Preventive Intervention for Mexican American Adolescents

墨西哥裔美国青少年的预防性干预

• 批准号: 6422032
• 负责人: Nancy A. Gonzales
• 金额: $ 72.38万
• 依托单位: ARIZONA STATE UNIVERSITY-TEMPE CAMPUS
• 依托单位国家: 美国
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-09-21 至 2006-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6422032
• 关键词: Mexican Americans; academic achievement; adolescence (12-20); behavioral /social science research tag; clinical research; coping; disease /disorder proneness /risk; education evaluation /planning; elementary school; gender difference; group therapy; health education; human subject; longitudinal human study; low socioeconomic status; mental disorder prevention; mental health epidemiology; nonEnglish language; outcomes research; parent offspring interaction; psychological stressor; secondary schools; social support network; student dropouts; urban area; workshop

DESCRIPTION (provided by applicant): Research has shown increased risk for interrelated problems of poor mental health and school dropout for Mexican American adolescents yet there is currently a lack of interventions specifically designed to address this risk. The proposed project is a multi-cohort, experimental field trial of a culturally competent intervention to prevent mental health disorders for low-income Mexican American adolescents. The program will be evaluated with a sample of 480 adolescents recruited over the course of 3 years from 4 inner-city schools. Adolescent from each of these four schools will be randomly assigned to participate with their parents in the intervention or a low-dose workshop condition, with equal numbers of Spanish-dominant and English-dominant families assigned to the two conditions. The two intervention conditions will be implemented for 3 consecutive years with 3 independent cohorts (160 per cohort) of adolescents receiving either the program or workshop at their respective schools. The multi-component intervention includes an adolescent group, a parenting group, a combined (parent-adolescent) family group and a school liaison. The 3 group-based components will take place over the course of 11 weeks (9 weekly sessions plus 2 home visits) during the fall semester of 7th grade. The school liaison will intervene with families during this period and until the end of 7th grade. The program targets 4 empirically supported mediators, including adolescent coping skills, parenting practices, family cohesion and parental support for education. The theory underlying the program proposes that change in these mediators will lead to increased school engagement and decreased association with deviant peers which will lead, in turn, to fewer mental health problems. The evaluation includes multiple-measure, multiple-informant assessment on the mediators and outcome variables at pretest, immediate posttest, 5-month follow-up and 23-month follow-up (9th grade). Adolescent, parent, teacher and school archival data will be included. The project has 3 specific aims: 1. To evaluate the efficacy of the program to change trajectories toward externalizing and internalizing problems following the transition to junior high school and reduce rates of mental health disorder and school drop-out following the transition to high school. 2. To test the theory of the intervention by assessing the "mediated effect" of the program on subsequent mental health and academic outcomes through the putative mediators targeted in the program. 3. To assess any differential effect of the program as a function of adolescent gender, higher initial levels of symptomatology, and language of program delivery.

描述（由申请人提供）：研究表明，以下风险增加 墨西哥人心理健康状况不佳和辍学的相互关联问题 美国青少年目前仍缺乏干预措施 专门为解决这种风险而设计的。拟议的项目是一个 文化能力干预的多队列实验田间试验 预防低收入墨西哥裔美国青少年的心理健康障碍。 该计划将通过 480 名青少年的样本进行评估 4所市中心学校的3年课程。青少年从这些 四所学校将被随机分配与家长一起参加 干预或低剂量车间条件，具有相同数量的 西班牙语为主的家庭和英语为主的家庭被分配到这两种条件。 两项干预条件将连续实施3年 3 个独立的青少年队列（每个队列 160 人）接受 各自学校的计划或研讨会。 多方干预措施包括青少年群体、育儿群体 小组、联合（家长-青少年）家庭小组和学校联络小组。 3号 基于小组的部分将在 11 周内进行（每周 9 课程加 2 次家访）在七年级秋季学期。学校 在此期间和直到年底，联络员将与家人进行干预 七年级。该计划针对 4 个经验支持的调解员，包括 青少年应对技巧、养育方式、家庭凝聚力和父母 对教育的支持。该计划的理论提出，改变 这些调解员的参与将导致学校参与度增加并减少 与不正常的同龄人交往，这反过来会导致心理健康状况不佳 问题。评估包括多措施、多信息 在预测试、即时评估中介变量和结果变量 后测、5 个月随访和 23 个月随访（9 年级）。青少年， 家长、教师和学校档案数据将包括在内。 该项目有 3 个具体目标： 1. 评估该计划的有效性 改变外部化和内部化问题的轨迹 向初中过渡并降低心理健康障碍的发生率 以及过渡到高中后辍学。 2. 测试 通过评估该计划的“中介效应”来提出干预理论 通过假定的中介因素随后的心理健康和学业成果 计划中的目标。 3. 评估该计划的任何不同效果 青少年性别的函数，较高的初始症状水平，以及 节目交付语言。