Developing a Substance Abuse and College Support Intervention for Foster Youth

描述（由申请人提供）：这一发展性R21旨在根据社会发展模式开发一种预防性干预措施，以减少药物滥用和滥用后果，改善高中后教育的机会，并保留易受药物滥用和教育程度低的人群：脱离寄养的青年。大多数针对老年青年的现有项目都是支离破碎的，没有协作开发或“系统就绪”，并且未能解决青少年进入高中后教育的重要发展和药物滥用预防需求。由于缺乏经过严格测试的有效预防方案，缺乏针对年龄相适应的风险和保护因素的系统就绪的综合模型，以加强教育支持，预防/减少药物滥用和滥用后果，我们提供了一种创新的方法来开发一个全面的模型，以积极支持寄养青少年老龄化。该项目的具体目标是：(1)制定一种预防干预方法，减少风险因素，增加对药物滥用的保护，并增加离开寄养系统的年轻人的高等教育机会和成功；(2)以社区利益相关者和非寄养青年为对象，测试干预措施的可用性和可行性，为更严格的测试做准备（如R01）。干预措施将包括基础物质使用预防规划、专业教育宣传和以大学为重点的指导。这些干预方法解决了被发现与青少年药物滥用和寄养青年中学后学业成功相关的各种因素，包括参与和承诺亲社会活动和互动，教育监督和支持，以及中学后教育互动的技能等。在Weisz及其同事的“以部署为中心的干预开发和测试模型”的指导下，干预开发和可行性测试包括召集一个专家工作组和一系列焦点小组，并对儿童福利和独立生活从业人员、有寄养经历的年轻人、大学人员、以及俄勒冈州和华盛顿州的其他社区利益相关者共同制定和手动制定标准化的干预方法。目标是开发一个可行的模型，准备在R01严格的随机对照试验中进行测试。

DESCRIPTION (provided by applicant): This developmental R21 is designed to develop a preventive intervention informed by the social development model to reduce substance abuse and the consequences of misuse and improve post-high school education access and retention of a population doubly vulnerable to substance abuse and poor educational attainment: youth aging out of foster care. Most of the existing programs that target youth aging out of care are fragmented, not collaboratively developed or "system-ready", and fail to address the important developmental and substance abuse prevention needs of youth moving into post-high school education. Because of a lack of rigorously tested, effective prevention programs with youth aging out of foster care and the lack of system-ready comprehensive models that target age-appropriate risk and protective factors to strengthen educational supports and prevent/reduce substance misuse and the consequences of misuse among this population, we offer an innovative approach to developing a comprehensive model for positive support for youth aging out of foster care. The specific aims of this project are to (1) develop a prevention intervention approach that reduces risk factors, increases protection from substance misuse, and increases postsecondary access and success for young people exiting the foster care system; and (2) test the intervention's usability and feasibility with community stakeholders and youth aging out of foster care to prepare for a more rigorous test (e.g. R01). The intervention will include BASICS substance use prevention programming, professional educational advocacy, and college-focused mentoring. These intervention approaches address a variety of factors found to be associated with young adult substance misuse and postsecondary academic success among foster youth, including involvement in and commitment to prosocial activities and interactions, educational monitoring and support, and skills for postsecondary educational interaction, among others. Intervention development and feasibility testing, guided by Weisz and colleagues' Deployment-Focused Model of Intervention Development and Testing, includes the convening of an expert workgroup and a series of focus groups and tests of usability and feasibility with child welfare and independent living practitioners, young people with foster care experience, college personnel, and other community stakeholders in both Oregon and Washington to develop and manualize a standardized intervention approach. The goal is to develop a feasible model that is ready to be tested in an R01 rigorous randomized controlled trial.