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Partnerships for Prevention: A plan for managing student stress, anxiety, and pain through interactive media.

预防合作：通过互动媒体管理学生压力、焦虑和疼痛的计划。

基本信息

批准号：
10874084
负责人：
JOHN ARCHIE POLLOCK
金额：
$ 21.52万
依托单位：
DUQUESNE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2019
资助国家：
美国
起止时间：
2019-08-01 至 2024-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10874084
关键词：
Achievement Address Age Android Anxiety Attitude Biology Brain COVID-19 COVID-19 pandemic Cessation of life Child Collection Common Core Companions Computer software Confusion Coping Skills Data Data Collection Development Diet Disease Education Educational Curriculum Educational process of instructing Emotions Evaluation Exercise Family Feeling Floods Foundations Funding Goals Grant Habits Health Home Individual Internet Intervention Knowledge Learning Left Life Location Manuscripts Mental Depression Mental Health Mental Health Services Mental disorders Middle School Student Modality Modernization Multimedia Nervous System Pain Parents Perception Physiology Play Prevention Process Production Program Development Publishing Reader Reading Research Resources Risk Safety Schools Science Self-Injurious Behavior Sleep Social Interaction Sports Stress Structure Students Suicide Surveys Teacher Professional Development Techniques Technology Teenagers Time Vaccination Vaccines Vocabulary Writing addiction analog animation coping design digital eighth grade elementary school experience fifth grade formative assessment fourth grade healthy lifestyle junior high school mindfulness neuromechanism opioid use disorder pandemic disease parent grant pre-pandemic preadolescence reading ability resilience response sixth grade social media stressor teacher trend vaccine hesitancy

项目摘要

The primary SEPA project is focused on anxiety and stress, which are incidental to everyone’s daily life. For children and teens, learning how to navigate these challenges is critical to a healthy lifestyle, yet little is done in school to teach students about these feelings and the underlying biology and physiology; a limitation that is placing students at risk. Adding to what was already a growing trend in mental health challenges for students, the COVID-19 pandemic of 2020/2021 created new stresses and anxieties. Our recent survey of student stressors carried out pre-pandemic and repeated during the pandemic asked students about their stressors, and also asked parent’s their perception of their children and teacher’s perception of their students. Among other things, students scored their stress about the health of others 62% higher than what the parents perceived the child’s level of concern to be. Similarly, students concern about their own health was 66% higher than their parent’s perception. These data indicate that on top of all the stressors present in the lives of students, they have added concerns about health issues associated with the pandemic, not the least of them being anxiety over vaccination. Understanding science without a basic foundation can be intimidating for students, families and teachers. This is especially true with the flood of miss-information on the web and social media leading to mistrust. Unprepared, students are left with confusion that can fuel depression or other mental health challenges. For example, recent studies by the CDC show that in 2021, nearly 1 in 5 students age 12 to 17 were receiving mental health treatment. Countless more are undiagnosed and un-treated. In the worst case, failing to address mental health challenges can negatively influence academics, sports, arts and social interactions, possibly leading to depression and other mental health diseases including self-harm, opioid use disorder or the tragedy of the disease of suicide. Our hypothesis is that understanding anxiety and stress can be influenced by narrative-based educational stories for late elementary and middle school. Creating an understanding of the biology of the brain, body and emotions plus developing healthy habits can set the stage for preventative mental health resiliency providing benefits for now and for later in life. Using formative assessment to better understand the world view of the student we develop an integrated collection of narrative based, digital and analog multimedia including YouTube animated videos, Adaptive Reader stories and small group, face-to-face table-top games. With illustrations of the fundamental biology underlying the physiology and neural mechanisms of stress and anxiety the stories will reveal research-backed coping strategies and how they can serve as the first line of defense, helping individuals to listen to their bodies to understand what they can control, and also when it's time to seek professional advice. Each resource is further supported by teacher guides, curriculum and student readings. This transmedia approach facilitates low barriers to use and ease of entry through different modalities maximizing utility for the teacher or home schooler.

SEPA的主要项目集中于焦虑和压力，这是每个人日常生活中的附带问题。为儿童和青少年，学习如何应对这些挑战对健康的生活方式至关重要，但在这方面做得很少。学校教学生这些感觉和潜在的生物学和生理学;一个限制，让学生处于危险之中。除了学生心理健康挑战已经呈增长趋势外， 2020/2021年COVID-19疫情带来新的压力和焦虑。我们最近对学生的调查在大流行前进行并在大流行期间重复的压力源调查，并询问家长对孩子的看法和教师对学生的看法。之间在其他方面，学生对他人健康的压力比父母高62%。孩子的关心程度。同样，学生对自己健康的关注也高出66%。比他们父母的认知更重要这些数据表明，除了生活中存在的所有压力之外，学生，他们增加了对与流行病有关的健康问题的关注，对疫苗接种的焦虑。没有基本的基础就理解科学可能是令人生畏的，学生、家庭和教师。尤其是在网络和社交媒体上充斥着大量错误信息的情况下，媒体导致不信任。没有准备，学生们留下的困惑，可以燃料抑郁症或其他心理健康挑战。例如，CDC最近的研究表明，到2021年，近五分之一的学生年龄在12至17岁之间，正在接受心理健康治疗。还有无数的人没有得到诊断和治疗。在在最坏的情况下，未能解决心理健康挑战可能会对学术，体育，艺术和社会交往，可能导致抑郁症和其他精神健康疾病，包括自残，阿片类药物使用障碍或自杀疾病的悲剧。我们的假设是理解焦虑和压力可以受到小学和中学后期基于叙事的教育故事的影响。创建了解大脑、身体和情绪的生物学知识，再加上养成健康的习惯，预防性心理健康弹性，为现在和以后的生活提供益处。使用formative 为了更好地了解学生的世界观，我们开发了一个综合的叙事集合的数字和模拟多媒体，包括YouTube动画视频，自适应阅读器故事和小小组面对面的桌面游戏并配有生理学基础生物学的插图以及压力和焦虑的神经机制，这些故事将揭示研究支持的应对策略，他们如何作为第一道防线，帮助个人倾听他们的身体，了解什么是他们可以控制的，也是时候寻求专业建议了。每项资源都得到以下方面的进一步支持：教师指南、课程和学生读物。这种跨媒体方法有助于降低使用障碍，通过不同的方式使教师或家庭教育者的效用最大化。