Creating Protective Environments through School Policy Development

摘要 需要进行研究来评估学校政策并为其提供信息，以防止多种形式的青少年暴力。目前的研究 旨在全面评估现有的学校政策，以解决性暴力和性骚扰以及其他相关问题 青年之间的暴力形式，并促进学校和社区机构的伙伴关系，以加强针对青少年的暴力行为的战略 性暴力预防。在第一阶段，团队将通过最终确定项目的过程来建设项目能力 研究策略并从各种来源收集基线数据。形成过程将在 在研究咨询委员会和当地利益相关者的支持下，采用协作、社区参与的方法。 收集并系统分析6所代表性学校的学校政策 公开可用和学校提供的数据的多个来源。将与学校进行面试 管理人员以及一系列焦点小组将与学生和学校工作人员一起进行，以评估对学生和学校工作人员的看法 政策落实。在第二阶段，研究团队将合作开展政策试点研究 发展和技术援助干预。该干预措施目前已在 RPE 工作计划中实施 由 RPE 资助者 MOASH 发起的“我的同意文化”计划，但将通过形成过程进一步发展。 MOASH 将合作制定战略，为参与学校提供技术援助，以加强现有的 学区政策符合最佳实践。延迟治疗、混合方法设计将是 用于评估试点研究中向 6 所高中提供的技术援助的效果。技术援助 将由 MOASH 和其他社区合作伙伴提供，旨在为精炼和 实施学校政策，预防和应对性暴力、青少年约会暴力和欺凌行为 学生。一半学校将在第二年参与技术援助，其余一半将在第三年参与技术援助。 调查设计将用于检查一段时间内的纵向结果。具体而言，对发病率的评估 将对暴力、对暴力的态度、学校氛围和学校连通性进行评估。这些日期将是 从 MiPHY 国家管理的在线调查和学校项目调查中收集。两群青年在 根据 MiPHY，每年将招募 7 年级和 11 年级的学生参加该研究 行政时间表。调查每年进行一次，总共五个时间点。我们将测试一个 概念模型假定了一种因果关系，其中围绕政策细化的技术援助和 实施加强了与社区组织的服务协调，改善了学校的连通性， 减少支持暴力的态度，从而减少性暴力和骚扰、青少年约会 暴力、欺凌、受害和实施行为。在第三阶段，将进行全面的严格评估， 采用相同的方法，对代表该州五个地理区域的 40 所学校进行了抽样调查。如果 目前的研究结果是有效的，将为广泛传播提供坚实的基础 这种有希望的方法可以加强校园暴力政策和初级预防工作，以解决多重和 青少年中同时发生的暴力形式。

ABSTRACT Research is needed to evaluate and inform school policy to prevent multiple forms of youth violence. The present study seeks to comprehensively evaluate existing school policy to address sexual violence and harassment, and other related forms of violence among youth, as well as facilitate school and community agency partnerships to enhance strategies for sexual violence prevention. In Phase 1, the team will build capacity for the project through a process of finalizing the research strategy and gathering baseline data from a variety of sources. The formative process will be conducted in a collaborative, community-engaged approach, with the support of a Research Advisory Board and local stakeholders. School policies from 6 representative schools will be collected and systematically analyzed in tandem along with multiple sources of publically available and school provided data. Interviews will be conducted with school administrators, and a series of focus groups will be conducted with students and school staff to assess perceptions of policy implementation. In Phase 2, the research team(s) will collaborate to implement a pilot study of the policy development and technical assistance intervention. This intervention is currently implemented in the RPE work plan in the MY Consent Culture program by RPE-fundee, MOASH, but will be further developed through the formative process. MOASH will partner to develop strategies to provide participating schools with technical assistance to enhance existing school district policies in accordance with best practices. A delayed treatment, mixed methodology design will be utilized to evaluate the efficacy of technical assistance provided to 6 high schools in the pilot study. Technical assistance will be provided by MOASH and other community partners, designed to provide hands-on support in refining and implementing school policy to prevent and respond to sexual violence, teen dating violence, and bullying among students. Half of schools will participate in technical assistance in Year 2 and the remaining half in Year 3. An innovative survey design will be utilized to examine longitudinal outcomes over time. Specifically, assessments of incidence of violence, attitudes towards violence, school climate, and school connectedness will be conducted. These date will be collected from both the MiPHY State-administered online survey and project surveys in schools. Two cohorts of youth in the 7th and 11th grade will be recruited for participation in each year of the study, in alignment with MiPHY administration schedules. Surveys will be administered one time per year for a total of five time points. We will test a conceptual model that posits a causal relationship in which technical assistance around policy refinement and implementation increases coordination of services with community organizations, improves school connectedness, decreases attitudes endorsing violence, and subsequently decreases sexual violence and harassment, teen dating violence, and bullying victimization and perpetration. In Phase 3, a full-scale rigorous evaluation will be conducted, following the same methods, with a sample of 40 schools representing the five geographic regions of the state. If effective, findings from the present research will provide a robust foundation to inform the widespread dissemination of this promising approach to strengthening school violence policy and primary prevention efforts to address multiple and co-occurring forms of violence among youth.