Cooper Brittany Rhoades, Hill Laura G, Haggerty Kevin P, Skinner Martie, Bumpus Matthew F, Borah Porismita, Casey-Goldstein Mary, Catalano Richard
Washington State University, Department of Human Development, United States.
University of Washington, School of Social Work, Social Development Research Group, United States.
Contemp Clin Trials Commun. 2020 Jul 15;19:100627. doi: 10.1016/j.conctc.2020.100627. eCollection 2020 Sep.
Early adulthood is a critical developmental period when many youth transition from living at home to the relative autonomy of college. This transition results in increased opportunity for positive growth and identity development - and for risky substance use and sexual behaviors. Parents continue to influence young adult behavior even from a distance; however, few studies have rigorously tested parent-college student interventions.
This multi-arm hybrid type 2 trial tests the short- and long-term efficacy of a self-directed handbook for parents of first-year college students. In the summer before college, parent-student dyads are randomly assigned to one of three conditions: control, Parent Handbook, or Parent Handbook Plus. Handbook parents receive encouragement via phone calls to read the handbook and complete activities with their student before leaving for college. Handbook Plus parents also receive booster messages targeted at risky or stressful times. Participants complete surveys of intervention-targeted knowledge, attitudes, and behaviors at baseline and four months after baseline. Students complete three additional surveys at nine, 16, and 21 months after baseline. Dyads in the intervention conditions also reported on handbook utilization, perceived usefulness, and engagement with intervention materials.
Self-directed family interventions may be a feasible strategy for involving parents of college students. This trial aimed to determine: 1) the efficacy of a self-directed handbook intervention for parents of first-year college students, including whether the addition of periodic booster messages enhanced efficacy; and 2) how variations in handbook utilization, perceived usefulness, and engagement were linked to student outcomes.
成年早期是一个关键的发育阶段，许多年轻人从居家生活过渡到相对自主的大学生活。这种转变为积极成长和身份认同发展带来了更多机会——同时也增加了危险物质使用和性行为的风险。即使父母与孩子相隔一定距离，他们仍会对年轻人的行为产生影响；然而，很少有研究对针对家长和大学生的干预措施进行严格测试。
这项多臂混合2型试验测试了一本针对大一新生家长的自主手册的短期和长期效果。在大学开学前的夏天，亲子对被随机分配到三种情况之一：对照组、家长手册组或家长手册加强组。手册组的家长在孩子上大学前会接到电话鼓励，让他们阅读手册并与孩子一起完成活动。手册加强组的家长还会在有风险或压力的时期收到强化信息。参与者在基线时以及基线后四个月完成针对干预的知识、态度和行为的调查。学生在基线后九个月、十六个月和二十一个月还要完成另外三项调查。干预组的亲子对还报告了手册的使用情况、感知有用性以及对干预材料的参与度。
自主家庭干预可能是让大学生家长参与进来的一种可行策略。这项试验旨在确定：1）针对大一新生家长的自主手册干预的效果，包括定期强化信息的添加是否提高了效果；2）手册使用、感知有用性和参与度的差异如何与学生的结果相关联。
