Brief Intervention for Drug Abusing Students

描述（由申请人提供）： 这项拟议的研究旨在评估一种简短的认知行为治疗干预对报告轻度或中度药物滥用的青少年的疗效。干预对象是225名初中和高中学生。这项以学校为基础的倡议采用了明尼苏达大学研究人员和圣保罗公立学校之间的合作努力。该项目涉及RFA感兴趣的几个研究领域，其中包括扩大青少年在其吸毒生涯的各个阶段的治疗途径，提高执业治疗提供者的准备，为从业者和社区服务机构制定战略，以了解当前与基于科学的治疗技术相关的研究，完善现有的青少年药物滥用行为治疗，并澄清和识别治疗结果的中介者和调节者。 将采用一项随机临床试验来评价2次、以认知为中心的认知行为干预与2次青少年加1次父母干预与对照、仅评估条件的有效性。在本研究中使用的治疗方法是在理论上基于阶段的变化理论，用于协调模块的情感治疗和问题解决治疗。具体而言，这种干预旨在减少治疗后的药物使用行为，提高认知和解决问题的技能。假设两个干预组与对照组相比将显示出上级结果，并且与仅接受药物干预组相比，接受包括父母成分的干预将显示出上级治疗后行为。几个调解人和调解人的干预效果将进行审查。

DESCRIPTION (provided by applicant): The proposed study sets out to evaluate the efficacy of a brief, cognitive behavioral therapeutic intervention for adolescents reporting mild or moderate drug abuse. The intervention targets 225 middle and high school students. This school-based initiative employs a collaborative effort between University of Minnesota researchers and the St. Paul Public Schools. This project addresses several research areas of interest in the RFA, which include expanding the pathways to treatment for adolescents at various stages in their drug use careers, improving the preparedness of practicing treatment providers, developing strategies for practitioners and community service agencies to keep abreast of current research related to science-based treatment technologies, refining existing behavioral treatments for adolescent substance abuse, and clarifying and identifying mediators and moderators of treatment outcome. A randomized clinical trial will be employed to evaluate the efficacy of a 2-session, adolescent-focused, cognitive-behavioral intervention vs. a 2-session adolescent plus a 1-session parent intervention vs. a control, assessment-only condition. The therapeutic approach to be utilized in this study is theoretically based in stage of change theory used to coordinate modules on Rational-Emotive Therapy and Problem Solving Therapy. Specifically, this intervention aims to reduce post-treatment drug use behaviors and enhance cognitions and problem-solving skills. It is hypothesized that the two intervention groups will reveal superior outcome compared to the control group, and that receiving the intervention including the parent component will reveal superior post-treatment behaviors compared to the adolescent-only intervention group. Several mediators and moderators of intervention effects will be examined.