EXTENSION OF ABAN AYA YOUTH PROJECT

描述：(申请人摘要) 阿班阿雅青年项目(AAYP)的延长将延长发展 预防危害健康的干预措施的有效性试验 暴力行为、不安全性行为(包括感染艾滋病毒)、 和物质使用，加上相关的中介变量(知识， 态度、社会规范信念、社交技能、自我效能感 意向)在10-17岁的非洲裔美国青少年中 芝加哥和郊区的弱势社区。该项目目前 由少数群体健康研究办公室通过NICHHD资助，目标 5至7年级；拟议的项目将把干预措施扩展到各年级 8-10岁，数据收集到8-11年级。干预效果是 通过随机分配12所学校接受 社会发展课程(SDC)，一项密集的学校/社区计划 (S/CP)，或控制条件(健康促进课程[HEC])。这个 SDC包括关于目标行为的风险的信息， 决策。社交能力，抵抗能力，解决冲突， 和规范的信仰，再加上涉及家长的家庭作业。课程设置 是以教室为基础的5-8年级；对于9-10年级，我们建议5 每年的周六全天工作坊。S/中央政治局由 课堂/周六部分加上增强的家长参与、同伴 辅导、学校工作人员培训和其他组织变革，以及 本地学校健康促进专责小组统筹上述活动 也是为了与社区建立联系。所有干预组件均为 在发展和文化上合适，课程将包括 文化价值观和自豪感的元素。在8-10年级，该计划将 还包括改善向高中的过渡和 防止辍学。港灯专注于不同与健康有关的项目 行为(如营养、体力活动)，但等同于SDC 在所有其他方面。项目工作人员将提供干预组件。 每年，我们还将培训教师和其他以社区为基础的 组织人员参与计划交付，以确保持续实施 这个项目。我们收集大量的流程评估数据以确定 接受程度(参与度和满意度)和对 目标受众(S)(学生、家长、 学校人员)。我们还收集了广泛的结果和中介变量 干预前来自学生、家长和学校工作人员的数据， 在5-11年级(这项津贴的8-11年级)结束时。

DESCRIPTION: (Applicant's Abstract) Extension of the Aban Aya Youth Project (AAYP) will extend the development and efficacy trial of interventions to prevent the health-compromising behaviors of violence, unsafe sexual behaviors (including HIV infection), and substance use, plus associated mediating variables (knowledge, attitudes, social normative beliefs, social skills, self efficacy, intentions) among 10-17 year old African-American adolescents in disadvantaged neighborhoods of Chicago & suburbs. The project, currently funded by the Office for Research on Minority Health through NICHHD, targets grades 5-7; the proposed project will extend the interventions to grades 8-10 and data collection to grades 8-11. Intervention efficacy is experimentally tested by randomly assigning 12 schools to receive either a Social Development Curriculum (SDC), an intensive School/Community Program (S/CP), or a control condition (a Health Enhancement Curriculum [HEC]). The SDC includes information on the risks of the targeted behaviors, decision-making. social competence, resistance skills, conflict resolution, and normative beliefs, plus homework that involves parents. The curriculum is classroom-based for grades 5-8; for grades 9 & 10, we propose five all-day Saturday workshops each year. The S/CP consists of the classroom/Saturday component plus enhanced parental involvement, peer mentoring, school staff training and other organizational changes, and a Local School Health Promotion Task Force to coordinate the above activities and also to forge links with the community. All intervention components are developmentally and culturally appropriate, and the curriculum will include elements on cultural values and pride. At grades 8-10, the program will also include components to improve the transition to high school and to prevent school drop-out. The HEC focusses on different health-related behaviors (e.g., nutrition, physical activity), but is equivalent to the SDC in all other ways. Project staff will deliver the intervention components. Each year, we will also train teachers and other community-based organization staff in program delivery to ensure ongoing implementation of the program. We collect extensive process evaluation data to determine the levels of acceptance (participation and satisfaction) and expectations of the intervention components by the target audience(s) (students, parents, school personnel). We also collect extensive outcome and mediator variable data from students, parents and school personnel prior to the intervention, and at the end of grades 5-11 (grades 8-11 on this grant).