Rigorous Evaluation of the READY to Stand Curriculum as a Tool to Prevent the Commercial Sexual Exploitation of Children Among Racially and Ethnically Diverse Urban Youth

项目摘要 对儿童的商业性剥削（CSEC）是美国的一场公共卫生危机。 我们对如何防止对儿童的商业性性剥削知之甚少。让我自由项目已经开发了准备站在 (RTS)课程由四个45分钟的模块组成，实施给高中学生和学校 人员的动态RTS为学生提供有关CSEC的心理教育，健康的关系技能 培训、确定安全的人员和资源，并制定方案，以提高自我价值 等人作为拟议项目的一部分，RTS将增加两个45分钟的单元， 重点是在对儿童商业化性剥削的情况下进行旁观者干预培训，并改变学校和社区规范， 不容忍一切形式的暴力，包括对儿童的商业性剥削。尽管RTS有减少对儿童商业化性剥削的潜力， 从未被评估过。包括研究人员在内的多方利益攸关方合作的总体目标是， 教育工作者、实践者和青年，对RTS进行过程和严格的结果评估 着眼于向美国其他社区广泛传播，如果认为有效。的 实施地点包括得梅因公立学校的五所传统的三所替代高中 （DMPS）;学生主要是种族/少数民族（65%）和低收入（76%）。A部分（1-2年级）， 在完善和规划阶段，包括成立一个研究咨询委员会（RAB）， 研究人员，从业人员，教育工作者，照顾者和青年;两个补充45分钟的发展 为RTS（学生版）提供旁观者干预和社会规范模块，并加强90- 分钟RTS学校人员版本;创建心理测量验证的调查工具， 衡量对儿童的商业化性剥削的实施和受害情况以及对儿童的商业化性剥削的相关概念; 在DMPS的一所传统高中和一所替代高中进行RTS的试点试验（n=878名学生; n=78名学校工作人员）。组成部分B（第3-5年）包括严格评估阶段， 准实验研究，其中其余四所传统高中和两所替代学校， 随机分配到治疗或等待列表控制条件。学生（n= 7，241）将完成基线 以及6个月、12个月和18个月的随访调查，以检验参与RTS将导致 减少对儿童的商业性剥削行为（主要成果）以及减少对儿童的商业性剥削受害和青少年 约会暴力和性侵犯受害和犯罪，以及旁观者干预的增加， 对儿童的商业性剥削情况（次要结果）。我们将评估调解人（例如，增加对儿童商业性剥削的知识， 旁观者效能）和人口统计学调节程序的影响，并进行深入的过程 评估包括来自学生（n= 7，241）和学校工作人员（n=396）的数据。本研究 这是有史以来第一次对预防对儿童商业化性剥削方案进行严格评估。两个组成部分A的调查结果 和B将广泛传播给不同的受众与RAB的参与。

Project Summary The commercial sexual exploitation of children (CSEC) is a public health crisis in the U.S. To date, however, we know little about how to prevent CSEC. The Set Me Free Project has developed the READY to Stand (RTS) curriculum consisting of four, 45-minute modules implemented to high school students and school personnel. The dynamic RTS provides students with psychoeducation on CSEC, healthy relationship skills training, identification of safe people and resources, and programming components to enhance valuing of self and others. As part of the proposed project, the RTS will be enhanced with two additional 45-minute modules that focus on bystander intervention training in situations of CSEC and shifting school and community norms to be intolerant of all forms of violence, including CSEC. Despite its potential for reducing CSEC, the RTS has never been evaluated. The overarching goal of this multi-stakeholder collaboration, including researchers, educators, practitioners, and youth, is to conduct both a process and rigorous outcome evaluation of the RTS with an eye toward widespread dissemination to other communities in the U.S., if deemed effective. The implementation site includes five traditional three alternative high schools in Des Moines Public Schools (DMPS); students are largely racial/ethnic minority (65%) and low-income (76%). Component A (Years 1-2), the refinement and planning phase, includes the creation of a Research Advisory Board (RAB) comprised of researchers, practitioners, educators, caregivers, and youth; development of the two supplemental 45-minute modules on bystander intervention and social norms for the RTS (student version) and enhancement of the 90- minute RTS for school personnel version; creation of psychometrically validated survey instruments to measure CSEC perpetration and victimization and related CSEC constructs; and the conduction of an open pilot trial of the RTS with one traditional high school and one alternative high school in DMPS (n=878 students; n=78 school personnel). Component B (Years 3-5) comprises the rigorous evaluation phase and includes a quasi-experimental study in which the remaining four traditional high schools and two alternative schools are randomly assigned to the treatment or wait-list control conditions. Students (n=7,241) will complete baseline and 6-, 12-, and 18-month follow-up surveys to test the hypothesis that participation in the RTS will lead to reductions in CSEC perpetration (primary outcome) as well as reductions in CSEC victimization and teen dating violence and sexual assault victimization and perpetration and increases in bystander intervention in CSEC situations (secondary outcomes). We will assess mediators (e.g., increases in CSEC knowledge, CSEC bystander efficacy) and demographic moderators of program impact and conduct an in-depth process evaluation that includes data from both students (n=7,241) and school personnel (n=396). This study represents the first ever rigorous evaluation of a CSEC prevention program. Findings from both Components A and B will be widely disseminated to diverse audiences with RAB engagement.