Improving Evidence-Based Trauma Care in Schools Through Community Partnerships

这个建议的指导研究科学家发展奖（K 01）的总体目标是候选人，儿童临床心理学家，成为一名独立的调查员，进行旨在改善少数民族儿童和家庭的校本心理健康服务的研究。候选人在研究少数民族人口的发展心理病理学方面有很强的背景，并正在寻求这个奖项，以获得心理健康服务研究和社区合作研究方法的基本技能。为了实现这些目标，候选人的直接职业发展计划包括侧重于实施研究，社区合作研究方法，学校组织和政策，以及心理健康服务研究的混合方法的课程和指导。主要导师包括哥伦比亚大学的金伯利·霍格伍德博士和加州大学洛杉矶分校卫生服务研究中心的珍妮·米兰达博士。该研究计划旨在通过与学校利益相关者合作，增强创伤后应激障碍（PTSD）循证治疗（EBT）与城市学校环境之间的兼容性。虽然学校被吹捧为接触服务不足的少数民族青年的理想场所，但EBT的实施极为有限。实施率低的一个原因是学校发现很难将资源投入到超出其教育使命的项目上。本研究的目的是开发一种模型，用于增加创伤相关PTSD症状的循证治疗与学校利益相关者的目标和优先事项（例如，家长、教师、行政人员、学校临床医生）。这涉及检查学校系统采用干预措施时所做的调整，将心理健康干预措施的实施与学校可用于支持学生学习的有效做法相结合，并确保心理健康结果和学校相关的功能结果（例如，课堂/家庭行为、出勤率、学校表现、社会能力）得到处理和评估。其目的是：1）使用社区合作研究模式与学校社区更有效地调整EBT为创伤后应激障碍与学校社区的优先事项和结构，2）文件和探索使用社区合作研究方法与学校工作人员和家长的效用，和3）试点心理健康服务提供模式，为青少年暴露于暴力，提高“适合”和EBT为创伤后应激障碍和学校的优先事项。这项研究具有重要的意义，为服务的青年暴露于社区暴力，获得有限的照顾。它还将告知EBT是如何开发和传播到非专业的心理健康环境，如学校。

DESCRIPTION (provided by applicant): The overall goal of this proposed Mentored Research Scientist Development Award (K01) is for the candidate, a child clinical psychologist, to become an independent investigator who conducts research designed to improve school-based mental health services for ethnic minority children and families. The candidate has a strong background in studying developmental psychopathology in ethnic minority populations, and is seeking this award in order to gain essential skills in mental health services research and community-partnered research methods. To accomplish these goals, the candidate's immediate career development plan consists of coursework and mentorship focused on implementation research, community partnered research methods, school organization and policy, and mixed methods in mental health services research. Key mentors include Dr. Kimberly Hoagwood at Columbia University and Dr. Jeanne Miranda at the UCLA Health Services Research Center. The research plan is designed to enhance the compatibility between evidence-based treatment (EBT) for Post-traumatic Stress Disorder (PTSD) and urban school settings by partnering with school stakeholders. Although schools have been touted as ideal settings to reach underserved, ethnic minority youth, implementation of EBTs has been extremely limited. One reason for the low rates of implementation is that schools find it difficult to devote resources to programs that stretch beyond their educational mission. The purpose of this research is to develop a model for increasing the fit between an evidence based treatment for trauma-related PTSD symptoms and the goals and priorities of school stakeholders (e.g., parents, teacher, administrators, school clinicians). This involves examining adaptations that are made when an intervention is adopted by a school system, aligning mental health intervention implementation with effective practices schools can use to support students' learning, and ensuring that both mental health outcomes and school- relevant functioning outcomes (e.g., classroom/home behavior, attendance, school performance, social competence) are addressed and assessed. The aims are to: 1) Use a community partnered research model with the school community to more effectively align EBT for PTSD with school-community priorities and structures, 2) Document and explore the utility of using a community partnered research approach with school staff and parents, and 3) Pilot a mental health service delivery model for adolescents exposed to violence that improves the "fit" between and EBT for PTSD and school priorities. This research has important implications for serving youth exposed to community violence with limited access to care. It will also inform how EBTs are developed and disseminated into non-specialty mental health settings, like schools.