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重大公共卫生挑战，危及儿童健康发展 疫情过后，每天有数百万美国儿童的小学上课出现严重延误。 社交和情感发展，以及有害的内部和外部行为的发生率更高。 同龄人的受害与童年晚期和青春期的精神病有关，由于较高的学业成绩而损害学校成绩 缺勤、课堂注意力下降、辍学率增加以及青少年滥用药物的风险增加， 违法行为和暴力行为。 对有效的欺凌、性虐待、诱拐/贩卖儿童和暴力预防计划的需求已经 过去二十年来，许多州都要求开展以学校为基础的项目，以帮助扭转暴力和其他 目前，只有 25% 的学校预防计划得到了证实。 此外，大多数成功的欺凌预防计划并不一致。 国家推荐的安全指南被认为对于有效保护儿童免受伤害至关重要 radKIDS® 个人赋权和安全教育计划是一项基于学校的计划。 为了响应这些国家建议，radKIDS® 使用基于活动的技能培训来帮助小学生。 儿童发展个人安全界限、应对危险威胁的批判性思维能力、适合年龄的能力 处理当前和过去的受害情况、自信和自卫身体技能的应对策略， 向父母/成人报告事件的沟通技巧，以及提高孩子的自我价值——该计划的 是小学生人身安全和健康发展的基石。 在第一阶段，我们表明，通过增强学生课程的在线培训满足了教师的所有基准 自我效能、知识增益、程序可用性、可接受性、用户满意度、消费者满意度和忠诚度 在第二阶段的实施过程中，我们的目标是： 1) 完成 radKIDS® 教练培训和的全面调整。 将学生指导纳入可使用的混合在线/面对面教师培训和教学交付系统 在低收入、农村和少数民族小学中广泛传播，以及 2) 开展 对加利福尼亚州 40 所小学进行的整群随机试验，每所学校有一个四年级教室， 我们将评估俄勒冈州、犹他州和德克萨斯州：a) 学生的知识增长、安全技能自我效能、帮助信心。 寻求和维护人身安全和儿童自尊，以及 b) 学生的教师知识水平 个人安全领域、程序的可用性、程序的可接受性、消费者满意度和保真度 将与学校管理人员进行退出面谈，以评估计划满意度和策略。 如果修改后的程序对于学校使用有效且实用， 有效营销的结果是广泛实施，可以通过减少 受害事件和风险，并减少因可预防的暴力、虐待和伤害而造成的儿童创伤。