Family Listening Program (FLP) Culturally-Centered Dissemination & Implementation Project

项目负责人/主要研究者（最后，第一，中间）：Belone，Lorenda 摘要 这项申请的目标是通过测试传播和实施（D&I）科学， 实施我们以土著为重点的家庭倾听方案（FLP），这是一个文化上的转变， 通过使用社区参与性研究（CBPR）方法进行干预。FLP目前 在三个不同的西南部落社区（Jemez Pueblo， Ramah Navajo和梅斯卡莱罗阿帕奇），他们已经建立了自己的部落研究小组（TRT）。 在这项新的研究中，我们引入了一个创新的过程，称为CBPR文化为中心的系统， 与交互式系统框架（D&I结构和功能，以连接科学与实践）集成 为检查的吸收，文化接受，和可持续性的循证战略移动 与三个新的西南部落社区Torreon-Star Lake，Nahata Dziil和Zia Pueblo一起实施， 他们将各自发展自己的研究社区咨询委员会（CAB）。这一举措将持续很长时间- 与当前R 01 TRT合作伙伴建立长期研究伙伴关系，为合作奠定坚实基础 综合和翻译以下工具，以促进三个新的CAB合作伙伴适应 他们自己的FLP课程和评估措施融入他们自己独特的文化知识，历史，价值观， 和实施的实践：a）质量实施工具; B）CA B开发指南; c）文化- 以文化为中心的FLP工具包。初步调查结果 已经显示出FLP在减少儿童抑郁，焦虑和增强保护因素方面的早期有效性， 文化联系和应对技能。在本申请中，新墨西哥州大学（UNM） 教育与UNM中心的初步研究和我们的TRT合作伙伴将提供一个支持系统 在文化中心和实施自己的FLP计划，其中交付的CAB 系统将进行严格评估。FLP完全准备好采取D&I的下一步，这项研究将 促进学术和部落合作伙伴之间的双向知识翻译，同时利用CBPR 以文化为中心的系统（CCS）是一种代表学术和部落领域交叉的创新 的影响力和知识，创造一个新的实施方法。本研究有三个具体目标：1） 与TRT合作伙伴一起，将先前的R 01研究结果“综合并转化”为实施前步骤 有三个新的部落，即，建立新的社区咨询委员会（CAB）;评估情境促进者， 障碍，并将FLP课程重新定位为可持续发展的新文化; 2）测试双向教练 “支助系统”，由全国妇女联合会和地区培训小组向新的咨询委员会提供技术援助和培训; 作为共同学习者，为最终的CBPR CCS指南制作数字故事;以及3）评估 CAB的“交付系统”，以实施基于实践的FLP工具包（课程和计划 评估工具），重新集中到他们的文化知识和背景。

Program Director/Principal Investigator (Last, First, Middle): Belone, Lorenda Abstract The goal of this application is to strengthen dissemination and implementation (D&I) science by testing the implementation of our indigenous focused Family Listening Program (FLP), which is a culturally transformed intervention through the use of a community-based participatory research (CBPR) approach. FLP is currently undergoing a rigorous R01 examination with three distinct southwest tribal communities (Jemez Pueblo, Ramah Navajo, & Mescalero Apache), who have established their own active Tribal Research Teams (TRTs). In this new study we introduce an innovative process called CBPR Culture-Centered System which will be integrated with the Interactive Systems Framework (D&I structures and functions to bridge science & practice) for an examination of the uptake, cultural acceptance, and sustainability of evidence-based strategies moved into practice with three new southwest tribal communities, Torreon-Star Lake, Nahata Dziil, and Zia Pueblo, who will each develop their own research community advisory board (CAB). This grant will continue the long- term research partnership with the current R01 TRT partners that provides a solid foundation for collaborating on the synthesis and translation of the following tools that will facilitate the three new CAB partners to adapt their own FLP curriculum and evaluation measures into their own distinct cultural knowledge, histories, values, and practices for implementation: a) Quality Implementation Tool; b) CAB Development Guide; c) Culture- Centered Coaching Guide; d) Digital Story Modules; and e) Culture-Centered FLP Toolkit. Preliminary findings have shown FLP's early effectiveness in reduced child depression, anxiety, and enhanced protective factors of cultural connectedness and coping skills. In this application, the University of New Mexico (UNM) College of Education with the UNM Center for Participatory Research and our TRT partners will provide a support system to the CABs in the cultural-recentering and implementation of their own FLP program in which the delivery system will be rigorously evaluated. The FLP is perfectly poised to take the next step of D&I and this study will facilitate bi-directional knowledge translation between academic and tribal partners while utilizing a CBPR Culture-Centered System (CCS) an innovation that represents the intersection of academic and tribal spheres of influence and knowledge to create a novel implementation approach. This study has three specific aims: 1) With TRT partners, “synthesize and translate” previous R01 research findings into pre-implementation steps with three new tribes, i.e., build new Community Advisory Boards (CABs); assess contextual facilitators and barriers, and re-center FLP curricula into new cultures for sustainability; 2) Test a bi-directional coaching “support system” with UNM and the TRTs providing technical assistance and trainings to new CABs; and producing, as co-learners, digital stories for the final CBPR CCS Guide; and 3) Evaluate the capacity of the “delivery system” of the CABs to implement the practice- based FLP Toolkit (curriculum and program evaluation tool), re-centered into their cultural knowledge and context.