Project 2: BAM

项目2：BAM

• 批准号: 8895087
• 负责人: HAROLD Alexander POLLACK
• 金额: $ 14.52万
• 依托单位: UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/8895087
• 关键词: Affect; Archives; Behavior; Chicago; Cities; Cognition; Cognitive Therapy; Collaborations; Communities; Consent; Costs and Benefits; Crime; Data; Data Collection; Decision Making; Disadvantaged; Distress; Dose; Education; Effectiveness of Interventions; Emotional; Employment; Event; Experimental Designs; Foundations; Funding; Goals; Grant; Hand; Intervention; Journals; Lead; Learning; Life; Marketing; Mathematics; Measures; Mediating; Michigan; Monitor; National Institute of Child Health and Human Development; Neighborhoods; Outcome; Paper; Persons; Pilot Projects; Policies; Psychologist; Randomized; Records; Relative (related person); Reporting; Research; Risk; Sampling; Sampling Studies; Schools; Science; Services; Side; Social Behavior; Social Environment; Source; Surveys; System; Testing; Thinking; United States National Academy of Sciences; Universities; Violence; Work; Youth; academic intervention; base; cost; cost effective; cost effectiveness; dosage; follow-up; heuristics; high school; improved; innovation; intervention effect; male; man; ninth grade; novel; outreach; programs; research study; response; scale up; service intervention; skills; social; tenth grade; theories

Improving schooling and life outcomes of disadvantaged youth is a top priority in the US, but to date not many interventions have been shown to improve the outcomes of these youth, especially males. The core theme for our overall program project is to assess the most effective (and cost-effective) ways to improve long-term life outcomes for disadvantaged youth. In the summer of 2013 we identified a study sample of 2,134 males entering 9th and 10th grade in 12 public high schools on Chicago's south and west sides, working in close collaboration with Chicago Public Schools (CPS). These youth were randomized to receive a very promising academic intervention (high-dosage math tutoring delivered by Match Education, which in previous non- experimental studies by our collaborator Roland Fryer have been found to boost math scores by 0.5 to 0.7 standard deviations for 6th and 9th graders), or to a very promising non-academic intervention (a form of cognitive behavioral therapy called "Becoming a Man," or BAM, developed and implemented by a non-profit in Chicago, Youth Guidance), or to receive both, or neither. The interventions were launched in August 2013 with outside (non-NICHD) support. Project 2 focuses on the non-academic intervention, which is based on our theory that a great deal of socially costly behavior by disadvantaged youth is due to overly automatic (or what psychologists call "system 1") behavior that is adaptive to some situations but maladaptive in others. The intervention helps promote meta-cognition (reflection and "thinking about thinking") and recognition of high- stakes situations in which their automatic responses may not be optimal, so that they can engage in more reflective, deliberative ("system 2") type decision-making. This project would draw on longitudinal administrative data to measure impacts on both academic outcomes and non-academic outcomes like involvement in risky, delinquent or violent behavior, and labor market participation and earnings. Project 2 seeks support from NICHD to partially support a second year of the non-academic intervention (AY2014-15), which would greatly enhance the statistical power of the study and let use examine dose-response relationships. The remaining costs of AY2014-15 intervention would come from a foundation grant to Youth Guidance and (hopefully) city funding, which is covering BAM costs for AY2013-14 and which we expect to be renewed for AY2014-15. Combined with project 1 we would be able to examine the relative benefit-cost ratios of our promising non-academic intervention compared to the promising academic intervention, and to test whether delivering both to youth simultaneously yields synergistic (more than additive) effects. Combined with project 3 we would be able to learn more about mediating mechanisms, which has not been possible to date since previous pilots relied on administrative data.

在美国，不利的年轻人改善教育和生活成果是美国的重中之重，但迄今为止并不多 已显示干预措施可以改善这些年轻人的结果，尤其是男性的结果。核心主题 我们的整体计划项目是评估改善长期生活的最有效（和成本效益）的方法 弱势青年的成果。在2013年夏天，我们确定了2,134名男性的研究样本 在芝加哥南部和西侧的12个公立高中进入9年级和10年级，在近距离工作 与芝加哥公立学校（CPS）合作。这些年轻人被随机获得了一个非常有前途的 学术干预（通过比赛教育提供的高剂量数学补习 我们合作者罗兰·弗莱尔（Roland Fryer）的实验研究已被发现将数学分数提高0.5至0.7 六年级和9年级的标准偏差）或非常有前途的非学术干预措施（一种形式 认知行为疗法称为“成为男人”或BAM，由非营利组织开发和实施 芝加哥，青年指导）或两者都不接受。干预措施于2013年8月启动 外部（非NICHD）支持。项目2专注于非学术干预措施，该干预措施基于我们 理论认为，弱势青年的社会上昂贵的行为是由于过度自动（或什么） 心理学家称“系统1”）行为适应某些情况但在其他情况下适应不良。这 干预有助于促进元认知（反思和“思考”），并认识 他们的自动响应可能不是最佳的赌注情况，以便他们可以参与更多 反思性，审议（“系统2”）类型决策。这个项目将借鉴纵向 行政数据以衡量对学术成果和非学术结果的影响 参与风险，犯罪或暴力行为以及劳动力市场的参与和收入。项目2 寻求NICHD的支持，部分支持非学术干预的第二年（AY2014-15）， 这将极大地增强研究的统计能力，并让使用检查剂量反应 关系。 AY2014-15干预的剩余费用将来自给青年的基础赠款 指导和（希望）城市资金，该资金涵盖了AY2013-14的BAM成本，我们希望这是 续签为AY2014-15。结合项目1，我们能够检查相对利益成本比率 与有前途的学术干预相比，我们有希望的非学术干预措施 是否同时向青年交付两者都会产生协同作用（不仅仅是添加剂）。与 项目3我们将能够了解有关中介机制的更多信息，这是迄今为止无法的 由于以前的飞行员依靠管理数据。