Participatory Trial of a Health Promoting School Approach to Positive Youth Development and Wellness Promotion

 描述(由申请人提供)：这项研究的总体目标是解决关键的青少年健康问题(物质使用、情绪健康、发展资产)和关键的社会健康决定因素(学业投入和成绩)，通过关注学生与学校的联系和学校环境，特别是拉丁裔、苗族、索马里和其他非洲血统的9年级青年，解决所有学生的健康问题。学校环境，包括师生关系和有意义的学生参与机会，建立了学生之间的联系，导致了多种健康保护结果。然而，有色人种的年轻人往往表现出与学校的联系较少。健康促进学校的干预措施可以通过解决3个组成部分来改善连通性：1)课堂健康主题/方法，2)学校环境或精神，3)与家庭和/或社区的联系。我们将在NIMHD(R24MD00766-01)资助的试点项目的基础上，开发和评估项目TRUST(城市学生和教师的适应能力培训)，这是一项干预措施，旨在支持教师改善与索马里、拉丁裔和苗族9年级青年的关系，并促进PYD。核心合作伙伴索马里、拉丁裔和苗族健康与健康伙伴(SoLaHmo)、明尼苏达大学健康差距研究项目、教育和人类发展学院以及教师、家长和青年共同制定和试行了这项干预措施。研究结果表明，信任项目是可行的，也是教育工作者可以接受的，可能会改善青少年的教育参与度、情感幸福感和跨种族/民族的发展资产。调查结果表明，需要更广泛地改善学校环境，并与家长一起参与，以实质性地改善联系。在目前的建议中，我们将扩大我们的CBPR联盟，共同指导完善和实施一项由多个组成部分组成的健康促进学校干预措施，包括：1)试行教师专业发展，2)学生定义的优化环境，以及3)家长定义的加强社区/家庭联系。该联盟将使用分阶段干预地图最终确定干预措施，该地图将社区观点与PYD的理论方法和基于证据的做法相结合。这项研究的目标将通过在10所不同人口的城市学校进行团体随机试验来实现，这些学校代表大约1900名学生。研究目标为：目标1：通过小组随机参与性试验，评估以学校为基础的多成分干预对改善学校连通性、学校参与度和发展资产的影响。目的2：通过一组随机、参与性试验，评估健康促进学校多成分干预对情绪幸福感、烟草等物质使用和学业成绩的影响。目的3：评估参与性因素(CBPR协作过程、能力和背景因素)、学校干预实施和研究结果之间的关系。将学校的连通性和环境作为健康的关键社会决定因素和有希望的干预目标的重点是创新的，而CBPR方法确保了项目的成功和可持续性。

 DESCRIPTION (provided by applicant):The overarching goal of this study is to address key adolescent health issues (substance use, emotional well-being, developmental assets) and critical social determinants of health (academic engagement and achievement) for all students, but 9th grade youth of Latino, Hmong, Somali and other African heritage in particular, through a focus on student-school connectedness and the school environment. The school environment, including student-teacher relationships and opportunities for meaningful student participation, establishes student connectedness, leading to multiple health-protective outcomes. However youth of color often express less connection to school. Health Promoting Schools' interventions may improve connectedness by addressing 3 components: 1) classroom wellbeing topics/approaches, 2) school environment or ethos, 3) links with families and/or communities. We will build on a NIMHD (R24MD00766-01)-funded pilot that developed and evaluated Project TRUST (Training for Resiliency in Urban Students and Teachers), an intervention to support teachers in improving relationships with, and promoting PYD for Somali, Latino, and Hmong 9th grade youth. Core partners Somali, Latino and Hmong Partnership for Health and Wellness (SoLaHmo), University of Minnesota Program in Health Disparities Research and College of Education and Human Development along with teachers, parents, and youth co-developed and piloted the intervention. Findings suggest that Project TRUST is feasible and acceptable to educators and may improve youth educational engagement, emotional well-being, and developmental assets across race/ethnic groups. Findings identified the need for broader improvements in the school environment and involvement with parents to substantively improve connectedness. In the current proposal we will expand our CBPR Coalition to co-direct refinement and implementation of a multi- component Health Promoting Schools intervention including: 1) pilot-tested teacher professional development, 2) student- defined enhanced environment, and 3) parent-defined enhanced community/family connection. The Coalition will finalize the intervention using a phased intervention map that integrates community perspectives with theoretical approaches to PYD and evidence based practices. The study aims will be accomplished through a group randomized trial in 10 urban schools with diverse populations representing approximately 1,900 students. Study aims are: Aim 1: Assess the effects of a school-based multi-component intervention on improved school connectedness, school engagement, and developmental assets through a group randomized, participatory trial. Aim 2: Assess the effects of a health promoting schools multi-component intervention on emotional well-being, tobacco and other substance use, and academic outcomes through a group randomized, participatory trial. Aim 3: Evaluate the relationships between participatory factors (CBPR collaborative processes, capacities, and contextual factors), school intervention implementation, and study outcomes. The focus on school connectedness and environment as key proximal social determinants of health and promising intervention targets is innovative while the CBPR approach assures project success and sustainability.