Brief Intervention for Drug Abusing Students

描述(由申请人提供)： 这项拟议的研究旨在评估一种简短的认知行为治疗干预对报告轻度或中度药物滥用的青少年的疗效。此次干预的对象是225名初中生和高中生。这项以学校为基础的倡议利用了明尼苏达大学研究人员和圣保罗公立学校之间的合作努力。该项目涉及RFA中几个感兴趣的研究领域，其中包括为处于吸毒生涯不同阶段的青少年扩展治疗途径，改善执业治疗提供者的准备，为从业者和社区服务机构制定战略，以跟上与以科学为基础的治疗技术相关的最新研究，完善青少年药物滥用的现有行为治疗，以及澄清和确定治疗结果的调解人和调节者。 一项随机临床试验将被用来评估两次以青少年为重点的认知行为干预与两次青少年加一次父母干预与仅限评估的对照条件的疗效。本研究所使用的治疗方法在理论上是基于变革阶段理论，用于协调理性情绪疗法和问题解决疗法的模块。具体地说，这项干预旨在减少治疗后的吸毒行为，提高认知和解决问题的技能。假设两个干预组与对照组相比将显示出更好的结果，而接受包括父母成分的干预将显示出比仅限青少年的干预组更好的治疗后行为。将审查干预效果的几个调解人和调解人。

DESCRIPTION (provided by applicant): The proposed study sets out to evaluate the efficacy of a brief, cognitive behavioral therapeutic intervention for adolescents reporting mild or moderate drug abuse. The intervention targets 225 middle and high school students. This school-based initiative employs a collaborative effort between University of Minnesota researchers and the St. Paul Public Schools. This project addresses several research areas of interest in the RFA, which include expanding the pathways to treatment for adolescents at various stages in their drug use careers, improving the preparedness of practicing treatment providers, developing strategies for practitioners and community service agencies to keep abreast of current research related to science-based treatment technologies, refining existing behavioral treatments for adolescent substance abuse, and clarifying and identifying mediators and moderators of treatment outcome. A randomized clinical trial will be employed to evaluate the efficacy of a 2-session, adolescent-focused, cognitive-behavioral intervention vs. a 2-session adolescent plus a 1-session parent intervention vs. a control, assessment-only condition. The therapeutic approach to be utilized in this study is theoretically based in stage of change theory used to coordinate modules on Rational-Emotive Therapy and Problem Solving Therapy. Specifically, this intervention aims to reduce post-treatment drug use behaviors and enhance cognitions and problem-solving skills. It is hypothesized that the two intervention groups will reveal superior outcome compared to the control group, and that receiving the intervention including the parent component will reveal superior post-treatment behaviors compared to the adolescent-only intervention group. Several mediators and moderators of intervention effects will be examined.