DOI: 10.3886/icpsr34263.v1
title: Oregon Youth Substance Use Project (OYSUP), 1998-2010
title: Version 1

description: The Oregon Youth Substance Use Project (OYSUP) began in 1998, with the recruitment of 1,075 first through fifth graders within a single school district in a working class community in western Oregon. OYSUP is an extensive etiological study that provides a multi-method annual assessment of etiological factors from a variety of contextual (including family, peer, neighborhood and school) and individual (personality, biological influences) domains, predictive of children's cognitions regarding substance use, their own substance use and their at-risk sexual behaviors (beginning in middle school). This unique study follows a representative sample of youth with approximately annual assessments from early childhood, through adolescence, and into emerging adulthood (at age 20-22). The primary objective of the original project and its renewals is to identify risk and protective factors predictive of or comorbid with the development of substance use and at-risk sexual behaviors. Quantitative survey data was collected from each respondent from 1998 to 2010. Within the aims of the original OYSUP study and the two subsequent renewals (one of which is ongoing), participants and their parents were followed annually until they were one-year post-high school, with an additional intensive assessment at age 20-22. In each year, the target participant and their parents completed assessments. The intensive assessment at age 20-22 included a diagnostic interview with the target participants and an assessment of cortisol reactivity in response to acute stress. During the school years, teachers completed assessments assessing their student's behavior, and school records for most students were obtained each year. In addition, principals in elementary schools completed school climate assessments and census data is used to obtain measures of neighborhood climate. Finally, respondents' demographic information was also collected.
description: This study has 8 specific aims: (1) To examine the developmental progression of intentions, in the early grades, and use of substances across the school years (grades 1 through 12) and one-year post-high school. (2) To examine the impact of key life transitions on changes in substance use, and the processes by which these transitions lead to changes in substance use, namely (a) the transition to middle school, (b) the transition to high school, and (c) pubertal maturation and the timing of pubertal maturation. (3) To examine the effect of demographic, personal, familial, peer, school, and neighborhood factors, on the development of use of alcohol, tobacco, marijuana, and inhalants, as well as on the development of other problem behaviors and health-risk behaviors related to substance use. (4) Examine the concurrent and across time associations of substance use with high risk sexual behavior and problem behaviors in mid adolescence to emerging adulthood to identify predictors of the covariation in these behaviors. (5) Predict high risk sexual behaviors from individual trajectories of substance use and identify processes that explain the relationship between these behaviors. (6) To further our understanding of the relation between childhood stress and stress in emerging adulthood, and substance use and abuse/dependence and high risk sexual behavior. (7) To further our understanding of the relation of substance use to the assumption of "adult" roles in emerging adulthood. (8) The Principal Investigator proposed to assess the generalizability of models of substance use and HIV/AIDS risk behavior developed within the sample(s) of the study. For further details about the purpose of the study, please refer to Chapter 1, Section 1.2 of the User Guide.
description: ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Created variable labels and/or value labels.; Standardized missing values.; Performed recodes and/or calculated derived variables.; Checked for undocumented or out-of-range codes..
description: Presence of Common Scales: Please refer to the Crosswalk/Scales Construction documents to see how scales are constructed.
description: Response Rates: For a detailed report on response rates, please see attrition information in Chapter 2 of the User Guide and refer to Tables 2.1, 2.2, and 2.3 for sample size by cohort by grade by assessment.
description: Datasets: 
 
 DS0: Study-Level Files 
 DS1: Census Tract 
 DS2: Principal Climate Interview - Year 1 
 DS3: Principal Climate Interview - Year 2 
 DS4: Principal Climate Interview - Year 4 
 DS5: Principal Climate Interview - Year 5 
 DS6: Principal Climate Interview - Year 6 
 DS7: Principal Climate Interview - Year 7 
 DS8: Principal Climate Interview - Year 8 
 DS9: Teacher Climate Interview - Year 1 
 DS10: Teacher Climate Interview - Year 2 
 DS11: Teacher Climate Interview - Year 3 
 DS12: Teacher Climate Interview - Year 4 
 DS13: Teacher Climate Interview - Year 5 
 DS14: Teacher Climate Interview - Year 6 
 DS15: Teacher Assessment Interview - Year 1 
 DS16: Teacher Assessment Interview - Year 2 
 DS17: Teacher Assessment Interview - Year 3 
 DS18: Teacher Assessment Interview - Year 4 
 DS19: Teacher Assessment Interview - Year 5 
 DS20: Teacher Assessment Interview - Year 6 
 DS21: Teacher Assessment Interview - Year 7 
 DS22: Teacher Assessment Interview - Year 8 
 DS23: Teacher Scales - Year 1 
 DS24: Teacher Scales - Year 2 
 DS25: Teacher Scales - Year 3 
 DS26: Teacher Scales - Year 4 
 DS27: Teacher Scales - Year 5 
 DS28: Teacher Scales - Year 6 
 DS29: Teacher Scales - Year 7 
 DS30: Teacher Scales - Year 8 
 DS31: Student Academic Records - Year 1 
 DS32: Student Academic Records - Year 2 
 DS33: Student Academic Records - Year 3 
 DS34: Student Academic Records - Year 4 
 DS35: Student Academic Records - Year 5 
 DS36: Student Academic Records - Year 6 
 DS37: Student Academic Records - Year 7 
 DS38: Student Academic Records - Year 8 
 DS39: Youth Assessment Interview - Year 1 
 DS40: Youth Assessment Interview - Year 2 
 DS41: Youth Assessment Interview - Year 3 
 DS42: Youth Assessment Interview - Year 4 
 DS43: Youth Assessment Interview - Year 5 
 DS44: Youth Assessment Interview - Year 6 
 DS45: Youth Assessment Interview - Year 7 
 DS46: Youth Assessment Interview - Year 8 
 DS47: Youth Assessment Interview - Year 9 
 DS48: Youth Assessment Interview - Year 10 
 DS49: Youth Assessment Interview - Year 11 
 DS50: Youth Scales - Year 1 
 DS51: Youth Scales - Year 2 
 DS52: Youth Scales - Year 3 
 DS53: Youth Scales - Year 4 
 DS54: Youth Scales - Year 5 
 DS55: Youth Scales - Year 6 
 DS56: Youth Scales - Year 7 
 DS57: Youth Scales - Year 8 
 DS58: Youth Scales - Year 9 
 DS59: Youth Scales - Year 10 
 DS60: Youth Scales - Year 11 
 DS61: Parents Assessment Interview - Year 1 
 DS62: Parents Assessment Interview - Year 2 
 DS63: Parents Assessment Interview - Year 3 
 DS64: Parents Assessment Interview - Year 4 
 DS65: Parents Assessment Interview - Year 5 
 DS66: Parents Assessment Interview - Year 6 
 DS67: Parents Assessment Interview - Year 7 
 DS68: Parents Assessment Interview - Year 8 
 DS69: Parents Assessment Interview - Year 10 
 DS70: Parents Assessment Interview - Year 11 
 DS71: Parents Scales - Year 1 
 DS72: Parents Scales - Year 2 
 DS73: Parents Scales - Year 3 
 DS74: Parents Scales - Year 4 
 DS75: Parents Scales - Year 5 
 DS76: Parents Scales - Year 6 
 DS77: Parents Scales - Year 7 
 DS78: Parents Scales - Year 8 
 DS79: Parents Scales - Year 10 
 DS80: Parents Scales - Year 11
description: face-to-face interview, mail questionnaire, paper and pencil interview (PAPI), on-site questionnaire, telephone interview 
 The data for this study consists of nine groups of data files: Principal Climate; Teacher Climate; Teacher Assessment; Teacher Scales; Student Academic Records; Youth Assessment; Youth Scales; Parents Assessment; Parents Scales;  
In the original data deposit for this study, there were 215 data files divided into 11 waves (years). To reorganize the data into the nine groups listed in the first collection note, individual components were merged as necessary to create one data file per year per group. This method resulted in the total of 80 data files for this study.
All the questionnaires for this study have been combined into a single document. There will be indications in this document when multiple questionnaires were used on a given year. Also, please note that there is a crosswalk of the variables across the years included in this document. Furthermore, please note that some questions in the earlier waves will not be included in the questionnaires for later waves, but some corresponding variables may remain in the data for additional waves.
Biomarker data from two renewals for this study (NIDA award RC2DA028793) are not available as part of this data collection.
description: Children in grades 1-5 randomly selected from a school district in a mid-size Oregon city in 1998 and their parents and teachers. Smallest Geographic Unit: census tract
description: Fifteen of the 16 elementary schools in one western Oregon School District were recruited. Schools ranging in size (from 97 to 555; Mean = 335, s.d. = 151) and in SES, using an index based on proportion below the poverty level, mobility of served population, and mother's education of served population (index ranges from 77 to 668). The population was recruited from the total enrollment in grades 1 through 5, consisting of approximately 5,600 students. The community served by the district is a working class community of approximately 50,000, largely comprised of middle class and lower-middle class citizenry. However, a few schools serve primarily upper-middle class households and three schools served a rural population. Sampling was done in two stages. The first stage involved gaining parental permission to consider their children in the population. Passive consent procedures were used. In the second stage, using stratified random sampling, (by school, grade, gender, and racial/ethnic group) parents of 2,506 students in 15 elementary schools were sent a letter followed by a phone call describing the assessment procedures and asking for parents' active consent to allow their child to participate and agreeing to participate themselves with the restriction that only one child from each family (randomly selected) was included in the sampling frame. For further information, please refer to Chapter 2, Section 2.1 of the User Guide.