Household Dysfunction and Adolescent Substance Use: Moderating Effects of Family, Community, and School Support

Autor/inn/en	McCoy, Kelsey; Tibbs, Jessie J.; DeKraai, Mark; Hansen, David J.
Titel	Household Dysfunction and Adolescent Substance Use: Moderating Effects of Family, Community, and School Support
Quelle	In: Journal of Child & Adolescent Substance Abuse, 29 (2020) 1, S.68-79 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1067-828X
DOI	10.1080/1067828X.2020.1837320
Schlagwörter	Family (Sociological Unit); Family Problems; Adolescents; High School Students; Public Schools; Early Experience; Substance Abuse; Drinking; Marijuana; Social Support Groups; Family Role; School Role; Community Role; At Risk Persons; Age Differences; Gender Differences; Predictor Variables; Nebraska + Suchen Sie Ihr Suchwort? Familie; Familienkrise; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Frühbeginn; Drug use; Drug consomption; Drogenkonsum; Trinken; Social support; Soziale Unterstützung; Risikogruppe; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Prädiktor
Abstract	Adolescents exposed to adverse childhood experiences (ACEs) are at increased risk for substance use. Factors that reduce likelihood of adolescent substance use are an important area of research and intervention. The present study aimed to understand the cumulative impact of household dysfunction ACEs on adolescent alcohol and marijuana use and to examine how family, school, and community support mitigate these relationships. Results showed that community support moderated the relationship between ACEs and alcohol and marijuana use. Family support moderated the relationship between ACEs and marijuana use. School support did not moderate the relationship between ACEs and alcohol or marijuana use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01