Technology-Enabled Prevention Service for At-Risk Youth

项目摘要 焦虑症是青少年中最常见的精神病理学类型， 符合12个月诊断标准的青少年。有证据表明，焦虑预防计划可以 然而，这些服务并不广泛提供或可获得，特别是在服务不足的人群中， 最需要的人群。增加参与和获得干预措施的新方法 预防焦虑症的发展和影响是必要的。为了弥补这些差距， 根据文献，该补助金的具体目标是使用以用户为中心的设计方法， 青少年，供应商和社区合作伙伴关系纳入技术支持的迭代设计 焦虑预防服务（TEPS-A）。然后，我们将对适应性TEPS-A进行随机试点试验 样机重要的是，拟议的研究旨在补充培训计划，帮助我 完善相关的研究技能，同时设计和评估问题青年TEPS-A。 我的目标是利用数字化工具，将预防性干预措施的范围扩大到服务不足的青年， 社区环境，并可持续地部署和评估针对青少年的数字化工具，以减少 焦虑和相关疾病的发病率。因此，制定了一项全面的培训计划， 系统地提高我：1）以用户为中心设计方法的专业知识，2）社区参与的能力 对得不到充分服务的人群进行研究，3）与设计和部署预防性药物有关的方法技能 干预措施，以及4）熟练掌握定性和纵向数据分析。完成培训 目标和建议的研究项目将提供开发R 01所需的技能和工具 这是一项旨在测试TEPS-A在社区青年中的效力的提案。符合 K 01奖的目标，研究机会以及指导进行数字心理 对来自服务不足社区的年轻人进行健康研究将帮助我成为一名成功的 数字心理健康领域的独立研究科学家。

PROJECT SUMMARY Anxiety disorders are the most common class of psychopathology among youth, with nearly a quarter of adolescents meeting 12-month diagnostic criteria. There is evidence that anxiety prevention programs can be effective for youth however, they are not widely available or accessible, particularly among underserved populations where need is greatest. Novel approaches to increase engagement in and access to interventions that prevent the development and impact of anxiety disorders among are needed. To address these gaps in the literature, the goals specific to this grant are to use user-centered design methods to engage at-risk adolescents, providers, and community partnerships into the iterative design of a technology-enabled prevention service for anxiety (TEPS-A). We will then conduct a randomized pilot trial on the adapted TEPS-A prototype. Importantly, the proposed study is designed to complement the training program by helping me to refine relevant research skills while designing and evaluating a TEPS-A among at-risk youth. My goal is to harness digital tools to extend reach of preventive interventions to underserved youth in community settings, and sustainably deploy and evaluate digital tools for adolescents designed to reduce the incidence of anxiety and related disorders. A comprehensive training plan was therefore constructed to systematically advance my: 1) expertise in user-centered design methods, 2) aptitude in community-engaged research with underserved populations, 3) methodological skills related to designing and deploying preventive interventions, and 4) proficiency in qualitative and longitudinal data analytics. Accomplishment of the training goals and proposed research project will provide the skills and tools necessary for development of an R01 proposal aimed at testing the efficacy of the TEPS-A among youth within community settings. Consistent with the goals of the K01 Award, the research opportunities as well as mentorship on conducting digital mental health research with youth populations from underserved communities will help me become a successful independent research scientist in the field of digital mental health.