Improving Evidence-Based Trauma Care in Schools Through Community Partnerships

通过社区合作改善学校循证创伤护理

• 批准号: 8206766
• 负责人: ERUM NADEEM
• 金额: $ 5.51万
• 依托单位: NEW YORK STATE PSYCHIATRIC INSTITUTE DBA RESEARCH FOUNDATION FOR MENTAL HYGIENE, INC
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-01-01 至 2012-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8206766
• 关键词: Academic achievement; Accounting; Address; Administrator; Adolescent; Adopted; Adoption; Award; Behavior; Behavioral; Child; Clinic; Clinical; Cognitive Therapy; Collaborations; Communities; Data; Decision Making; Development; Development Plans; Dropout; Elements; Ensure; Evidence based treatment; Exposure to; Family; Focus Groups; Goals; Health Professional; Health Services Accessibility; Health Services Research; Health system; Healthcare; Home environment; Improve Access; Institutes; Intervention; Justice; Learning; Measures; Mental Depression; Mental Health; Mental Health Services; Mentored Research Scientist Development Award; Mentors; Mentorship; Methods; Mission; Modeling; Outcome; Parents; Performance; Policies; Post-Traumatic Stress Disorders; Prevalence; Process; Psychologist; Psychopathology; Psychosocial Influences; Public Health; Research; Research Design; Research Methodology; Research Personnel; Resources; Risk; Schools; Services; Social Behavior; Source; Special Education; Stretching; Structure; Students; Symptoms; System; Trauma; Universities; Violence; Youth; base; career development; community based participatory research; design; ethnic minority population; evidence base; functional outcomes; health care delivery; implementation research; improved; innovation; interest; member; neglect; peer; prevent; programs; public health relevance; skills; social; social skills; stem; success; teacher; trauma care; uptake

DESCRIPTION (provided by applicant): The overall goal of this proposed Mentored Research Scientist Development Award (K01) is for the candidate, a child clinical psychologist, to become an independent investigator who conducts research designed to improve school-based mental health services for ethnic minority children and families. The candidate has a strong background in studying developmental psychopathology in ethnic minority populations, and is seeking this award in order to gain essential skills in mental health services research and community-partnered research methods. To accomplish these goals, the candidate's immediate career development plan consists of coursework and mentorship focused on implementation research, community partnered research methods, school organization and policy, and mixed methods in mental health services research. Key mentors include Dr. Kimberly Hoagwood at Columbia University and Dr. Jeanne Miranda at the UCLA Health Services Research Center. The research plan is designed to enhance the compatibility between evidence-based treatment (EBT) for Post-traumatic Stress Disorder (PTSD) and urban school settings by partnering with school stakeholders. Although schools have been touted as ideal settings to reach underserved, ethnic minority youth, implementation of EBTs has been extremely limited. One reason for the low rates of implementation is that schools find it difficult to devote resources to programs that stretch beyond their educational mission. The purpose of this research is to develop a model for increasing the fit between an evidence based treatment for trauma-related PTSD symptoms and the goals and priorities of school stakeholders (e.g., parents, teacher, administrators, school clinicians). This involves examining adaptations that are made when an intervention is adopted by a school system, aligning mental health intervention implementation with effective practices schools can use to support students' learning, and ensuring that both mental health outcomes and school- relevant functioning outcomes (e.g., classroom/home behavior, attendance, school performance, social competence) are addressed and assessed. The aims are to: 1) Use a community partnered research model with the school community to more effectively align EBT for PTSD with school-community priorities and structures, 2) Document and explore the utility of using a community partnered research approach with school staff and parents, and 3) Pilot a mental health service delivery model for adolescents exposed to violence that improves the "fit" between and EBT for PTSD and school priorities. This research has important implications for serving youth exposed to community violence with limited access to care. It will also inform how EBTs are developed and disseminated into non-specialty mental health settings, like schools. PUBLIC HEALTH RELEVANCE: There is a high level of unmet need for mental health care among children, and schools are the most common source of mental health services among children and adolescents. However, uptake of evidence-based treatments (EBTs) in schools has been limited. This application will produce a framework, using community partnership methods, for enhancing the compatibility between an evidence-based treatment for Post Traumatic Stress Disorder and the priorities of school stakeholders, ultimately promoting the adoption and implementation of EBTs in schools.

描述（由申请人提供）：该拟议的指导研究科学家发展奖（K01）的总体目标是为儿童临床心理学家候选人成为一名独立研究者，该研究人员旨在改善旨在改善少数民族儿童和家庭的学校心理健康服务。候选人在研究少数民族人口的发展心理病理学方面具有强大的背景，并正在寻求该奖项，以便获得精神卫生服务研究和社区合作研究方法的基本技能。为了实现这些目标，候选人的直接职业发展计划包括集中于实施研究，社区合作研究方法，学校组织和政策以及心理健康服务研究中的混合方法的课程和指导。主要导师包括哥伦比亚大学的金伯利·霍格伍德（Kimberly Hoagwood）和加州大学洛杉矶分校卫生服务研究中心的珍妮·米兰达（Jeanne Miranda）博士。该研究计划旨在通过与学校利益相关者合作，以增强创伤后应激障碍（PTSD）（PTSD）（PTSD）（PTSD）（PTSD）和城市学校环境之间的兼容性。尽管学校被吹捧为达到服务不足的理想环境，但少数民族青年，但EBT的实施非常有限。实施率低的原因之一是，学校发现很难将资源投入到超越其教育任务的计划上。这项研究的目的是开发一个模型，以增加与创伤相关的PTSD症状的基于证据的治疗与学校利益相关者的目标和优先事项（例如，父母，老师，行政人员，学校临床医生）的目标和优先事项。这涉及检查学校系统采用干预时进行的改编，将心理健康干预的实施与有效的实践保持一致，学校可以用来支持学生的学习，并确保精神健康成果和学校相关的功能成果（例如，课堂/家庭行为，出勤率，学校表现，社会能力，社交能力）均为地址和评估。目的是：1）使用与学校社区的社区合作研究模型，以更有效地使PTSD与学校社区的优先级和结构相结合，2）文件，2）文件，并探索使用与学校员工和父母使用社区合作研究方法的实用性，以及3）飞行员，以改善“对暴力”的精神健康服务模式，以改善“与ebt”和“ EBT”之间的职责范围和ebt pts and ebt and ebt and ebt。这项研究对服务于受到社区暴力的青年的服务有限，受到有限的护理机会具有重要意义。它还将告知如何开发和传播EBT，并将其传播到非专业的心理健康环境中，例如学校。 公共卫生相关性：儿童对精神卫生保健的需求很高，学校是儿童和青少年心理健康服务的最常见来源。但是，学校对基于证据的治疗（EBT）的吸收有限。该应用程序将使用社区伙伴关系方法产生一个框架，以增强创伤后应激障碍的基于证据的治疗方法与学校利益相关者的优先事项之间的兼容性，最终促进了在学校中的采用和实施。