Development and evaluation of a multi-media training program for elementary school bullying and abuse prevention: radKIDS 2.0

小学欺凌和虐待预防多媒体培训计划的开发和评估：radKIDS 2.0

• 批准号: 10761160
• 负责人: Deborah Johnson-Shelton
• 金额: $ 101.15万
• 依托单位: SAAVSUS, INC.
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-28 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10761160
• 关键词: Absenteeism; Address; Administrator; Adolescence; Adoption; Adult; Age; American; Assertiveness; Behavior; Benchmarking; COVID-19 pandemic; California; Caregiver Burden; Child; Childhood; Cluster randomized trial; Communication; Communities; Consumer Satisfaction; Coping Skills; Critical Thinking; Development; Distance Learning; Distress; Education; Educational Curriculum; Emotional; Evaluation; Evidence based program; Family; Geography; Goals; Growth; Guidelines; Health; Hour; Incidence; Injury; Instruction; Intervention; Interview; Knowledge; Learning; Learning Module; Link; Low income; Marketing; Measurement; Measures; Minority; Multimedia; Oregon; Outcome; Parents; Persons; Phase; Prevention; Prevention program; Privatization; Program Acceptability; Program Effectiveness; Psychoses; Public Health; Randomized; Recommendation; Reporting; Risk; Rural; Safety; Sampling; School Drop-Outs; Schools; Self Efficacy; Sexual abuse; Small Business Innovation Research Grant; Student Dropouts; Students; Substance abuse problem; System; Teacher Professional Development; Teenagers; Texas; Training; Training Programs; Utah; Victimization; Violence; aged; bullying; bullying prevention; child and adolescent victimization; commercial application; effectiveness testing; elementary school; empowerment; experience; externalizing behavior; field study; flexibility; fourth grade; help-seeking behavior; implementation fidelity; improved; instructor; member; minority student; multidisciplinary; pandemic disease; peer victimization; phase 2 study; post-pandemic; prevent; programs; psychosocial stressors; response; safety education; satisfaction; self esteem; skills; skills training; social; trafficking; traumatized children; usability; violence prevention

Child victimization and injury continue to be major public health challenges, jeopardizing the healthy development of millions of American children every day. Post-pandemic, elementary schools are reporting significant delays in children’s social and emotional development, as well as higher rates of harmful internal and externalizing behaviors. Child victimization by peers is linked to psychosis by late childhood and adolescence, harming school outcomes due to higher absenteeism, reduced classroom attentiveness, increased school drop-out, and greater risk for teen substance abuse, delinquency, and violent behavior. Demand for an effective bullying, sexual abuse, child abduction/trafficking, and violence prevention program has grown over the past two decades, with many states mandating school-based programs to help reverse violent and other adverse behaviors among children in schools. Currently, only 25% of school-based prevention programs have been shown to be somewhat effective in reducing peer victimization. Also, most successful bullying prevention programs do not align with nationally recommended safety guidelines deemed essential for effectively protecting children from victimization and violence. The radKIDS® Personal Empowerment and Safety Education Program is a school-based program developed in response to these national recommendations. radKIDS® uses activity-based skill training to help elementary aged children develop personal safety boundaries, critical thinking skills for responding to threats of danger, age-appropriate coping strategies for dealing with current and past victimization, self-assertiveness and physical skills for self-defense, communication skills for reporting incidences to parents/adults, and increasing child self-worth—the program’s cornerstone for personal safety and healthy development for elementary students. Within Phase I, we showed that online training, with enhanced student curriculum, met all benchmarks in instructor self-efficacy, knowledge gains, and program usability, acceptability, user satisfaction, consumer satisfaction, and fidelity of implementation. Within Phase II, our goals are to: 1) Complete full adaptation of radKIDS® instructor training and student instruction into a blended online/in-person instructor training and instructional delivery system that can be used for broad-scale dissemination among low income, rural and minority serving elementary schools, and 2) Conduct a clustered randomized trial with 40 elementary school, with one 4th grade classrooms per school, in the states of California, Oregon, Utah and Texas. We will assess a) student growth in knowledge, safety skill self-efficacy, confidence in help- seeking and in maintaining personal safety, and child self-esteem, and b) levels of instructor knowledge of student personal safety domains, usability of program, acceptability of program, consumer satisfaction, and fidelity of implementation. Exit interviews will be conducted with school administrators to assess program satisfaction and strategies for adoption and full implementation in schools. If the modified program is effective and practical for use in schools, wide-spread implementation as a result of effective marketing could have a large impact on public health by decreasing incidents and risks of victimization and reducing child trauma due to preventable violence, abuse, and injury.

儿童受害和伤害仍然是主要的公共卫生挑战，危害了健康的发展 每天数百万的美国儿童。大流行后小学报告说儿童的延迟很大 社会和情感发展，以及更高的有害内部和外在行为的速度。孩子 同龄人的受害与儿童晚期和青少年有关，由于较高的损害学校成果 旷工，课堂上的注意力减少，增加学校辍学以及对青少年药物滥用的风险更大， 犯罪和暴力行为。 对有效欺凌，性虐待，绑架/贩运和预防暴力计划的需求已有 在过去的二十年中成长，许多州都强制计划以学校为基础的计划，以帮助扭转暴力和其他 学校儿童的不利行为。目前，仅显示了基于学校的预防计划中的25％ 在减少同伴胜利方面有些有效。此外，大多数成功的欺凌预防计划不一致 凭借全国推荐的安全指南，认为有效保护儿童免受胜利至关重要 和暴力。 Radkids®个人授权和安全教育计划是一项基于学校的计划 回应这些国家建议。 Radkids®使用基于活动的技能培训来帮助小学老化 儿童发展人身安全界限，应对危险威胁的批判性思维技能，适合年龄 应对处理当前和过去胜利，自我表达和自卫的身体技能的策略， 向父母/成年人报告发明以及增加孩子自我价值的沟通技巧 - 该计划的 针对小学生的人身安全和健康发展的基石。 在第一阶段，我们表明在线培训，随着学生流行的增强，在线培训符合教师的所有基准 自我效能感，知识获得和计划可用性，可接受性，用户满意度，消费者满意度和保真度 实施。在第二阶段中，我们的目标是：1）完全适应Radkids®教练培训和 可以使用的在线/面对面讲师培训和教学交付系统的学生教学 用于低收入，艰难和少数派服务小学的广泛传播，2） 在加利福尼亚州进行了40个小学的聚类随机试验，每所学校有一个四年级教室 俄勒冈州，犹他州和德克萨斯州。我们将评估A）学生的知识成长，安全技能自我效能感，对帮助的信心 - 寻求和维持人身安全以及儿童自尊，b）学生的知识水平 人身安全域，计划的可用性，计划的可接受性，消费者满意度和忠诚度 执行。退出面试将与学校管理员进行评估计划满意度和策略 用于在学校的收养和全面实施。如果修改后的程序有效且可用于学校，则 由于有效的营销，广泛实施可能会通过减少对公共卫生产生重大影响 由于可预防的暴力，虐待和伤害，胜利的事件和风险减少了儿童创伤。