Partnership Model for Diffusion of Proven Prevention

描述（由申请人提供）：拟议的研究旨在检验长期影响，特别是通过应用名为 PROSPER（促进学校/社区大学合作伙伴关系以增强复原力）的创新干预伙伴关系模型而减少青少年药物使用和其他问题行为。关于青少年物质使用和相关问题的流行病学数据以及旨在预防此类问题的循证干预措施（EBI）的有限传播表明了这项研究的必要性。拟议的项目建立在爱荷华州立大学和宾夕法尼亚州立大学的几个联邦资助项目的成果基础上。在第一个资助期应用了随机队列序贯设计。确定了符合条件的学区（例如，学校午餐资格家庭比例较高的学区），学区入学学生人数约为 1,300 至 5,200 名。选择爱荷华州和宾夕法尼亚州 14 个符合资格标准的学区（N = 28），根据规模和地理位置进行封锁，并随机分配到 PROSPER 合作伙伴条件或没有 PROSPER 合作伙伴关系的常规规划控制条件。每个州连续两个队列中约有 11,000 名六年级学生完成了校本评估；第二组中随机抽取的 979 名学生及其家长完成了家庭访谈。当地合作伙伴团队从一系列以家庭为中心和以学校为基础的 EBI 中选择并实施干预措施。项目第一阶段的积极成果包括：（1）有效的社区团队动员、团队运作以及为持续的 EBI 实施筹集当地资金； (2) 跨多个队列对普通人群家庭进行有效的团队招募； (3) 始终保持高水平的 EBI 实施质量； (4) 家庭功能和青少年能力的积极近期结果； (5) 在基线后 1 Vz 年对多项物质使用措施产生积极影响。使用的相对减少、社区层面的影响大小以及对使用轨迹的当前影响的预测表明了关键物质使用结果的实际意义。拟议的研究将评估从参与该项目第一阶段的两个队列的菜单中选择的中学 EBI 的基于长期伙伴关系的结果，以及对长期影响的机制和调节因素的研究，以原始提案（目标 1）中描述的过程到结果模型为指导。作为原提案第二个目标的延伸，将审查影响社区团队持续、长期运作及其 EBI 实施质量的因素（目标 2）。此外，成熟社区团队维持的 PROSPER 模型的成果也将通过测试成熟社区团队流程对社区采用和实施一套新的后期基本 EBI（目标 3）的影响来评估。结果将指导合作伙伴模式在爱荷华州和宾夕法尼亚州的其他学区以及随后在其他州的应用。

DESCRIPTION (provided by applicant): The proposed research is designed to examine long-term effects, particularly on reduction in youth substance use and other problem behaviors, resulting from the application of an innovative intervention partnership model called PROSPER (Promoting School/community-university Partnerships to Enhance Resilience). The need for this research is indicated by epidemiological data on substance use and related problems among adolescents, and by the limited diffusion of evidence-based interventions (EBIs) designed to prevent such problems. The proposed project builds upon results from several federally-funded projects at Iowa State University and Pennsylvania State University. A randomized, cohort sequential design was applied in the first grant period. Eligible school districts (e.g., those with higher proportions of school-lunch eligible families) were identified, with district enrollments ranging between approximately 1,300 and 5,200 students. Fourteen school districts in IA and in PA (N = 28) meeting eligibility criteria were selected, blocked on size and geographic location, and randomly assigned to either the PROSPER partnership condition or to a usual programming control condition with no PROSPER partnership. Approximately 11,000 6th graders in two consecutive cohorts in each state completed school- based assessments; 979 randomly selected students and their parents in the second cohort completed in- home interviews. Local partnership teams selected and implemented interventions from a menu of family- focused and school-based EBIs. Positive results from the first phase of the project include: (1) effective community team mobilization, team functioning, and generation of local funding for sustained EBI implementation; (2) effective team recruitment of general population families across multiple cohorts; (3) consistently high levels of EBI implementation quality; (4) positive proximal outcomes on family functioning and young adolescent competencies; and (5) positive effects on a number of substance use measures at 1 Vz years past baseline. The practical significance of key substance use outcomes was suggested by relative reductions in use, community-level effect sizes, and by projections of current effects on use trajectories. The proposed study will evaluate long-term partnership-based outcomes of the middle-school EBIs selected from a menu in two cohorts that participated in the first phase of the project, along with study of mechanisms and moderators of long-term effects, guided by the process-to-outcome model described in the original proposal (Aim 1). As an extension of the second aim of the original proposal, factors that influence the sustained, long-term functioning of community teams and their quality of EBI implementation will be examined (Aim 2). In addition, outcomes of the PROSPER model sustained by mature community teams also will be evaluated by testing for the effects of mature community team processes on communities' adoption and implementation of a new set of late-elementary EBIs (Aim 3). Results will guide application of the partnership model to other school districts in IA and PA and, subsequently, to other states.