Partnerships for Prevention: A plan for managing student stress, anxiety, and pain through interactive media.

预防合作：通过互动媒体管理学生压力、焦虑和疼痛的计划。

基本信息

批准号：
10226845
负责人：
JOHN ARCHIE POLLOCK
金额：
$ 27万
依托单位：
DUQUESNE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2019
资助国家：
美国
起止时间：
2019-08-01 至 2024-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10226845
关键词：
Address Advisory Committees Affect African American Android Anxiety Arts Attention Attitude Awareness Back Behavior Biological Sciences Biology Brain Caring Centers for Disease Control and Prevention (U.S.)Child Clinical Collaborations Collection Common Core Companions Complement Development Diagnosis Disease Economically Deprived Population Education Educational Curriculum Educational workshop Evaluation Family Future Teacher Goals Head Health Health Sciences High School Student Ice Individual Injury Knowledge Lead Learning Lebanon Life Logic Masks Medical Medicine Mental Depression Mental Health Middle School Student Minor Modeling Modification Narration Nervous system structure Neurosecretory Systems Opiate Addiction Opioid Outcome Pain Patient Self-Report Pennsylvania Performance Physiology Prevention Preventive Production Program Development Publishing Reader Reading Relaxation Research Resources Schools Science Science, Technology, Engineering and Mathematics Education Self Perception Series Social Interaction Sports Stress Stretching Structure Students Substance abuse problem System Teacher Professional Development Techniques Technology Teenagers Text Universities Vocabulary Work addiction after-school program aged animation base biological adaptation to stress collected works coping design digital digital media electronic book elementary school experience fall risk graduate student healthy lifestyle junior high school mindfulness neuromechanism new technology ninth grade opioid use pain relief physical conditioning preadolescence programs reading ability skills sleep quality software development stress management suburb tool undergraduate research

项目摘要

Pain, anxiety and stress are incidental to everyone’s daily life. For children and teens, learning how to navigate these challenges is critical to establishing a sustained healthy lifestyle, yet little is done to directly address these challenges in the typical school setting. Lacking the skills to manage stress, anxiety and everyday pains of bumps and bruses is often disrupting to all aspects of children’s lives, placing them at risk of falling behind in school, sports, extracurricular activities, and healthy social interactions. While millions of children struggle, some children are clinically referred. For example, the CDC estimates that 2.6 million children in the US aged 6-17 years have diagnosed anxiety, and studies show that the number of children affected is increasing. In the worst case, failing to address pain, anxiety and stress can lead to substance abuse involving opioids and tragedy. Our hypothesis is that attitudes toward pain, anxiety and stress can be influenced by narrative-based educational stories for children in late elementary and middle school, helping to set up healthy behaviors now and for later in life. Within a story, we plan to combine examples of situational experiences that show the reader they are not alone in what they feel with illustrations of the fundamental biology underlying the physiology and neural mechanisms of stress, anxiety and pain. The stories will then reveal research-backed non-pharmacological-based pain relief and coping strategies (e.g., mindfulness, stretching, strengthening, relaxation, ice packs, etc.) and how they can serve as the first line of defense, helping individuals to listen to their bodies to understand what they can control and when to seek medical advice. This integrated approach will be addressed by developing a collection of narrative-based interactive ebook apps using an iOS/Android platform that we invented called BiblioTech™ Adaptive Reader™. BiblioTech is a user-centered format that lets readers craft their own story by choosing where the characters go and what they learn by interacting with a branched build-your-own adventure, complete with interactive graphics, games, a digital notebook, and embedded video. With Adaptive Reader™ technology, the reader can shift the text to be easier or more challenging, allowing for changes in vocabulary and sentence structure while leaving the same learning goals intact. Digital note-taking engages the reader in scenarios and embedded assessments where the reader demonstrates what they have learned, guiding where the story goes next. Short videos will also be produced to complement the ebooks and to serve as an added resource. This combined approach of apps, ebooks and videos serves both the student and the teacher, broadening the utility across grades and individual reading proficiencies. Aligned curriculum will be developed for biology and health sciences, along with teacher professional development workshops. Assessments and evaluations will be conducted at various stages of development with late elementary and middle school students at suburban, urban and independent schools. Students and teachers will be engaged in the development of story arcs.

对于儿童和青少年来说，疼痛、焦虑和压力是每个人日常生活中都会遇到的问题。应对这些挑战对于建立持续健康的生活方式至关重要，但几乎没有采取任何直接措施在典型的学校环境中缺乏应对压力、焦虑和焦虑的技能。日常颠簸和擦伤的疼痛常常扰乱儿童生活的各个方面，使他们面临感染的风险数百万人在学校、体育、课外活动和健康的社交互动方面落后。例如，CDC 估计有 260 万名儿童陷入困境。美国6-17岁儿童被诊断为焦虑症，研究表明，有多少儿童患有焦虑症在最坏的情况下，无法解决疼痛、焦虑和压力可能会导致物质损失。我们的假设是，对疼痛、焦虑和压力的态度可能会影响阿片类药物的滥用和悲剧。受到小学后期和初中儿童以叙事为基础的教育故事的影响，有助于在现在和以后的生活中建立健康的行为，我们计划结合情境示例。通过基本原理的插图向读者展示他们并不孤单的经历压力、焦虑和疼痛的生理学和神经机制背后的生物学。揭示基于研究的非药物缓解疼痛和应对策略（例如正念、伸展、力量、放松、冰袋等）以及它们如何作为第一道防线，帮助个人倾听自己身体的声音，了解他们可以控制什么以及何时寻求医疗这种综合方法将通过开发一系列基于叙述的互动来解决。使用我们发明的 iOS/Android 平台的电子书应用程序，称为 BiblioTech™ Adaptive Reader™。 BiblioTech 是一种以用户为中心的格式，让读者可以通过选择角色的位置来打造自己的故事去探索他们通过与分支构建自己的冒险互动而学到的东西，并完成互动借助 Adaptive Reader™ 技术，读者可以实现图形、游戏、数字笔记本和嵌入式视频。将文本变得更容易或更具有挑战性，允许词汇和句子结构的变化，同时保持相同的学习目标不变，数字笔记可以让读者沉浸在场景中并嵌入其中。读者展示他们所学到的知识的评估，指导故事的下一步发展。还将制作短视频来补充电子书并作为附加资源。应用程序、电子书和视频的结合方法为学生和教师服务，扩大了实用性将为生物学和健康开发跨年级和个人阅读能力的统一课程。科学，以及教师专业发展研讨会。在不同发展阶段对郊区的高年级中小学生进行，城市学校和私立学校的学生和教师将参与故事情节的发展。