Improving Evidence-Based Trauma Care in Schools Through Community Partnerships

简介（由申请人提供）：本研究科学家导师发展奖（K01）的总体目标是让儿童临床心理学家候选人成为一名独立的研究者，开展旨在改善少数民族儿童和家庭的学校心理健康服务的研究。该候选人在研究少数民族人群的发展精神病理学方面有很强的背景，并正在寻求该奖项，以获得精神卫生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，候选人的近期职业发展计划包括课程作业和指导，重点是实施研究，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。主要导师包括哥伦比亚大学的Kimberly Hoagwood博士和加州大学洛杉矶分校健康服务研究中心的Jeanne Miranda博士。该研究计划旨在通过与学校利益相关者合作，加强创伤后应激障碍（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，但电子商务考试的实施却极为有限。执行率低的一个原因是，学校发现很难将资源投入到超出其教育使命的项目上。本研究的目的是建立一个模型，以提高创伤相关PTSD症状的循证治疗与学校利益相关者（如家长、教师、管理人员、学校临床医生）的目标和优先事项之间的契合度。这包括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实践相结合，并确保处理和评估心理健康结果和与学校相关的功能结果（例如课堂/家庭行为、出勤、学校表现、社会能力）。其目的是：1)与学校社区一起使用社区合作研究模式，更有效地将创伤后应激障碍的EBT与学校-社区优先事项和结构结合起来；2)与学校员工和家长一起记录和探索使用社区合作研究方法的效用；3)为遭受暴力的青少年提供心理健康服务模式，以改善创伤后应激障碍的EBT与学校优先事项之间的“契合”。这项研究对服务遭受社区暴力的青少年具有重要的意义，因为他们获得照顾的机会有限。它还将告知如何开发和传播ebt到非专业精神卫生机构，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. PUBLIC HEALTH RELEVANCE: There is a high level of unmet need for mental health care among children, and schools are the most common source of mental health services among children and adolescents. However, uptake of evidence-based treatments (EBTs) in schools has been limited. This application will produce a framework, using community partnership methods, for enhancing the compatibility between an evidence-based treatment for Post Traumatic Stress Disorder and the priorities of school stakeholders, ultimately promoting the adoption and implementation of EBTs in schools.