Efficacy of a Multi-level School Intervention for LGBTQ Youth

针对 LGBTQ 青少年的多层次学校干预的效果

• 批准号: 10553179
• 负责人: Jeremy Thomas Goldbach
• 金额: $ 66.53万
• 依托单位: WASHINGTON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-01-20 至 2026-11-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10553179
• 关键词: Academy; Address; Administrator; Adolescent; Advisory Committees; Affect; Ally; Anxiety; Attitude; Behavior; Belief; California; Characteristics; Child; Clinical; Collaborations; Data; Development; Disparate; Disparity; Drops; Ecosystem; Educational process of instructing; Environment; Face; Feasibility Studies; Feeling suicidal; Foundations; Funding; Future; Gays; Gender; Goals; Grant; Guidelines; Health; Heterosexuals; Institution; Intervention; Leadership; Learning; Lesbian; Lesbian Gay Bisexual Transgender; Lesbian Gay Bisexual Transgender Queer; Los Angeles; Measures; Mediating; Medicine; Mental Depression; Meta-Analysis; Modeling; Outcome; Participant; Perception; Policies; Population; Post-Traumatic Stress Disorders; Prevention; Psychometrics; Public Health; Randomized, Controlled Trials; Reporting; Research; Resources; Safety; Schools; Science; Self-Injurious Behavior; Sexual and Gender Minorities; Sexual and Gender Minority Youth; Sexuality; Site; Source; Students; Suicide attempt; Surveys; Symptoms; Training; Treatment Efficacy; United States National Institutes of Health; Victimization; Vulnerable Populations; Work; Youth; behavioral health; bullying; cohort; community organizations; coping; educational atmosphere; efficacy testing; empowerment; environmental change; experience; gender minority; group intervention; implementation facilitators; implementation fidelity; improved; innovation; intervention effect; minority children; minority stress; minority student; novel; peer; programs; sexual disparity; sexual minority youth; sexual victimization; social; substance use; success; suicidal; suicide rate; teacher; theories; transgender

Project Summary The goal of this study is to test the efficacy of a theoretically informed, school-based intervention for sexual and gender minority (SGM, e.g., lesbian, gay, bisexual, transgender) adolescents, Proud & Empowered (P&E). Studies found that SGM students are 8 to 10 times more likely to experience victimization in schools than heterosexuals, with rates even higher among transgender youth. This bias-based victimization, part of which is commonly known as minority stress, has been cited as a participating factor in the substantial behavioral health disparities SGM face when compared to their heterosexual counterparts, such as depression, anxiety, self-harm, and suicidal ideation and attempt. These disparities are unique to SGM, as when compared to similarly victimized non-SGM peers, victimized SGM adolescents report significantly higher rates of suicide. When schools lack SGM bullying policies, SGM students are more likely to report suicidality than peers in schools with protective policies. Studies also indicate that SGM victimization is more common in schools that lack protective policies and resources such as gender and sexuality alliances (GSAs), SGM-specific antibullying guidelines, teacher and staff training, and openly supportive allies. Therefore, it is clear that any intervention for SGM youth must simultaneously (a) help SGM youth cope with the effects of minority stress and (b) work to reduce the likelihood of future victimization by addressing school-level factors. The P&E intervention seeks to address these outcomes through a novel multi-level school-based intervention. Supported by nine years of research including an NIH- supported feasibility study conducted at four schools (1R21MD013971), we will determine the interventions' efficacy by completing three specific aims: 1) Determine participant-level efficacy of the intervention in an RCT with 24 schools. 2) Determine the schoolwide intervention effects on (a) reporting of minority stress and behavioral health outcomes among all SGM students and (b) perceptions of school climate (i.e., norms, attitudes, beliefs, bullying behavior toward SGMA, policies) among all students. 3) Examine factors that may affect intervention success (e.g., fidelity of implementation, barriers or facilitators to implementation, school or student characteristics) to prepare the intervention for future dissemination. Following the completion of all ten P&E sessions, school-level factors will be addressed by student-led implementation of environmental change strategies at the school focused on key domains of school climate: safety, relationships, teaching and learning, and institutional environment. This innovative R01 application brings together a team of nationally recognized minority stress and prevention science experts and responds to a nationally established public health need for research from the National Academy of Medicine, the National Institutes of Health (NOT-MD-19-001), and the National Gay and Lesbian Task Force.

项目摘要 这项研究的目的是测试理论知情的，基于学校的性和性干预的功效 性别少数族裔（例如，女同性恋，同性恋，双性恋，变性者）青少年，骄傲和授权（P＆E）。 研究发现，SGM学生在学校中受害的可能性比 异性恋的异性恋，跨性别年轻人的利率甚至更高。基于偏见的受害者，其中一部分是 通常被称为少数压力，被认为是对实质性行为健康的参与因素 与抑郁，焦虑，自我伤害等异性恋相比，SGM的差异SGM面对 以及自杀的构想和尝试。这些差异是SGM独有的，就像相比受害时 非SGM同行，受害的SGM青少年报告说，自杀率明显更高。当学校缺乏时 SGM欺凌政策，SGM学生比具有保护性的学校更有可能报告自杀性 政策。研究还表明，在缺乏保护性政策的学校中，SGM受害更为普遍 以及性别与性联盟（GSA），SGM特异性反欺凌指南等资源，教师和 员工培训和公开支持盟友。因此，很明显，对SGM青年的任何干预都必须 同时（a）帮助SGM青年应对少数派压力的影响，（b）努力减少可能性 通过解决学校级别的因素来实现未来的受害。 P＆E干预旨在解决这些结果 通过一种新型的基于学校的干预。在九年的研究中支持，包括NIH- 在四所学校（1R21MD013971）进行的支持可行性研究，我们将确定干预措施“ 通过完成三个具体目标来疗效：1）确定RCT中干预的参与者级功效 有24所学校。 2）确定全校干预对（a）报告少数派压力和 所有SGM学生的行为健康成果以及（b）对学校气候的看法（即规范，态度， 所有学生的信念，对SGMA的欺凌行为，政策）。 3）检查可能影响的因素 干预成功（例如，实施，障碍或促进者的实施，学校或学生的忠诚度 特征）准备将来传播的干预措施。完成所有十个P＆E之后 会议，学校级别的因素将通过学生主导的环境变革来解决 学校的策略专注于学校气候的关键领域：安全，人际关系，教学和学习， 和机构环境。这种创新的R01应用程序汇集了一个全国认可的团队 少数派压力和预防科学专家，并应对全国建立的公共卫生需求 美国国家医学院，国立卫生研究院（非MD-19-001）的研究和 国家同性恋和女同性恋工作队。