Coaching Parents to Manage Youth Stress through Recreation and Culture

描述(由申请者提供)：黑人青年中的学业脱离和同伴攻击性往往反映出在教室和操场上对刻板印象威胁管理不善，在这些地方，应对压力冲突的压力很大。本研究基于认知现象学应激理论的交易模型。我们认为，非裔美国青年经常与刻板印象作斗争，这些刻板印象是，在课堂上表现得智力低下，在同龄人冲突中表现出社交无助。文化相关干预(CRI)认识到管理这些紧张的健康风险时刻和互动所需的认知结构调整和社交技能，在启动疗效和有效性试验之前，需要仔细规划。我们打算使用种族/民族/文化社会化(REC)作为一种战略，以弥合课堂/娱乐活动中的压力反应与可能提高学生能力的社交技能发展之间的差距。在许多关于黑人青年学业成就、愤怒表达和抑郁的研究中，RECs的结构被作为保护因素进行了研究，因此RECs驱动的CRI具有促进自我效能感的潜力，而自我效能感是影响应对技能发展和应用的因素。以前对这种称为PLAAY的CRI的研究已经成功，但还处于开发的开始阶段，需要更严格的研究。这项建议旨在针对父母作为REC的支持性来源是否可以刺激黑人青年减少学业脱离和同伴报复的无效压力反应，并在课堂和娱乐环境中促进替代应对结果。由教师、家长和社区积极分子确定的130名12-14岁的家长和青年参与者将被招募并转介到当地的城市社区娱乐中心。这项为期两年的研究旨在复制和扩展PLAAY以前的工作结果。为此，我们将家长作为合作伙伴，让PLAAY工作人员成为种族/民族社会化的推动者，目标是教年轻人如何在与权威人物(教练、教师、警察和家长)以及教室和操场上的同龄人发生冲突时，如何谈判冲突并管理他们的焦虑和愤怒。在第一年，我们将与社区领袖建立伙伴关系，以构建对学校和邻里政治、历史和领导力敏感的干预模式，开发家长小组培训模式，招募和培训家长参与者，并与第一批参与者进行PLAAY的岗前随机对照试验。在第二年，我们将对第二批参与者重复这些步骤。我们还将评估PLAAY在父母满意度和参与度以及青少年拒绝、敏感性和阅读成就方面的影响。其他相关的研究问题包括父母或青少年的种族社会化经历是否缓和了PLAAY对这些结果的影响。最后，我们将使用这项研究的结果来支持在未来的RO1提案中开发更复杂的PLAAY疗效研究。公共卫生相关性：PLAAY干预旨在培训家长向担心在教室里显得无能或在操场上表现软弱的黑人青年提供种族应对知识和情感支持辅导。随着学生学会与同龄人和老师谈判这些性别和种族紧张的冲突，并对社会不公正变得了解，他们感到自己有能力面对艰难的学业和人际关系挑战。减少促进学业脱节和同伴攻击的压力，可以减少更大的相关公共卫生问题，如药物滥用、无保护的性行为、不良饮食习惯、缺乏体育活动和暴力行为。

DESCRIPTION (provided by applicant): Academic disengagement and peer aggression among Black youth often reflect mismanagement of stereotype threat in classrooms and on playgrounds where the pressures of resolving coping stress conflicts flourish. This study is based upon the transactional model of cognitive-phenomenological stress theory. We propose that African American youth often struggle with stereotypes of appearing intellectually inferior in the classroom and socially helpless in peer conflicts. Culturally relevant interventions (CRIs) that appreciate the cognitive restructuring and social skills required to manage these stressful health-risk moments and interactions require careful planning before efficacy and effectiveness trials can be initiated. We intend to use Racial/Ethnic/Cultural socialization (REC) as a strategy to bridge the gap between stress reactions during classroom/recreation activities and the development of social skills that may promote student competence. The construct of RECS has been researched as a protective factor in many studies on academic achievement, anger expression, and depression among Black youth, so CRIs that are driven by RECS have potential in promoting self-efficacy that factors into coping skills development and application. Previous research in this type of CRI called PLAAY has been successful but is in the beginning stages of development and requires more rigorous study. This proposal seeks to target whether parents as supportive sources of RECS can stimulate Black youth to reduce ineffective stressful reactions of academic disengagement and peer retaliation and promote alternative coping outcomes in classroom and recreational contexts. One-hundred thirty parent and 130 youth participants between the ages of 12-14, identified by teachers, parents, and community activists, will be recruited and referred to a local urban community recreation center. This two-year study seeks to replicate and extend the findings of previous PLAAY work. We do this by focusing on parents as the partners with PLAAY staff to be agents of racial/ethnic socialization with the goal of teaching youth how to negotiate conflicts and manage their anxiety and anger in the midst of conflicts with authority figures (coaches, teachers, police, and parents) and peers in classrooms and on playgrounds. In year one, we will develop partnerships with community leaders to construct the intervention model with sensitivity to the school and neighborhood politics, history, and leadership, develop the parent group training model, recruit and train parent participants, and conduct a pre-post randomized control trial of PLAAY with the first cohort of participants. In Year 2, we will repeat these steps with a second cohort of participants. We will also evaluate PLAAY's effects on parenting satisfaction and involvement as well as youth rejection sensitivity and reading achievement. Other relevant research questions include whether parents' or youths' racial socialization experience moderates the effect of PLAAY on these outcomes. Finally, we will use the findings of this research to support the development of a more sophisticated efficacy study of PLAAY within a future RO1 proposal. PUBLIC HEALTH RELEVANCE: The PLAAY intervention seeks to train parents to provide racial coping knowledge and emotionally- supportive coaching to Black youth who worry about appearing incompetent in classrooms or appearing weak in interpersonal conflicts on the playgrounds. As students learn to negotiate these gender and racially tense conflicts with peers and teachers and become savvy about the societal injustices, they feel competent in their abilities to face difficult academic and interpersonal challenges. Reducing the stress that promotes academic disengagement and peer aggression can reduce greater and related public health problems of substance abuse, unprotected sexual behavior, poor eating habits, physical inactivity and violence perpetration.