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.

抽象的 欺凌和网络欺凌是各个年龄段的年轻人中高度普遍的侵略行为形式 各种各样的负面社会和心理健康后果。欺凌的所有形式都涉及持续 以及针对亲戚的他人的故意威胁，侵略性或口头虐待行为 劣势。这些行为与早期药物使用相似的风险和保护因素相似， 因此，单一干预方法可以有效解决这两种行为。确实，一种富有成果的方式 基于证据的预防的好处是调整最有效的干预措施，以解决共享 以及多种相关行为的独特风险和保护因素。拟议的SBIR快速轨道应用程序 要求资金开发和评估多组分干预措施，以防止通过 调整基于证据的生活技能培训（LST）小学课程。 LST教青年个人 自我管理技能，社交技能，毒品拒绝技能以及成功导航Key所需的其他生活技能 发展任务，提高弹性并促进健康的社会心理发展。 LST程序 已经过广泛的测试并发现可以有效防止在一系列随机控制中使用物质 在30多个同行评审的出版物中报告了具有行为影响的试验。拟议的干预措施 SBIR将教年轻人如何从面对面和在线欺凌行为做出回应 肇事者，受害者和旁观者。我们建议开发：（1）特定于欺凌的教室会议 补充现有的LST小学课程； （2）沉浸式认真（教育）视频游戏 为学生提供生活技能的机会，以防止欺凌和其他高风险情况 游戏格式； （3）为父母提供支持反对的策略和资源的电子学习模块 在学校教授的欺凌课程； （4）教育工作者的电子学习模块，并为专业人士提供支持 强调教授亲社会行为和 鼓励对同龄人的尊重。在第一阶段，我们将开发特定于欺凌的教室会议的原型 视频游戏水平以及老师和家长培训材料，以测试它们的可行性，可用性和总体 上诉。在第二阶段，我们将完成所有程序材料的开发，并进行严格的 预防计划的随机对照试验（RCT）。小学（n = 30）将被随机分配给 接受预防计划的干预组，或者是一个常态的对照组 接受现有的学校健康教育。在初始干预期结束时以及一年和两年 随访，我们将在行为，规范，态度和知识的变化方面进行比较两个群体 关于欺凌，网络欺凌和药物使用行为。该SBIR的目的是开发商业 - 优质的欺凌预防产品，融合了数字健康技术并且灵活，有效，并且 易于使用，并且可以广泛地引起美国的小学。