RURAL NATIVE AMERICANS: A MINORITY YOUTH INTERVENTION

农村原住民：少数群体青年的干预

• 批准号: 2202449
• 负责人: BETTY Ann CHEWNING
• 金额: $ 23.68万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-09-30 至 1998-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2202449
• 关键词: Native Americans; adolescence (12-20); age at pregnancy; alcoholism /alcohol abuse prevention; communicable disease control; computers; conflict; cooperative study; culture; curriculum; decision making; disease /disorder prevention /control; education evaluation /planning; family; health behavior; human subject; injury prevention; longitudinal human study; peer group; problem solving; rural area; self destructive behavior; sex behavior; sexually transmitted diseases; social support network; videotape /videodisc; violence

DESCRIPTION: (Adapted from the applicant's abstract): This proposed project will cooperate with the Great Lake Intertribal Council in implementing a collaborative community project involving a culturally sensitive, multi-dimensional curriculum for approximately four hundred students in grades 6-9. The curriculum is designed to reduce: 1) unwanted adolescent pregnancy; 2) the incidence of sexually transmitted disease; 3) violence-related injuries, especially those associated with alcohol and self-inflicted injuries. Peers, family, tribal elders will be involved in an intervention that employs video, computer, and class exercises to develop increased: 1) conflict resolution, problem-solving, and refusal skills: 2) social support systems; 3) pride in their culture's wisdom and traditions: 4) belief in their education and future options: and 5) knowledge about responsible sexual decision-making. A longitudinal design of annual surveys will examine the impact of different durations of exposure to the curriculum intervention.

描述：（改编自申请人摘要）：本申报 该项目将与大湖部落间理事会合作， 实施一个社区合作项目， 敏感的，多维的课程，约四百 6-9年级的学生。该课程旨在减少：1）不必要的 少女怀孕; 2）性传播疾病的发病率; 3） 与暴力相关的伤害，尤其是与酒精和 自己造成的伤害 同伴、家人、部落长老将参与干预， 采用视频，计算机和课堂练习来提高：1） 解决冲突，解决问题和拒绝技能：2）社交 支持系统; 3）对自己文化的智慧和传统感到自豪; 4） 对自己的教育和未来选择的信念; 5）对 负责任的性决策 一年一次的纵向设计 调查将研究不同暴露时间对 课程干预