review of literature concerning the impacts of family,peers, school and media in Children's prosocial behaviors and also indicates the limitations of each research.
文摘Background: Understanding ecological factors that influence risky sexual behavior of adolescents is vital in designing and implementing sexual risk reduction interventions in specific contexts. Interventions undertaken without understanding the critical factors may not produce the desired results. Objective: The objective of this study was to identify the factors associated with adolescent risky sexual behavior among school adolescents in Addis Ababa, Ethiopia. Methods: This cross-sectional study was done among randomly selected school adolescents in Addis Ababa, Ethiopia. Data were collected by an anonymous self administered questionnaire. Risky sexual behavior was assessed by asking question about sexual activity, consistent condom use and faithfulness to a single partner. Logistic regression analysis was done to identify factors related to sexual behavior using the ecological framework. Result: Overall 377(10.6%) of the 723 sexually active students were involved in risky sexual practices. Risky sexual behavior was significantly and very strongly associated with perception of peers' involvement in sexual intercourse [AOR = 11.68 (95% CI: 8.76 - 15.58)]. Conclusion: This study demonstrated that peer pressure is the most important factor associated with risky sexual behavior among school adolescents in Addis Ababa. Interventions aimed at reducing sexual behavior among school adolescents should target adolescents as a group rather than individually.
基金supported by the Ministry of Research,Technology,and Higher Education(Kementerian Riset,Teknologi,dan Pendidikan Tinggi/KEMENRISTEK-DIKTI)at the expense of Hibah Bersaing Research 2016
文摘Objective： This article aimed to evaluate the effects of an educational intervention programme on improving peer educator （PE） knowledge in issues around growth and development and its risk behavior problems of adolescents in Indonesia. Methods： The study was conducted in 31 of PEs to evaluate their knowledge in adolescents. The PEs received health education and were assessed by individual work during the structured three-week programme. Data were collected before and after the training programme as pre- and post-tests. Results： The PE demonstrated significant improvements in their knowledge after attending the three-week structured training programme. The post-test scores had significant effects on the dimensions of PE knowledge scores. The PE become knowledgeable to maintain and monitor adolescents health issues around growth and development and its risk behavior problems of adolescents. Conclusions： The PE become knowledgeable to respond to the adolescent problems and readiness to become PE during puberty.
文摘目的探索基于IMB模型的同伴教育在老年人艾滋病高危性行为干预中的效果,为老年人艾滋病健康教育工作的开展提供科学依据。方法采用分层整群抽样的方法,随机抽取广西艾滋病高发地区农村老年人1200名,以村为单位随机分成同伴教育组和传统教育组,分别开展为期6个月的健康教育干预。基于IMB理论模型,设计调查问卷,干预前后,两组人群分别采用统一的问卷进行现场调查;通过倾向值评分匹配的方法消除混杂因素的影响,采用Epi Data 3.1、SPSS 26.0等软件对调查资料进行整理与统计分析。结果经倾向值评分匹配后,同伴教育组和传统教育组分别匹配成功532名老年人。干预前两组老年人的社会人口学特征、IMB模型各维度得分及高危性行为特征差异均无统计学意义(P>0.05);干预后两组老年人IMB模型各维度得分均较干预前有显著提高(P<0.01);且同伴教育组的得分均较传统教育组高(P<0.01)。与干预前相比,同伴教育组和传统教育组在干预后,多性伴行为的发生率分别从44.26%、51.60%下降到25.00%、23.66%(P<0.01);干预后,同伴教育组的婚外性行为发生率(63.16%)低于传统教育组(69.92%),且安全套使用率(45.83%)高于传统教育组(37.23%),差异均有统计学意义(P<0.01)。结论IMB模型在广西农村老年人艾滋病高危行为干预中具有良好的应用价值,但对不同高危行为的干预效果存在差异;同伴教育在老年人艾滋病高危行为中的干预效果优于传统的健康教育方式。在今后的老年人艾滋病健康教育中,应积极探索和推广同伴教育,特别是要倡导多种健康相关行为改变理论的联合应用,不断提升健康教育的干预效果。
