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 系统性边缘化社区中的青年人的心理健康需求和心理健康需求比例高得不成比例。 服务利用率低[1,2]。 受系统性不平等影响的社区。[39]高质量的 ASP 依赖于青年与成人的关系和良好的关系 组织日常活动以培养社交情感技能[44-46]，通常是循证预防的目标 几十年来，研究人员一直试图通过传统方式将学校项目引入 ASP[51,52]。 在结构化课程中提供手工化课程的教师培训存在两个问题。 ASP 的模式： 1. 教职员工和青少年也不喜欢学校式的大而复杂的课程，ASP 中的孩子也不喜欢； 迟到早退，错过特定时间安排的教学； 2. 常见； 一次性的面对面教师专业发展研讨会不能很好地转移到 ASP 提供商， 一刀切的方法忽视了他们多样化的教育、培训和经验。 ASP 中不断变化的时间表、优先级和资源使得严格遵守手动程序 ASP 的专业发展必须：(1) 提供差异化​​的指导和 基于文化和背景的知识应用；(2) 包括对知识行动的持续支持； 响应组织和提供者层面对知识行动和成果的影响。 应用程序扩大了与国家咨询委员会和三个大型城市县公园区（洛杉矶、 （芝加哥、迈阿密），并提出了一种混合方法、多地点、可运输性研究设计来检验 组织和提供者层面的知识行动促进者和障碍（n=180，约 55%）。 女性、40% 白人、45% 黑人/非裔美国人、5% 亚裔美国人、10% 多种族、30% 西班牙裔/拉丁裔） 将接受专业发展，强调与情感洞察力相关的工具和教学时刻 参与者将自行选择在持续时间内提供持续支持的形式和频率。 ASP 课程（约 3-4 个月）来自：(a) 持续访问在线培训；(b) 通过短信“推动”； (c) 在每月的 Zoom 咖啡时间进行调查前和调查后促进与专家或同行的讨论， 和每周签到，将评估提供者的知识、自我效能、态度、将学到的内容注入到 随机选择的 ASP 编程和福利提供者（每个公园区的 n=15 名）将参加。 在约 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、提供者福祉以及与青年的关系。 将检查组织和提供者层面的促进因素和障碍，以使用和注入社会情感 技能融入自然 ASP 例程，以及积极影响所需的技能注入的数量和质量 提供者关于福祉以及与青少年的关系的报告。