R-CITY: Erasing Racism and Violence through Collaborative Intervention with Teachers and Youth

G.220 - R&R其他项目信息表 7.项目总结/摘要 城市地区普遍存在的暴力行为使青年有可能随后实施暴力， 心理创伤以及精神和行为健康问题。然而，许多城市学校缺乏资源， 提供足够的支持。当资源不足的学校集中在种族和少数民族 健康差距理论表明，这是结构性种族主义和歧视的反映。 结构研发是一个多层次、多领域的结构，具有社会（例如，资源不足的隔离学校）， 机构（例如，惩罚性纪律中的种族差异），人际关系（例如，文化边缘化与教师 内隐偏见），和自我（例如，内在定型观念）的形式，可能会导致青年发生 暴力这些结构性种族主义的例子在巴尔的摩城市公立学校（城市学校）中更为复杂， 一个主要为黑人学生和家庭服务的市区，在事实上的种族隔离学校， 校外停学率的差异。我们团队的严谨研究表明， 暴力预防模型，如应对能力，可以显著减少攻击性行为 在城市学校的青少年中。然而，无论是应对能力，还是任何其他青年暴力， 据我们所知，预防干预措施已经纳入了超越应对R/D的战略， 积极阻止研发。我们假设，将研发预防策略与青少年暴力相结合， 预防性干预将产生协同效应，比青少年更能减少攻击性。 这意味着，只有暴力预防干预措施，同时在多个层面上减少结构性研发。拟建项目 整合了一个普遍的，基于课堂的适应证据为基础的干预应对能力， 巴尔的摩市青年与双重检查专业发展和教练干预的教师， 管理人员和学校警察R-CITY（通过合作消除种族主义和青年暴力） 与教师和青年），该项目建立在我们以前的联邦资助的研究适应和功效 在中学测试这两种预防措施。我们建议评估整合的“增值” 应对能力和双重检查（CP+DC），与单独的应对能力（仅CP）相比，使用学校水平， 40所巴尔的摩市中学的RCT。我们将评估综合CP+DC干预对以下方面的影响： 青少年暴力和个人内部研究/发展，关于课堂人际研究/发展（包括文化上反应的做法 公平和包容的青年参与），以及学校机构的R/D（由青年报告衡量） 种族气候和暂停的差异）。每年将随机分配四组共10所学校 接收综合CP+DC干预或仅接收CP。对结果的评估将 在秋季的预测试，春季的后测试和一年的随访中进行。

G.220 - R&R Other Project Information Form 7. PROJECT SUMMARY/ABSTRACT Pervasive exposure to violence in urban areas puts youth at risk for subsequent perpetration of violence, chronic psychological trauma, and mental and behavioral health problems. Yet many urban schools lack resources to provide adequate support. When under-resourced schools are concentrated in racial and ethnic minority communities, health disparities theory suggests this is a reflection of structural racism and discrimination (R/D). Structural R/D is a multi-level, multi-domain construct with societal (e.g., under-resourced segregated schools), institutional (e.g., racial disparities in punitive discipline), interpersonal (e.g., cultural marginalization and teacher implicit bias), and intrapersonal (e.g., internalized stereotypes) forms that may contribute to youth incidence of violence. These examples of structural racism are compounded in Baltimore City Public Schools (City Schools), an urban district serving primarily Black students and families in de facto segregated schools with racial disparities in out-of-school suspension rates. Rigorous research studies by our team have shown that youth violence prevention models such as Coping Power can produce significant reductions in aggressive behavior among early adolescents in City Schools. However, neither Coping Power, nor any other youth violence prevention interventions to our knowledge, have incorporated strategies that move beyond coping with R/D to actively preventing R/D. We hypothesize that integrating R/D prevention strategies with youth violence preventive intervention will result in a synergistic effect, producing greater reductions in aggression than youth violence preventive interventions alone, while reducing structural R/D at multiple levels. The proposed project integrates a universal, classroom-based adaptation of the evidence-based intervention Coping Power for Baltimore City youth with the Double Check professional development and coaching intervention for teachers, administrators, and school police. Called R-CITY (Erasing Racism and Youth Violence through Collaboration with Teachers and Youth), the project builds on our previous federally-funded research adapting and efficacy testing both preventive interventions in middle schools. We propose to assess the “value-added” of integrating Coping Power and Double Check (CP+DC), compared to Coping Power alone (CP Only), using a school-level, RCT in 40 Baltimore City middle schools. We will assess the effects of the integrated CP+DC intervention on youth violence and intrapersonal R/D, on classroom interpersonal R/D (including culturally responsive practices and equitable and inclusive youth engagement), and on school institutional R/D (as measured by youth-report of racial climate and disparities in suspensions). Four cohorts of 10 schools will be randomly assigned each year to receive the integrated CP+DC intervention or to receive CP Only. Assessments of outcomes will be administered at pre-test in the fall, post-test in the spring, and at one-year follow-up.