The Friend to Friend Program: Effectiveness when Conducted by School Staff

朋友对朋友计划：学校工作人员实施的有效性

• 批准号: 10337079
• 负责人: STEPHEN S LEFF
• 金额: $ 59.04万
• 依托单位: CHILDREN'S HOSP OF PHILADELPHIA
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-02-01 至 2025-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10337079
• 关键词: Address; Adolescence; Adopted; Adoption; Aggressive behavior; Behavior; Clinical Trials; Deterioration; Effectiveness; Emotional; Friends; Funding; Future; Future Teacher; Geographic Locations; Goals; Health; Intervention; Knowledge; Leadership; Mediating; Mediator of activation protein; Minority; Mission; National Institute of Child Health and Human Development; Personal Satisfaction; Populations at Risk; Prevention; Prevention program; Problem Solving; Process; Professional counselor; Program Effectiveness; Program Sustainability; Public Health; Randomized; Randomized Controlled Trials; Research; Research Personnel; Research Project Grants; Resources; Risk; Running; Safety; Schools; Self Efficacy; Social Behavior; Social Problems; Social status; Students; Target Populations; Teacher Professional Development; Time; Training; Translating; Urban Community; Work; Youth; aggression prevention; base; cohort; design; educational atmosphere; emerging adult; emotion regulation; fifth grade; fourth grade; girls; group intervention; high risk; implementation fidelity; improved; low socioeconomic status; minority children; peer; prevent; primary outcome; programs; response; scale up; skills; social; social exclusion; success; teacher; therapy design; urban minority; urban school

ABSTRACT The proposed study is in direct response to two gaps in school-based aggression prevention programming and research. First, there are very few culturally-sensitive relational aggression prevention programs with documented success among high-risk urban minority girls and their classmates despite clear evidence that these behaviors negatively impact girls' social and emotional health and the broader classroom environment. Second, when such programming is conducted, it is often led by externally funded facilitators in the context of a research grant, which does not equip school staff with skills to run the program and makes it exceedingly difficult for schools to sustain programming efforts after research funding has ended. This is particularly concerning in urban schools where aggressive students are often referred to counselors who typically do not have the training and/or resources available for a proactive or systematic response. To address these gaps, this proposal is grounded in the Friend to Friend Program, which was initially designed through an iterative partnership-based research process uniquely for 3rd-5th grade minority relationally aggressive girls in urban schools. Friend to Friend was proven effective through a clinical trial for decreasing relational aggression and improving problem-solving and leadership of relationally aggressive girls with effects maintained one year later, and for producing broader positive effects on aggression and student-teacher relationships for the classmates of the aggressive girls. In the trial, Friend to Friend was conducted by research staff, and no schools continued the program when the study ended. Therefore, preliminary studies were conducted to translate Friend to Friend from researcher-led to school-led with coaching from the research team to address the imperative need to build the capacity of schools to run programs on their own in an effective and sustainable way. As such, the primary goal of this proposal is to examine for the first time the effectiveness of Friend to Friend with Coaching, as conducted by teachers and counselors with active coaching from the research team. Through a cluster randomized control trial including 40 urban schools, 20 schools will be randomly assigned to the F2F with Coaching intervention and 20 control schools will follow standard school practice of referring aggressive youth to the counselor. We will examine indicated and universal effects for students and self-efficacy of school staff for intervening with relational aggressors. In addition, theoretical advances will be made by exploratory goals related to understanding mediators and moderators of program success. Further, we will also explore the effectiveness of Friend to Friend with Coaching the following year when minimal coaching is provided, as well as the facilitators and barriers of program adoption by school staff. Collectively, this study will demonstrate the effectiveness of school-led Friend to Friend with Coaching and the ways in which it works for improving the social and emotional health of relationally aggressive girls and their classmates, and the study will also inform considerations for sustainable program adoption and large scale dissemination.

摘要 拟议的研究是在直接回应两个差距，以学校为基础的攻击预防规划， research.首先，很少有文化敏感的关系攻击预防计划， 尽管有明确的证据表明， 这些行为对女孩的社会和情感健康以及更广泛的课堂环境产生了负面影响。 第二，在进行这类方案拟订时，往往由外部供资的主持人牵头， 研究补助金，这并没有使学校工作人员具备运行该项目的技能， 在研究经费结束后，学校很难继续开展方案编制工作。这是特别 在城市学校里，有攻击性的学生经常被推荐给辅导员，而辅导员通常不 拥有培训和/或资源，以便采取主动或系统的应对措施。为了弥补这些差距， 这一建议是以“朋友对朋友”计划为基础的，该计划最初是通过一个反复的 以伙伴关系为基础的研究过程，独特的3 - 5年级少数民族关系侵略女孩在城市 学校通过临床试验证明，朋友对朋友是有效的，可以减少关系攻击， 改善关系攻击型女孩的问题解决能力和领导能力，效果在一年后保持不变， 并对同学的攻击性和师生关系产生更广泛的积极影响 有攻击性的女孩在试验中，朋友对朋友是由研究人员进行的，没有学校继续 当研究结束时，因此，进行了初步研究，将Friend翻译成 从研究人员领导的朋友到学校领导的研究团队的指导，以解决迫切需要 建设学校以有效和可持续的方式自主实施方案的能力。因此， 该提案的主要目标是首次检验朋友对朋友的指导的有效性， 由教师和辅导员在研究小组的积极指导下进行。通过集群 随机对照试验包括40所城市学校，20所学校将被随机分配到F2 F， 教练干预和20所对照学校将遵循标准的学校做法， 给辅导员我们将研究对学生和学校工作人员的自我效能感的指示和普遍影响 因为他干预了关系型攻击者此外，还将通过探索性的目标， 与理解项目成功的调解人和主持人有关。此外，我们还将探讨 第二年，当提供最低限度的指导时，朋友对朋友的指导的有效性，以及 作为学校工作人员采用计划的促进者和障碍。总的来说，这项研究将证明 学校领导的朋友与朋友的有效性与教练和它的工作方式，以提高 社会和情感健康的关系攻击的女孩和他们的同学，研究还将告知 考虑可持续的方案采用和大规模传播。