EXAMINING THE EFFICACY OF 'PARENTS WHO CARE'

描述(改编自调查人员摘要)：此应用程序在 通过家庭干预预防药物滥用的回应公告 (PA-96-013)。该项目的目标是检查两种药物的疗效 不同的家庭干预：家庭自我管理计划 电话跟进，以及家庭自我管理计划加上父母和 青少年小组会议。干预内容以家长为基础， CARE(PWC)，一种基于理论的药物预防干预措施，适用于患有 十几岁的孩子。该程序是在NIDA SBIR下开发和现场测试的 格兰特(DA07435)。基于社会发展模式(Catalano&Hawkins， 1996年；Catalano，Kosterman等人，1996)，干预利用原则 社会学习和依恋理论。家庭风格的要素(家庭 情感、参与模式和联系)和家庭过程(育儿 实践)都被纳入了社会发展理论 (达林和斯坦伯格，1993)。本项目的具体目标是：1)比较 父母关爱家庭技能培训课程使用两种方法的效果 不同的干预措施；审查的结果将包括立即(每届会议 近端(风险和保护因素)和远端结果(实质 滥用和其他问题行为)，2)模拟不同 基于虚拟微观的家庭干预方式与风险状况 变革的过程，以及3)对不同的 节目的交付方式。

Description (adapted from investigator's abstract): This application is in response to the drug abuse prevention through family intervention announcement (PA-96-013). The goal of the project is to examine the efficacy of two different family interventions: a family self-administered program with telephone follow-up, and a family self-administered program plus parent and adolescent group meetings. The intervention content is based on Parents Who Care (PWC), a theory-based drug prevention intervention for families with teenage children. The program was developed and field-tested under a NIDA SBIR grant (DA07435). Based on the social development model (Catalano & Hawkins, 1996; Catalano, Kosterman et al., 1996), the intervention utilizes principles of social learning and attachment theory. The elements of family style (family affect, patterns of involvement and bonding) and family processes (parenting practices) have both been incorporated into the social development theory (Darling and Steinberg, 1993). Specific aims of this project are: 1) to compare the efficacy of Parents Who Care family skills training curriculum using two different interventions; outcomes examined will include immediate (session by session), proximal (risk and protective factors) and distal outcomes (substance abuse and other problem behavior), 2) to model the impact of the different modes of intervention and risk status of families on hypothesized micro processes of change and 3) to conduct a benefit-cost analysis of the different modes of delivery of the program.