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.

抽象的 拟议的研究直接回应了基于学校的侵略预防计划中的两个差距和 研究。首先，很少有文化敏感的关系侵略计划与 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负面影响。 其次，当执行此类编程时，它通常是由外部资助的促进者领导的 一项研究赠款，无法使学校员工具备运行该计划的技能 在研究资金结束后，学校很难维持编程工作。尤其是 关于在城市学校，经常将积极进取的学生转交给辅导员 提供培训和/或资源以进行积极或系统的响应。要解决这些差距， 该建议基于朋友的朋友计划，该计划最初是通过迭代设计的 基于合作伙伴关系的研究过程是针对城市中三年级少数族裔的三年级少数民族的独特性研究过程 学校。通过临床试验，与朋友成为朋友的朋友是有效的，以减少关系侵略和 一年后维持效果的关系解决问题和领导力的领导和领导 并为同学对侵略和学生教师关系产生更广泛的积极影响 激进的女孩。在审判中，朋友与朋友的朋友是由研究人员进行的，没有任何学校继续 研究结束时的程序。因此，进行了初步研究以将朋友翻译成 从研究人员领导到学校领导的朋友，由研究小组的指导来满足当务之急 建立学校以有效和可持续的方式独自运行计划的能力。因此， 该建议的主要目标是首次检查朋友对朋友的有效性，教练， 由教师和辅导员通过研究团队的积极指导进行。通过集群 随机对照试验包括40所城市学校，将有20所学校随机分配给F2F 教练干预和20所控制学校将遵循标准的学校实践，以参考激进的青年 给辅导员。我们将研究学生的指示和普遍影响以及学校工作人员的自我效能 与关系侵略者进行干预。此外，理论上的进步将通过探索性目标实现 与了解计划成功的调解人和主持人有关。此外，我们还将探索 朋友在第二年提供最少的教练时向朋友提供教练的有效性， 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 由学校领导的朋友对朋友的有效性以及教练的方式及其改善的方式 关系积极进取的女孩及其同学的社会和情感健康，这项研究也将告知 可持续计划采用和大规模传播的考虑。