LEISURE EDUCATION PREVENTION PROGRAM FOR JUNIOR HIGH

初中休闲教育预防计划

• 批准号: 6087571
• 负责人: LINDA Lee CALDWELL
• 金额: $ 14.03万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-09-30 至 2003-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6087571
• 关键词: adolescence (12-20); behavior therapy; clinical research; drug abuse education; drug abuse prevention; human subject; human therapy evaluation; leisure; secondary schools; social behavior

DESCRIPTION (Adapted from the Applicant's Abstract): The proposed research will focus on rural 12 to 15 year old adolescents, from nine cooperating school districts, who are at risk for substance abuse. This research connects with an existing study funded by NIDA that examines the effects of the Life Skills Training (LST) and Infused-Life Skills Training (I-LST) programs on the reduction of ATOD use among this population. The general purposes of the current research are to (a) evaluate a substance abuse prevention program based on learning appropriate and healthy ways to use leisure time through a leisure education program and (b) determine the additional benefit of the leisure education program compared to the LST and l-LST programs. A secondary goal is to evaluate the fidelity of teachers to the CS-T and I-LST curricula during the years the investigative team was not directly involved with curriculum implementation. It is hypothesized that the leisure education program alone will mediate ATOD use by increasing leisure time attitudes, interests, and competencies, but that the combined influence of the leisure education program and the LST or l-LST will be most effective in increasing competencies to avoid ATOD use. It is expected that there will be an additional mediational effect provided by the leisure education program above either the LST or l-LST programs. The leisure education program (Extreme Leisure Time: Get in the Flow [X-L Flow]) uses social learning theory (Bandura, 1977) as the basis for the program's process. Content is based or leisure behavior theories (e.g., Iso-Ahola, 1979), theories of optimal arousal, including flow, boredom, and sensation seeking (e.g., Csikszentmihalyi, 1990), and substitution theory (e.g., Iso-Ahola, 1986). Current leisure education models (e.g., Stumbo, 1998) will serve as the basis for the X-LT: Flow program. Project staff will deliver the six session curriculum, and subsequent booster sessions. Process as well as outcome evaluation methods will be used. One pre-test and three posttests over three years will provide outcome data. The current research is important because the leisure time context, which is largely ignored in prevention efforts, represents an important time that both developmentally healthy as well as unhealthy (e.g., ATOD use) activities occur.

描述（改编自申请人的摘要）：拟议的研究将 重点关注农村12至15岁青少年，来自9所合作学校 面临药物滥用风险的地区。这项研究与 NIDA 资助的现有研究检验了生活技能的影响 培训 (LST) 和注入生活技能培训 (I-LST) 计划 减少该人群中 ATOD 的使用。一般目的 目前的研究是（a）评估基于药物滥用预防计划 通过休闲学习适当和健康的方式利用休闲时间 教育计划和（b）确定休闲的额外好处 教育计划与 LST 和 l-LST 计划相比。次要目标是 评估教师对 CS-T 和 I-LST 课程的忠诚度 年调查小组没有直接参与课程 执行。据推测，仅休闲教育计划 将通过增加闲暇时间的态度、兴趣和兴趣来调节 ATOD 的使用 能力，但休闲教育计划的综合影响 LST 或 l-LST 在提高能力方面最有效，以避免 ATOD 使用。预计会有额外的中介效应 由 LST 或 l-LST 之上的休闲教育计划提供 程序。休闲教育计划（极限休闲时间：融入流动 [X-L Flow]）使用社会学习理论（Bandura，1977）作为 程序的进程。内容基于休闲行为理论（例如， Iso-Ahola，1979），最佳唤醒理论，包括心流、无聊和 感觉寻求（例如，Csikszentmihalyi，1990）和替代理论 （例如，Iso-Ahola，1986）。当前的休闲教育模式（例如，Stumbo，1998） 将作为 X-LT：Flow 程序的基础。项目人员将交付 六节课程，以及随后的强化课程。过程以及 将使用结果评估方法。完成一项前测和三项后测 三年将提供结果数据。当前的研究很重要 因为休闲时间背景在预防中很大程度上被忽视了 努力，代表着一个重要的时期，既发展健康又 当不健康的活动（例如使用 ATOD）发生时。