Involving Parents in Adolescent Drug Abuse Treatment

包括家庭、亲子关系和父母变量在内的社会因素对青少年物质滥用的发展和延续有影响。此外，研究表明，父母在青少年毒品问题的成功治疗中发挥着关键作用。然而，让父母参与青少年的治疗是一个复杂而困难的过程，在研究研究中很少被探索。在研究人员和团队先前研究的基础上，这项研究旨在检查治疗师如何在基于家庭的青少年药物治疗中吸引和留住父母。利用现有的治疗过程理论，其中一些已经由研究小组产生和测试，本研究的目的是确定1)父母-治疗师联盟和治疗中保留之间的联系，以及2)建立父母-治疗师联盟的特定治疗师干预。为了实现这些目标，这项研究建议对现有的录像带和抄本进行重新编码，并确定治疗师与父母关系的关键方面，这些方面被假设为预测家庭治疗中的保留。因此，这项调查试图找出在不同种族的青少年及其父母样本中预测治疗保留的具体干预措施和会议过程。能够阐明治疗的临床内部的研究对于开发、改进和传播有效的干预措施是基本的。退出(参加少于8次)和完成(参加超过8次)治疗的家庭是从三个经验性的、支持的家庭治疗模式的档案中挑选出来的。训练有素的研究生评分员将确定(1)治疗师支持干预措施和(2)治疗师家长联盟的质量和要素，来自控制临床试验的实际手动指导会议的录像带和抄本。HLM分析将能够比较辍学率和完成者之间治疗过程的轨迹的差异。

Social factors, including family, parent-adolescent, and parent variables are influential in the development and continuation of adolescent substance abuse. Furthermore, research indicates that parents play a critical role in the successful treatment of adolescent drug problems. However, getting parents involved in the adolescent's treatment is a complex and difficult process that has rarely been explored in research studies. Building upon the investigator's and team's previous research, this study is designed to examine how therapists engage and retain parents in family-based adolescent drug treatment. Using existing therapy process theory, some of which has been generated and tested by the investigative team, this study aims to identify 1) the link between the parent- therapist alliance and retention in treatment, and 2) specific therapist interventions that build the parent-therapist alliance. To accomplish these goals, this study proposes to re-code existing videotapes and transcripts and to identify key aspects of the therapist-parent relationship that are hypothesized to predict retention in family therapy. Thus this investigation seeks to identify specific interventions and in-session processes that predict treatment retention with an ethnically diverse sample of adolescents and their parents. Research that can illuminate the clinical interior of therapy is fundamental in developing, improving, and disseminating effective interventions. Families that Dropout (attended less than 8 sessions) and Complete (attended more than 8 sessions) therapy have been selected from the archives of three empirically, supported family therapy models. Trained graduate student raters will identify (1) therapist support interventions and (2) therapist parent alliance quality and elements from videotapes and transcripts of actual manual-guided sessions from controlled clinical trials. HLM analyses will enable a comparison of differences in the trajectories of therapeutic processes between Dropouts and Completers.