Translating an In-Person Brief, Bystander Bullying Intervention (STAC) to a Technology-Based - Phase II

将现场简报、旁观者欺凌干预 (STAC) 转化为基于技术的 - 第二阶段

• 批准号: 10480239
• 负责人: Aida Midgett
• 金额: $ 96.26万
• 依托单位: KLEIN BUENDEL, INC.
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-24 至 2024-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10480239
• 关键词: Address; Algorithms; Anxiety; Behavior; Canada; Categories; Communications Media; Communities; Compassion; Computers; Custom; Development; E-learning; Feedback; Focus Groups; Group Interviews; Household; Human Resources; Improve Access; Income; Injury; Intervention; Investigation; Knowledge; Language; Low income; Mental Depression; Mental Health; Middle School Student; Mississippi; Nature; Outcome; Persons; Phase; Prevention approach; Privatization; Program Sustainability; Randomized Controlled Trials; Reporting; Research; Research Personnel; Resources; Risk; Robin bird; Role; Rural; Rural Community; Schools; Small Business Innovation Research Grant; Small Business Technology Transfer Research; Students; Technology; Testing; Theft; Time; Training; Translating; Translations; United States; Universities; Victimization; Woman; Work; Youth; base; behavior change; bullying; bullying prevention; commercialization; cost; cyberbullying; design; digital health; effectiveness testing; efficacy testing; elementary school; experience; feasibility testing; health communication; implementation barriers; improved; innovation; junior high school; programs; prototype; research and development; scale up; skills; statistics; uptake; urban area; usability; user centered design; web app

While studies support the efficacy of comprehensive, school-wide interventions in reducing bullying, these types of programs can require significant time and financial resources for implementation, resulting in barriers to providing school-based bullying prevention, especially in low-income and rural communities. Additionally, although training bystanders to act as “defenders” on behalf of targets of bullying is an important intervention component, few programs include this as part of their comprehensive strategy. Brief programs that focus on bystander training and require fewer resources are needed to reduce bullying and its negative consequences. The PI (Dr. Midgett) developed STAC, a brief, stand-alone bullying bystander intervention for middle school students, to reduce bullying and mental health risks for bystanders. Brief, in-person programs, however, still pose implementation barrier such as training school personnel, providing external support, and not allowing for large groups of students to be trained at the same time. For this project, we propose to develop a technology- based STAC intervention (STAC-T) that will allow students to customize their experience by selecting avatars and bullying scenarios based on our previous studies conducted in a range of middle schools, including those in low-income and rural communities. We will also incorporate an assessment and personalized feedback component to promote behavior change. The innovative, user-centered design proposed will be inherently sensitive to cultural needs of students and identify personally-appropriate strategies. The specific aims of this application include building the program leveraging our prior work and expertise of an external advisory board, usability and effectiveness testing with middle school students and stakeholders to evaluate feasibility, and testing the efficacy of the program with a randomized controlled trial. The technology-based platform will increase the overall reach, impact, and sustainability of the STAC intervention for bullying prevention. It will substantially reduce cost to increase reach and its interactivity and algorithms can tailor program content to adapt it further for students attending low-income and rural schools. Thus, this low-cost, easy to disseminate technology-based bullying bystander intervention has the potential to have a substantial impact on the problem of bullying and the negative associated consequences for both students who are targets and bystanders in middle school when the problem of bullying peaks. There is a large market for the STAC-T intervention with approximately 100,000 public and private schools with middle-school grades in the United States. Globally, the online education market is growing at 10% a year and the digital health market exceeds $220 billion annually.

虽然研究支持全面的、全校范围的干预措施在减少欺凌方面的有效性，但这些 各种类型的计划可能需要大量时间和财政资源来实施，从而造成障碍 提供基于学校的欺凌预防，特别是在低收入和农村社区。 尽管培训旁观者代表欺凌对象充当“捍卫者”是一项重要的干预措施 组成部分，很少有计划将其作为其综合战略的一部分。 需要进行旁观者培训并需要更少的资源来减少欺凌及其负面后果。 PI（Midgett 博士）开发了 STAC，这是一种针对中学的简短、独立的欺凌旁观者干预措施 然而，简短的面对面项目仍然是为了减少旁观者的欺凌和心理健康风险。 造成实施障碍，例如培训学校人员、提供外部支持、不允许 对于这个项目，我们建议开发一种技术- 基于 STAC 干预 (STAC-T)，学生可以通过选择头像来定制他们的体验 根据我们之前在一系列中学进行的研究得出的欺凌情景，包括 我们还将在低收入和农村社区纳入评估和个性化反馈。 所提出的以用户为中心的创新设计本质上是促进行为改变的组件。 敏感学生的文化需求并确定适合个人的策略。 应用程序包括利用我们之前的工作和外部顾问委员会的专业知识来构建计划， 与中学生和利益相关者进行可用性和有效性测试，以评估可行性，以及 该基于技术的平台将通过随机对照试验来测试该计划的有效性。 提高 STAC 预防欺凌干预措施的整体范围、影响力和可持续性。 大幅降低成本以增加覆盖范围，其交互性和算法可以定制节目内容 进一步适应低收入和农村学校的学生，因此，这种成本低廉，易于传播。 基于技术的欺凌旁观者干预有可能对问题产生重大影响 欺凌行为及其对作为目标和旁观者的学生的负面影响 当欺凌问题达到顶峰时，STAC-T 干预有很大的市场。 在全球范围内，美国大约有 100,000 所拥有中学成绩的公立和私立学校。 在线教育市场每年以 10% 的速度增长，数字医疗市场每年超过 2200 亿美元。