Table 3.
Characterizing statements—supervisory staff.
| 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) |
Note: a Total numbers of statements in each category. The numbers (4) and (3) in parentheses represent that the statements most accurately reflected the experience of participants who loaded significantly onto the given group.