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

 说明(申请人提供)：研究表明，夏威夷原住民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-Santiago，&Mark，2006；Nishimura，Hishinuma，&Goebert，2013)，并且这些差异在农村环境中尤其明显(Lai&Saka，2005)。尽管有这些发现，但专门为这些年轻人制定和评估的药物预防计划很少(Edwards，Giroux和Okamoto，2010；Rehuher，Hiramatsu，和Helm，2008)。因此，这项研究提案的目的是为夏威夷农村土著青年(Ho‘ouna Pono)完成一项视频增强的、以文化为基础的、以学校为基础的毒品预防课程的开发，并对夏威夷岛所有公立中学/中学的课程进行评估。这将通过三个具体目标来实现。目标1(1年级)是完成最初在NIDA资助的转化性试点/可行性研究(R34 DA031306)中编制和验证的Ho‘ouna Pono毒品预防课程。到目前为止，已经制作了五个专业拍摄的视频片段，描绘了夏威夷农村青年特有的与毒品有关的问题情况和七个互动课堂课程，在随机选择的干预学校实施，并使用测试前和测试后控制组设计进行了初步评估。目标1通过制作两个新的视频片段、重新编辑“幕后”视频、开发新的课堂课程内容以及将新内容与现有课程相结合来加强和加强这项工作。目标2(2-3年级)是对所有学生进行全面评估 夏威夷岛上的中学/中学(N=15)，采用动态的等待名单控制组设计(Brown、Wyman、Guo和Peña，2006年)。目标3(4年级)是评估社区、系统和课程因素与实施、采用和可持续的 夏威夷岛上公立中学/中学的课程。

 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.