ETIOLOGY OF ADOLESCENT DRUG USE--SELECTIVE PREVENTION

总体目标：有选择地、全面地、 以协议为导向、以学校为基础的暑期计划，旨在降低风险和 加强与吸毒/问题行为有关的防护因素 青春年华。干预措施解决了校本课程的局限性。 干预措施在夏季4至5号之间进行为期6周的m-f 年级(2周学业准备，2周住宿，户外领导能力 夏令营，再多两周的学习准备)。学业成绩不佳(80 小时)；夏令营经验，以培养弹性和减少同伴拒绝(160 小时)。五年级教师和高中导师提供干预。 这项前瞻性、纵向、队列序贯设计研究包括 肯塔基州路易斯维尔4所小学的4年级学生(约90名 年级学生就读于每所学校)。每所学校的所有四年级学生都将 按校长/辅导员在学术和行为方面的连续性排名 问题：从60名最有问题的学生中随机选出30名 干预SS，30个未选中将为对照SS，其余30个 比较SS。第一批学生将被跟踪到8年级，依此类推。 队列序贯设计。总共将有1,440；480个干预， 对照和比较SS各一组。三位五年级教师将讲授 在每所学校进行干预；来自学生所在学校的1名。干预， 对照和对照学生将被随机分配到五年级 上课。分析单位通常是个别学生(设计 允许在教室、学校、社区中筑巢。协方差 结构分析和HLM2/3将被用来检验测量模型 体现在具体的目标上。1：衡量发病率、流行率、 注意缺陷儿童问题行为的重叠性和相关性 多动症(ADHD)、注意力缺陷障碍(ADD)、 品行障碍(CD)和对立违抗障碍(ODD)；2：检查 儿童问题行为(ADHD、ADD、CD、ODD)在预测同伴中的作用 拒绝、学业成绩不佳、同龄人的影响以及各种形式的 亲社会和反社会行为；3：考察个人特质的作用 (寻求新奇、避免伤害、依赖回报、坚持) 儿童行为问题的预测&家庭与儿童行为问题的中介效应 邻里关系对儿童问题行为的影响；4：考察 家庭因素对儿童问题个人特质预测的影响 行为；5：考察邻里影响在预测中的作用 个人特质与儿童问题行为；6：考察同伴的角色 同伴拒绝效应的中介作用&学术研究 学业不良、儿童问题行为、家庭和邻里关系 对青少年亲社会和反社会行为的影响；7：测试模型 在邻近环境中；8：测试模型将样本分类为早/晚 启动者，生命历程-持久/青春期有限的道路 少年犯。

Overall Aim: evaluate effectiveness of a selective, comprehensive, protocol-driven, school-based summer program designed to reduce risk & strengthen protective factors related to drug use/problem behaviors among youth. Intervention addresses limitations of school-based programs. Intervention is delivered m-F for 6 weeks in the summer between 4th & 5th grade (2 weeks academic readiness, 2 weeks residential, outdoor leadership camp, 2 more weeks academic readiness). Academic underachievement (80 hours); camp experience to foster resiliency & reduce peer rejection (160 hours). 5th grade teachers & high school mentors deliver intervention. This prospective, longitudinal, cohort-sequential design study includes all 4th grade students in 4 elementary schools in Louisville, KY (about 90 4th grade students attend each school). All 4th graders in each school will be ranked by principal/counselor on continua of academic & behavioral problems: 30 of 60 most problematic Ss will be randomly selected as intervention Ss, 30 not selected will be control Ss, the remaining 30 comparison Ss. The first cohort will be followed to 8th grade & so on in cohort sequential design. The total n will be 1,440; 480 intervention, control, & comparison Ss each. Three 5th grade teachers will deliver intervention in each school; 1 from the students' school. Intervention, control, & comparison students will be randomly assigned to 5th grade classes. Unit of analysis will usually be individual student (design allows for nesting Ss in classrooms, schools, communities. Covariance structure analysis & HLM 2/3 will be used to test measurement model which is reflected in the SPECIFIC AIMS. 1: measure incidence, prevalence, overlap, & correlates of child problem behaviors of attention deficit hyperactivity disorder (ADHD), attention deficit deficit disorder (ADD), conduct disorder (CD), & oppositional defiant disorder (ODD); 2: examine role of child problem behaviors (ADHD, ADD, CD, ODD in predicting peer rejection & academic underachievement, peer influence, & various forms of prosocial & antisocial behavior; 3: examine role of intrapersonal traits (novelty seeking, harm avoidance, reward dependence, persistence) in predicting child behavior problems & in mediating effects of family & neighborhood influence on child problem behaviors; 4: examine role of family influences in predicting intrapersonal traits child problem behaviors; 5: examine role of neighborhood influences in predicting intrapersonal traits & child problem behaviors; 6: examine role of peer influence in mediating the effects of peer rejection & academic underachievement, child problem behaviors, & family & neighborhood influence on adolescent prosocial & antisocial behavior; 7: test model within neighborhood contexts; 8: test model sorting sample into early/late starters, life-course-persistent/adolescence-limited pathways to delinquency.