Substance Use Prevention Elementary Afterschool Program

预防药物滥用小学课后计划

• 批准号: 7997064
• 负责人: JANIS B KUPERSMIDT
• 金额: $ 23.91万
• 依托单位: INNOVATION RESEARCH AND TRAINING, INC.
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-08-15 至 2013-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7997064
• 关键词: Address; Adopted; Adoption; Adult; Aggressive behavior; Alcohol or Other Drugs use; Area; Arts; Attention; Behavioral; Characteristics; Child; Cognitive; Communication; Communities; Consumer Satisfaction; Control Groups; Development; Drama; Educational Curriculum; Educational process of instructing; Effectiveness; Emotional; Empathy; Evidence based intervention; Family; Family member; Fatigue; Feasibility Studies; Feedback; Focus Groups; Friendships; Future; Goals; Instruction; Learning; Leisure Activities; Music; National Institute of Drug Abuse; Online Systems; Outcome; Performance; Phase; Prevention; Prevention program; Preventive Intervention; Problem Solving; Problem behavior; Process; Publishing; Questionnaires; Randomized; Randomized Controlled Trials; Research; Research Personnel; Resources; Risk; School Teachers; School-Age Population; Schools; Science; Services; Students; Substance abuse problem; Surveys; Testing; Training; United States Dept. of Health and Human Services; Waiting Lists; Work; Youth; adolescent substance abuse; aggression prevention; anger management; base; deviant; drug abuse prevention; elementary school; experience; innovation; interest; intervention program; literacy; peer; programs; prototype; psychologic; public health relevance; role model; skills; social; substance abuse prevention; substance use prevention; teacher

DESCRIPTION (provided by applicant): The proposed project will create and evaluate the feasibility of a socioemotional, substance abuse prevention afterschool program for use with late elementary school-aged children. The 20-week final program will consist of an afterschool kit including socioemotional skills taught and practiced through integration in a wide array of culturally diverse, developmentally appropriate art, music, dramatic arts, and kinesthetic activities. Socioemotional skill areas include the selection, making, and keeping of friendships; empathy and perspective- taking; anger management and problem solving; and real-world problem application. Literacy and communication activities are integrated throughout the program. In Phase I of the project, the first six weeks of the curriculum will be drafted and developed using an iterative feedback process involving focus groups with children and afterschool teachers. The prototype will be tested in a feasibility study with 10 afterschool teachers randomly assigned to implement the program or serve in a wait-list control group. Teachers will complete web-based teacher training and have access to web-based resources. Teacher, student, and observer feedback will be obtained to provide systematic input on the feasibility, quality, and impact of the program. Assuming the prototype afterschool curriculum show promise, Phase II will involve completing the curriculum and evaluating its effectiveness in a randomized controlled trial. PUBLIC HEALTH RELEVANCE: This afterschool program fills an important gap in service needs for families and communities and provides an important context for learning and practicing socioemotional and behavioral skills for substance abuse and aggression prevention. These skills will serve to reduce affiliation with deviant peers, increase high quality friendships with prosocial peers, reduce aggressive behavior, and increase involvement in prosocial leisure activities.

描述（由申请人提供）：拟议的项目将创建和评估的社会情绪，药物滥用预防课后计划用于小学后期学龄儿童的可行性。为期20周的最后课程将包括一个课后工具包，其中包括通过整合各种文化多样性，发展适当的艺术，音乐，戏剧艺术和动觉活动来教授和实践的社会情感技能。社会情感技能领域包括选择，建立和保持友谊;同情和观点;愤怒管理和解决问题;以及现实世界的问题应用。扫盲和交流活动贯穿整个方案。在该项目的第一阶段，将利用由儿童和课后教师组成的重点小组参与的迭代反馈过程起草和制定课程的前六周。该原型将在一项可行性研究中进行测试，随机分配10名课后教师实施该计划或在等待名单控制组中服务。教师将完成基于网络的教师培训，并获得基于网络的资源。将获得教师，学生和观察员的反馈，以提供有关该计划的可行性，质量和影响的系统输入。假设课后课程的原型显示出希望，第二阶段将涉及完成课程，并在随机对照试验中评估其有效性。 公共卫生关系：这个课后计划填补了家庭和社区服务需求的重要空白，并为学习和实践药物滥用和预防攻击的社会情感和行为技能提供了重要的背景。这些技能将有助于减少与越轨同伴的联系，增加与亲社会同伴的高质量友谊，减少攻击性行为，并增加参与亲社会休闲活动。