Using Digital Health Technology to Prevent Bullying and Cyberbullying among Elementary School Students

利用数字健康技术预防小学生欺凌和网络欺凌

• 批准号: 10822435
• 负责人: Christopher Williams
• 金额: $ 29.62万
• 依托单位: NATIONAL HEALTH PROMOTION ASSOCIATES
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-19 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10822435
• 关键词: Address; Age; Aggressive behavior; Attitude; Behavior; Behavioral; Community Practice; Control Groups; Country; Data; Development; Disadvantaged; E-learning; Education; Educational Curriculum; Educational process of instructing; Effectiveness of Interventions; Feedback; Focus Groups; Funding; Goals; Health Technology; Health education; Intervention; Knowledge; Learning Module; Life; Marketing; Mental Health; Modeling; Monitor; Outcome; Parents; Peer Review; Persons; Pharmaceutical Preparations; Phase; Prevention; Prevention approach; Prevention program; Primary Prevention; Provider; Public Health; Publications; Randomized; Randomized, Controlled Trials; Reporting; Request for Applications; Research; Resources; Risk Factors; School-Age Population; Schools; Self Management; Series; Small Business Innovation Research Grant; Students; Substance abuse problem; Testing; Training; Training Programs; Verbally abusive behavior; Video Games; Youth; adverse outcome; bullying; bullying prevention; commercialization; cyberbullying; design; digital health; effective intervention; effectiveness testing; elementary school; evidence base; flexibility; follow up assessment; group intervention; high risk; multi-component intervention; peer; perpetrators; process evaluation; programs; promote resilience; protective factors; prototype; psychosocial development; randomized trial; recruit; school health; skills; skills training; social; social skills; substance abuse prevention; substance use; substance use prevention; teacher; tool; treatment as usual; usability

ABSTRACT Bullying and cyberbullying are highly prevalent forms of aggressive behavior among youth of all ages and have a wide variety of negative social and mental health consequences. Bullying in all its forms involves persistent and intentional threatening, aggressive or verbally abusive behavior directed toward others at relative disadvantage. These behaviors share a similar set of risk and protective factors with early-stage substance use, therefore a single intervention approach may efficiently address both behaviors. Indeed, a fruitful way to extend the benefits of evidence-based prevention is to adapt the most effective interventions so they address shared and unique risk and protective factors for multiple related behaviors. The proposed SBIR Fast-Track application requests funding to develop and evaluate a multicomponent intervention to prevent bullying behavior by adapting the evidence-based Life Skills Training (LST) elementary school program. LST teaches youth personal self-management skills, social skills, drug refusal skills, and other life skills needed to successfully navigate key developmental tasks, increase resilience, and facilitate healthy psychosocial development. The LST program has been extensively tested and found to effectively prevent substance use in a series of randomized controlled trials with behavioral effects reported in over 30 peer-reviewed publications. The intervention for the proposed SBIR will teach young people how to respond to in-person and online bullying from the perspectives of perpetrator, victim, and bystander. We propose to develop: (1) bullying-specific classroom sessions to supplement the existing LST elementary school program; (2) an immersive serious (educational) video game to provide opportunities for students to apply life skills in preventing bullying and other high-risk situations in a gamified format; (3) e-learning modules that provide parents with strategies and resources to support anti- bullying lessons taught in school; and, (4) e-learning modules for educators and support professionals that emphasize the importance of a school-wide anti-bullying approach that teaches prosocial behavior and encourages respect for peers. In Phase I, we will develop prototypes of bullying-specific classroom sessions, a video game level, and teacher and parent training materials to test them for feasibility, usability, and overall appeal. In Phase II, we will complete the development of all program materials and conduct a rigorous randomized controlled trial (RCT) of the prevention program. Elementary schools (N=30) will be randomized to either an intervention group that receives the prevention program or a treatment-as-usual control group that receives existing school health education. At the end of the initial intervention period, and at one- and two-year follow-ups, we will compare both groups with respect to changes in behaviors, norms, attitudes, and knowledge regarding bullying, cyberbullying, and substance use behavior. The goal of this SBIR is to develop commercial- quality bullying prevention products that incorporate digital health technology and are flexible, effective, and easy-to-use, and can be widely-disseminated to elementary schools in the US.

抽象的 欺凌和网络欺凌是所有年龄段青少年中非常普遍的攻击行为形式，并且 各种负面的社会和心理健康后果。各种形式的欺凌行为都涉及持续的 以及针对亲戚中的其他人的故意威胁、攻击或辱骂行为 劣势。这些行为与早期药物使用具有相似的风险和保护因素， 因此，单一干预方法可以有效地解决这两种行为。确实，这是一种富有成效的扩展方式 循证预防的好处是采用最有效的干预措施，以解决共同的问题 以及多种相关行为的独特风险和保护因素。拟议的 SBIR 快速通道申请 请求资金来制定和评估多方面的干预措施，以防止欺凌行为 调整基于证据的生活技能培训（LST）小学计划。 LST 教导青少年个人 自我管理技能、社交技能、拒绝毒品技能以及成功驾驭关键所需的其他生活技能 发展任务，增强复原力，促进健康的社会心理发展。 LST 计划 已被广泛测试并发现可以有效防止一系列随机对照的物质使用 超过 30 份同行评审出版物报道了具有行为影响的试验。拟议的干预措施 SBIR 将教年轻人如何从以下角度应对面对面和网络欺凌行为： 加害者、受害者和旁观者。我们建议制定：(1) 针对欺凌行为的课堂课程 补充现有的 LST 小学课程； (2) 一款身临其境的严肃（教育）视频游戏 为学生提供运用生活技能来防止欺凌和其他高风险情况的机会 游戏化格式； (3) 电子学习模块，为家长提供支持反歧视的策略和资源 学校教授欺凌课程； (4) 面向教育工作者和支持专业人员的电子学习模块 强调全校反欺凌方法的重要性，该方法教授亲社会行为，并且 鼓励尊重同伴。在第一阶段，我们将开发针对欺凌行为的课堂课程原型， 视频游戏级别以及教师和家长培训材料，以测试其可行性、可用性和整体性 上诉。在第二阶段，我们将完成所有计划材料的制定，并进行严格的审查 预防计划的随机对照试验（RCT）。小学 (N=30) 将被随机分配到 接受预防计划的干预组或接受常规治疗的对照组 接受现有的学校健康教育。在初始干预期结束时以及一年和两年时 后续行动，我们将比较两组的行为、规范、态度和知识的变化 关于欺凌、网络欺凌和药物使用行为。该 SBIR 的目标是开发商业化 融合数字健康技术、灵活、有效、可靠的优质欺凌预防产品 易于使用，可以广泛传播到美国的小学。