This study was done to provide fundamental data for the development of competency reinforcement programs to prevent addictive behavior in adolescents through the construction and examination of an addiction prevention core competency model.

In this study core competencies for preventing addictive behavior in adolescents through competency modeling were identified, and the addiction prevention core competency model was developed. It was validated methodologically.

Competencies for preventing addictive behavior in adolescents as defined by the addiction prevention core competency model are as follows: positive self-worth, self-control skill, time management skill, reality perception skill, risk coping skill, and positive communication with parents and with peers or social group. After construction, concurrent cross validation of the addiction prevention core competency model showed that this model was appropriate.

The study results indicate that the addiction prevention core competency model for the prevention of addictive behavior in adolescents through competency modeling can be used as a foundation for an integral approach to enhance adolescent is used as an adjective and prevent addictive behavior. This approach can be a school-centered, cost-efficient strategy which not only reduces addictive behavior in adolescents, but also improves the quality of their resources.

This study was conducted to develop a gambling addictive behavior scale for adolescents.

The process involved construction of a conceptual framework, initial item search, verification of content validity, selection of secondary items, and extraction of final items. The participants were 299 adolescents from two middle schools and four high schools. Item analysis, factor analysis, criterion validity, internal consistency, and ROC curve were used to analyze the data.

For the final scale, 25 items were selected, and categorized into 4 factors which accounted for 54.9% of the total variance. The factors were labeled as loss of control, life dysfunction from gambling addiction, gambling experience, and social dysfunction from problem gambling. The scores for the scale were significantly correlated with addictive personality, irrational gambling belief, and adolescent's gambling addictive behavior. Cronbach’s alpha coefficient for the 25 items was .94. Scale scores identified adolescents as being in a problem gambling group, a non-problem gambling group, and a non-gambling group by the ROC curve.

The above findings indicate that the gambling addictive behavior scale has good validity and reliability and can be used with adolescents in Korea.

In this study the fitness of a path model for the relationship among biological risk disposition, sociocultural risk factors, self-control, parent-adolescent communication, and risk behavior in adolescents was examined.

The participants were 387 adolescents. The data were analyzed with the PASW 18.0 and AMOS 18.0 programs.

Sociocultural risk factors, self-control, and parent-adolescent communication showed a direct effect on risk behavior for adolescents, while biological risk disposition and sociocultural risk factor showed an indirect effect on risk behavior for adolescents. The modified path model of adolescents' risk behavior was showed a good fit with the model (χ²/df=2.37, GFI=.95, AGFI=.92, RMSEA=.06 [.05<RMSEA<.07], NNFI=.95, CFI=.97).

These results suggest that adolescents' risk behavior can be decreased by reducing biological risk disposition and sociocultural risk factor, and increasing parent-adolescent communication and self-control. Thus there is a need to design intervention programs that emphasizes reducing biological risk disposition and sociocultural risk factor and increasing parent-adolescent communication and self-control in order to decrease adolescents' risk behavior.

This study was done to identify fundamental data on competency reinforcement programs to prevent adolescent risk behavior by developing and examining a competency model.

In this study, competences on prevention of adolescent risk behavior were identified through competency modeling, and a competency model was developed and tested for validity.

Competences for prevention of adolescent risk behavior defined by the competency model included the following: self-control, positive mutual understanding between parents and adolescents, and positive connectedness with peer group. Validation of the competency model showed the model to be appropriate.

The competency model for prevention of adolescent risk behavior through competency modeling is expected to be the foundation of an integral approach to enhance competency in adolescents and prevent adolescent risk behavior. This kind of approach can be a school-centered, cost-efficient strategy, which not only reduces adolescent risk behavior but also improves quality of adolescent resources.