Family Listening Program (FLP) Culturally-Centered Dissemination & Implementation Project

家庭聆听计划 (FLP) 以文化为中心的传播

• 批准号: 10271401
• 负责人: Lorenda Belone
• 金额: $ 59.39万
• 依托单位: UNIVERSITY OF NEW MEXICO
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-26 至 2025-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10271401
• 关键词: Adoption; American Indians; Anxiety; Apache; Child; Communities; Community Actions; Coping Skills; Data; Data Aggregation; Development; Dissemination and Implementation; Education; Educational Curriculum; Effectiveness; Elderly; Evaluation; Failure; Family; Foundations; Future; Goals; Grant; Image; Indigenous; Interactive Systems Framework; Intervention; Knowledge; Lead; Measures; Mescalero; Modeling; National Institute of Drug Abuse; Navajo; New Mexico; Observational Study; Outcome; Parents; Population Heterogeneity; Prevention program; Principal Investigator; Process; Program Evaluation; Pueblo Race; Recording of previous events; Research; Research Design; Risk Factors; Science; Solid; Structure; Substance abuse problem; Support System; Surveys; System; Testing; Training; Translating; Translations; Tribes; Universities; Voice; Work; base; child depression; college; community based participatory research; community engagement; digital; dissemination strategy; effectiveness testing; evidence base; implementation science; implementation strategy; implementation tool; innovation; instrument; intergenerational; intervention program; knowledge translation; novel; peer; programs; protective factors; substance abuse prevention; substance use; success; symposium; tool; tribal community; tribal member; underserved community; uptake

Program Director/Principal Investigator (Last, First, Middle): Belone, Lorenda Abstract The goal of this application is to strengthen dissemination and implementation (D&I) science by testing the implementation of our indigenous focused Family Listening Program (FLP), which is a culturally transformed intervention through the use of a community-based participatory research (CBPR) approach. FLP is currently undergoing a rigorous R01 examination with three distinct southwest tribal communities (Jemez Pueblo, Ramah Navajo, & Mescalero Apache), who have established their own active Tribal Research Teams (TRTs). In this new study we introduce an innovative process called CBPR Culture-Centered System which will be integrated with the Interactive Systems Framework (D&I structures and functions to bridge science & practice) for an examination of the uptake, cultural acceptance, and sustainability of evidence-based strategies moved into practice with three new southwest tribal communities, Torreon-Star Lake, Nahata Dziil, and Zia Pueblo, who will each develop their own research community advisory board (CAB). This grant will continue the long- term research partnership with the current R01 TRT partners that provides a solid foundation for collaborating on the synthesis and translation of the following tools that will facilitate the three new CAB partners to adapt their own FLP curriculum and evaluation measures into their own distinct cultural knowledge, histories, values, and practices for implementation: a) Quality Implementation Tool; b) CAB Development Guide; c) Culture- Centered Coaching Guide; d) Digital Story Modules; and e) Culture-Centered FLP Toolkit. Preliminary findings have shown FLP's early effectiveness in reduced child depression, anxiety, and enhanced protective factors of cultural connectedness and coping skills. In this application, the University of New Mexico (UNM) College of Education with the UNM Center for Participatory Research and our TRT partners will provide a support system to the CABs in the cultural-recentering and implementation of their own FLP program in which the delivery system will be rigorously evaluated. The FLP is perfectly poised to take the next step of D&I and this study will facilitate bi-directional knowledge translation between academic and tribal partners while utilizing a CBPR Culture-Centered System (CCS) an innovation that represents the intersection of academic and tribal spheres of influence and knowledge to create a novel implementation approach. This study has three specific aims: 1) With TRT partners, “synthesize and translate” previous R01 research findings into pre-implementation steps with three new tribes, i.e., build new Community Advisory Boards (CABs); assess contextual facilitators and barriers, and re-center FLP curricula into new cultures for sustainability; 2) Test a bi-directional coaching “support system” with UNM and the TRTs providing technical assistance and trainings to new CABs; and producing, as co-learners, digital stories for the final CBPR CCS Guide; and 3) Evaluate the capacity of the “delivery system” of the CABs to implement the practice- based FLP Toolkit (curriculum and program evaluation tool), re-centered into their cultural knowledge and context.

计划总监/首席研究员（最后，第一，中间）：Belone，Lorenda 抽象的 该应用的目的是通过测试来加强传播和实施（D＆I）科学 实施我们的土著居民家庭听力计划（FLP），这是一个文化转变的 通过使用基于社区的参与研究（CBPR）方法进行干预。 FLP目前是 进行严格的R01检查，并与三个不同的西南部落社区（Jemez Pueblo， Ramah Navajo和Mescalero Apache），他们建立了自己的活跃部落研究团队（TRTS）。 在这项新研究中，我们介绍了一个名为CBPR文化系统的创新过程，将是 与交互式系统框架集成（D＆I结构和功能以桥接科学与实践） 检查循证策略的吸收，文化接受和可持续性的研究 与三个新的西南部落社区，托雷昂星湖（Torreon-Star Lake），纳哈塔（Nahata Dziil）和齐亚·普韦布洛（Zia Pueblo）一起练习 每个人都将开发自己的研究社区顾问委员会（CAB）。这笔赠款将继续长期 与当前R01 TRT合作伙伴的术语研究合作伙伴关系，为合作提供了坚实的基础 关于以下工具的合成和翻译，这些工具将促进三个新的出租车伙伴以适应 他们自己的FLP课程和评估措施纳入自己独特的文化知识，历史，价值观， 和实施实践：a）质量实施工具； b）出租车开发指南； c）文化 - 中心教练指南； d）数字故事模块；和E）以文化为中心的FLP工具包。初步发现 已经显示了FLP在减少儿童抑郁，焦虑和增强的保护因素方面的早期有效性 文化联系和应对技巧。在此申请中，新墨西哥大学（UNM）学院 与UNM参与性研究中心及我们的TRT合作伙伴的教育将提供支持系统 在其自身的FLP计划的文化娱乐和实施中向出租车进行交付 系统将进行严格评估。 FLP完全有毒，可以采取D＆I的下一步，这项研究将 在使用CBPR的同时，促进学术和部落伙伴之间的双向知识翻译 以文化为中心的系统（CCS）代表学术领域的交集的创新 影响力和知识以创建一种新颖的实施方法。这项研究具有三个特定的目的：1） 与TRT合作伙伴一起，“合成和翻译”先前的R01研究结果为实现步骤 有三个新部落，即建立新的社区咨询委员会（CABS）；评估上下文促进者和 障碍，将FLP课程重新定为可持续性的新文化； 2）测试双向教练 UNM和TRT的“支持系统”为新出租车提供技术援助和培训；和 最终CBPR CCS指南的数字故事作为共同学习者制作； 3）评估 CABS的“交付系统”以实施基于实践的FLP工具包（课程和计划） 评估工具），以其文化知识和背景重新考虑。