A randomized controlled trial of a trauma-informed school prevention program for urban youth: Rationale, design, and methods.
A randomized controlled trial of a trauma-informed school prevention program for urban youth: Rationale, design, and methods.
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DOI：
10.1016/j.cct.2019.105895
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发表时间：
2020-03
影响因子：
2.2
通讯作者：
Ialongo N
中科院分区：
文献类型：
--
作者：
Mendelson T;Clary LK;Sibinga E;Tandon D;Musci R;Mmari K;Salkever D;Stuart EA;Ialongo N
城市贫困地区的青年经常面临长期压力和创伤，包括住房不稳定、邻里暴力和其他与贫困有关的逆境。这些接触会增加情绪、行为和学业问题的风险，最终导致辍学。学校是解决这些问题的一个有希望的环境;然而，很少有针对城市青年的普遍的、了解创伤的学校干预措施。项目权力（促进健康和情绪调节的选择）是一项随机对照试验，测试RAP俱乐部的影响，RAP俱乐部是一种针对八年级学生的创伤知情干预，其中包括正念作为核心组成部分。32所城市公立学校的学生（n = 800）被随机分配到RAP俱乐部或健康教育积极控制组。我们评估学生的情绪，行为和学术成果，使用自我报告调查和教师评分在基线，干预后，和4个月的随访。焦点小组和访谈的学生，教师和校长地址程序的可行性，可接受性和保真度，以及感知程序的影响。学生在九年级完成额外的自我报告调查。学校提供学生七年级、八年级和九年级的学术和学科数据。此外，收集有关项目成本的数据，对干预和主动控制项目进行经济分析。值得注意的研究特点包括由社区的年轻人和学校人员的持续方案交付能力建设方案共同领导。除了测试计划的影响，我们还将确定与成功实施计划相关的因素，以告知未来的计划使用和传播。
Youth in disadvantaged urban areas are frequently exposed to chronic stress and trauma, including housing instability, neighborhood violence, and other poverty-related adversities. These exposures increase risk for emotional, behavioral, and academic problems and ultimately, school dropout. Schools are a promising setting in which to address these issues; however, there are few universal, trauma-informed school-based interventions for urban youth. Project POWER (Promoting Options for Wellness and Emotion Regulation) is a randomized controlled trial testing the impact of RAP Club, a trauma-informed intervention for eighth graders that includes mindfulness as a core component. Students in 32 urban public schools (n = 800) are randomly assigned to either RAP Club or a health education active control group. We assess student emotional, behavioral, and academic outcomes using self-report surveys and teacher ratings at baseline, post-intervention, and 4-month follow up. Focus groups and interviews with students, teachers, and principals address program feasibility, acceptability, and fidelity, as well as perceived program impacts. Students complete an additional self-report survey in ninth grade. Schools provide students’ academic and disciplinary data for their seventh, eighth, and ninth grade years. In addition, data on program costs are collected to conduct an economic analysis of the intervention and active control programs. Notable study features include program co-leadership by young adults from the community and building capacity of school personnel for continued program delivery. In addition to testing program impact, we will identify factors related to successful program implementation to inform future program use and dissemination.
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影响因子：
7.6
作者：
BARON, RM;KENNY, DA
通讯作者：
KENNY, DA
DOI：
10.1093/jurban/jth138
发表时间：
2004-12-01
影响因子：
6.6
作者：
Breslau, N;Wilcox, HC;Anthony, JC
通讯作者：
Anthony, JC
DOI：
10.1207/s15374424jccp3003_9
发表时间：
2001-09-01
期刊：
JOURNAL OF CLINICAL CHILD PSYCHOLOGY
影响因子：
--
作者：
Foa, EB;Johnson, KM;Treadwell, KRH
通讯作者：
Treadwell, KRH
影响因子：
8
作者：
Briere, Frederic N.;Pascal, Sophie;Janosz, Michel
通讯作者：
Janosz, Michel
影响因子：
1.7
作者：
DiPerna, JC;Elliott, SN
通讯作者：
Elliott, SN