Partnerships for Prevention: A plan for managing student stress, anxiety, and pain through interactive media.

预防合作：通过互动媒体管理学生压力、焦虑和疼痛的计划。

基本信息

批准号：
10874084
负责人：
JOHN ARCHIE POLLOCK
金额：
$ 21.52万
依托单位：
DUQUESNE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2019
资助国家：
美国
起止时间：
2019-08-01 至 2024-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10874084
关键词：
Achievement Address Age Android Anxiety Attitude Biology Brain COVID-19 COVID-19 pandemic Cessation of life Child Collection Common Core Companions Computer software Confusion Coping Skills Data Data Collection Development Diet Disease Education Educational Curriculum Educational process of instructing Emotions Evaluation Exercise Family Feeling Floods Foundations Funding Goals Grant Habits Health Home Individual Internet Intervention Knowledge Learning Left Life Location Manuscripts Mental Depression Mental Health Mental Health Services Mental disorders Middle School Student Modality Modernization Multimedia Nervous System Pain Parents Perception Physiology Play Prevention Process Production Program Development Publishing Reader Reading Research Resources Risk Safety Schools Science Self-Injurious Behavior Sleep Social Interaction Sports Stress Structure Students Suicide Surveys Teacher Professional Development Techniques Technology Teenagers Time Vaccination Vaccines Vocabulary Writing addiction analog animation coping design digital eighth grade elementary school experience fifth grade formative assessment fourth grade healthy lifestyle junior high school mindfulness neuromechanism opioid use disorder pandemic disease parent grant pre-pandemic preadolescence reading ability resilience response sixth grade social media stressor teacher trend vaccine hesitancy

项目摘要

The primary SEPA project is focused on anxiety and stress, which are incidental to everyone’s daily life. For children and teens, learning how to navigate these challenges is critical to a healthy lifestyle, yet little is done in school to teach students about these feelings and the underlying biology and physiology; a limitation that is placing students at risk. Adding to what was already a growing trend in mental health challenges for students, the COVID-19 pandemic of 2020/2021 created new stresses and anxieties. Our recent survey of student stressors carried out pre-pandemic and repeated during the pandemic asked students about their stressors, and also asked parent’s their perception of their children and teacher’s perception of their students. Among other things, students scored their stress about the health of others 62% higher than what the parents perceived the child’s level of concern to be. Similarly, students concern about their own health was 66% higher than their parent’s perception. These data indicate that on top of all the stressors present in the lives of students, they have added concerns about health issues associated with the pandemic, not the least of them being anxiety over vaccination. Understanding science without a basic foundation can be intimidating for students, families and teachers. This is especially true with the flood of miss-information on the web and social media leading to mistrust. Unprepared, students are left with confusion that can fuel depression or other mental health challenges. For example, recent studies by the CDC show that in 2021, nearly 1 in 5 students age 12 to 17 were receiving mental health treatment. Countless more are undiagnosed and un-treated. In the worst case, failing to address mental health challenges can negatively influence academics, sports, arts and social interactions, possibly leading to depression and other mental health diseases including self-harm, opioid use disorder or the tragedy of the disease of suicide. Our hypothesis is that understanding anxiety and stress can be influenced by narrative-based educational stories for late elementary and middle school. Creating an understanding of the biology of the brain, body and emotions plus developing healthy habits can set the stage for preventative mental health resiliency providing benefits for now and for later in life. Using formative assessment to better understand the world view of the student we develop an integrated collection of narrative based, digital and analog multimedia including YouTube animated videos, Adaptive Reader stories and small group, face-to-face table-top games. With illustrations of the fundamental biology underlying the physiology and neural mechanisms of stress and anxiety the stories will reveal research-backed coping strategies and how they can serve as the first line of defense, helping individuals to listen to their bodies to understand what they can control, and also when it's time to seek professional advice. Each resource is further supported by teacher guides, curriculum and student readings. This transmedia approach facilitates low barriers to use and ease of entry through different modalities maximizing utility for the teacher or home schooler.

主要的SEPA项目的重点是焦虑和压力，这与每个人的日常生活都是偶然的。为了儿童和青少年，学习如何应对这些挑战对于健康的生活方式至关重要，但几乎没有做学校教学学生这些感受以及潜在的生物学和生理学；一个限制是使学生处于危险之中。增加了对学生心理健康挑战的日益增长的趋势， 2020/2021的COVID-19大流行创造了新的压力和动画。我们最近对学生的调查压力源进行了大流行前的大流行，并在大流行期间重复询问学生的压力源，还要求父母对孩子的看法以及老师对学生的看法。之中其他事情，学生对他人健康的压力比父母高62％认为孩子的关注程度。同样，学生对自己的健康的关注增加了66％比父母的看法。这些数据表明，在所有压力源的生活中学生，他们对与大流行有关的健康问题的关注，并非最不重要的一点焦虑于疫苗接种。理解没有基本基础的科学可能会令人生畏学生，家庭和老师。由于网络和社会上的遗漏泛滥，尤其如此媒体导致错误。没有准备好，学生感到困惑，可以加剧抑郁或其他心理健康挑战。例如，疾病预防控制中心的最新研究表明，在2021年，几乎有五分之一的学生 12至17岁正在接受心理健康治疗。无数的未诊断和未经治疗。在最坏的情况，未能应对心理健康挑战可能会对学者，体育，艺术和社交互动，可能导致抑郁症和其他心理健康疾病，包括自我伤害，阿片类药物使用障碍或自杀疾病的悲剧。我们的假设是了解动画和压力可能会受到晚期小学和中学的基于叙事的教育故事的影响。创建一个了解大脑，身体和情绪的生物学以及养成健康习惯的生物学为了预防性的心理健康弹性，现在和以后的生活提供了益处。使用形成评估以更好地了解学生的世界观，我们开发了综合的叙事集合基于YouTube动画视频，自适应读者故事和小型的数字和模拟多媒体小组，面对面的桌面游戏。用生理的基本生物学的插图以及压力和动画的神经机制这些故事将揭示以研究支持的应对策略和他们如何充当第一道防线，帮助个人听取自己的身体了解什么他们可以控制，也可以在寻求专业建议的时候。每个资源都得到了进一步的支持教师指南，课程和学生阅读。这种跨媒体方法促进了使用的低障碍和易于通过不同的方式进入教师或家庭学校的实用程序。