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

项目主任/首席调查员(最后、第一、中间)：贝隆、洛伦达 摘要 此应用程序的目标是通过测试以下内容来加强传播和实施(D&I)科学 实施我们以土著为重点的家庭倾听方案(FLP)，这是一种文化变革 采用以社区为基础的参与性研究(CBPR)方法进行干预。FLP目前 与三个不同的西南部落社区进行严格的R01考试(Jemez Pueblo， 拉玛·纳瓦霍和马斯杰罗·阿帕奇)，他们建立了自己的现役部落研究小组(TRT)。 在这项新的研究中，我们引入了一个创新的过程，称为CBPR以文化为中心的系统，它将是 与交互系统框架集成(D&I结构和功能，架起科学与实践的桥梁) 对循证战略的接受度、文化接受度和可持续性进行审查 三个新的西南部落社区，Torreon-Star Lake，Nahata Dziil和Zia Pueblo， 谁将各自建立自己的研究社区顾问委员会(CAB)。这笔赠款将继续长期- 与当前的R01 TRT合作伙伴建立长期研究伙伴关系，为合作奠定坚实的基础 关于以下工具的综合和翻译，这将有助于CAB的三个新合作伙伴适应 他们自己的FLP课程和评估措施融入了他们自己独特的文化知识、历史、价值观、 实施的做法：a)质量实施工具；b)CAB发展指南；c)文化-- 以指导为中心；d)数字故事模块；以及e)以文化为中心的FLP工具包。初步调查结果 已显示FLP在减少儿童抑郁、焦虑和增强儿童保护因素方面的早期有效性 文化连通性和应对技能。在本申请中，新墨西哥大学(UNM)学院 与UNM参与性研究中心和我们的TRT合作伙伴一起进行的教育将提供一个支持系统 以出租车公司的文化为中心，并实施自己的FLP计划，在其中交付 系统将进行严格的评估。FLP完全准备好采取下一步的D&I，这项研究将 促进学术和部落合作伙伴之间的双向知识转化，同时利用CBPR 以文化为中心的制度(CCS)代表着学术和部落领域的交集 利用影响力和知识创造一种新的实施方法。本研究有三个具体目的：1) 与TRT合作伙伴一起，将之前的R01研究成果“综合并转化”为实施前的步骤 与三个新部落合作，即建立新的社区咨询委员会(CAB)；评估背景促进者和 障碍，并将FLP课程重新定位于新的文化，以实现可持续发展；2)测试双向指导 “支持系统”，UNM和TRTS为新出租车提供技术援助和培训；以及 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 实施以实践为基础的FLP工具包(课程和方案 评估工具)，重新以他们的文化知识和背景为中心。

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.