An experimental test of increasing implementation support for college peer educators delivering an evidence-based prevention program.
An experimental test of increasing implementation support for college peer educators delivering an evidence-based prevention program.
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一项实验测试，旨在增加对大学同伴教育工作者实施循证预防计划的支持。
DOI：
10.1037/ccp0000806
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发表时间：
2023
影响因子：
5.9
通讯作者：
Shaw,Heather
中科院分区：
文献类型：
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作者：
Stice,Eric;Rohde,Paul;Gau,JeffM;Bearman,SarahKate;Shaw,Heather
目的大学生患心理健康问题的风险特别高，如饮食失调，这与功能障碍、痛苦和发病率有关，但障碍限制了在大学实施循证干预措施。我们评估了同伴教育者（PE）提供的饮食失调预防项目（Body Project [BP]）的有效性和实施质量，该项目采用培训师（TTT）方法，以广泛的证据为基础，并实验评估了三个层面的实施支持。方法我们招募了63所有同伴教育者项目的大学，并随机分配给他们(a)接受为期2天的同伴教育者培训，其中同伴教育者接受了实施Body项目的培训，主管接受了如何培训未来的同伴教育者（TTT），(b) TTT培训加上技术援助（TA）研讨会（TTT+ TA），或(c) TTT加上TA研讨会和质量保证（QA）咨询为期1年（TTT+ TA+ QA）。高校招募本科生（N= 1387, 98%为女性，55%为白人）完成Body Project小组。结果在出勤率、依从性、能力和覆盖范围方面，不同条件之间没有显著差异，但不显著的趋势表明TTT+ TA+ QA相对于TTT在依从性和能力方面有一定的好处(ds=。40岁。30)。在TTT中加入TA和QA与风险因素和饮食失调症状的显著减少有关。结果表明，通过同伴教育和TTT方法，身体项目可以在大学中有效地实施，并且增加TA和QA可以显著改善小组参与者的结果，并略微提高依从性和能力。
ObjectiveCollege students are at particularly high risk for mental health problems, such as eating disorders, which are associated with functional impairment, distress, and morbidity, but barriers limit implementation of evidence-based interventions at colleges. We evaluated the effectiveness and implementation quality of a peer educator (PE) delivered eating disorder prevention program (the Body Project [BP]), which has a broad evidence-based using a train-the-trainer (TTT) approach and experimentally evaluated three levels of implementation support.MethodWe recruited 63 colleges with peer educator programs and randomly assigned them to (a) receive a 2-day TTT training in which peer educators were trained to implement the Body Project and supervisors were taught how to train future peer educators (TTT),(b) TTT training plus a technical assistance (TA) workshop (TTT+ TA), or (c) TTT plus the TA workshop and quality assurance (QA) consultations over 1-year (TTT+ TA+ QA). Colleges recruited undergraduates (N= 1,387, 98% female, 55% White) to complete Body Project groups.ResultsThere were no significant differences across condition for attendance, adherence, competence, and reach, though nonsignificant trends suggested some benefit of TTT+ TA+ QA relative to TTT for adherence and competence (ds=. 40 and. 30). Adding TA and QA to TTT was associated with significantly larger reductions in risk factors and eating disorder symptoms.ConclusionsResults suggest that the Body Project can be effectively implemented at colleges using peer educators and a TTT approach and that adding TA and QA resulted in significantly larger improvements in outcomes for group participants, and marginally higher adherence and competence.