Brief Intervention for Alcohol Abusing Students

描述(由申请人提供)：这项拟议的研究旨在评估对报告轻度或中度酗酒的青少年进行短暂的认知行为治疗干预的有效性。这项干预的对象是270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。这个项目涉及最近的PA中感兴趣的几个研究领域，“青少年酒精使用障碍的治疗”，其中包括开发更有效的基于青少年认知和行为的治疗干预措施，以及通过澄清和确定治疗结果的中介和调节因素，通过行为技术改善青少年在治疗中的参与度和留存率。 一项随机临床试验将被用来评估以青少年为重点的两次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。本研究所采用的治疗方法在理论上是基于认知治疗、应对技能治疗和动机访谈。具体地说，这项干预旨在减少治疗后的饮酒行为，提高认知和应对技能。与对照组相比，两个干预组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 alcohol abuse. The intervention targets 270 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 recent PA, "Treatment of Adolescents with Alcohol Use Disorders," which include developing more effective adolescent cognitive and behavioral-based treatment interventions, and improving engagement and retention of adolescents in treatment through behavioral techniques by 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 Cognitive therapy, Coping Skills therapy, and motivational interviewing. Specifically, this intervention aims to reduce post-treatment alcohol use behaviors and enhance cognitions and coping skills. It is apotheosized 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.