Enhancing School-Based Violence Prevention through Multilevel Racial/Ethnic Discrimination Intervention

通过多层次的种族/民族歧视干预措施加强校园暴力预防

• 批准号: 10327642
• 负责人: Colleen A Halliday
• 金额: $ 53.35万
• 依托单位: MEDICAL UNIVERSITY OF SOUTH CAROLINA
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-05-23 至 2024-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10327642
• 关键词: Accounting; Address; Adolescent; African American; Aggressive behavior; American; Area; Attitude; Awareness; Behavior; Behavior Therapy; Behavioral; Cause of Death; Data; Development; Discipline; Discrimination; Ethnic group; European; Evidence based practice; Exposure to; Future Teacher; Gender; Habits; Health Services Accessibility; Health behavior; Hispanic; Human Resources; Improve Access; Informal Social Control; Interpersonal Violence; Intervention; Intervention Studies; Investigation; Latinx; Link; Measures; Mediating; Mental Health; Outcome; Parents; Participant; Persons; Population; Prejudice; Prevention; Prevention program; Problem Solving; Problem behavior; Process; Public Health; Randomized; Records; Reporting; Research; Resources; Risk; Risk Factors; Schools; Self Perception; Site; Stereotyping; Stress; Stressful Event; Students; Suspensions; Time; Violence; Work; Youth; aggression prevention; base; behavioral outcome; boys; cohort; conduct problem; cooking; educational atmosphere; ethnic bias; ethnic discrimination; evidence base; falls; fighting; follow-up; girls; high school; junior high school; member; minority student; ninth grade; novel; occupational stress; peer; perceived discrimination; physical conditioning; programs; racial and ethnic; racial and ethnic disparities; randomized trial; seventh grade; sixth grade; stress management; teacher; trauma exposure; violence prevention

ABSTRACT African American (AA) and Hispanic/Latinx (HL) adolescents disproportionately engage in interpersonal violence/aggression. Even after exposure to evidence- and school-based violence prevention programs, racial/ethnic (R/E) disparities in aggression persist for these populations. One factor accounting for the disparities is R/E discrimination. Three major forms of R/E discrimination-related processes occur in schools: 1) peer R/E discrimination, 2) teachers' unintentional R/E biases, and 3) R/E disproportionality in harsh discipline, all of which have been linked to R/E minority students' poor educational and behavioral outcomes. Thus, effectively preventing aggression/violence among AA and HL youth requires a comprehensive approach that addresses R/E discrimination on multiple levels in schools. Yet, research levering empirically supported ways of addressing discrimination to enhance school-based violence prevention is sorely lacking. Drawing on compelling evidence for the efficacy of diverse approaches to addressing R/E discrimination from members of the research team, an integrated multilevel discrimination intervention is proposed to target four areas.1) Reduce unintentional bias in school personnel using the prejudice-habit breaking intervention, the only intervention that has been shown experimentally to produce long-term changes in bias. 2) Reduce peer R/E discrimination using an adaption of the prejudice-habit breaking intervention for adolescents. 3) Reduce R/E disproportionality in discipline by identifying the settings and practices in the school that are the greatest drivers of the disparities and problem-solving to address these drivers. 4) Reduce teacher stress using occupational stress management. The purpose of this study is to examine the effects of integrating these R/E discrimination interventions (RED) into mental health-enhanced Positive Behavioral and Interventions Supports (PBIS-MH), an evidence-based approach to reducing aggression and other problem behavior in schools..8 middle schools will be randomly assigned to 2 years of PBIS-MH or PBIS-MH augmented to address R/E discrimination (PBIS-MH+ RED). Data will be collected from students, teachers, and parents and school records over the course of 2 years, with a subset of youth participants assessed again at 1-year follow up while they are in high school. The study will address the following novel aims: 1) Examine the effects PBIS-MH +RED on discrimination targets. 2) Examine the effects of PBIS-MH +RED on student aggressive behavior and aggression risk factors. We will also explore the extent to which R/E group and gender moderate these effects. 3) Examine the extent that discrimination targets mediate the effects of PBIS-MH +RED on aggression and aggression risk. This study addresses critical questions needed to move the field forward in the development of comprehensive evidence-based approaches to reducing aggression in AA and HL youth.

抽象的 非裔美国人 (AA) 和西班牙裔/拉丁裔 (HL) 青少年过多地参与人际交往 暴力/侵略。即使在接触过基于证据和基于学校的暴力预防计划之后， 这些人群在攻击性方面仍然存在种族/族裔 (R/E) 差异。造成这一现象的一个因素是 差异就是R/E歧视。学校中存在三种与 R/E 歧视相关的主要形式： 1) 同伴 R/E 歧视，2) 教师无意识的 R/E 偏见，3) 严酷环境下的 R/E 不成比例 纪律，所有这些都与 R/E 少数族裔学生的不良教育和行为结果有关。 因此，有效防止 AA 和 HL 青少年的攻击/暴力行为需要采取全面的方法 解决学校中多个层面的 R/E 歧视问题。然而，研究杠杆实证支持 目前严重缺乏解决歧视问题以加强校园暴力预防的方法。借鉴 令人信服的证据表明，采取多种方法有效解决 R/E 成员的歧视问题 研究小组提出了针对四个领域的综合多层次歧视干预措施。1) 使用打破偏见习惯干预措施减少学校人员的无意偏见，这是唯一的方法 实验证明干预可以产生长期的偏见变化。 2）减少同行R/E 使用针对青少年的打破偏见习惯干预措施来消除歧视。 3）减少R/E 通过确定学校中最严重的环境和做法来消除纪律不成比例 差异的驱动因素以及解决这些驱动因素的问题。 4）减轻教师压力 职业压力管理。本研究的目的是检验整合这些 R/E 的效果 歧视干预措施（RED）转化为心理健康增强的积极行为和干预支持 (PBIS-MH)，一种减少学校攻击行为和其他问题行为的循证方法..8 中学将被随机分配到 2 年的 PBIS-MH 或 PBIS-MH 强化课程以解决 R/E 歧视（PBIS-MH+ 红色）。数据将从学生、教师、家长和学校收集 两年内的记录，其中一部分青年参与者在一年的随访中再次进行评估 他们正在上高中。该研究将实现以下新目标：1）检查 PBIS-MH 的影响 歧视目标上+红色。 2) 检查 PBIS-MH +RED 对学生攻击行为的影响 攻击性风险因素。我们还将探讨 R/E 群体和性别在多大程度上调节这些影响。 3) 检查歧视目标介导 PBIS-MH +RED 对攻击性和攻击性的影响的程度 攻击风险。这项研究解决了推动该领域发展所需的关键问题 减少 AA 和 HL 青少年攻击行为的综合性循证方法。