Participatory Trial of a Health Promoting School Approach to Positive Youth Development and Wellness Promotion

 描述（由申请人提供）：这项研究的总体目标是解决关键的青少年健康问题（物质使用，情感健康，发展资产）和健康的关键社会决定因素（学术参与和成就）为所有学生，但9年级的拉丁美洲，苗族，索马里和其他非洲遗产的青年，特别是通过关注学生与学校的连通性和学校环境。学校环境，包括师生关系和有意义的学生参与机会，建立学生的联系，导致多种健康保护的结果。然而，有色人种的年轻人往往与学校的联系较少。健康促进学校的干预措施可以通过解决3个组成部分来改善连通性：1）课堂健康主题/方法，2）学校环境或风气，3）与家庭和/或社区的联系。我们将建立在一个NIMHD（R24 MD 00766 -01）资助的试点，开发和评估项目信任（城市学生和教师的复原力培训），干预，以支持教师改善关系，并促进PYD为索马里，拉丁美洲和苗族9年级青年。核心合作伙伴索马里，拉丁美洲和苗族健康和福祉伙伴关系（SoLaHmo），明尼苏达大学健康差异研究方案和教育与人类发展学院沿着教师，家长和青年共同开发和试点干预措施。研究结果表明，项目信任是可行的，可以接受的教育工作者，并可能提高青年教育的参与，情感幸福，和发展资产跨种族/族裔群体。调查结果表明，需要更广泛地改善学校环境，并与家长的参与，以大幅提高连通性。在目前的提案中，我们将扩大我们的CBPR联盟，共同指导多组件健康促进学校干预措施的改进和实施，包括：1）试点测试的教师专业发展，2）学生定义的增强环境，以及3）家长定义的增强社区/家庭联系。该联盟将使用一个分阶段的干预地图来完成干预，该地图将社区观点与PYD的理论方法和循证实践相结合。该研究的目的将通过在10所城市学校进行的一项分组随机试验来实现，这些学校的人口不同，约有1，900名学生。研究目的是：目标1：通过一组随机参与性试验，评估基于学校的多成分干预对改善学校连通性，学校参与度和发展资产的影响。目标二：通过一组随机参与性试验，评估健康促进学校多组分干预对情绪健康、烟草和其他物质使用以及学业成绩的影响。目标3：评估参与因素（CBPR协作过程，能力和背景因素），学校干预实施和研究成果之间的关系。注重学校的连通性和环境作为健康的关键近端社会决定因素和有希望的干预目标是创新的，而CBPR方法确保了项目的成功和可持续性。

 DESCRIPTION (provided by applicant):The overarching goal of this study is to address key adolescent health issues (substance use, emotional well-being, developmental assets) and critical social determinants of health (academic engagement and achievement) for all students, but 9th grade youth of Latino, Hmong, Somali and other African heritage in particular, through a focus on student-school connectedness and the school environment. The school environment, including student-teacher relationships and opportunities for meaningful student participation, establishes student connectedness, leading to multiple health-protective outcomes. However youth of color often express less connection to school. Health Promoting Schools' interventions may improve connectedness by addressing 3 components: 1) classroom wellbeing topics/approaches, 2) school environment or ethos, 3) links with families and/or communities. We will build on a NIMHD (R24MD00766-01)-funded pilot that developed and evaluated Project TRUST (Training for Resiliency in Urban Students and Teachers), an intervention to support teachers in improving relationships with, and promoting PYD for Somali, Latino, and Hmong 9th grade youth. Core partners Somali, Latino and Hmong Partnership for Health and Wellness (SoLaHmo), University of Minnesota Program in Health Disparities Research and College of Education and Human Development along with teachers, parents, and youth co-developed and piloted the intervention. Findings suggest that Project TRUST is feasible and acceptable to educators and may improve youth educational engagement, emotional well-being, and developmental assets across race/ethnic groups. Findings identified the need for broader improvements in the school environment and involvement with parents to substantively improve connectedness. In the current proposal we will expand our CBPR Coalition to co-direct refinement and implementation of a multi- component Health Promoting Schools intervention including: 1) pilot-tested teacher professional development, 2) student- defined enhanced environment, and 3) parent-defined enhanced community/family connection. The Coalition will finalize the intervention using a phased intervention map that integrates community perspectives with theoretical approaches to PYD and evidence based practices. The study aims will be accomplished through a group randomized trial in 10 urban schools with diverse populations representing approximately 1,900 students. Study aims are: Aim 1: Assess the effects of a school-based multi-component intervention on improved school connectedness, school engagement, and developmental assets through a group randomized, participatory trial. Aim 2: Assess the effects of a health promoting schools multi-component intervention on emotional well-being, tobacco and other substance use, and academic outcomes through a group randomized, participatory trial. Aim 3: Evaluate the relationships between participatory factors (CBPR collaborative processes, capacities, and contextual factors), school intervention implementation, and study outcomes. The focus on school connectedness and environment as key proximal social determinants of health and promising intervention targets is innovative while the CBPR approach assures project success and sustainability.