Enhancing School-Based Violence Prevention through Multilevel Racial/Ethnic Discrimination Intervention

摘要 非裔美国人（AA）和西班牙裔/拉丁裔（HL）青少年不成比例地参与人际交往 暴力/侵略。即使在接触了基于证据和学校的暴力预防项目之后， 种族/民族（R/E）的差异在这些人群的侵略性持续存在。其中一个因素是 差异是R/E歧视。在学校里，与R/E歧视有关的过程主要有三种形式： 1)同伴R/E歧视，2）教师的无意R/E偏见，3）R/E在苛刻的 纪律，所有这些都与R/E少数民族学生的不良教育和行为结果有关。 因此，有效防止AA和HL青少年之间的攻击/暴力行为需要一种全面的方法 解决了学校中多层次的R/E歧视问题。然而，研究勒韦林实证支持， 严重缺乏消除歧视以加强预防校园暴力的方法。借鉴 令人信服的证据表明，不同的方法可以有效地解决来自成员国的R/E歧视问题。 研究小组建议针对四个领域采取综合多层次歧视干预措施。 减少学校工作人员的无意偏见，使用偏见习惯打破干预，唯一的 实验表明，干预可以产生长期的偏差变化。2)减少同行R/E 通过对青少年进行改变偏见习惯的干预，消除歧视。3)减少R/E 通过确定学校中最大的设置和实践， 差异的驱动因素和解决这些驱动因素的问题。4)减轻教师压力 职业压力管理本研究的目的是检验整合这些R/E的效果 歧视干预（RED）纳入心理健康增强积极行为和干预支持 （PBIS-MH），一种以证据为基础的方法，以减少学校中的攻击和其他问题行为。8 中学将被随机分配到2年的PBIS-MH或PBIS-MH，以解决R/E问题 识别（PBIS-MH+ RED）。数据将从学生、教师、家长和学校收集 记录在2年的过程中，与一个子集的青年参与者再次评估在1年的随访， 他们是高中生。该研究将解决以下新的目的：1）检查PBIS-MH的效果 +RED针对歧视目标。2)研究PBIS-MH +RED对学生攻击行为的影响， 攻击风险因素。我们还将探讨R/E组和性别在多大程度上缓和这些影响。 3)检查辨别目标介导PBIS-MH +RED对攻击性的影响的程度， 攻击风险。这项研究解决了推动该领域发展所需的关键问题， 全面的循证方法来减少AA和HL青年的攻击性。

ABSTRACT African American (AA) and Hispanic/Latinx (HL) adolescents disproportionately engage in interpersonal violence/aggression. Even after exposure to evidence- and school-based violence prevention programs, racial/ethnic (R/E) disparities in aggression persist for these populations. One factor accounting for the disparities is R/E discrimination. Three major forms of R/E discrimination-related processes occur in schools: 1) peer R/E discrimination, 2) teachers' unintentional R/E biases, and 3) R/E disproportionality in harsh discipline, all of which have been linked to R/E minority students' poor educational and behavioral outcomes. Thus, effectively preventing aggression/violence among AA and HL youth requires a comprehensive approach that addresses R/E discrimination on multiple levels in schools. Yet, research levering empirically supported ways of addressing discrimination to enhance school-based violence prevention is sorely lacking. Drawing on compelling evidence for the efficacy of diverse approaches to addressing R/E discrimination from members of the research team, an integrated multilevel discrimination intervention is proposed to target four areas.1) Reduce unintentional bias in school personnel using the prejudice-habit breaking intervention, the only intervention that has been shown experimentally to produce long-term changes in bias. 2) Reduce peer R/E discrimination using an adaption of the prejudice-habit breaking intervention for adolescents. 3) Reduce R/E disproportionality in discipline by identifying the settings and practices in the school that are the greatest drivers of the disparities and problem-solving to address these drivers. 4) Reduce teacher stress using occupational stress management. The purpose of this study is to examine the effects of integrating these R/E discrimination interventions (RED) into mental health-enhanced Positive Behavioral and Interventions Supports (PBIS-MH), an evidence-based approach to reducing aggression and other problem behavior in schools..8 middle schools will be randomly assigned to 2 years of PBIS-MH or PBIS-MH augmented to address R/E discrimination (PBIS-MH+ RED). Data will be collected from students, teachers, and parents and school records over the course of 2 years, with a subset of youth participants assessed again at 1-year follow up while they are in high school. The study will address the following novel aims: 1) Examine the effects PBIS-MH +RED on discrimination targets. 2) Examine the effects of PBIS-MH +RED on student aggressive behavior and aggression risk factors. We will also explore the extent to which R/E group and gender moderate these effects. 3) Examine the extent that discrimination targets mediate the effects of PBIS-MH +RED on aggression and aggression risk. This study addresses critical questions needed to move the field forward in the development of comprehensive evidence-based approaches to reducing aggression in AA and HL youth.