Phase II: Opening the Pipeline for Native High Schools

描述（由申请人提供）：此第二阶段申请是为期3年的第一阶段SEPA的延续，题为“为土著高中打开管道”。从一开始，主要的广泛长期目标就是增加四个土著社区的高中学生在主要机构接受生物医学科学和医学本科和研究生培训的可能性。由四个参与的土著社区中的每一个选出的十名学生和两名教师监护人组成的团队参加哈佛的美洲原住民高中暑期项目（NAHSSP），为期三周;两个社区在六月参加，两个在七月参加。学术主题是滥用酒精和可卡因或甲基苯丙胺。讲座，会议部分的基础神经科学和讲座材料，并逐步考虑在小组教程中讨论的多种药物滥用的多部分情况下，是主要的课程元素。在第三周，学生们制作了一个项目，在他们的家庭社区介绍。该项目与健康有关，包括提高学生、教师、家长和社区对教育的期望;提高学生和教师对药物滥用及其后果的基本科学和心理学的理解（每个社区的一个重要问题）;鼓励学生和教师积极促进社区变革[药物滥用不是“正常的”]。在03年夏天（2007年），一个新的，非常成功的情况下，描述了一个十几岁的物质依赖的佩克堡居民，是由佩克堡和哈佛医学院的团队合作编写的。这项申请的具体目标是：（Fort Peck Reservation; the Hopi Reservation; a Native Hawaiian group and two Wampanoag communities on Cape Cod）撰写反映当地情况的医疗案例; ii）鼓励学生在家中向各种目标群体介绍这些项目; ㈢在哈佛医学院建立一个网站，张贴课程材料，介绍全国保健服务方案的最佳做法，并主办一个交流信息的互动网站; ㈣在哈佛主办一次由其他土著社区和教育机构代表参加的专题讨论会，交流需要和经验。传播活动的一个目标是形成新的社区/大学伙伴关系，将采取NAHSSP的有用元素来建立自己的方案。另一个目的是制定更严格的评估程序，适合土著社区使用。 SEPA第二阶段项目（2 R25 RR 020406 -04）将提高四个土著社区的土著高中学生和高中教师团队对药物滥用和酗酒的神经科学和临床心理学的理解。这些理解将使团队更有兴趣和更有效地帮助减少这一严重问题。与此同时，学生、教师、家长和社区对本科生和研究生专业培训的期望将提高。

DESCRIPTION (provided by applicant): This Phase II application is a continuation of a 3-year Phase I SEPA entitled "Opening the Pipeline for Native High Schools". The major Broad Long-term Goal, from the outset, has been to increase the probability that students at high schools in four Native communities will pursue undergraduate and graduate training in biomedical sciences and medicine at leading institutions. Teams of ten students and two teacher-chaperones, picked by each of the four participating Native communities, attend the Native American High School Summer Program (NAHSSP) at Harvard for three summer weeks; two communities attend in June, two in July. The academic subject has been abuse of alcohol and cocaine or methamphetamine. Lectures, conference sections on basic neuroscience and the lecture material, and stepwise consideration of a multi-part case of multiple substance abuse discussed in small-group tutorials, were the major curricular elements. During the third week, the students produced a project for presentation in their home communities. The health relatedness of the project includes raising the educational expectations of the students, teachers, parents and communities; raising the understanding of students and teachers about the basic science and psychology of substance abuse and its consequences (an important issue in each community); and encouraging the students and teachers to be active in facilitating community change [substance abuse is not "normal"]. In the 03 summer (2007), a new, highly successful case, that described a teenage substance-dependent Fort Peck resident, was written collaboratively by teams from Fort Peck and Harvard Medical School. The Specific Aims of this Application are: Dissemination activities including: i) Aiding all four communities (the Fort Peck Reservation; the Hopi Reservation; a Native Hawaiian group and two Wampanoag communities on Cape Cod) to write medical cases that reflect their local contexts; ii) Encouraging the students to present these projects to various target groups at home; iii) Developing a website, at Harvard Medical School, that will post the curricular materials, describe the best practices of NAHSSP and host an interactive site for sharing information; iv) Hosting a symposium, at Harvard, of representatives of other Native communities and educational institutions to share needs and experiences. A goal of the dissemination activities is the formation of new community/university partnerships that will take useful elements of NAHSSP to build their own programs. Another aim is to develop more rigorous evaluation procedures appropriate for use in Native communities. This SEPA Phase II project ( 2 R25 RR020406-04) will improve the understanding of teams of Native high school students and high school teachers, in four Native communities, about the neuroscience and clinical psychology of drug abuse and alcoholism. These understandings will make the teams more interested and more effective in helping to reduce this serious problem. At the same time, the expectations of the students, their teachers, parents and communities with respect to undergraduate and graduate professional trainings will rise.