Enhancing School-Based Violence Prevention through Multilevel Racial/Ethnic Discrimination Intervention

通过多层次的种族/民族歧视干预措施加强校园暴力预防

• 批准号: 10554424
• 负责人: Colleen A Halliday
• 金额: $ 59.55万
• 依托单位: MEDICAL UNIVERSITY OF SOUTH CAROLINA
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-05-23 至 2025-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10554424
• 关键词: Accounting; Address; Adolescent; African American; Aggressive behavior; American; Area; Attitude; Awareness; Behavior; Behavior Therapy; Behavioral; Cause of Death; Data; Development; Discipline; Discrimination; Disparity; Education; Ethnic Origin; Ethnic Population; European; Evidence based practice; Exposure to; Gender; Habits; Health Services Accessibility; Hispanic; Human Resources; Improve Access; Informal Social Control; Interpersonal Violence; Intervention; Investigation; Latinx; Link; Measures; Mediating; Mental Health; Outcome; Parents; Participant; Persons; Population; Prejudice; Prevention; Prevention program; Problem Solving; Problem behavior; Process; Public Health; Race; Randomized; Records; Reporting; Research; Resources; Risk; Risk Factors; Schools; Self Perception; Site; Stereotyping; Stress; Stressful Event; Students; Suspensions; System; Time; Violence; Work; Youth; aggression prevention; behavioral outcome; boys; cohort; conduct problem; cooking; educational atmosphere; ethnic bias; ethnic discrimination; ethnic disparity; ethnic minority; evidence base; falls; fighting; follow-up; girls; high school; improved; junior high school; member; minority student; ninth grade; novel; occupational stress; peer; perceived discrimination; physical conditioning; programs; racial disparity; racial minority; racial population; randomized trial; seventh grade; sixth grade; stress management; teacher; trauma exposure; violence prevention

ABSTRACT African American (AA) and Hispanic/Latinx (HL) adolescents disproportionately engage in interpersonal violence/aggression. Even after exposure to evidence- and school-based violence prevention programs, racial/ethnic (R/E) disparities in aggression persist for these populations. One factor accounting for the disparities is R/E discrimination. Three major forms of R/E discrimination-related processes occur in schools: 1) peer R/E discrimination, 2) teachers' unintentional R/E biases, and 3) R/E disproportionality in harsh discipline, all of which have been linked to R/E minority students' poor educational and behavioral outcomes. Thus, effectively preventing aggression/violence among AA and HL youth requires a comprehensive approach that addresses R/E discrimination on multiple levels in schools. Yet, research levering empirically supported ways of addressing discrimination to enhance school-based violence prevention is sorely lacking. Drawing on compelling evidence for the efficacy of diverse approaches to addressing R/E discrimination from members of the research team, an integrated multilevel discrimination intervention is proposed to target four areas.1) Reduce unintentional bias in school personnel using the prejudice-habit breaking intervention, the only intervention that has been shown experimentally to produce long-term changes in bias. 2) Reduce peer R/E discrimination using an adaption of the prejudice-habit breaking intervention for adolescents. 3) Reduce R/E disproportionality in discipline by identifying the settings and practices in the school that are the greatest drivers of the disparities and problem-solving to address these drivers. 4) Reduce teacher stress using occupational stress management. The purpose of this study is to examine the effects of integrating these R/E discrimination interventions (RED) into mental health-enhanced Positive Behavioral and Interventions Supports (PBIS-MH), an evidence-based approach to reducing aggression and other problem behavior in schools..8 middle schools will be randomly assigned to 2 years of PBIS-MH or PBIS-MH augmented to address R/E discrimination (PBIS-MH+ RED). Data will be collected from students, teachers, and parents and school records over the course of 2 years, with a subset of youth participants assessed again at 1-year follow up while they are in high school. The study will address the following novel aims: 1) Examine the effects PBIS-MH +RED on discrimination targets. 2) Examine the effects of PBIS-MH +RED on student aggressive behavior and aggression risk factors. We will also explore the extent to which R/E group and gender moderate these effects. 3) Examine the extent that discrimination targets mediate the effects of PBIS-MH +RED on aggression and aggression risk. This study addresses critical questions needed to move the field forward in the development of comprehensive evidence-based approaches to reducing aggression in AA and HL youth.

摘要 非裔美国人(AA)和西班牙裔/拉丁裔(HL)青少年不成比例地参与人际交往 暴力/侵略。即使在接触了以证据和学校为基础的暴力预防计划后， 种族/族裔(R/E)在攻击性方面的差异在这些人口中仍然存在。其中一个因素解释了 差异就是R/E歧视。与R/E歧视有关的三种主要形式的过程发生在学校： 1)同伴R/E歧视，2)教师无意的R/E偏见，3)严酷的R/E不成比例 纪律，所有这些都与R/E少数民族学生糟糕的教育和行为结果有关。 因此，有效防止再生障碍性贫血和霍奇金淋巴瘤青年中的侵略/暴力需要采取综合办法。 这解决了学校在多个层面上的R/E歧视问题。然而，杠杆研究得到了经验上的支持 严重缺乏解决歧视问题以加强预防基于学校的暴力的方法。在上面绘制 来自以下成员的令人信服的证据，表明解决R/E歧视的各种方法的有效性 研究小组提出了针对四个领域的多层次综合歧视干预措施1) 使用打破偏见的习惯干预减少学校工作人员的无意偏见，唯一的 已被实验证明能长期改变偏见的干预措施。2)降低对等体R/E 采用改编的针对青少年的打破偏见习惯的干预措施进行歧视。3)降低R/E 通过找出学校中最好的环境和做法，在纪律上不成比例 解决差异的驱动因素和解决这些驱动因素的问题。4)减少教师压力 职业压力管理。这项研究的目的是检验整合这些R/E的效果 对心理健康的歧视干预(RED)--增强积极行为和干预支持 (PBIS-MH)，一种基于证据的方法，以减少学校中的攻击性和其他问题行为。 中学将被随机分配到为期2年的PBIS-MH或PBIS-MH课程，以解决R/E问题 区分(PBIS-MH+RED)。数据将从学生、教师、家长和学校那里收集 两年期间的记录，其中一部分青年参与者在1年后再次进行评估，同时 他们在读高中。这项研究将解决以下新的目标：1)检查PBIS-MH的影响 歧视目标+红色。2)考察PBIS-MH+RED对学生攻击行为的影响 攻击性风险因素。我们还将探索R/E组和性别在多大程度上缓和这些影响。 3)考察歧视目标在多大程度上调节PBIS-MH+RED对攻击性和 攻击性风险。这项研究解决了推动该领域向前发展所需的关键问题 减少再生障碍性贫血和霍奇金淋巴瘤青少年攻击性的综合循证方法。