The Development and Evaluation of the Ho'ouna Pono Drug Prevention Curriculum

 描述（由申请人提供）：研究表明，夏威夷土著青年的吸毒率明显高于非夏威夷青年（例如，Wong，Klingle，& Price，2004; Mayeda，Hishinuma，Nishimura，Garcia-圣地亚哥，& Mark，2006; Nishimura，Hishinuma，& Goebert，2013），这些差异在农村环境中尤其明显（Lai & Saka，2005）。尽管有这些发现，很少有专门为这些年轻人制定和评估的药物预防计划（Edwards，Giroux，& Okamoto，2010; Rehuher，Hiramatsu，& Helm，2008）。因此，本研究提案的目的是完成为夏威夷农村土著青年（Ho'ouna Pono）制定的视频增强型、基于文化的、以学校为基础的毒品预防课程，并对夏威夷岛所有公立初中/中学的课程进行评估。这将通过三个具体目标来实现。目的1（第一年）是完成Ho'ouna Pono药物预防课程，该课程最初在NIDA资助的翻译试点/可行性研究（R34 DA 031306）中开发和验证。到目前为止，已经制作了五个专业拍摄的视频短片，描述夏威夷农村青年特有的与毒品有关的问题情况，并制作了七个互动课堂课程，在随机选择的干预学校实施，并使用测试前、测试后的对照组设计进行了初步评价。目标1通过制作两个新的视频小插曲，重新编辑“幕后”视频，开发新的课堂课程组成部分，并将新内容与现有课程相结合，加强和加强了这项工作。目的2（2-3年级）是评估所有学生的全面课程 夏威夷岛的中学/中级学校（N = 15）使用动态等待列表控制组设计（布朗，怀曼，郭，佩纳，2006年）。目的3（4年）是评估社区，系统和课程因素相关的实施，采用和可持续性的 在夏威夷岛的公立中学/中级学校的课程。

 DESCRIPTION (provided by applicant): Research has indicated that Native Hawaiian youth have significantly higher rates of drug use than their non-Hawaiian counterparts (e.g., Wong, Klingle, & Price, 2004; Mayeda, Hishinuma, Nishimura, Garcia- Santiago, & Mark, 2006; Nishimura, Hishinuma, & Goebert, 2013), and that these differences are particularly pronounced in rural settings (Lai & Saka, 2005). Despite these findings, there have been very few drug prevention programs developed and evaluated specifically for these youth (Edwards, Giroux, & Okamoto, 2010; Rehuher, Hiramatsu, & Helm, 2008). Therefore, the purpose of this research proposal is to complete the development of a video-enhanced, culturally grounded, school-based drug prevention curriculum for rural Native Hawaiian youth (Ho'ouna Pono), and to evaluate the curriculum across all public middle/intermediate schools on Hawai'i Island. This will be accomplished through three specific aims. AIM 1 (Year 1) is to complete the Ho'ouna Pono drug prevention curriculum initially developed and validated in a NIDA-funded translational pilot/feasibility study (R34 DA031306). To date, five professionally filmed video vignettes depicting drug-related problem situations specific to rural Hawaiian youth and seven interactive classroom lessons have been created, implemented in randomly selected intervention schools, and preliminarily evaluated using a pre-test, post-test control group design. Aim 1 enhances and builds upon this work by producing two new video vignettes, re-editing a "Behind the Scenes" video, developing new classroom curricular components, and synthesizing the new content with the existing curriculum. AIM 2 (Years 2-3) is to evaluate the fully conceived curriculum across all middle/intermediate schools on Hawai'i Island (N = 15) using a dynamic wait- listed control group design (Brown, Wyman, Guo, & Peña, 2006). AIM 3 (Year 4) is to assess community, systemic, and curricular factors related to the implementation, adoption, and sustainability of the curriculum within public middle/intermediate schools on Hawaii Island.