A Longitudinal Study of Cocaine Use among Juvenile Arrestees

Autor/inn/en	Dembo, Richard; Wareham, Jennifer; Schmeidler, James
Titel	A Longitudinal Study of Cocaine Use among Juvenile Arrestees
Quelle	In: Journal of Child & Adolescent Substance Abuse, 17 (2007) 1, S.83-109 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1067-828X
DOI	10.1300/J029v17n01_05
Schlagwörter	Family Problems; Cocaine; Drug Abuse; Adolescents; Justice; Longitudinal Studies; Interviews; Peer Groups; Antisocial Behavior; Sexual Abuse; Mental Health; Intervention; Delinquency; Public Policy + Suchen Sie Ihr Suchwort? Familienkrise; Kokain; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gerechtigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Gleichaltrigengruppe; Peer Group; Sexueller Missbrauch; Psychohygiene; Kriminalität; Öffentliche Ordnung
Abstract	We report the results of latent growth model analyses examining the continuity of cocaine use among adolescents. This study examined a sample of 278 justice-involved juveniles completing at least one of three follow-up interviews as part of a National Institute on Drug Abuse funded study. Latent growth models were analyzed examining (1) changes in cocaine use over time; (2) the effects of sociodemographic characteristics on cocaine use over time; and (3) the effects of family problem characteristics, deviant peer associations, physical abuse, sexual victimization, and emotional/psychological functioning on cocaine use over time. The results of our analyses indicated that cocaine use among these youths continued over time. Further, consistent with findings from existing literature, cocaine use was significantly related to drug using and delinquent peer associations, and marginally related to family problems with the justice system. Implications for policy and intervention service needs are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10