Project 1

项目1

基本信息

批准号：
10615208
负责人：
DENISE A CHAVIRA
金额：
$ 19.22万
依托单位：
UNIVERSITY OF CALIFORNIA LOS ANGELES
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-05-01 至 2027-03-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10615208
关键词：
Address Advertisements Affect Anxiety Attitude Attitude to Health Awareness Collaborations Communities Community Developments Consent Data Discrimination Disparity Economics Educational Materials Effectiveness Electronic Mail Eligibility Determination Enrollment Focus Groups Future Goals Health Services Accessibility Intervention Latinx Literature Location Logistics Los Angeles Low income Mental Depression Mental Health Mental Health Services Mental disorders Participant Perception Phase Randomized Self Efficacy Services Structure Students System Telephone Testing Time Trust Universities Visit academic standard active control group anxiety treatment college community college community engagement cost digital effectiveness evaluation effectiveness testing ethnic minority experience health disparity health knowledge improved inhibitor minority student motivational enhancement therapy peer peer coaching primary outcome programs racial minority recruit screening secondary outcome service uptake service utilization social social contact social culture social stigma stressor university student uptake user centered design willingness

项目摘要

Project 1 Abstract Community college (CC) students experience more prevalent and severe mental health problems compared to their four-year university counterparts1,2 yet are much less likely to receive mental health services. These disparities are amplified among racial and ethnic minority students, who experience multiple attitudinal and logistic barriers to mental health service as well as social and economic stressors4,7,23,25,34. Consistent with the ALACRITY Center Aim 2 to optimize the implementation of STAND, this R34 will focus on culturally responsive and community informed interventions to improve rates of screening and initial uptake of STAND in a CC where students are primarily low-income, and Latinx. With a user-centered-design, we aim to use student input iteratively across four years to develop and test engagement interventions that maximize recruitment and initial uptake of STAND at East Los Angeles College. Initially, 12 focus groups will be conducted with 60-72 ELAC students who have completed 1) screening only, 2) screening and consent/baseline assessment, 3) screening, consent/baseline and attendance at an orientation visit, and 4) those who have not yet signed up for screening, in order to explore facilitators and inhibitors of these phases of engagement. Qualitative findings, preliminary studies, and extant literature will inform the content of the engagement interventions that address barriers commonly known to affect initial service utilization in Latinx students, including mental health stigma, mental health knowledge, and perceived need18,19,21,27. We also have selected interventions that are feasible and have a structure that can be transported to various community college contexts to support spread in the future. During Year 2, we will examine the effectiveness of video testimonials (a low intensity informational intervention) which feature Latinx CC students with lived experiences of anxiety and depression, by comparing rates of those who complete STAND screening during Year 1 (standard recruitment) to Year 2 (standard recruitment with video testimonials). During Year 3, we will examine a culturally embedded digital fotonovela with aspects of motivational enhancement therapy (an intervention that aims to inform and activate). 270 ELAC students will be randomized to the fotonovela condition or to an active control group (e.g., standard educational materials). During year 4, we will examine a peer-led telephone engagement intervention which aims to inform and activate through collaboration with a peer coach; 308 students will be randomized to the peer-led engagement condition or to recruitment as usual. The primary outcome for both RCTs will be initial uptake in STAND as defined by completion of an orientation visit. We will also examine whether each of the engagement interventions leads to changes in mental health knowledge, stigma, self-efficacy, and perceived need that account for higher rates of service uptake. Efforts to improve screening and uptake for mental health programs like STAND are critical to the successful implementation of mental health programs on CC campuses and the reduction of ongoing mental health disparities.

项目1摘要社区学院（CC）学生与他们的四年制大学同行1,2，但接受心理健康服务的可能性要小得多。这些种族和少数民族的学生在经历多个态度和精神卫生服务以及社会和经济压力的逻辑障碍4,7,23,25,34。与 Alacrity Center AIM 2以优化展位的实施，该R34将专注于文化响应迅速社区告知干预措施，以提高筛查率和在CC中的初步吸收。学生主要是低收入和拉丁裔。使用以用户为中心的设计，我们的目标是使用学生输入在四年中迭代进行开发和测试参与干预措施，以最大化招聘和初步在东洛杉矶学院吸收展台。最初，将使用60-72 ELAC进行12个焦点小组完成1）仅筛选的学生，2）筛选和同意/基线评估，3）筛选，同意/基准和入学率访问，以及4）尚未注册筛选的人，为了探索这些参与阶段的促进者和抑制剂。定性发现，初步研究和现有文献将为解决障碍的参与干预措施提供信息众所周知会影响拉丁裔学生的初始服务利用，包括心理健康污名，精神健康知识和可感知的需求18,19,21,27。我们还选择了可行的干预措施可以运送到各种社区大学背景的结构，以支持将来的传播。期间第二年，我们将研究视频推荐的有效性（低强度信息干预措施）通过比较那些人的比率在第1年（标准招聘）到第2年（标准招聘视频）的完整看台筛查推荐）。在第3年，我们将研究一个具有文化嵌入的数字fotonovela 动机增强疗法（旨在告知和激活的干预措施）。 270名ELAC学生将随机分为Fotonovela条件或主动对照组（例如，标准教育材料）。在第4年，我们将研究由同行主导的电话参与干预措施，该干预旨在告知和激活通过与同伴教练的合作； 308名学生将被随机分配到同行主导的参与条件或照常招募。两种RCT的主要结果将在架子上进行初始吸收。临时访问的完成。我们还将检查每种参与干预措施是否导致心理健康知识，污名，自我效能感和可感知的需求的变化，该率较高服务吸收。改善诸如立场之类的心理健康计划的筛查和吸收的努力对于在CC校园成功实施心理健康计划，并减少正在进行的心理健康差异。