ETIOLOGY OF ADOLESCENT DRUG USE--SELECTIVE PREVENTION

总体目标：评价选择性、全面、 协议驱动，以学校为基础的暑期课程，旨在减少风险和 加强与吸毒/问题行为有关的保护因素， 青年干预解决了以学校为基础的方案的局限性。 干预措施在夏季4日至5日之间进行，为期6周 等级（2周学术准备，2周住宿，户外领导 2周学术准备）。学业不良（80 小时）;营地经验，以培养弹性和减少同伴拒绝（160 小时）。五年级教师和高中导师提供干预。 这项前瞻性、纵向、队列序贯设计研究包括所有 肯塔基州路易斯维尔市4所小学的4年级学生（约90名4年级学生） 各年级学生参加）。每个学校的四年级学生都将 由校长/辅导员对学术和行为的连续性进行排名 问题：从60个最有问题的学生中随机选出30个， 未选择的30个干预Ss将是对照Ss，其余30个 比较S。第一批学生将被跟踪到8年级，依此类推。 队列序贯设计总人数为1，440人; 480人进行干预， 对照组和对照组。三名五年级教师将提供 在每个学校进行干预; 1名来自学生所在学校。干预， 对照和比较学生将被随机分配到五年级 班 分析单位通常是学生个人（设计 允许学生在教室、学校、社区中筑巢。协方差 结构分析和HLM 2/3将用于测试测量模型， 体现在具体目标上。1：测量发病率，患病率， 注意力缺陷儿童问题行为的重叠和相关因素 多动症（ADHD），注意力缺陷障碍（ADD）， 行为障碍（CD）和对立违抗性障碍（ODD）; 2：检查 儿童问题行为（ADHD、ADD、CD、ODD）在预测同伴行为中的作用 拒绝和学业不良，同伴影响，以及各种形式的 亲社会和反社会行为; 3：检查自我特质的作用 （新奇寻求，伤害避免，奖励依赖，坚持） 预测儿童行为问题和家庭的中介作用， 邻里关系对儿童问题行为的影响; 4：检验 家庭因素对预测内在人格特质的影响 行为; 5：检查邻里影响在预测中的作用 自我中心特质与儿童问题行为; 6：检视同侪角色 影响在同伴拒绝和学业成绩影响中的中介作用 成就不良，儿童问题行为，家庭和邻里 对青少年亲社会和反社会行为的影响; 7：测试模型 8：测试模型将样本分类为早期/晚期 启动者，生命过程持续/有效性有限的途径， 犯罪。

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.