Efficacy of a Multi-level School Intervention for LGBTQ Youth

针对 LGBTQ 青少年的多层次学校干预的效果

• 批准号: 10366722
• 负责人: Jeremy Thomas Goldbach
• 金额: $ 67.06万
• 依托单位: WASHINGTON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-01-20 至 2026-11-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10366722
• 关键词: Academy; Address; Administrator; Adolescent; Advisory Committees; Affect; Ally; Anxiety; Attitude; Behavior; Belief; California; Characteristics; Clinical; Collaborations; Communities; Data; Development; Drops; Educational process of instructing; Environment; Face; Feasibility Studies; Feeling suicidal; Foundations; Funding; Future; Gays; Gender; Goals; Grant; Guidelines; Health; Heterosexuals; Intervention; Leadership; Learning; Lesbian; Lesbian Gay Bisexual Transgender; Lesbian Gay Bisexual Transgender Queer; Los Angeles; Measures; Mediating; Medicine; Mental Depression; Meta-Analysis; Minority; Modeling; Outcome; Participant; Perception; Policies; Population; Post-Traumatic Stress Disorders; Prevention; Psychometrics; Public Health; Randomized Controlled Trials; Reporting; Research; Resources; Safety; Schools; Science; Self-Injurious Behavior; Sexual and Gender Minorities; Sexuality; Site; Source; Students; Suicide; Suicide attempt; Symptoms; Time; Training; Treatment Efficacy; United States National Institutes of Health; Victimization; Vulnerable Populations; Work; Youth; base; behavioral health; bullying; cohort; coping; educational atmosphere; efficacy testing; empowered; environmental change; experience; gender minority; group intervention; health disparity; implementation barriers; implementation facilitators; implementation fidelity; improved; innovation; intervention effect; minority children; minority stress; novel; peer; peer victimization; programs; sexual minority youth; social; substance use; success; suicide rate; teacher; theories; transgender

Project Summary The goal of this study is to test the efficacy of a theoretically informed, school-based intervention for sexual and gender minority (SGM, e.g., lesbian, gay, bisexual, transgender) adolescents, Proud & Empowered (P&E). Studies found that SGM students are 8 to 10 times more likely to experience victimization in schools than heterosexuals, with rates even higher among transgender youth. This bias-based victimization, part of which is commonly known as minority stress, has been cited as a participating factor in the substantial behavioral health disparities SGM face when compared to their heterosexual counterparts, such as depression, anxiety, self-harm, and suicidal ideation and attempt. These disparities are unique to SGM, as when compared to similarly victimized non-SGM peers, victimized SGM adolescents report significantly higher rates of suicide. When schools lack SGM bullying policies, SGM students are more likely to report suicidality than peers in schools with protective policies. Studies also indicate that SGM victimization is more common in schools that lack protective policies and resources such as gender and sexuality alliances (GSAs), SGM-specific antibullying guidelines, teacher and staff training, and openly supportive allies. Therefore, it is clear that any intervention for SGM youth must simultaneously (a) help SGM youth cope with the effects of minority stress and (b) work to reduce the likelihood of future victimization by addressing school-level factors. The P&E intervention seeks to address these outcomes through a novel multi-level school-based intervention. Supported by nine years of research including an NIH- supported feasibility study conducted at four schools (1R21MD013971), we will determine the interventions' efficacy by completing three specific aims: 1) Determine participant-level efficacy of the intervention in an RCT with 24 schools. 2) Determine the schoolwide intervention effects on (a) reporting of minority stress and behavioral health outcomes among all SGM students and (b) perceptions of school climate (i.e., norms, attitudes, beliefs, bullying behavior toward SGMA, policies) among all students. 3) Examine factors that may affect intervention success (e.g., fidelity of implementation, barriers or facilitators to implementation, school or student characteristics) to prepare the intervention for future dissemination. Following the completion of all ten P&E sessions, school-level factors will be addressed by student-led implementation of environmental change strategies at the school focused on key domains of school climate: safety, relationships, teaching and learning, and institutional environment. This innovative R01 application brings together a team of nationally recognized minority stress and prevention science experts and responds to a nationally established public health need for research from the National Academy of Medicine, the National Institutes of Health (NOT-MD-19-001), and the National Gay and Lesbian Task Force.

项目概要 本研究的目的是测试基于理论的、基于学校​​的性干预和干预措施的有效性。 性别少数（SGM，例如女同性恋、男同性恋、双性恋、跨性别者）青少年、骄傲与赋权 (P&E)。 研究发现，SGM学生在学校遭遇受害的可能性是SGM学生的8至10倍 异性恋者，跨性别青年的比例更高。这种基于偏见的受害，其中一部分是 通常被称为少数群体压力，被认为是重大行为健康的一个参与因素 与异性恋同行相比，SGM 面临着差异，例如抑郁、焦虑、自残、 以及自杀意念和企图。与类似的受害者相比，这些差异是 SGM 独有的 在非 SGM 的同龄人中，受害的 SGM 青少年的自杀率明显更高。当学校缺乏 SGM欺凌政策，SGM学生比有保护性学校的同龄人更有可能报告自杀倾向 政策。研究还表明，SGM 受害现象在缺乏保护政策的学校中更为常见 以及性别与性联盟 (GSA)、SGM 特定反欺凌指南、教师和 员工培训，以及公开支持的盟友。因此，很明显，任何对SGM青少年的干预都必须 同时 (a) 帮助 SGM 青少年应对少数族裔压力的影响，以及 (b) 努力减少发生这种情况的可能性 通过解决学校层面的因素来减少未来的受害情况。 P&E 干预旨在解决这些结果 通过新颖的多层次、以学校为基础的干预措施。得到九年研究的支持，其中包括 NIH- 支持在四所学校进行的可行性研究（1R21MD013971），我们将确定干预措施 通过完成三个具体目标来确定疗效：1) 确定随机对照试验中干预措施的参与者水平功效 拥有 24 所学校。 2) 确定全校干预对 (a) 报告少数群体压力和 所有 SGM 学生的行为健康结果以及 (b) 对学校氛围的看法（即规范、态度、 所有学生中的信仰、针对 SGMA 的欺凌行为、政策）。 3）检查可能影响的因素 干预的成功（例如，实施的忠诚度、实施的障碍或促进因素、学校或学生 特征）为未来的传播做好干预准备。完成全部十项 P&E 后 会议中，学校层面的因素将通过学生主导的环境变化实施来解决 学校的战略侧重于学校氛围的关键领域：安全、人际关系、教学和学习， 和制度环境。这个创新的 R01 应用程序汇集了国家认可的团队 少数民族压力和预防科学专家，并响应国家既定的公共卫生需求 美国国家医学院、美国国立卫生研究院 (NOT-MD-19-001) 和 全国男女同性恋工作组。