Creating Protective Environments through School Policy Development

摘要 需要进行研究，以评估和通报学校政策，防止多种形式的青年暴力。本研究 旨在全面评估现有的学校政策，以解决性暴力和性骚扰，以及其他相关的 青年人之间的暴力形式，以及促进学校和社区机构的伙伴关系，以加强战略， 预防性暴力。在第一阶段，该小组将通过最后确定 研究战略和从各种来源收集基线数据。形成过程将在一个 在研究咨询委员会和当地利益攸关方的支持下，采取合作、社区参与的方法。 本研究将收集6所具代表性学校的学校政策，并沿着进行系统分析， 多种来源的实验室可用数据和学校提供的数据。面试将与学校进行 管理人员，以及一系列的焦点小组将与学生和学校工作人员进行评估， 政策实施在第二阶段，研究小组将合作开展政策试点研究 发展和技术援助干预。目前，这一干预措施已在促进平等区域中心的工作计划中实施， 我的同意文化计划由RPE基金会，MOASH，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、混合方法学设计将 用于评估在试点研究中向6所高中提供技术援助的效果。技术援助 将由MOASH和其他社区合作伙伴提供，旨在为改进和 实施学校政策，以防止和应对性暴力，青少年约会暴力和欺凌， 学生一半的学校将在二年级参加技术援助，另一半将在三年级参加。一个创新 将利用调查设计来审查一段时间内的纵向成果。具体而言， 将对暴力、对暴力的态度、学校气氛和学校连通性进行调查。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。两组青年在 7年级和11年级将被招募参加每年的研究，与MiPHY保持一致 管理时间表。每年将进行一次调查，共五个时间点。我们将测试 提出一种因果关系的概念模型，其中围绕政策完善和 实施该计划加强了与社区组织的服务协调，改善了学校的连通性， 减少赞同暴力的态度，从而减少性暴力和性骚扰，青少年约会 暴力和欺凌受害和犯罪。在第三阶段，将进行全面严格的评估， 按照同样的方法，代表该州五个地理区域的40所学校的样本。如果 有效，从目前的研究结果将提供一个坚实的基础，告知广泛传播的 这一有希望的方法加强了学校暴力政策和初级预防工作，以解决多重和 青年人中共同发生的暴力形式。

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.