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

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

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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.

痛苦，焦虑和压力是每个人日常生活的偶然性。对于儿童和青少年，学习如何应对这些挑战对于建立持续健康的生活方式至关重要，但是直接做的很少在典型的学校环境中应对这些挑战。缺乏管理压力，焦虑和每天的颠簸和勃起的痛苦常常会破坏儿童生活的各个方面，使他们面临在学校，体育，课外活动和健康的社交互动中落后。而数百万孩子们挣扎，有些孩子在临床上被推荐。例如，疾病预防控制中心估计有260万美国6-17岁的美国儿童已诊断出动画，研究表明儿童人数受影响正在增加。在最坏的情况下，无法解决疼痛，焦虑和压力会导致底物虐待涉及阿片类药物和悲剧。我们的假设是，可以参加疼痛，焦虑和压力受到晚期小学和中学儿童的基于叙事的教育故事的影响，有助于现在和以后的生活中建立健康的行为。在一个故事中，我们计划结合情况的例子向读者展示他们并不孤单的经验，他们的感受是基本的插图压力，焦虑和疼痛的生理学和神经机制的生物学。故事将揭示了研究支持的非药物缓解和应对策略（例如正念，拉伸，加强，放松，冰袋等）以及它们如何作为第一道防线，帮助个人倾听自己的身体以了解他们可以控制的东西以及何时寻求医疗建议。这种综合方法将通过开发基于叙事的互动的集合来解决我们发明的iOS/Android平台的电子书应用程序称为BibLiotech™自适应读取器™。 Bibliotech是一种以用户为中心的格式，可以通过选择角色来制作自己的故事 GO和他们通过与分支机构的互动自己所学到的东西，并配有互动性图形，游戏，数字笔记本和嵌入式视频。借助Adaptive Reader™技术，读者可以将文本转移到更容易或更大的挑战中，可以改变词汇和句子结构保持相同的学习目标完整。数字笔记吸引读者参与方案并嵌入评估读者展示了他们学到的知识，并指导故事下一步的发展。还将制作简短的视频来完成电子书并作为附加资源。这应用程序，电子书和视频的结合方法为学生和老师提供服务，扩大了公用事业跨越年级和个人阅读能力。一致的课程将用于生物学和健康科学，以及教师专业发展研讨会。评估和评估将是在发展的各个阶段，与郊区的已故小学和中学生一起进行城市和独立学校。学生和老师将参与故事弧的发展。