Enhancing School-Based Violence Prevention through Multilevel Racial/Ethnic Discrimination Intervention

通过多层次的种族/民族歧视干预措施加强校园暴力预防

• 批准号: 10554424
• 负责人: Colleen A Halliday
• 金额: $ 59.55万
• 依托单位: MEDICAL UNIVERSITY OF SOUTH CAROLINA
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-05-23 至 2025-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10554424
• 关键词: Accounting; Address; Adolescent; African American; Aggressive behavior; American; Area; Attitude; Awareness; Behavior; Behavior Therapy; Behavioral; Cause of Death; Data; Development; Discipline; Discrimination; Disparity; Education; Ethnic Origin; Ethnic Population; European; Evidence based practice; Exposure to; Gender; Habits; Health Services Accessibility; Hispanic; Human Resources; Improve Access; Informal Social Control; Interpersonal Violence; Intervention; Investigation; Latinx; Link; Measures; Mediating; Mental Health; Outcome; Parents; Participant; Persons; Population; Prejudice; Prevention; Prevention program; Problem Solving; Problem behavior; Process; Public Health; Race; Randomized; Records; Reporting; Research; Resources; Risk; Risk Factors; Schools; Self Perception; Site; Stereotyping; Stress; Stressful Event; Students; Suspensions; System; Time; Violence; Work; Youth; aggression prevention; behavioral outcome; boys; cohort; conduct problem; cooking; educational atmosphere; ethnic bias; ethnic discrimination; ethnic disparity; ethnic minority; evidence base; falls; fighting; follow-up; girls; high school; improved; junior high school; member; minority student; ninth grade; novel; occupational stress; peer; perceived discrimination; physical conditioning; programs; racial disparity; racial minority; racial population; randomized trial; seventh grade; sixth grade; stress management; teacher; trauma exposure; violence prevention

ABSTRACT African American (AA) and Hispanic/Latinx (HL) adolescents disproportionately engage in interpersonal violence/aggression. Even after exposure to evidence- and school-based violence prevention programs, racial/ethnic (R/E) disparities in aggression persist for these populations. One factor accounting for the disparities is R/E discrimination. Three major forms of R/E discrimination-related processes occur in schools: 1) peer R/E discrimination, 2) teachers' unintentional R/E biases, and 3) R/E disproportionality in harsh discipline, all of which have been linked to R/E minority students' poor educational and behavioral outcomes. Thus, effectively preventing aggression/violence among AA and HL youth requires a comprehensive approach that addresses R/E discrimination on multiple levels in schools. Yet, research levering empirically supported ways of addressing discrimination to enhance school-based violence prevention is sorely lacking. Drawing on compelling evidence for the efficacy of diverse approaches to addressing R/E discrimination from members of the research team, an integrated multilevel discrimination intervention is proposed to target four areas.1) Reduce unintentional bias in school personnel using the prejudice-habit breaking intervention, the only intervention that has been shown experimentally to produce long-term changes in bias. 2) Reduce peer R/E discrimination using an adaption of the prejudice-habit breaking intervention for adolescents. 3) Reduce R/E disproportionality in discipline by identifying the settings and practices in the school that are the greatest drivers of the disparities and problem-solving to address these drivers. 4) Reduce teacher stress using occupational stress management. The purpose of this study is to examine the effects of integrating these R/E discrimination interventions (RED) into mental health-enhanced Positive Behavioral and Interventions Supports (PBIS-MH), an evidence-based approach to reducing aggression and other problem behavior in schools..8 middle schools will be randomly assigned to 2 years of PBIS-MH or PBIS-MH augmented to address R/E discrimination (PBIS-MH+ RED). Data will be collected from students, teachers, and parents and school records over the course of 2 years, with a subset of youth participants assessed again at 1-year follow up while they are in high school. The study will address the following novel aims: 1) Examine the effects PBIS-MH +RED on discrimination targets. 2) Examine the effects of PBIS-MH +RED on student aggressive behavior and aggression risk factors. We will also explore the extent to which R/E group and gender moderate these effects. 3) Examine the extent that discrimination targets mediate the effects of PBIS-MH +RED on aggression and aggression risk. This study addresses critical questions needed to move the field forward in the development of comprehensive evidence-based approaches to reducing aggression in AA and HL youth.

抽象的 非裔美国人（AA）和西班牙裔/拉丁裔（HL）青少年不成比例地从事人际关系 暴力/侵略。即使在暴露于证据和学校的预防计划之后， 这些人群的侵略性差异持续存在。一个因素考虑了 差异是r/e的歧视。 R/E的三种主要形式与歧视相关的过程发生在学校： 1）同伴r/e歧视，2）教师的无意r/e偏见，以及3）r/e的苛刻性不成比例 纪律，所有这些都与R/E少数民族学生的教育和行为成果不佳有关。 因此，有效防止AA和HL青年之间的侵略/暴力需要全面的方法 这解决了学校在多个层面上的歧视。然而，研究杠杆在经验上得到了支持 解决歧视以增强学校暴力预防的方法非常缺乏。吸引 令人信服的证据证明了各种方法的功效来解决R/E的歧视 研究团队提出了一个综合的多层次歧视干预措施，以针对四个领域。1） 使用偏见 - 哈比特破裂干预措施减少学校人员的无意偏见，这是唯一的 在实验上显示的干预措施，以产生偏差的长期变化。 2）减少同伴R/E 使用对青少年的偏见 - 哈比特破裂干预措施的改编。 3）减少R/E。 通过识别学校中最大的设置和实践，纪律中的不成比例不相比 解决这些驱动因素的差异和解决问题的驱动因素。 4）使用 职业压力管理。这项研究的目的是检查整合这些R/E的影响 歧视干预措施（红色）涉足心理健康增强的积极行为和干预措施支持 （PBIS-MH），一种基于证据的方法来减少学校的侵略性和其他问题行为。8 中学将随机分配到2年的PBIS-MH或PBIS-MH增强以解决R/E 歧视（PBIS-MH+红色）。数据将从学生，老师，父母和学校收集 在两年的记录中，一部分青年参与者在1年的随访中再次进行了评估 他们在高中。该研究将解决以下新颖目的：1）检查效果PBIS-MH +歧视目标的红色。 2）检查PBIS-MH +红色对学生攻击行为的影响 侵略风险因素。我们还将探讨R/E组和性别在多大程度上调节这些影响。 3）检查歧视靶向介导PBIS-MH +红色对攻击性和的影响的程度 侵略风险。这项研究解决了在开发中向领域推进领域所需的关键问题 综合基于证据的方法来减少AA和HL青年的侵略性。