Coaching Parents to Manage Youth Stress through Recreation and Culture

指导父母通过娱乐和文化管理青少年压力

• 批准号: 7589309
• 负责人: HOWARD C. STEVENSON
• 金额: $ 18.98万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-06-01 至 2011-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7589309
• 关键词: 18 year old; Academic achievement; Achievement; African American; Age; Aggressive behavior; Anger; Anxiety; Athletic; Child; Cognitive; Communities; Competence; Conflict (Psychology); Control Groups; Coping Skills; Data; Development; Diet Habits; Disclosure; Distal; Education; Educational process of instructing; Emotional; Face; Future; Gender; Goals; Group Therapy; Health; Home environment; Inferior; Intervention; Investigation; Knowledge; Leadership; Learning; Life; Manufactured basketball; Martial Arts; Mediation; Methods; Modeling; Modification; Movement; Neighborhoods; Outcome; Parenting behavior; Parents; Participant; Play; Police; Politics; Procedures; Psychological reinforcement; Psychology; Public Health; Randomized; Randomized Controlled Trials; Reaction; Reading; Recording of previous events; Recreation; Recruitment Activity; Rehabilitation therapy; Reporting; Research; Resolution; Risk; Schools; Self Efficacy; Sex Behavior; Social skills development; Socialization; Source; Specific qualifier value; Staging; Stereotyping; Stress; Stress and Coping; Students; Substance abuse problem; Testing; Time; Training; Training Programs; Trauma; Treatment outcome; Violence; Work; Youth; affection; age group; authority; base; biological adaptation to stress; clinical efficacy; cohort; coping; depression; effectiveness trial; efficacy trial; empowerment; experience; follow-up; in vivo; interpersonal conflict; novel; peer; pressure; prevent; psychoeducation; psychologic; public health relevance; racial and ethnic; satisfaction; skills; skills training; social skills; stressor; teacher; theories

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.

描述（由申请人提供）：黑人青年之间的学术脱离和同伴攻击往往反映了在教室和操场上对刻板印象威胁的管理不善，在这些地方，解决应对压力冲突的压力蓬勃发展。本研究基于认知-现象学压力理论的交易模型。我们认为，非洲裔美国青年经常与刻板印象作斗争，在课堂上表现出智力低下，在同龄人冲突中表现出社会无助。文化相关的干预措施（CRI），欣赏认知重建和社会技能所需的管理这些紧张的健康风险的时刻和相互作用，需要仔细规划之前，可以启动疗效和有效性试验。我们打算使用种族/民族/文化社会化（REC）作为一种策略，以弥合课堂/娱乐活动期间的压力反应和社会技能的发展，可能会促进学生的能力之间的差距。在许多关于黑人青年学业成绩、愤怒表达和抑郁的研究中，RECS的结构被认为是一个保护因素，因此由RECS驱动的CRI在促进自我效能方面具有潜力，这种自我效能是应对技能发展和应用的因素。先前对这种称为PLAAY的CRI的研究已经取得了成功，但仍处于发展的初级阶段，需要更严格的研究。这项建议旨在针对父母作为RECS的支持性来源是否可以刺激黑人青年，以减少无效的压力反应的学术脱离和同伴报复，并促进替代的应对结果在课堂和娱乐环境。由教师、家长和社区活动家确定的130名家长和130名12-14岁的青少年参与者将被招募，并被推荐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先前PLAAY工作的发现。我们通过关注父母作为PLAAY工作人员的合作伙伴来实现这一目标，成为种族/民族社会化的代理人，目的是教导青少年如何在与权威人物（教练，教师，警察和父母）和教室和操场上的同龄人的冲突中谈判冲突并管理他们的焦虑和愤怒。在第一年，我们将与社区领导建立合作伙伴关系，构建对学校和社区政治，历史和领导敏感的干预模式，开发家长团体培训模式，招募和培训家长参与者，并对第一批参与者进行PLAAY的前后随机对照试验。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对父母满意度和参与度以及青少年拒绝敏感性和阅读成就的影响。其他相关的研究问题包括父母或青少年的种族社会化经验是否会调节PLAAY对这些结果的影响。最后，我们将利用这项研究的结果来支持在未来的RO 1提案中开发更复杂的PLAAY疗效研究。公共卫生相关性：PLAAY的干预措施旨在培训家长为那些担心在课堂上显得无能或在操场上的人际冲突中显得软弱的黑人青年提供种族应对知识和情感支持性辅导。当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，并了解社会不公正时，他们会感到自己有能力面对困难的学术和人际关系挑战。减少促进学术脱离和同伴攻击的压力可以减少药物滥用、无保护的性行为、不良饮食习惯、缺乏身体活动和暴力行为等更大和相关的公共卫生问题。