Perspectives Emerged from Students and Supervisory Staff Interaction in Drug Use Prevention: A Q Methodology Investigation
Abstract
:1. Introduction
2. Methods
2.1. Recruitment
2.2. Research Instruments
2.2.1. Background Information
2.2.2. Q Methodology
2.2.3. Q Statements
2.3. Data Collection
2.4. Statistical Analysis
2.5. Sample Size Estimation
3. Results
3.1. Characteristics of Study Participants
3.2. Comparison of Characterizing Statements between Groups
3.3. Results of Q Factor Analysis: Supervisory Staff
3.3.1. Group 1: Importance of Friends’ Influences
3.3.2. Group 2: Importance of Guidance Provision
3.3.3. Group 3: Importance of Strategy Development
3.3.4. Group 4: Importance of Overcoming Barriers
3.3.5. Group 5: Importance of Management skills
3.4. Results of Q Sort Analysis: Students
3.4.1. Group 1: Importance of Behavior Consequences and Assistances
3.4.2. Group 2: Importance of Interpersonal Influences
3.4.3. Group 3: Importance of Health Consequences of Drug Use
3.4.4. Group 4: Importance of Resistance to Negative Influences
3.4.5. Group 5: Importance of Supportive Relationship
4. Discussion
4.1. Principal Results
4.2. Limitations
5. Conclusions
6. Implications for Practice
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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The Categories and Subcategories of Q Statements Derived from Published Literature | Q Statements Derived from Group Discussion with Senior Counsellors and Reviewed by Academic Expertise |
---|---|
Category A: Strengthen Information with Personal Relevance [6,36,37,38] | |
⮚ Message provision | Provision of examples related to drug use. |
Provision of adverse consequences of drug use to increase perceived threat. | |
Provision of legal consequences related to drug use. | |
Provision of available medical referral services related to drug use. | |
⮚ Value advocacy | The sooner you change, the more helpful it is to yourself. |
A brave person resists the temptation to use drugs. | |
Encouraging self-determination to quit drugs forever. | |
Emphasizing the importance of drug-free and zero tolerance policy on campus. | |
Category B: Health Consequences of Drug Use [30,32,33] | |
⮚ Physical health effects | The effect of drug use on physical health. |
The effect of drug use on sleep. | |
⮚ Psychological health effects | The effect of drug use on personality. |
The effect of drug use on mental health. | |
⮚ Behavior effects | The effect of drug use on daily activities. |
The effect of drug use on working. | |
The effect of drug use on behaviors. | |
Category C: Overcome Barriers of Change [6,28,33,34,35] | |
⮚ Drug dependence | Resistance to the immediate benefits of drug use, such as excitement, pleasure, euphoria. |
Resistance to the dependency on drug use. | |
⮚ Peer influences | Enabling students to become aware of the influences of friends with drug use problem. |
Resistance to peer pressure to use drugs. | |
Resistance to the boy/girlfriend’s influences to use drugs. | |
Not hanging out with friends who have drug use problems. | |
Avoiding visiting friends who have drug use problems. | |
⮚ sensation seeking | Resistance to use drugs by increasing impulse control. |
Resistance to use drugs by thinking thoughtfully while encountering friends’ provocations to use. | |
Category D: Development of Preventive Strategies [35,36,37,38] | |
⮚ Management skills for preventing drug use | Strategies to strengthen willpower to resist temptation to use drugs. |
Management for preventing relapse, especially strategies for coping with low mood. | |
Management of physical dependence. | |
Management of mental dependence. | |
Avoiding situations that may increase risks of using drugs. | |
⮚ Educational needs | Educational needs of leisure skill building and developing ability to engage in appropriate activities. |
Educational needs for students to manage their allowance. | |
Educational needs of assisting students to find purpose in life. | |
Category E: Supportive Relationship [29,35,39] | |
⮚ School bonding | Working with students to effectively manage the underlying reasons for their drug use. |
Development of school bonding by enhancing regular school attendance. | |
Effectively utilizing school resources for drug use prevention. | |
⮚ Positive supports | Strategies to interact with the person who knows student’s history of using drugs. |
Strategies to convince student’s friends to participate in drug rehabilitation program with me. | |
Strategies to make friends with positive influences. | |
Enhancing involvement of significant others to help students quit drugs. |
Supervisory Staff (n = 31) | |
---|---|
Gender, n (%) | |
Male | 23 (74.19%) |
Female | 8 (25.81%) |
Age | 38.61 ± 5.60 |
Duration of service as a supervisory staff (years) | 3.07 ± 1.61 |
Duration of employment (years) | 8.75 ± 7.28 |
Students (n = 31) | |
Gender, n (%) | |
Male | 28 (85.71%) |
Female | 3 (14.29%) |
Age | 18.26 ± 1.46 |
Age, n (%) | |
< 18 years old | 7 (22.58%) |
≥ 18 years old | 24 (77.42%) |
Status of living with parents, n (%) | |
Live with both parents | 18 (58.06%) |
Live with single parents | 10 (32.26%) |
Not living with any parent | 3 (9.68%) |
Categories of Q Statements | Group 1 Importance of Friends’ Influences | Group 2 Importance of Guidance Provision | Group 3 Importance of Strategy Development | Group 4 Importance of Overcoming Barriers | Group 5 Importance of Management skills |
---|---|---|---|---|---|
A: Strengthen information with personal relevance (two statements a) | Provision of examples related to drug use. (3) | Provision of examples related to drug use. (4) | |||
B: Health consequences of drug use (one statement a) | The effect of drug use on behaviors. (3) | ||||
C: Overcome the barriers of change (seven statements a) | Enabling students to become aware of the influences of friends with drug use problem. (4) Not hanging out with friends who have drug use problems. (3) | Enabling students to become aware of the influences of friends with drug use problems. (4) | Enabling students to become aware of the influences of friends with drug use problems. (4) Resistance to the boy/girlfriend’s influences to use drugs. (3) Not hanging out with friends who have drug use problems. (3) | Enabling students to become aware of the influences of friends with drug use problems. (3) | |
D: Development of preventive strategies (seven statements a) | Avoiding situations that may increase risks of using drugs. (3) | Strategies to strengthen willpower to resist temptation to use drugs. (3) Management for preventing relapse, especially strategies for coping with low mood. (3) Avoiding situations that may increase risks of using drugs. (3) | Management for preventing relapse, especially strategies for coping with low mood. (3) Management of physical dependence. (4) Management of mental dependence. (4) | ||
E: Supportive relationship (eight statements a) | Strategies to make friends with positive influences. (4) Enhancing involvement of significant others to help students quit drugs (3). | Working with students to effectively manage the underlying reasons for their drug use. (3) Strategies to make friends with positive influences. (3) Enhancing involvement of significant others to help students quit drugs. (4) | Working with students to effectively manage the underlying reasons for their drug use. (4) | Enhancing involvement of significant others to help students quit drugs. (4) | Working with students to effectively manage the underlying reasons for their drug use. (3) |
Categories of Q Statements | Group 1 Importance of Behavior Consequences and Assistances | Group 2 Importance of Interpersonal Influences | Group 3 Importance of Health Consequences of Drug Use | Group 4 Importance of Resistance to Negative Influences | Group 5 Importance of Supportive Relationship |
---|---|---|---|---|---|
A: Strengthen information with personal relevance (three statements a) | Provision of examples related to drug use. (3) A brave person resists the temptation to use drugs. (3) | Encouraging self-determination to quit drugs forever. (4) | |||
B: Health consequences of drug use (six statements a) | The effect of drug use on daily activities. (4) | The effect of drug use on sleep. (3) The effect of drug use on mental health. (3) The effect of drug use on daily activities. (3) The effect of drug use on behaviors. (4) | The effect of drug use on mental health. (3) | ||
C: Overcome the barriers of change (five statements a) | Not hanging out with friends who have drug use problems. (3) | Resistance to the immediate benefits of drug use, such as excitement, pleasure, euphoria. (4) Resistance to the peer pressure to use drugs. (3) Not hanging out with friends who have drug use problems. (3) | Resistance to the dependency on drug use. (3) | ||
D: Development of preventive strategies (four statements a) | Educational needs of assisting students to find purpose in life. (4) | Avoiding situations that may increase risks of using drugs. (3) Educational needs of leisure skill building and developing ability to engage in appropriate activities. (3) | Educational needs of assisting students to find purpose in life and enabling students to show potential. (3) | ||
E: Supportive relationship (seven statements a) | Effectively utilizing school resources for drug use prevention. (3) | Strategies to make friends with positive influences. (4) Enhancing involvement of significant others to help students quit drugs. (4) | Strategies to convince my friends to participate in drug rehabilitation program with me. (4) | Development of school bonding by enhancing regular school attendance. (3) Strategies to interact with the person who knows my history of using drug. (4) Enhancing involvement of significant others to help students quit drugs. (4) |
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Huang, C.-M.; Liao, J.-Y.; Hsu, H.-P.; Lin, C.-Y.; Guo, J.-L. Perspectives Emerged from Students and Supervisory Staff Interaction in Drug Use Prevention: A Q Methodology Investigation. Int. J. Environ. Res. Public Health 2020, 17, 5621. https://doi.org/10.3390/ijerph17155621
Huang C-M, Liao J-Y, Hsu H-P, Lin C-Y, Guo J-L. Perspectives Emerged from Students and Supervisory Staff Interaction in Drug Use Prevention: A Q Methodology Investigation. International Journal of Environmental Research and Public Health. 2020; 17(15):5621. https://doi.org/10.3390/ijerph17155621
Chicago/Turabian StyleHuang, Chiu-Mieh, Jung-Yu Liao, Hsiao-Pei Hsu, Cheng-Yu Lin, and Jong-Long Guo. 2020. "Perspectives Emerged from Students and Supervisory Staff Interaction in Drug Use Prevention: A Q Methodology Investigation" International Journal of Environmental Research and Public Health 17, no. 15: 5621. https://doi.org/10.3390/ijerph17155621