Volume 21, Issue 82 (11-2021)
refahj 2021, 21(82): 219-244 |
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Bahreini Borujeni S, Ramazani K, Moghadasi Boroujeni F. (2021). Study of the effectiveness of three preventive methods from drug abuse (training life skills, representing poster and catalogue and showing film) on information dissemination approach on changing Students' attitude towards drug abuse in the high schools. refahj. 21(82), 219-244.
URL: http://refahj.uswr.ac.ir/article-1-3863-en.html
URL: http://refahj.uswr.ac.ir/article-1-3863-en.html
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Introduction: The third millennium A.D. takes place in a situation where human societies face many problems in different sectors; among these problems is the discussion of drug addiction and its consequences on the psychosocial dimension of human beings. One of the thought-provoking psychological and social phenomena in the present age is the spread of drug abuse and the occurrence of related disorders. At this point in time, addiction has gripped society. The triangle of “poverty, ignorance, and addiction” has taken the dynamism, maturity, vitality, and creativity of some teenagers and young people and made them sick and uncharacteristic human beings. Studies show that the ages between 12 to 18 is the most critical age for the first experience of drug use. Adolescent addiction has increased significantly in recent years. Boys at the age of 12 and older are at greater risk than girls. In principle, preventing people from becoming addicted to drugs is easier said than done. In the meantime, educational interventions to prevent substance abuse focused on decision-making skills, problem-solving skills, communication skills and other educational programs can help students and improve their knowledge about it. Various trainings teach teenagers how to be positive and adaptable in relation to other human beings, their society, culture, and environment, and to maintain their physical and mental health, how to deal with the current problems that surround them and how to correct their attitude. Addiction experts have defined the scenarios of prevention programs in 5 general groups, one of which is the approach of disseminating information and increasing the ability of students. The purpose of this approach is to educate students about drugs, the effects and consequences of drug use, and to strengthen anti-drug attitudes. This is done through instructional manuals, group discussions, film screenings, drug screenings, poster screenings, booklets, and educational programs, and most importantly, training and enhancing students’ life skills. Therefore, considering the role of education and strengthening attitudes, this article compares the effectiveness of three methods of education based on publishing information (life skills, presenting posters and catalogues and showing films) on changing attitudes towards addiction and recognizing the most effective teaching method in students is discussed.
Method:
The present research is asemi-experimental study. The research design is of “pre-test and post-test design with the control group and random selection. The statistical population included students in Shahr-e-cord (5978 students) in the academic year of 1998-99. Cluster sampling method was used.
Table 1: Pre-test post-test research design with control group and random selection
In order to implement the research design, first pre-test was performed in each group. Then three independent variables (different training methods) were presented to each of the experimental groups. Each of the three experimental groups received the necessary training in 10 sessions of 80 minutes through methods based on the information dissemination approach, including life skills, posters and catalogues presentation, and film training. Also, a class was considered as a control group due to error control. At the end of the training course, a post-test was performed. In this study, a questionnaire on attitudes toward addiction and drugs was used. This questionnaire includes 7 different factors, which are: attitude towards drug use, attitude towards the cause of drug use, attitude towards the addicted person, attitude towards the addicted person’s personality, community attitude towards addiction, attitude towards quitting addiction, attitude towards the consequences of substance use. The reliability coefficient of the questionnaire was 0.90. The content validity of the present questionnaire was confirmed by the experts in the field. Analysis of covariance (ANCOVA) was used to analyze the data while observing the necessary assumptions (normality, homogeneity of variances, homogeneity of regression slope, determination and control of synchronous, and unwanted variables).
Findings:
Research Hypothesis: There is a significant difference between the effectiveness of information-based methods including life skills methods, posters and catalogues and film showing on attitudes toward addiction in high school male students.
Table 2: Mean dimensions of attitudes (subscales) towards addiction in different groups
Table (3): Comparison of the average attitude towards addiction in terms of training methods according to the analysis of covariance test
According to the data in Table (3), the analysis of covariance (ANCOVA) test showed in the pre-test level (F = 0.478, p <0.05) was not significant. That is, in the pre-test level, no significant difference was observed between the attitudes of the study groups towards addiction. But in the post-test level (F = 19.187, p <0.01) it was not so.
The results showed that life skills training and film training were effective in changing attitudes toward addiction in boys. But in posters and catalogues training, (F = 1.62, p <0.214) there was no significant difference in the effect of the training group through posters and catalogues.
Table (4) The effect size in the analysis of covariance (ANCOVA) test in different experimental groups
According to the data in Table (7), about 62.3% of the variance in attitudes toward addiction in high school students is explained by life skills training and 16.1% of the variance is explained by film training, but this percentage in training through posters and catalogues was 5.7%, which was not significant.
Discussion: According to the results, in order of priority, training through participating in life skills class and then film showing had the greatest impact on changing students’ attitudes toward addiction and drugs. Educational skills with the content of life skills, especially coping skills, self-awareness, decision-making, problem solving, anger management, self-awareness and empathy, saying no to irrational requests, critical and creative thinking, effective communication, coping with stress and daring can change students’ attitudes toward addiction and drugs.
Ethical considerations
Authors’ Contributions
All authors have contributed to the paper. Financial Resources There is no direct
financial support from any entity or organization for the publication of this article.
Funding
In the present study, all expenses were borne by the author and he did not have
any sponsors.
Conflict of interest
This article does not overlap with other published works by the authors.
Following the principles of research ethics in this article all rights related to research ethics are respected.
Acknowledgments
In this article, all rights relating to references are cited and resources are carefully listed.
Introduction: The third millennium A.D. takes place in a situation where human societies face many problems in different sectors; among these problems is the discussion of drug addiction and its consequences on the psychosocial dimension of human beings. One of the thought-provoking psychological and social phenomena in the present age is the spread of drug abuse and the occurrence of related disorders. At this point in time, addiction has gripped society. The triangle of “poverty, ignorance, and addiction” has taken the dynamism, maturity, vitality, and creativity of some teenagers and young people and made them sick and uncharacteristic human beings. Studies show that the ages between 12 to 18 is the most critical age for the first experience of drug use. Adolescent addiction has increased significantly in recent years. Boys at the age of 12 and older are at greater risk than girls. In principle, preventing people from becoming addicted to drugs is easier said than done. In the meantime, educational interventions to prevent substance abuse focused on decision-making skills, problem-solving skills, communication skills and other educational programs can help students and improve their knowledge about it. Various trainings teach teenagers how to be positive and adaptable in relation to other human beings, their society, culture, and environment, and to maintain their physical and mental health, how to deal with the current problems that surround them and how to correct their attitude. Addiction experts have defined the scenarios of prevention programs in 5 general groups, one of which is the approach of disseminating information and increasing the ability of students. The purpose of this approach is to educate students about drugs, the effects and consequences of drug use, and to strengthen anti-drug attitudes. This is done through instructional manuals, group discussions, film screenings, drug screenings, poster screenings, booklets, and educational programs, and most importantly, training and enhancing students’ life skills. Therefore, considering the role of education and strengthening attitudes, this article compares the effectiveness of three methods of education based on publishing information (life skills, presenting posters and catalogues and showing films) on changing attitudes towards addiction and recognizing the most effective teaching method in students is discussed.
Method:
The present research is asemi-experimental study. The research design is of “pre-test and post-test design with the control group and random selection. The statistical population included students in Shahr-e-cord (5978 students) in the academic year of 1998-99. Cluster sampling method was used.
Table 1: Pre-test post-test research design with control group and random selection
| Source | groups | Random selection | Number | Pre-test | independent variable | Post-test |
groups |
life skills | R | 15 | T1 | T1 | T2 |
| Posters and catalogues | R | 15 | T1 | T1 | T2 | |
| film | R | 15 | T1 | T1 | T2 | |
| Control | R | 15 | T1 | T1 | T2 |
In order to implement the research design, first pre-test was performed in each group. Then three independent variables (different training methods) were presented to each of the experimental groups. Each of the three experimental groups received the necessary training in 10 sessions of 80 minutes through methods based on the information dissemination approach, including life skills, posters and catalogues presentation, and film training. Also, a class was considered as a control group due to error control. At the end of the training course, a post-test was performed. In this study, a questionnaire on attitudes toward addiction and drugs was used. This questionnaire includes 7 different factors, which are: attitude towards drug use, attitude towards the cause of drug use, attitude towards the addicted person, attitude towards the addicted person’s personality, community attitude towards addiction, attitude towards quitting addiction, attitude towards the consequences of substance use. The reliability coefficient of the questionnaire was 0.90. The content validity of the present questionnaire was confirmed by the experts in the field. Analysis of covariance (ANCOVA) was used to analyze the data while observing the necessary assumptions (normality, homogeneity of variances, homogeneity of regression slope, determination and control of synchronous, and unwanted variables).
Findings:
Research Hypothesis: There is a significant difference between the effectiveness of information-based methods including life skills methods, posters and catalogues and film showing on attitudes toward addiction in high school male students.
Table 2: Mean dimensions of attitudes (subscales) towards addiction in different groups
| control group | film showing | life skills | Poster and catalogue | Condition | Subscales |
| X | X | X | X | ||
| 2.22 | 2.09 | 1.93 | 2.12 | Pre-test | Attitude to drugs |
| 2.21 | 1.63 | 1.74 | 2.27 | Post-test | |
| 2.30 | 2.12 | 2.05 | 2.16 | Pre-test | Attitudes towards the cause of substance use |
| 2.50 | 1.86 | 1.76 | 2.20 | Post-test | |
| 2.65 | 2.69 | 2.46 | 2.60 | Pre-test | Attitude towards the addicted person |
| 2.72 | 2.65 | 2.14 | 2.55 | Post-test | |
| 2.23 | 2.36 | 2.47 | 2.33 | Pre-test | Attitudes towards the personality of the addicted person |
| 2.34 | 2.40 | 2.03 | 2.15 | Post-test | |
| 2.82 | 3.06 | 3.13 | 2.94 | Pre-test | Social attitudes toward addiction |
| 2.90 | 2.90 | 2.83 | 2.94 | Post-test | |
| 2.60 | 2.99 | 3 | 3 | Pre-test | Attitude towards quitting addiction |
| 2.80 | 3.08 | 2.51 | 2.79 | Post-test | |
| 2.24 | 2.03 | 1.97 | 2.18 | Pre-test | Attitude towards the consequences of drug use |
| 2.25 | 1.64 | 1.63 | 2.25 | Post-test | |
| 2.87 | 2.86 | 2.81 | 2.74 | Pre-test | General attitude to addiction and substances |
| 2.54 | 2.56 | 1.12 | 2.67 | Post-test |
Table (3): Comparison of the average attitude towards addiction in terms of training methods according to the analysis of covariance test
| the level | groups | Mean | Standard deviation | F | Significance level |
Pre-test |
life skills | 2.81 | 0.232 | 0.478 | 0.699 |
| film | 2.86 | 0.473 | |||
| poster and catalogue | 2.74 | 0.277 | |||
| Control | 2.87 | 0.300 | |||
Post-test |
life skills | 2.12 | 0.196 | 0.000 | |
| film | 2.56 | 0.279 | |||
| poster and catalogue | 2.67 | 0.220 | |||
| Control | 2.82 | 0.340 | |||
| Tukey post hoc test | |||||
| groups | M.D | Se | sig | ||
| Life skills training and the control group | 0.696 | 0.096 | 0.000 | ||
| Training through film showing compared to the control group | 0.26 | 0.096 | 0.045 | ||
According to the data in Table (3), the analysis of covariance (ANCOVA) test showed in the pre-test level (F = 0.478, p <0.05) was not significant. That is, in the pre-test level, no significant difference was observed between the attitudes of the study groups towards addiction. But in the post-test level (F = 19.187, p <0.01) it was not so.
The results showed that life skills training and film training were effective in changing attitudes toward addiction in boys. But in posters and catalogues training, (F = 1.62, p <0.214) there was no significant difference in the effect of the training group through posters and catalogues.
Table (4) The effect size in the analysis of covariance (ANCOVA) test in different experimental groups
| groups | df | MS | F | P | E.S |
| life skills | 1 | 3.517 | 44.701 | 0.000 | 0.623 |
| films | 1 | 0.505 | 5.178 | 0.031 | 0.161 |
| posters and catalogues | 1 | 0.138 | 1.622 | 0.214 | 0.057 |
According to the data in Table (7), about 62.3% of the variance in attitudes toward addiction in high school students is explained by life skills training and 16.1% of the variance is explained by film training, but this percentage in training through posters and catalogues was 5.7%, which was not significant.
Discussion: According to the results, in order of priority, training through participating in life skills class and then film showing had the greatest impact on changing students’ attitudes toward addiction and drugs. Educational skills with the content of life skills, especially coping skills, self-awareness, decision-making, problem solving, anger management, self-awareness and empathy, saying no to irrational requests, critical and creative thinking, effective communication, coping with stress and daring can change students’ attitudes toward addiction and drugs.
Ethical considerations
Authors’ Contributions
All authors have contributed to the paper. Financial Resources There is no direct
financial support from any entity or organization for the publication of this article.
Funding
In the present study, all expenses were borne by the author and he did not have
any sponsors.
Conflict of interest
This article does not overlap with other published works by the authors.
Following the principles of research ethics in this article all rights related to research ethics are respected.
Acknowledgments
In this article, all rights relating to references are cited and resources are carefully listed.
Type of Study: method |
Received: 2021/03/3 | Accepted: 2021/10/20 | Published: 2021/11/23
Received: 2021/03/3 | Accepted: 2021/10/20 | Published: 2021/11/23
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