Innovative Immersive Technologies for Evidence-Based Violence Prevention among College Students

摘要 创新沉浸式技术用于大学生暴力预防的循证研究 该第一阶段提案将开发和可行性测试创新的沉浸式技术，以防止四种疾病控制和预防 普遍存在的暴力类型（青年暴力、性暴力、亲密伴侣暴力和自杀） 在大学生中。具体来说，我们将根据证据开发和测试虚拟现实（VR）模块- 对大学适龄青年中的暴力行为采取基于初级预防的办法。NHPA最近开发了一种性 预防暴力方案是前两个联邦资助的研究和发展项目的一部分， 采用一种名为生活技能培训的循证药物滥用和暴力预防方法 （LST）。LST方法最初是为中学生设计的，建立个人自我管理技能， 社会技能和其他生活技能，以减少药物滥用和暴力，提高复原力， 成功完成发展任务。LST计划已经过广泛的测试，发现 有效预防药物滥用，暴力和侵略，以及一系列危险的性行为， 随机对照试验，20个独立的学生群体，超过35个报告的行为影响 同行评审的出版物。最近，LST对大学性暴力预防的适应性测试在 在大学一年级学生中，未经同意的性行为减少了近一半（4.4%对7.4%） 这是证明性暴力减少的首批严格研究之一。在 根据第一阶段的建议，我们将开发用于预防暴力的原型VR模块， 沉浸式学习体验，通过互动和参与行为排练和分支 场景虚拟现实模块将解决多种形式暴力所共有的风险和保护因素， 并允许在解决冲突、旁观者干预、应对策略等领域进行技能练习， 识别健康和不健康的关系和互动。我们将反复进行焦点小组测试原型 材料与一年级的大学生和大学教育工作者证明可行性，相关性，可用性， 吸引力和概念验证。我们还将研究关键知识，态度，规范，技能， 行为意图变量。如果成功，我们将在未来开发一整套独立的VR模块 第二阶段项目将侧重于青年暴力、性暴力、亲密伴侣暴力和自杀， 大学生，这些行为与酒精/药物滥用之间的关系，如何积极改变 社会规范，培训旁观者识别和适当应对有问题的情况， 自我调节，以及健康的社交和人际关系技能。最终的VR模块具有重要意义 承诺广泛宣传，以防止四年制大学适龄青年中的多种形式的暴力 学院、社区或初级学院、大学、研究生院和专业学校、营利性学校，以及 职业和技术学校。

ABSTRACT Innovative Immersive Technologies for Evidence-Based Violence Prevention among College Students This Phase I proposal will develop and feasibility test innovative immersive technologies to prevent four CDC categories of violence (youth violence, sexual violence, intimate partner violence, and suicide) that are prevalent among college students. Specifically, we will develop and test virtual reality (VR) modules based on an evidence- based primary prevention approach to violence among college-age youth. NHPA recently developed a sexual violence prevention program as part of two previous federally funded research and development projects, adaptations of an evidence-based substance abuse and violence prevention approach called LifeSkills Training (LST). The LST approach, initially designed for middle school youth, builds personal self-management skills, social skills, and other life skills needed to reduce substance abuse and violence, increase resilience, and successfully navigate developmental tasks. The LST program has been extensively tested and found to effectively prevent substance abuse, violence and aggression, and risky sexual behaviors in a series of randomized controlled trials with 20 separate cohorts of students, with behavioral effects reported in over 35 peer-reviewed publications. The adaptation of LST for college sexual violence prevention was recently tested in an RCT and reduced sexual acts without consent by nearly half (4.4% versus 7.4%) among first-year college students, representing one of the first rigorous studies to demonstrate reductions in sexual violence. In the proposed Phase I proposal, we will develop prototype VR modules for violence prevention that will provide immersive learning experiences through interactive and engaging behavioral rehearsals and branched scenarios. The VR modules will address risk and protective factors that are common to multiple forms of violence, and allow for skills practice in areas including conflict resolution, bystander intervention, coping strategies, and identifying healthy and unhealthy relationships and interactions. We will iteratively focus group test the prototype materials with first-year college students and university educators to demonstrate feasibility, relevance, usability, appeal, and proof-of-concept. We will also examine pre-post changes in key knowledge, attitudes, norms, skills, and behavioral intention variables. If successful, we will develop a full set of standalone VR modules in a future Phase II project that will focus on youth violence, sexual violence, intimate partner violence, and suicide among college students, the relationships between these behaviors and alcohol/drug abuse, how to positively change social norms, train bystanders to identify and appropriately respond to problematic situations, and build social, self-regulation, and healthy social and interpersonal relationship skills. The ultimate VR modules hold significant promise for wide dissemination to prevent multiple forms of violence among college-age youth at four-year colleges, community or junior colleges, universities, graduate and professional schools, for-profit schools, and trade, career and technical schools.