SOCIAL INFLUENCES ON CHILD SUBSTANCE USE AND ATTITUDE

描述：(申请人摘要) 这项研究建议确定背景影响(家庭、学校、 邻居和同龄人)作为收购的先行和预测 以及从儿童早期到早期物质使用的发展 青春期。这项研究通过(A)集中在以下方面扩展了先前的研究 儿童早期的态度是以后使用药物的先兆和(B) 包括从几个理论角度预测的风险因素 态度和使用，特别强调 那个孩子。其他问题行为的发展，如反社会行为 行为和学习成绩不佳，将与 物质使用的发展。将使用队列序贯设计来 跟踪五个年级的队列(n=1000名一至五年级的儿童)，每年 为期四年的评估(直到四年级到八年级)。有了这个设计，我们 将能够检查对使用的态度的发展 物质，从6岁(一年级)开始，历时八年 至13岁(8年级)，只有四年的数据收集。数据将 从多个来源获得，包括孩子、他们的父母、他们的 教师、校长和官方(学校和法院)记录。第一，第三 评分者将通过面试进行评估，年龄较大的孩子将完成 问卷调查。家长和老师将填写调查问卷， 校长将接受采访，学校和法院的记录将被 搜查过了。这些评估将提供家庭因素的衡量标准(例如 家庭关系，育儿技巧，包括监控， 父母和兄弟姐妹使用，以及父母声明使用)，同伴因素， 包括邻居和学校的朋友，(例如使用、态度和 反社会行为)、邻里环境(如犯罪、药物使用、 宜居性)、学校氛围(例如平均SES、平均学业成绩、 学生使用药物、学校反社会活动)、个人 因素(如社交技能、自尊)和人口结构(社会经济地位、家庭 大小、家庭结构)，以及目标儿童的物质使用情况， 反社会行为和学业成绩。数据将使用以下工具进行分析 最新的统计技术[例如，潜在增长模型(LGM) 和通用估计方程(GEE)]，专门为 纵向数据分析。此外，我们计划使用回归和 结构方程模型。

DESCRIPTION: (Applicant's Abstract) The study proposes to identify contextual influences (family, school, neighborhood, and peer) as antecedent to and predictive of the acquisition and development of substance use from early childhood through early adolescence. This study expands on previous research by (a) focusing on attitude in early childhood as antecedent to later substance use and (b) including risk factors from several theoretical perspectives as predictive of attitude and use, particularly emphasizing the contextual environment of the child. The development of other problem behaviors, such as antisocial behavior and poor academic performance, will be studied along with the development of substance use. A cohort sequential design will be used to follow five grade cohorts (n=1000 1st-5th grade children) with annual assessments over four years (until grades 4 through 8). With this design we will be able to examine the development of attitudes toward the use of substances, across an eight-year development period, from age 6 (1st grade) to age 13 (8th grade), with only four years of data collection. Data will be obtained from multiple sources, including children, their parents, their teachers, principals, and official (school and court) records. First, third graders will be assessed via interview and older children will complete questionnaires. Parents and teachers will complete questionnaires, principals will be interviewed, and school and court records will be searched. These assessments will provide measures of family factors (e.g. relationship within the family, parenting skills, including monitoring, parent and sibling use, and parents stated toward use), peer factors, including neighborhood and school friends, (e.g. use, attitude, and anti-social behavior), neighborhood climate (e.g. crime, substance use, livability), school climate (e.g. average SES, average academic performance, substance use of students, school antisocial activity), personal factors(e.g., social skills, self-esteem) and demographics (SES, family size, family structure), as well as the target child's substance use, anti-social behavior, and academic performance. Data will be analyzed using state of the art statistical techniques [.g., Latent Growth Modeling (LGM) and Generalized Estimating Equations (GEE)], specifically designed for the analysis of longitudinal data. In addition, we plan to use regression and Structural Equation Modeling.