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.项目摘要/摘要 在城市地区普遍接触暴力使年轻人面临随后实施暴力的风险，长期 心理创伤，精神和行为健康问题。然而，许多城市学校缺乏资源来 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学校时 健康差距理论表明，这是结构性种族主义和歧视(R/D)的反映。 结构性R/D是一个多层次、多领域的社会结构(例如，资源不足的隔离学校)， 体制(例如惩罚性纪律方面的种族差异)、人际(例如文化边缘化和教师 内隐偏见)和个人内部(例如，内化的刻板印象)形式，这些形式可能会导致青年患上 暴力。这些结构性种族主义的例子在巴尔的摩市公立学校(城市学校)中更加严重， 主要为黑人学生和事实上种族隔离学校的家庭提供服务的城区 校外停课率的差异。我们团队的严谨研究表明，年轻人 暴力预防模式，如应对能力，可以显著减少攻击行为 在城市学校的早期青少年中。然而，无论是应对能力，还是其他任何青少年暴力 据我们所知，预防干预已经纳入了超越应对研发的战略，以 积极预防R/D我们假设将R/D预防战略与青少年暴力相结合 预防性干预将产生协同效应，比青年更能减少攻击性。 仅采取暴力预防干预措施，同时在多个层面减少结构性研发。拟议中的项目 整合基于证据的干预应对能力的普遍、基于课堂的适应 巴尔的摩青年队对教师的专业发展和教练干预进行了双重检查， 管理人员和学校警察。名为R-City(通过合作消除种族主义和青少年暴力 与教师和青年)，该项目建立在我们之前联邦资助的研究适应和有效性的基础上 在中学测试这两种预防性干预措施。我们建议对整合的“增值”进行评估 应对能力和复查(CP+DC)，与单独应对能力(仅CP)相比，使用学校水平， 巴尔的摩市40所中学的随机对照试验。我们将评估CP+DC综合干预对 青少年暴力和个人内部研发，关于课堂人际研发(包括响应文化的做法 以及学校机构研发(以青年为衡量标准--报告 种族气氛和停职方面的差异)。每年将随机分配四组10所学校 接受综合CP+DC干预或仅接受CP治疗。对结果的评估将是 在秋季进行前测，春季进行后测，并进行为期一年的随访。

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.