Cuentos de la Vida: Exploring Cultural Heritage through Storytelling

描述（由申请人提供）：根据美国人口普查局的数据，西班牙裔人是美国最大的少数民族，预计到2050年，美国总人口的24%将是西班牙裔人。与非白色儿童相比，西班牙裔儿童经历了显著的行为健康差异，包括学业和社交困难（Farkas，2003; Wright & Troop，2005; USDHHS，2001）。需要文化相关的项目来减少西班牙裔青年的行为健康差异（Hecht等人，2003年）。具体来说，研究表明，接受西班牙裔学生和融入学校社区是促进跨领域积极运作的关键环境因素（Ibaqez等人，2004; Suarez-Orozco & Suarez-Orozco，1995;瓦伦西亚，2002）。庆祝西班牙裔文化遗产，促进多样性的接受，并教育学生文化之间的相似性的干预措施可以有效地产生一个综合的接受学校环境，从而促进行为健康的好处。拟议的创新产品，Cuentos de la维达：通过讲故事探索文化遗产，将有专业的西班牙裔讲故事的人从西班牙裔文化遗产的角度分享cuentos de la vida（生活故事）。完整的故事库将包括传统的（例如，墨西哥国旗的历史）和经验（例如，在两种文化中成长）来自各种西班牙文化的故事（例如，墨西哥裔美国人，波多黎各人，古巴人），以提高西班牙裔学生的自尊和学校参与，以及促进一个综合的，积极的整体学校氛围。该项目的第一阶段将实现两个具体目标：（1）开发课程原型（即，专业手册（管理指南、课程脚本、活动）、以西班牙裔专业讲故事者为特色的DVD、家长讲义和网络资源，以及（2）原型产品的可行性测试（即，由参与课程采用的学校专业人员和3-5年级学生及其家长组成的焦点小组进行详细的产品评估）。基于第一阶段的研究结果，原型将被修改和扩展，包括四个额外的西班牙裔讲故事者和所有附带的课程脚本和材料，以及一项随机治疗对照研究，研究儿童在学校的学业，社会情感和行为功能的变化，以及整个学校的气氛将在第二阶段完成。第一阶段和第二阶段项目的努力将为3-5年级的儿童提供循证的、普遍的、文化遗产校本课程，Cuentos de la维达：通过讲故事探索文化遗产，它使用讲故事的引人入胜和强大的教育形式来分享西班牙裔文化遗产的故事，沿着伴随着课程和材料，促进西班牙裔学生融入学校社区的文化接受和融合。公共卫生相关性：与文化适应相关的挑战对西班牙裔儿童，特别是移民儿童的风险行为有很大影响（COSSMHO，1999）。因此，迫切需要文化相关的计划，促进文化接受和西班牙裔青年融入学校社区。Cuentos de la维达：通过讲故事探索文化遗产是一个普遍的，以学校为基础的课程，为学生在3-5年级专门设计，以解决迫切需要的创新，有效的校本课程，重点是西班牙裔文化遗产，以减少西班牙裔儿童之间的行为健康差异，促进一个综合的，积极的整体学校氛围。

DESCRIPTION (provided by applicant): According to the U.S. Census Bureau, people of Hispanic origin constitute the largest minority group in the nation with the anticipation that 24% of the U.S. total population will be of Hispanic origin by 2050. Hispanic children experience significant behavioral health disparities, including academic and social difficulties, compared to non- white children (Farkas, 2003; Wright & Troop, 2005; USDHHS, 2001). Culturally-relevant programs are neededto decreasebehavioral health disparities among Hispanic youth (Hecht et al., 2003). Specifically, research suggests that acceptance of Hispanic students and integration into the school community are key environmental factors that promote positive functioning across domains (Ibaqez et al., 2004; Suarez-Orozco & Suarez-Orozco, 1995; Valencia, 2002). Interventions that celebrate Hispanic cultural heritage, promote acceptance of diversity, and educate students about similarities among cultures can effectively engender an integrated accepting school environment, thereby fostering behavioral health benefits. The proposed innovative product, Cuentos de la Vida: Exploring Cultural Heritage through Storytelling, will feature professional Hispanic storytellers sharing cuentos de la vida (life stories) from an Hispanic cultural heritage perspective. The complete story library will include both traditional (e.g., history of the Mexican flag) and experiential (e.g., growing up biculturally) stories from various Hispanic cultures (e.g., Mexican-American, Puerto Rican, Cuban) in order to increase self-esteem and school engagement among Hispanic students, as well as promote an integrative, positive overall school climate. Phase I of this project will address two specific aims:(1) Development of a curriculum prototype(i.e., Professional Manual (administrative guidelines, lesson scripts, activities), DVD featuring a Hispanic professional storyteller, parent handouts, and web resources and (2) Feasibility testing of the prototype product (i.e., detailed product evaluation by school professionals involved in curriculum adoption and focus groups with students in grades 3-5 and their parents). Based on Phase I findings,the prototype will be revised and expanded to include four additional Hispanic storytellers and allaccompanying lessonscripts andmaterials and a randomized treatment-controlresearch study examining changes in children's academic, social-emotional, and behavioral functioning at school, as well as the overall school climate will be completed in Phase II. The efforts of Phase I and Phase II projects will result in an evidence-based, universal, cultural heritage school-based curriculum for children in grades 3-5, Cuentos de la Vida: Exploring Cultural Heritage through Storytelling, which uses the engaging and powerful educational format of storytelling to share stories of Hispanic cultural heritage that, along with accompanying lessons and materials, promote cultural acceptance and integration of Hispanic students into the school community. PUBLIC HEALTH RELEVANCE: Challenges associated with acculturation have strong effects on risk behaviors for Hispanic children, especially immigrant children (COSSMHO, 1999). As such, there is a pressing need for culturally-relevant programs that foster cultural acceptance and integration of Hispanic youth into the school community. Cuentos de la Vida: Exploring Cultural Heritage through Storytelling is a universal, school-based curriculum for students in grades 3-5 specifically designed to address the pressing need for innovative, effective school-based curricula focusing on Hispanic cultural heritage to reduce behavioral health disparities among Hispanic children and promote an integrative, positive overall school climate.