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: 7849663
• 负责人: HOWARD C. STEVENSON
• 金额: $ 22.89万
• 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 2013-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7849663
• 关键词: Academic achievement; Achievement; African American; Age; Aggressive behavior; Anger; Anxiety; Cognitive; Communities; Competence; Conflict (Psychology); Coping Skills; Development; Diet Habits; Educational process of instructing; Face; Future; Gender; Goals; Inferior; Intervention; Knowledge; Leadership; Learning; Mediation; Mental Depression; Modeling; Neighborhoods; Outcome; Parenting behavior; Parents; Participant; Police; Politics; Public Health; Randomized Controlled Trials; Reaction; Reading; Recording of previous events; Recreation; Recruitment Activity; Research; Risk; Schools; Self Efficacy; Sex Behavior; Social skills development; Socialization; Source; Staging; Stereotyping; Stress; Stress and Coping; Students; Substance abuse problem; Training; Violence; Work; Youth; authority; base; biological adaptation to stress; cohort; coping; effectiveness trial; experience; interpersonal conflict; peer; pressure; public health relevance; racial and ethnic; satisfaction; social skills; 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）：黑人青年的学业脱离和同伴攻击往往反映了课堂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很大。本研究基于认知现象学压力理论的交易模型。我们认为，非裔美国青年经常与在课堂上表现出智力低下和在同伴冲突中表现出社交无助的刻板印象作斗争。文化相关干预措施 (CRI) 重视管理这些有压力的健康风险时刻和互动所需的认知重组和社交技能，需要在启动功效和有效性试验之前进行仔细规划。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与可提高学生能力的社交技能的发展之间的差距。在许多关于黑人青少年的学业成就、愤怒表达和抑郁的研究中，RECS 的构建被视为一种保护因素，因此 RECS 驱动的 CRI 具有促进自我效能感的潜力，从而影响应对技能的发展和应用。先前针对这种称为 PLAAY 的 CRI 的研究已经取得了成功，但仍处于开发的开始阶段，需要更严格的研究。该提案旨在确定父母作为 RECS 的支持来源是否可以刺激黑人青少年减少学业脱离和同伴报复的无效压力反应，并促进课堂和娱乐环境中的替代应对结果。由教师、家长和社区活动人士确定的 130 名年龄在 12 至 14 岁之间的家长和 130 名青少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之前 PLAAY 工作的发现。为此，我们重点关注家长，与 PLAAY 员工合作，成为种族/民族社会化的推动者，目标是教导年轻人如何在课堂和操场上与权威人物（教练、老师、警察和家长）和同龄人发生冲突时谈判冲突并控制焦虑和愤怒。第一年，我们将与社区领导建立伙伴关系，构建对学校和社区政治、历史和领导力敏感的干预模型，开发家长小组培训模型，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，我们将与第二批参与者重复这些步骤。我们还将评估 PLAAY 对育儿满意度和参与度以及青少年拒绝敏感性和阅读成绩的影响。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 RO1 提案中开展更复杂的 PLAAY 功效研究。公共卫生相关性：PLAY 干预措施旨在培训家长为担心在课堂上表现不称职或在操场上人际冲突中显得软弱的黑人青少年提供种族应对知识和情感支持辅导。当学生学会与同龄人和老师协商这些性别和种族紧张冲突并了解社会不公正时，他们感到自己有能力面对困难的学术和人际挑战。减少导致学业脱离和同伴攻击的压力，可以减少药物滥用、无保护性行为、不良饮食习惯、缺乏身体活动和暴力等更大的相关公共卫生问题。

项目成果

Teaching Scared: Pre-Service Teacher Appraisals of Racial Stress, Socialization and Classroom Management Self-Efficacy.

• DOI: 10.1007/s11218-020-09578-8
• 发表时间: 2020-10
• 期刊: SOCIAL PSYCHOLOGY OF EDUCATION
• 影响因子: 2.9
• 作者: Bentley-Edwards, Keisha L.;Stevenson, Howard C., Jr.;Thomas, Duane E.;Adams-Bass, Valerie N.;Coleman-King, Chonika
• 通讯作者: Coleman-King, Chonika