Feasibility, Acceptability, and Efficacy of the Cannabis Awareness and Prevention Toolkit

大麻，包括烟熏，钝（大麻卷在雪茄叶），食用和油，是最广泛使用的 美国青少年吸毒随着娱乐和医疗大麻法的通过 在全国范围内，人们担心青少年会对大麻的危害产生误解， 他们对大麻的接受和使用将进一步增加。毒品预防计划通常 使用学校作为实施的主要场所，但这些计划往往侧重于恐惧战术，使用 “只禁欲”的方法，并分发需要重新购买的印刷版课程材料 修订时。到目前为止，还没有一个全面的计划，重点是预防所有大麻产品， 开发、评估疗效或在美国广泛传播。为了解决这一差距，我们 最近开发了大麻意识和预防工具包（CAPT），这是一个免费的在线工具包， 课程、教育资源和外部资源目录，供教育工作者、家长、 青少年司法工作者和医疗保健提供者，以提高知识和认识，减少使用 在年轻人中。CAPT包括一个五节课程，包括资源，活动，学习， PowerPoint演示、游戏和其他工具，旨在改变青少年对 对大麻的误解，增加了他们的抵抗力和应对技能，减少了他们的意图， 所有大麻产品的实际使用。我们已经解决了充分发展所需的6个阶段中的2个， 评估和完善CAPT，包括进行基本的形成性研究，以确定课程主题， 开发经验教训（第0阶段）;以及开发，进行初步评估，并完善 课程（第一阶段）。我们的下一步工作，是研究 课程，并对课程如何以及是否改变了青少年的生活进行试点评估。 知识、态度、意图和行为（第二阶段）。我们这样做有以下三个目的：（1） 评估教育工作者对实施CAPT课程的可行性和可接受性的看法， （2）评估中学生对CAPT及其课程的接受程度和看法; (3)调查新课标对中学生知识、态度的改变程度 使用和实际使用不同形式的大麻。我们将采用混合方法， 以学校为基础的随机对照干预研究，通过定量调查收集数据， 与学生和教育工作者进行的小组和访谈。该项目的提出非常及时， 美国不断变化的大麻立法，以及青少年对大麻的持续误解和使用。 此外，调查结果将提供关键数据，以（1）修订和完善CAPT课程，（2）申请 R 01对课程（第三至第四阶段）的成效进行正式评估，并进一步落实 和传播课程（第五阶段）。

Cannabis, including smoked, blunts (cannabis rolled in a cigar leaf), edibles, and oils, is the most widely used drug among adolescents in the United States. With the passage of recreational and medical cannabis laws across the country, there is concern that adolescents will harbor misperceptions about the harms of cannabis, and that their acceptability and use of cannabis will further increase. Drug prevention programs have typically used schools as key venues for implementation, but often these programs are focused on fear tactics, use an “abstinence only” approach, and distribute curriculum materials in printed formats that need to be re-purchased when revised. To date, no comprehensive program focusing on prevention of all cannabis products has been developed, evaluated for efficacy, or widely disseminated throughout the U.S. To address this gap, we recently developed the Cannabis Awareness and Prevention Toolkit (CAPT), a free, online toolkit that consists of a curriculum, educational resources, and an external-resource directory to be used by educators, parents, juvenile justice workers, and healthcare providers to increase knowledge and awareness and reduce use among youth. The CAPT includes a five-session curriculum comprised of resources, activities, worksheets, PowerPoint presentations, games, and other tools aimed at changing adolescents’ attitudes towards and misperceptions about cannabis, increasing their resistance and coping skills, and decreasing intentions and actual use of all cannabis products. We have addressed 2 of the 6 stages needed to adequately develop, evaluate, and refine the CAPT, including conducting basic formative research to identify curriculum topics and develop the lessons (Stage 0); as well as developing, conducting preliminary evaluations, and refining the Curriculum (Stage I). Our next step is to conduct a study of the feasibility and acceptability of the of the Curriculum and conduct a pilot assessment of how and whether the Curriculum changes adolescents’ knowledge, attitudes, intentions, and behavior (Stage II). In so doing, we have the following three aims: (1) Assess educators’ views of the feasibility and acceptability of implementing the CAPT Curriculum in their classrooms; (2) Assess middle school students’ acceptability and perceptions of the CAPT and its lessons; and (3) Investigate the extent to which the Curriculum changes middle school students’ knowledge of, attitudes towards, intentions to use and actual use of different forms of cannabis. We will employ a mixed-methods, school-based, randomized controlled intervention study, collecting data through quantitative surveys and focus groups and interviews conducted with students and educators. The proposed project is particularly timely given changing cannabis legislation in the US, and the continued misperceptions and use of cannabis among youth. Further, the findings will provide critical data to (1) revise and refine the CAPT Curriculum, and (2) apply for an R01 to conduct a formal evaluation of the efficacy of the Curriculum (Stages III-IV) and to further implement and disseminate the Curriculum (Stage V).