ETIOLOGY OF ADOLESCENT DRUG USE--SELECTIVE PREVENTION

青少年吸毒的病因学——选择性预防

• 批准号: 6237893
• 负责人: RICHARD R CLAYTON
• 金额: $ 25.57万
• 依托单位: UNIVERSITY OF KENTUCKY
• 依托单位国家: 美国
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-09-01 至 2000-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6237893
• 关键词: academic achievement; adolescence (12-20); antisocial personality; attention deficit disorder; avoidance behavior; behavior prediction; behavioral /social science research tag; conduct disorder; drug abuse prevention; drug addiction; education evaluation /planning; exploratory behavior; human subject; interpersonal relations; mental disorder prevention; pathologic process; peer group; reinforcer; social adjustment

Overall Aim: evaluate effectiveness of a selective, comprehensive, protocol-driven, school-based summer program designed to reduce risk & strengthen protective factors related to drug use/problem behaviors among youth. Intervention addresses limitations of school-based programs. Intervention is delivered m-F for 6 weeks in the summer between 4th & 5th grade (2 weeks academic readiness, 2 weeks residential, outdoor leadership camp, 2 more weeks academic readiness). Academic underachievement (80 hours); camp experience to foster resiliency & reduce peer rejection (160 hours). 5th grade teachers & high school mentors deliver intervention. This prospective, longitudinal, cohort-sequential design study includes all 4th grade students in 4 elementary schools in Louisville, KY (about 90 4th grade students attend each school). All 4th graders in each school will be ranked by principal/counselor on continua of academic & behavioral problems: 30 of 60 most problematic Ss will be randomly selected as intervention Ss, 30 not selected will be control Ss, the remaining 30 comparison Ss. The first cohort will be followed to 8th grade & so on in cohort sequential design. The total n will be 1,440; 480 intervention, control, & comparison Ss each. Three 5th grade teachers will deliver intervention in each school; 1 from the students' school. Intervention, control, & comparison students will be randomly assigned to 5th grade classes. Unit of analysis will usually be individual student (design allows for nesting Ss in classrooms, schools, communities. Covariance structure analysis & HLM 2/3 will be used to test measurement model which is reflected in the SPECIFIC AIMS. 1: measure incidence, prevalence, overlap, & correlates of child problem behaviors of attention deficit hyperactivity disorder (ADHD), attention deficit deficit disorder (ADD), conduct disorder (CD), & oppositional defiant disorder (ODD); 2: examine role of child problem behaviors (ADHD, ADD, CD, ODD in predicting peer rejection & academic underachievement, peer influence, & various forms of prosocial & antisocial behavior; 3: examine role of intrapersonal traits (novelty seeking, harm avoidance, reward dependence, persistence) in predicting child behavior problems & in mediating effects of family & neighborhood influence on child problem behaviors; 4: examine role of family influences in predicting intrapersonal traits child problem behaviors; 5: examine role of neighborhood influences in predicting intrapersonal traits & child problem behaviors; 6: examine role of peer influence in mediating the effects of peer rejection & academic underachievement, child problem behaviors, & family & neighborhood influence on adolescent prosocial & antisocial behavior; 7: test model within neighborhood contexts; 8: test model sorting sample into early/late starters, life-course-persistent/adolescence-limited pathways to delinquency.

总体目的：评估选择性，全面的有效性 协议驱动的，基于学校的夏季计划旨在降低风险和 加强与药物使用/问题行为有关的保护因素 青年。干预解决了基于学校计划的局限性。 干预在夏季第4和5周之间进行了6周的M-F 等级（2周的学术准备就绪，2周住宅，户外领导 营地，又2周的学术准备就绪）。学术成绩不佳（80 小时）；促进弹性并减少同伴拒绝的露营经验（160 小时）。五年级的教师和高中导师提供干预。 这项前瞻性，纵向，队列的设计研究包括所有 肯塔基州路易斯维尔的4所小学的四年级学生（大约90 4日 年级学生上每所学校）。每所学校的所有4年级学生都将 由学术和行为连续性的主要/辅导员排名 问题：60个中有30个最有问题的SS将被随机选择为 干预SS，未选择30个将是控制SS，其余30个 比较SS。第一个队列将遵循至8年级等等 队列顺序设计。总n为1,440； 480干预， 控制和比较SS。三个五年级的老师将分娩 干预每所学校； 1来自学生学校。干涉， 控制和比较学生将被随机分配到五年级 课程。 分析单位通常是个人学生（设计 允许在教室，学校，社区中嵌套SS。协方差 结构分析和HLM 2/3将用于测试测量模型 反映在具体目标中。 1：测量发生率，流行率， 重叠和关联儿童问题的行为的行为 多动障碍（ADHD），注意力不足障碍（ADD）， 行为障碍（CD）和对立反抗障碍（ODD）； 2：检查 儿童问题行为的作用（ADHD，ADD，CD，在预测同伴方面奇怪 拒绝和学术不足，同伴影响力和各种形式的 亲社会和反社会行为； 3：检查人际特征的作用 （寻求新颖，避免伤害，奖励依赖，持久性） 预测儿童行为问题以及在家庭的中介作用中 邻里对儿童问题行为的影响； 4：检查角色 家庭影响在预测人际特质儿童问题方面的影响 行为； 5：检查邻里影响在预测中的作用 人际特质和儿童问题行为； 6：检查同伴的角色 在调解同伴拒绝和学术的影响方面的影响 不足，儿童问题行为以及家庭和社区 对青少年亲社会和反社会行为的影响； 7：测试模型 在邻里环境中； 8：测试模型将样品分类为早期/晚期 初学者，生命课程持续/青春期有限的途径 犯罪。