Barriers and Facilitators to the Online Delivery of a School-Based Intervention to Reduce Racial Trauma.
Barriers and Facilitators to the Online Delivery of a School-Based Intervention to Reduce Racial Trauma.
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在线提供基于学校的干预措施以减少种族创伤的障碍和促进因素。
DOI：
10.1007/s10488-023-01281-y
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
Woods-Jaeger,Briana
中科院分区：
文献类型：
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作者：
Ash,MarciaJ;Knutzen,KristinE;Ogbeide,Ighedosa;Renfro,TiffaneyL;Ramirez,MarizenR;Woods-Jaeger,Briana
有色人种的学生面临着不成比例的不良童年经历，包括学校环境中的种族歧视。需要有效的干预策略来解决基于学校的种族创伤。Link for Equity旨在成为一种文化敏感的创伤知情干预，包括对教师进行普遍的文化谦逊培训。由于COVID-19大流行，现场创伤知情文化谦卑培训被调整为在线交付。本研究的目的是评估影响在线培训的障碍和促进因素。我们对来自美国中西部三个公立学区的25名高中教师进行了半结构化访谈，他们参加了在线培训。访谈记录由两名小组成员编码，并进行了专题分析。在线交付的障碍和促进因素被确定为五个领域：接受性，物流，参与，舒适性和应用程序。这些障碍和促进因素的影响进行了讨论，并提供量身定制的建议，虚拟交付文化敏感的创伤知情的干预措施，以减少学校的种族歧视。
Students of color face disproportionate rates of adverse childhood experiences, including racial discrimination in school settings. Effective interventions strategies are needed to address school-based racial trauma.Link for Equitywas designed to be a culturally-responsive trauma-informed intervention that includes universal cultural humility training for teachers. As a result of the COVID-19 pandemic, the in-person trauma-informed cultural humility training was adapted for online delivery. The purpose of this study was to assess barriers and facilitators that impacted online delivery of the training. We conducted semi-structured interviews with 25 high school teachers from three public school districts in the Midwestern United States who participated in the online training. Interview transcripts were coded by two team members, and thematic analysis was utilized. Barriers and facilitators to online delivery were identified across five domains: receptivity, logistics, engagement, comfort, and application. The implications of these barriers and facilitators are discussed and tailored recommendations for the virtual delivery of culturally-responsive trauma-informed interventions to reduce racial discrimination in schools are provided.