Adapting and Implementing the Indigenous informed intervention Wa' Kan ye' zah to reduce stress and promote wellbeing and resilience in Tribal Head Start Teachers, Fort Peck reservation, Montana

调整和实施土著知情干预 Wa Kan ye zah，以减轻蒙大拿州佩克堡保留地部落启蒙教师的压力并促进福祉和复原力

• 批准号: 10296664
• 负责人: Deborah H. Wilson
• 金额: $ 4.6万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-30 至 2023-09-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10296664
• 关键词: Address; Alaska Native; American Indians; Anxiety; Behavior Therapy; Buffers; Child; Child Behavior; Child Rearing; Chronic Disease; Clinical Trials; Communities; Community Health Aides; Complex; Development; Discrimination; Distress; Educational Curriculum; Educational process of instructing; Emotional; Enrollment; Face; Family; Feeling; Feeling suicidal; Funding; Future; Goals; Head Start Program; Health; Health Promotion; Indian reservation; Indigenous; Intervention; Left; Link; Mental Depression; Mental Health; Methods; Modeling; Montana; Native Americans; Nutritional; Occupations; Outcome; Parents; Performance; Personal Satisfaction; Play; Poverty; Preschool Child; Randomized Controlled Trials; Reporting; Research; Research Infrastructure; Reservations; Resources; Risk Behaviors; Risk Factors; Role; Sampling; Schools; Sleep Disorders; Stress; Structure; Students; Suicide attempt; Symptoms; System; Testing; Therapeutic; Trauma; Violence; Work; acceptability and feasibility; adverse childhood events; behavioral outcome; burnout; commune; community setting; cost; depressive symptoms; design; early childhood; economic disparity; effectiveness testing; expectation; experience; feasibility testing; healing; health disparity; high risk; improved; intergenerational; lower income families; meetings; prevent; programs; protective factors; prototype; psychologic; public education; resilience; skills; social; social disparities; social health determinants; stress symptom; substance use; teacher; trauma exposure

Project Summary: Teaching is ranked as one of the most stressful occupations in the U.S. with 46% of teachers reporting high daily stress during the school year. Teacher burnout, anxiety, depression, sleep disorders, poor performance and a high turnover rate have all been attributed to teacher stress and is estimated to cost more than $7 billion a year for our economically burdened US public education systems. Head Start is a national program designed to help break the cycle of poverty, providing preschool children of low-income families with a comprehensive program to meet their emotional, social, health, nutritional and psychological needs. It includes 34 American Indian and Alaska Native Head Start programs, which serve 44,000 children of American Indian heritage. Head Start teachers in remote Native American reservation settings are from the community, with more than twenty five percent reporting significant prior trauma exposure. With limited skills or support to cope with the stress of meeting the complex needs of the children and their families in this setting, the challenges for teachers can be immense. Reservation communities suffer more severe health disparities, often linked to the powerful effect of social determinants of health. Additionally, high rates of adverse childhood experiences (ACE), including discrimination, poverty and trauma are associated with violence, chronic disease, risk behavior and mental health outcomes. Head Start administration at Fort Peck reservation, Montana has requested that an intervention be implemented to help their teachers deal with stress and support them as they deal with children, and families struggling with poverty, severe health disparities, and mental health issues. The proposed mixed methods clinical trial research experience(CTRE) builds on the research infrastructure of ongoing NINR funded trial, Wa’Kan Ye’ Zah (R01MH115840) which is a randomized controlled trial to test the effectiveness of the Wa’Kan Ye’ Zah intervention with parent/child dyads enrolled in Tribal Head Start at Fort Peck. The proposed CTRE under the guidance of the applicants sponsors will focus on the Fort Peck teachers and use exploratory mixed methods to AIM 1: Explore Tribal Head Start teachers needs and expectations for a culturally appropriate intervention that promotes resilience, minimizes stress and strengthens capacity to implement Tribal Head Start program. AIM 2: Integrate findings from AIM 1 with Tribal Advisory Board and theater testing to co-design an adaption of the existing 4 cultural components of Wa'Kan Ye'Zah that is tailored to the needs of Tribal Head Start teachers. AIM 3: Examine feasibility and acceptability of prototype with sample of Tribal Head Start teachers . This study is consistent with NINR’s strategic goal of improving wellness by promoting health and preventing illness. Findings will provide the basis for future studies with the national Tribal workforce with the goal of improving the health and well-being of the entire community.

项目总结： 教师被评为美国压力最大的职业之一，46%的教师表示 在学年期间，每天都有很大的压力。教师职业倦怠、焦虑、抑郁、睡眠障碍、贫困 成绩和高离职率都归因于教师的压力，估计成本更高 每年为我们经济负担沉重的美国公共教育系统提供超过70亿美元的资金。先行先试是全国性的 旨在帮助打破贫困循环的计划，为低收入家庭的学龄前儿童提供 全面的计划，以满足他们的情感、社会、健康、营养和心理需求。它包括 34个美洲印第安人和阿拉斯加原住民Head Start计划，服务于44,000名美国印第安人的儿童 遗产。 在偏远的美洲原住民保留地，启蒙教师来自社区，还有更多 超过25%的人报告说以前有过重大的创伤暴露。有有限的技能或支持来应对 在这种情况下，满足儿童及其家庭的复杂需求的压力， 教师可以是巨大的。保留地社区遭受更严重的健康差距，通常与 健康的社会决定因素的强大影响。此外，不良童年经历的高比率 (ACE)，包括歧视、贫穷和创伤与暴力、慢性病、风险 行为和心理健康结果。蒙大拿州佩克堡保留地的Head Start管理部门 要求实施干预措施，帮助他们的老师应对压力，并支持他们 应对儿童、与贫困作斗争的家庭、严重的健康差距和精神健康问题。 建议的混合方法临床试验研究经验(CTRE)建立在研究的基础上 正在进行的NINR资助试验的基础设施，Wa‘Kan Ye’Zah(R01MH115840)，这是一个随机的 一项对照试验，以测试瓦坎耶扎干预对父母/子女双亲登记的有效性 派克堡的部落先锋。建议的CTRE在申请者的指导下，发起人将重点 论派克堡教师与探索性混合方法目标1：探索部落启蒙教师 对文化上适当的干预的需求和期望，这种干预可以提高韧性，最大限度地减少压力和 加强实施部落先行计划的能力。目标2：将AIM 1的结果与Tribal整合 咨询委员会和剧院测试，共同设计对现有的4个文化组成部分的改编 Ye‘zah是为部落启蒙教师的需求量身定做的。目标3：审查可行性和可接受性 原型与部落启蒙教师样本 。这项研究与NINR的战略目标一致 通过促进健康和预防疾病来增进健康。这些发现将为今后的研究提供基础。 与全国部落工作人员合作，目标是改善整个社区的健康和福祉。