Advancing Health Equity through Park Afterschool Programs

通过公园课后项目促进健康公平

• 批准号: 10840487
• 负责人: STACY L FRAZIER
• 金额: $ 43.38万
• 依托单位: FLORIDA INTERNATIONAL UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10840487
• 关键词: Action Research; Adherence; Adult; African American; Asian Americans; Attitude; Black race; Chicago; Child; Coffee; Collaborations; Communities; Community Actions; Compassion; Complex; Conflict (Psychology); Consultations; Consumption; County; Data; Development; E-learning; Education; Educational Curriculum; Educational workshop; Emotional; Fatigue; Female; Frequencies; Happiness; Hispanic; Hour; Inequity; Infusion procedures; Instruction; Interview; Knowledge; Latinx; Learning; Manuals; Mental Health; Methods; Modeling; Outcome; Participant; Pathway interactions; Personal Satisfaction; Persons; Prevention program; Provider; Random Allocation; Regulation; Reporting; Research; Research Design; Research Personnel; Resources; Role; Schedule; Schools; Science; Self Efficacy; Site; Structure; Surveys; Teacher Professional Development; Testing; Text Messaging; Time; Training; Work; Workforce Development; Youth; after-school program; burnout; design; evidence base; experience; health equity; insight; marginalized community; multi-racial; neglect; optimism; peer; positive mood; programs; resilience; satisfaction; service utilization; skills; social; teacher; tool

Abstract Youth in systemically marginalized communities have disproportionately high rates of mental health need and low rates of service utilization [1,2]. Afterschool programs (ASPs) promote positive youth trajectories in communities impacted by systemic inequities.[39] High quality ASPs rely on youth-adult relationships and well- organized routines to build social-emotional skills[44-46] commonly targeted in evidence-based prevention programs. For decades, investigators have tried to bring school-based programs to ASPs[51,52] via traditional teacher training for manualized curriculum delivered in structured lessons. There are two problems with this model for ASP: 1. Staff and youth dislike the school-like format of big, complex curriculum; also, kids in ASPs arrive late and leave early, and miss instruction that’s offered only during specific structured time; 2. Common one-and-done in-person teacher professional development workshops do not transfer well to ASP providers, and the one-size-fits-all approach neglects their diverse education, training, and experience. Frequently changing schedules, priorities, and resources among ASP make rigid adherence to manualized programs unlikely and unsustainable. Professional Development in ASPs must: (1) provide differentiated instruction and culture- and context-based application of knowledge; (2) include ongoing support for knowledge action; and (3) be responsive to organizational- and provider-level influences on knowledge action and outcomes. This R01 application extends collaboration with a national advisory board and three large urban county park districts (LA, Chicago, Miami), and proposes a mixed method, multi-site, transportability research design to examine organizational- and provider-level facilitators and barriers to knowledge action. ASP providers (n=180, ~55% female, 40% White, 45% Black/African American, 5% Asian American, 10% multiracial, 30% Hispanic/LatinX) will receive professional development emphasizing tools and teachable moments related to emotional insight and regulation. Participants will self-select the formats and frequency of ongoing support for the duration of an ASP session (~3-4 months) from: (a) ongoing access to online training; (b) “nudges” via SMS text messages; and (c) facilitated discussion with expert or peers during monthly Zoom coffee hours. Pre- and post- surveys, and weekly check-ins, will assess provider knowledge, self-efficacy, attitudes, infusion of learned content into ASP programming and well-being. Randomly selected providers (n=15 from each park district) will participate in ~1-hour post-test interviews. Quantitative analyses will test predicted associations among knowledge consumption, knowledge action, and provider well-being and relationships with youth. Mixed method analyses will examine organizational- and provider-level facilitators and barriers to using and infusing social-emotional skills into natural ASP routines, and the quantity and quality of skills infusion necessary to positively influence provider reports of well-being and relationships with youth.

抽象的 全身边缘化社区中的青年的心理健康需求率不成比例 低服务利用率[1,2]。课后课程（ASP）促进了积极的青年轨迹 受系统不平等影响的社区。[39]高质量的ASP依靠青年人的关系和良好 建立社会情感技能[44-46]的有组织的例行程序通常针对基于证据的预防 程序。几十年来，调查人员一直试图通过传统将基于学校的课程带入ASP [51,52] 在结构化课程中提供的手动课程的教师培训。有两个问题 ASP的模型：1。员工和青年不喜欢大型，复杂课程的学校式格式；另外，儿童在ASPS中 迟到并提早离开，并且仅在特定的结构化时间内提供的指导小姐； 2。常见 一劳永 而且，一种适合所有方法的方法忽略了他们的Derver Devers，培训和经验。频繁地 更改ASP之间的时间表，优先级和资源 不太可能和不可持续。 ASP中的专业发展必须：（1）提供差异化​​的指导和 基于文化和背景知识的应用； （2）包括对知识行动的持续支持； （3） 对组织和提供商级别的影响对知识行动和成果的影响敏感。此R01 应用程序扩展了与国家顾问委员会和三个大型城市公园区（LA，LA， 芝加哥，迈阿密），并提出了一种混合方法，多站点的可运输性研究设计 组织和提供者级别的促进者以及知识行动的障碍。 ASP提供商（n = 180，〜55％ 女性，40％白人，45％黑人/非洲裔美国人，5％亚裔美国人，10％多种族，30％西班牙裔/拉丁裔） 将获得专业发展，强调工具和与情感洞察有关的可教学时刻 和监管。参与者将在一个持续时间内自选择格式和持续支持的频率 ASP会议（〜3-4个月）来自：（a）持续访问在线培训； （b）通过SMS文本消息“轻推”； （c）在每月的变焦咖啡时间内促进与专家或同行的讨论。调查和后调查， 以及每周检查，将评估提供者知识，自我效能感，吸引力，将学习内容注入到 ASP编程和福祉。随机选择的提供商（每个公园区的n = 15）将参加 在大约1小时的测试后访谈中。定量分析将测试知识之间的预测关联 消费，知识行动以及提供者的福祉以及与青年的关系。混合方法分析 将检查组织和提供商级别的促进者以及使用和注入社会情感的障碍 自然ASP例程的技能，以及积极影响积极影响的技能的数量和质量 提供者的报告和与青年关系的福祉和关系。