Understanding Transitions from Vaping to Smoking Across Adolescence

项目总结/摘要 尽管青少年电子烟的使用激增（即，和证据的关联vaping与 吸烟开始，研究vaping是否会增加进展到定期，依赖的风险 吸烟模式和这些风险途径背后的因素是缺乏的。因此， 指导干预措施的数据，以保护不断增长的青少年vapers人口从过渡到 smoking.我们假设一个支持烟草的社会环境（例如，低社会经济环境 吸烟可能更容易被接受、靠近烟草零售商、有吸烟的朋友）可能会放大 从电子烟过渡到经常吸烟和依赖的风险，特别是在青少年中， 感官药理学反应，他们最初的vaping经验，因此可能更倾向于 尝试其他烟草产品。该项目将利用两个正在进行的纵向队列的数据 研究vaping作为14-20岁青少年吸烟进展和依赖风险的预测因素 （合并N~3700;目标1a）以及社会环境和早期吸电子烟经验作为 这一风险途径（目标1b）;我们还将研究这些关联是否因性别和年龄而异（目标1c）。 在一个平行的项目中，我们将对这些群体中的青年进行定性访谈，以发现新的因素 影响这种转变的因素（N=60;目标2）。目标1和2的结果将用于生成新的 心理调查，以评估“从vaping到吸烟过渡的易感性”的新结构。'我们将 在来自两个队列的青年vapers子集中进行初步验证研究（N=200;目标3）。发现将 （1）阐明电子烟可能对人口健康造成的危害， 青少年吸烟，这对指导青少年吸烟的政策和法规的制定非常重要;以及（2） 指导预防战略的制定，以解决社会环境和改变电子烟 经验，以减轻吸烟的风险之间的迅速增长的人口vaping青少年。 作为一名流行病学家，我带着强大的量化技能和在烟草方面不断增长的经验进入这个项目 research.这个K 01对我在支持我的长期目标的领域发展专业知识至关重要， 成为一个独立的多学科调查员的交叉环境和自我 青少年烟草和其他药物使用的决定因素。建议的培训将帮助我发展 a）成瘾的青少年发展精神病理学，B）定性研究方法， 以及c）调查设计和调查项目的心理测量测试，并通过指导来进一步提高我的技能 应用我的研究为政策和预防工作提供信息。我和我的导师们 （根据每个培训领域的专业知识进行选择）制定雄心勃勃但可行的培训计划， 包括专家指导，指导阅读，课程和研讨会，科学会议，并继续 发展手稿和赠款写作技能。

PROJECT SUMMARY / ABSTRACT Despite the proliferation of adolescent e-cigarette use (i.e., vaping) and evidence of associations of vaping with cigarette initiation, research on whether vaping increases the risk of progression to regular, dependent smoking patterns and on factors that underlie these risk pathways are scant. Consequently, there are limited data to guide interventions to protect the growing population of adolescent vapers from transitioning to smoking. We hypothesize that a pro-tobacco social environment (e.g., lower socioeconomic environment in which smoking may be more accepted, proximity to tobacco retailers, having friends who smoke) may amplify the risk of transition from vaping to regular smoking and dependence, particularly among youth with a positive sensory-pharmacological response to their initial vaping experience who may therefore be more inclined to experiment with other tobacco products. This project will leverage data from two ongoing longitudinal cohorts to study vaping as a predictor of risk of smoking progression and dependence in adolescents aged 14-20 (Pooled N~3700; Aim 1a) and the role of the social environment and early vaping experience as moderators of this risk pathway (Aim 1b); we will also examine whether these associations differ by gender and age (Aim 1c). In a parallel project, we will conduct qualitative interviews with youth in these cohorts to uncover novel factors that influence this transition (N=60; Aim 2). Results from Aims 1 and 2 will be used to generate a new psychological survey to assess a novel construct of `susceptibility to transition from vaping to smoking.' We will conduct an initial validation study in a subset of youth vapers from both cohorts (N=200; Aim 3). Findings will be informative in (1) elucidating the possible harms that vaping may pose to population health by increasing youth smoking, which is important to guide development of policies and regulation of youth vaping; and (2) guiding the development of prevention strategies to address the social environment and alter the vaping experience to mitigate the risk of smoking among the rapidly increasing population of vaping adolescents. I enter this project with strong quantitative skills as an epidemiologist and growing experience in tobacco research. This K01 is critical for me to develop expertise in areas that will support my long-term goals to become an independent multi-disciplinary investigator of the intersecting environmental and intrapersonal determinants of adolescent tobacco and other drug use. The training proposed will help me to develop expertise in a) adolescent developmental psychopathology of addiction, b) qualitative research methodologies, and c) survey design and psychometric testing of survey items, with mentorship to additionally refine my skills in application of my research to inform policy and prevention efforts. I have worked closely with my mentors (selected based on their expertise in each training area) to develop an ambitious but feasible training plan that incorporates expert mentoring, directed readings, coursework and seminars, scientific meetings, and continued development of manuscript and grant writing skills.