Using Digital Health Technology to Prevent Bullying and Cyberbullying among Elementary School Students

利用数字健康技术预防小学生欺凌和网络欺凌

• 批准号: 10822435
• 负责人: Christopher Williams
• 金额: $ 29.62万
• 依托单位: NATIONAL HEALTH PROMOTION ASSOCIATES
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-19 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10822435
• 关键词: Address; Age; Aggressive behavior; Attitude; Behavior; Behavioral; Community Practice; Control Groups; Country; Data; Development; Disadvantaged; E-learning; Education; Educational Curriculum; Educational process of instructing; Effectiveness of Interventions; Feedback; Focus Groups; Funding; Goals; Health Technology; Health education; Intervention; Knowledge; Learning Module; Life; Marketing; Mental Health; Modeling; Monitor; Outcome; Parents; Peer Review; Persons; Pharmaceutical Preparations; Phase; Prevention; Prevention approach; Prevention program; Primary Prevention; Provider; Public Health; Publications; Randomized; Randomized, Controlled Trials; Reporting; Request for Applications; Research; Resources; Risk Factors; School-Age Population; Schools; Self Management; Series; Small Business Innovation Research Grant; Students; Substance abuse problem; Testing; Training; Training Programs; Verbally abusive behavior; Video Games; Youth; adverse outcome; bullying; bullying prevention; commercialization; cyberbullying; design; digital health; effective intervention; effectiveness testing; elementary school; evidence base; flexibility; follow up assessment; group intervention; high risk; multi-component intervention; peer; perpetrators; process evaluation; programs; promote resilience; protective factors; prototype; psychosocial development; randomized trial; recruit; school health; skills; skills training; social; social skills; substance abuse prevention; substance use; substance use prevention; teacher; tool; treatment as usual; usability

ABSTRACT Bullying and cyberbullying are highly prevalent forms of aggressive behavior among youth of all ages and have a wide variety of negative social and mental health consequences. Bullying in all its forms involves persistent and intentional threatening, aggressive or verbally abusive behavior directed toward others at relative disadvantage. These behaviors share a similar set of risk and protective factors with early-stage substance use, therefore a single intervention approach may efficiently address both behaviors. Indeed, a fruitful way to extend the benefits of evidence-based prevention is to adapt the most effective interventions so they address shared and unique risk and protective factors for multiple related behaviors. The proposed SBIR Fast-Track application requests funding to develop and evaluate a multicomponent intervention to prevent bullying behavior by adapting the evidence-based Life Skills Training (LST) elementary school program. LST teaches youth personal self-management skills, social skills, drug refusal skills, and other life skills needed to successfully navigate key developmental tasks, increase resilience, and facilitate healthy psychosocial development. The LST program has been extensively tested and found to effectively prevent substance use in a series of randomized controlled trials with behavioral effects reported in over 30 peer-reviewed publications. The intervention for the proposed SBIR will teach young people how to respond to in-person and online bullying from the perspectives of perpetrator, victim, and bystander. We propose to develop: (1) bullying-specific classroom sessions to supplement the existing LST elementary school program; (2) an immersive serious (educational) video game to provide opportunities for students to apply life skills in preventing bullying and other high-risk situations in a gamified format; (3) e-learning modules that provide parents with strategies and resources to support anti- bullying lessons taught in school; and, (4) e-learning modules for educators and support professionals that emphasize the importance of a school-wide anti-bullying approach that teaches prosocial behavior and encourages respect for peers. In Phase I, we will develop prototypes of bullying-specific classroom sessions, a video game level, and teacher and parent training materials to test them for feasibility, usability, and overall appeal. In Phase II, we will complete the development of all program materials and conduct a rigorous randomized controlled trial (RCT) of the prevention program. Elementary schools (N=30) will be randomized to either an intervention group that receives the prevention program or a treatment-as-usual control group that receives existing school health education. At the end of the initial intervention period, and at one- and two-year follow-ups, we will compare both groups with respect to changes in behaviors, norms, attitudes, and knowledge regarding bullying, cyberbullying, and substance use behavior. The goal of this SBIR is to develop commercial- quality bullying prevention products that incorporate digital health technology and are flexible, effective, and easy-to-use, and can be widely-disseminated to elementary schools in the US.

摘要 欺凌和网络欺凌是所有年龄段青少年中非常普遍的攻击性行为形式， 各种各样的负面社会和心理健康后果。各种形式的欺凌都涉及持续的 和故意威胁，攻击性或口头虐待行为，针对他人在相对 劣势这些行为与早期药物使用有着相似的风险和保护因素， 因此，单个干预方法可以有效地解决这两种行为。的确，一个富有成效的方式， 循证预防的好处是调整最有效的干预措施， 以及多种相关行为的独特风险和保护因素。拟议的SBIR快速通道申请 要求提供资金，以制定和评估一个多成分的干预措施，以防止欺凌行为， 调整以证据为基础的生活技能培训（LST）小学计划。LST教导青少年个人 自我管理技能，社交技能，拒绝毒品的技能，以及成功驾驭关键所需的其他生活技能 发展任务，提高复原力，促进健康的心理社会发展。LST计划 在一系列随机对照试验中， 在30多篇同行评议的出版物中报道了行为效应试验。提议的代表的发言 SBIR将教导年轻人如何从以下角度应对面对面和在线欺凌： 犯罪者受害者和旁观者我们建议发展：（1）专门针对欺凌的课堂课程， 补充现有的LST小学课程;（2）沉浸式严肃（教育）视频游戏， 为学生提供机会，运用生活技能，防止欺凌和其他高风险情况， （3）电子学习模块，为家长提供策略和资源，以支持反 学校教授的欺凌课程;以及（4）教育工作者和支持专业人员的电子学习模块， 强调学校范围内反欺凌方法的重要性，教导亲社会行为， 鼓励尊重同伴。在第一阶段，我们将开发欺负特定课堂会话的原型， 视频游戏水平，以及教师和家长培训材料，以测试它们的可行性，可用性和整体 上诉在第二阶段，我们将完成所有计划材料的开发，并进行严格的 随机对照试验（RCT）的预防方案。小学（N=30）将随机分配至 接受预防计划的干预组或常规治疗对照组， 接受现有的学校健康教育。在初步干预期结束时，以及在一年和两年期结束时， 随访中，我们将比较两组在行为、规范、态度和知识方面的变化 关于欺凌，网络欺凌，和物质使用行为。该SBIR的目标是开发商业- 优质的欺凌预防产品，融入数字健康技术，灵活、有效且 易于使用，并可以广泛传播到美国的小学。