Adapting an evidence-based positive youth development intervention to prevent sexual and teen dating violence.
Adapting an evidence-based positive youth development intervention to prevent sexual and teen dating violence.
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采用基于证据的积极青少年发展干预措施，以防止性暴力和青少年约会暴力。
DOI：
10.1093/tbm/ibz156
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发表时间：
2021
影响因子：
3.6
通讯作者：
Zimmerman,MarcA
中科院分区：
文献类型：
--
作者：
Eisman,AndriaB;Hicks,Megan;Kernsmith,PocoD;Rupp,Laney;Smith-Darden,JoanneP;Zimmerman,MarcA
在实施科学框架的指导下调整循证干预措施（EBI）是加快学校有效预防暴力的一种有前途的方法。基于学校的干预措施提供了一个机会，以减少多种形式的暴力，包括性暴力（SV）和青少年约会暴力（TDV）的风险。学校的EBI覆盖了大量青少年，包括那些在其他环境中得不到充分服务的青少年。虽然存在特定的SV/TDV预防计划，但评估表明随着时间的推移，有效性有限。我们采用实施科学框架中描述的关键适应步骤，系统地调整了青年赋权解决方案（YES）预防暴力的EBI，以扩大YES的范围，将SV/TDV重点纳入其中，并满足当地青年的需求。在形成项目年，该团队调整YES以整合SV/TDV内容，这些内容由ADAPT-ITT、研究测试干预计划和适应过程地图等框架中概述的关键步骤提供信息。这些步骤包括：（a）评估学校和学生的需求，（B）确定、选择一个EBI，（c）咨询在新主题领域（SV/TDV）有知识的专家，（d）与社区伙伴和利益相关者合作，（e）确定需要调整的领域，同时保持对核心要素的忠实性，（f）培训工作人员，（g）对调整后的材料进行试点测试，（h）实施，以及（i）评估。我们开发了YES for Healthy Relationships（YES-HR），这是一项以学校为基础的预防计划，保留了YES的核心要素，包括与掌握、成人资源、领导技能和社区参与相关的内容，同时整合了SV/TDV特定内容（例如，同意）。实施科学适应框架有助于指导现有EBI的系统适应，以满足青年的需求。
Adapting evidence-based interventions (EBIs) guided by implementation science frameworks is a promising way to accelerate the translation of effective violence prevention in schools. School-based interventions offer an opportunity to reduce the risk of multiple forms of violence, including sexual violence (SV) and teen dating violence (TDV). EBIs in schools reach large populations of adolescents, including those underserved in other settings. Although specific SV/TDV prevention programs exist, evaluations indicate limited effectiveness over time. We adapted systematically the Youth Empowerment Solutions (YES) violence-prevention EBI using key adaptation steps described in implementation science frameworks to expand the scope of YES to integrate an SV/TDV focus and meet the needs of local youth. In the formative project year, the team adapted YES to integrate SV/TDV content informed by key steps outlined in frameworks including ADAPT-ITT, research-tested intervention programs, and map of the adaptation process. These steps include: (a) assess school and student needs, (b) identify, select an EBI, (c) consult with experts with knowledge in the new topic area (SV/TDV), (d) collaborate with community partners and stakeholders, (e) identify areas for adaptation while maintaining fidelity to core elements, (f) train staff, (g) pilot test adapted materials, (h) implement, and (i) evaluate. We developed the YES for Healthy Relationships (YES-HR), a school-based prevention program that retained core elements of YES, including content related to mastery, adult resources, leadership skills, and community engagement, while integrating SV/TDV-specific content (e.g., consent). Implementation science adaptation frameworks are useful in guiding the systematic adaptation of existing EBIs to meet the needs of youth.