第五章 結論與建議
第二節 建議
一、 對衛生教育的建議
社會不斷變遷,外在環境在在影響青少年的發展。毒品、暴力、
性氾濫等問題,都可能影響其人生的發展,但校園倫理式微,針對正 值叛逆期的青少年,如何能夠協助其健康地成長,亟待有效的模式建 立。過去針對健康教育有關性教育的課程,即有傳聞未落實教學的情 形;面對毒品防治的教育,也多為訓令式的制式宣導。遑論在升學壓 力下,相關生活輔導及健康教育被犠牲配課給重點考試科目,這樣失 衡的教育現況,其實不利青少年的人生發展。同志族群更因社會接納 及認同不足,承受更大的社會壓力,與此族群的溝通愈顯困難,而同 儕教師應該是較具說服力的人選。又目前在同志健康中心有關俱樂部 藥物的防治教育,多是著重於藥物介紹及告誡使用後果,若能增加可 以協助澄清價值的一些教學方法,應該會比單純授課的預期成效會 好。
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二、 對未來研究的建議
(一)設法採用標準的實驗研究設計
標準的實驗研究,應能做到隨機分派實驗對照組前後測設計。本 研究以現有平台進行研究,因研究對象屬隱藏族群,其參與防治教育 的情形,具有相當大的不確定性,為能運用標準實驗設計進行更嚴謹 的研究,設法召募同一群人作為研究對象,可以獲致更為客觀的評估 結果。
(二)延長研究時間
由於本研究發現介入後,實驗組與對照組對俱樂部藥物行為意圖 未有顯著改變,建議未來可延長研究時間,觀察長期研究後,衛生教 育介入的延宕效果,及在同儕間擴散的效果,對於研究對象行為意圖 的改變。
(三)增加介入強度
個人價值的建立及行為的改變,皆非一蹴可幾。價值澄清的過程,
包括了選擇階段、珍視階段及行動階段。價值澄清法實施程序中其實 是包含了了解期、相對時期、價值形成時期及反映期。考量同志團體 對此議題及防治教育的接受度,本研究依原同志健康活動特性進行研 究,因此課程時數較短,把價值澄清的過程濃縮於 40 分鐘內之適當 性尚待確認,這也可能是造成評估結果不明顯的原因之一。因此未來
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可逐步試探將介入活動之時數增加的可行性,或比較不同時數介入課 程的效果。
(四)增加有關提升自我效能的課程及活動
本研究以理性行為理論及自我效能來預測研究對象對於俱樂部 藥物使用的行為意圖,且發現自我效能是最顯著的預測因子。因此增 強研究對象不使用俱樂部藥物的意圖,最有效的介入措施應為提升其 自我效能。班杜拉提出以下四種自我效能的資訊來源,包括過去成就 與 表 現 (Performance Accomplishments) 、 替 代 的 經 驗 (Vicarious Experience) 、 言 語 上 的 勸 說 (Verbal Persuasion) 、 情 緒 上 的 激 擾 (Emotional Arousal),可採納運用在課程之中,以有效提升研究對象 自我效能,最終減少其使用俱樂部藥物的行為意圖。
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