Substance Use Prevention Elementary Afterschool Program

描述（由申请人提供）：提议的项目将创建和评估一个用于小学晚期儿童的社会情感，药物滥用预防课后计划的可行性。为期20周的期末课程将包括一个课外工具包，其中包括社会情感技能的教授和实践，通过整合广泛的文化多样性，适合发展的艺术，音乐，戏剧艺术和动觉活动。社会情感技能领域包括选择、建立和保持友谊；同理心和视角；愤怒管理和问题解决；以及实际问题的应用。扫盲和交流活动贯穿整个课程。在项目的第一阶段，将采用由儿童和课后教师组成的焦点小组参与的反复反馈过程，起草和制定前六周的课程。该原型将在一项可行性研究中进行测试，随机分配10名课后教师来实施该计划或在等候名单控制组中服务。教师将完成基于网络的教师培训，并获得基于网络的资源。将获得教师、学生和观察员的反馈，对项目的可行性、质量和影响提供系统的输入。假设课后课程的原型显示出希望，第二阶段将包括完成课程并在随机对照试验中评估其有效性。

DESCRIPTION (provided by applicant): The proposed project will create and evaluate the feasibility of a socioemotional, substance abuse prevention afterschool program for use with late elementary school-aged children. The 20-week final program will consist of an afterschool kit including socioemotional skills taught and practiced through integration in a wide array of culturally diverse, developmentally appropriate art, music, dramatic arts, and kinesthetic activities. Socioemotional skill areas include the selection, making, and keeping of friendships; empathy and perspective- taking; anger management and problem solving; and real-world problem application. Literacy and communication activities are integrated throughout the program. In Phase I of the project, the first six weeks of the curriculum will be drafted and developed using an iterative feedback process involving focus groups with children and afterschool teachers. The prototype will be tested in a feasibility study with 10 afterschool teachers randomly assigned to implement the program or serve in a wait-list control group. Teachers will complete web-based teacher training and have access to web-based resources. Teacher, student, and observer feedback will be obtained to provide systematic input on the feasibility, quality, and impact of the program. Assuming the prototype afterschool curriculum show promise, Phase II will involve completing the curriculum and evaluating its effectiveness in a randomized controlled trial. PUBLIC HEALTH RELEVANCE: This afterschool program fills an important gap in service needs for families and communities and provides an important context for learning and practicing socioemotional and behavioral skills for substance abuse and aggression prevention. These skills will serve to reduce affiliation with deviant peers, increase high quality friendships with prosocial peers, reduce aggressive behavior, and increase involvement in prosocial leisure activities.