Innovative Immersive Technologies for Evidence-Based Violence Prevention among College Students

摘要 大学生循证暴力预防的沉浸式创新技术 该第一阶段提案将开发和可行性测试创新的沉浸式技术，以防止四个CDC 普遍存在的暴力类别(青少年暴力、性暴力、亲密伴侣暴力和自杀) 在大学生中。具体来说，我们将基于以下证据开发和测试虚拟现实(VR)模块- 以初级预防为主的方法预防大学年龄青年的暴力行为。NHPA最近开发了一种性行为 暴力预防计划是前两个联邦资助的研发项目的一部分， 适应以证据为基础的药物滥用和暴力预防方法，称为生活技能培训 (LST)。LST方法最初是为中学生设计的，它建立了个人自我管理技能， 社交技能和其他生活技能，以减少药物滥用和暴力，提高复原力，以及 成功导航发展任务。LST计划经过了广泛的测试，发现 有效预防药物滥用、暴力攻击和一系列危险性行为 对20名独立的学生进行了随机对照试验，报告了超过35名学生的行为影响 同行评议的出版物。LST在大学性暴力预防中的适应性最近在 在一年级大学生中，RCT和未经同意的性行为减少了近一半(4.4%比7.4%) 学生，这是第一批严格的研究之一，证明了性暴力的减少。在 建议的第一阶段建议，我们将开发用于预防暴力的原型VR模块，将提供 通过互动、引人入胜的行为演练和分支机构提供身临其境的学习体验 场景。虚拟现实单元将解决多种形式暴力常见的风险和保护因素， 并允许在冲突解决、旁观者干预、应对战略和 识别健康和不健康的关系和互动。我们将迭代焦点小组测试原型 与大学一年级学生和大学教育工作者一起使用材料，以证明可行性、相关性、可用性、 吸引力和概念验证。我们还将检查上岗前关键知识、态度、规范、技能、 和行为意图变量。如果成功，我们将在未来开发全套独立的VR模块 第二阶段项目将侧重于青少年暴力、性暴力、亲密伴侣暴力和自杀 大学生，这些行为与酗酒/吸毒的关系，如何积极改变 社会规范，训练旁观者识别并适当应对有问题的情况，并建立社会， 自我调节，以及健康的社交和人际关系技能。终极VR模块具有重要的意义 承诺广泛传播，以防止四年制大学适龄青年中的多种形式的暴力 学院、社区或专科学校、大学、研究生院和专业学校、营利性学校以及 贸易、职业和技术学校。

ABSTRACT Innovative Immersive Technologies for Evidence-Based Violence Prevention among College Students This Phase I proposal will develop and feasibility test innovative immersive technologies to prevent four CDC categories of violence (youth violence, sexual violence, intimate partner violence, and suicide) that are prevalent among college students. Specifically, we will develop and test virtual reality (VR) modules based on an evidence- based primary prevention approach to violence among college-age youth. NHPA recently developed a sexual violence prevention program as part of two previous federally funded research and development projects, adaptations of an evidence-based substance abuse and violence prevention approach called LifeSkills Training (LST). The LST approach, initially designed for middle school youth, builds personal self-management skills, social skills, and other life skills needed to reduce substance abuse and violence, increase resilience, and successfully navigate developmental tasks. The LST program has been extensively tested and found to effectively prevent substance abuse, violence and aggression, and risky sexual behaviors in a series of randomized controlled trials with 20 separate cohorts of students, with behavioral effects reported in over 35 peer-reviewed publications. The adaptation of LST for college sexual violence prevention was recently tested in an RCT and reduced sexual acts without consent by nearly half (4.4% versus 7.4%) among first-year college students, representing one of the first rigorous studies to demonstrate reductions in sexual violence. In the proposed Phase I proposal, we will develop prototype VR modules for violence prevention that will provide immersive learning experiences through interactive and engaging behavioral rehearsals and branched scenarios. The VR modules will address risk and protective factors that are common to multiple forms of violence, and allow for skills practice in areas including conflict resolution, bystander intervention, coping strategies, and identifying healthy and unhealthy relationships and interactions. We will iteratively focus group test the prototype materials with first-year college students and university educators to demonstrate feasibility, relevance, usability, appeal, and proof-of-concept. We will also examine pre-post changes in key knowledge, attitudes, norms, skills, and behavioral intention variables. If successful, we will develop a full set of standalone VR modules in a future Phase II project that will focus on youth violence, sexual violence, intimate partner violence, and suicide among college students, the relationships between these behaviors and alcohol/drug abuse, how to positively change social norms, train bystanders to identify and appropriately respond to problematic situations, and build social, self-regulation, and healthy social and interpersonal relationship skills. The ultimate VR modules hold significant promise for wide dissemination to prevent multiple forms of violence among college-age youth at four-year colleges, community or junior colleges, universities, graduate and professional schools, for-profit schools, and trade, career and technical schools.