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摘要与其他学生相比，社区学院 (CC) 学生经历了更普遍和更严重的心理健康问题然而，四年制大学的同龄人1,2 接受心理健康服务的可能性却要小得多。这些种族和少数族裔学生之间的差异被放大，他们经历着多种态度和态度精神卫生服务的后勤障碍以及社会和经济压力4,7,23,25,34。符合 ALACRITY 中心目标 2 优化 STAND 的实施，此 R34 将侧重于文化响应和社区知情干预措施，以提高 CC 中的筛查率和 STAND 的初始采用率，其中学生主要是低收入群体和拉丁裔。通过以用户为中心的设计，我们的目标是利用学生的输入在四年内迭代开发和测试参与干预措施，以最大限度地提高招募和初始东洛杉矶学院采用 STAND。最初，将与 60-72 名 ELAC 进行 12 个焦点小组讨论已完成 1) 仅筛选、2) 筛选和同意/基线评估、3) 筛选的学生，同意/基线和参加迎新访问，以及 4) 尚未报名参加筛选的人，为了探索这些参与阶段的促进因素和抑制因素。初步定性研究结果研究和现有文献将告知解决障碍的参与干预措施的内容众所周知，影响拉丁裔学生初次服务利用的因素包括心理健康耻辱、心理障碍健康知识和感知需求18,19,21,27。我们还选择了可行且有效的干预措施一种可以转移到各种社区大学环境以支持未来传播的结构。期间第二年，我们将检查视频推荐（低强度信息干预）的有效性通过比较那些经历过焦虑和抑郁的拉丁裔 CC 学生的比率在第一年（标准招募）到第二年（带视频的标准招募）期间完成 STAND 筛选感言）。在第三年，我们将研究嵌入文化的数字摄影小说，其中包括以下方面：动机增强疗法（旨在告知和激活的干预措施）。 270 名 ELAC 学生将随机分配到 fotonovela 条件组或活性对照组（例如标准教育材料）。在第四年，我们将研究同行主导的电话参与干预措施，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伴主导的参与条件或照常招聘。两项随机对照试验的主要结果将是 STAND 的初步吸收，其定义为完成定向访问。我们还将检查每项参与干预措施是否会导致心理健康知识、耻辱、自我效能和感知需求的变化导致了更高的心理健康比率服务吸收率。努力改善 STAND 等心理健康项目的筛查和采用对于 CC 校园成功实施心理健康计划并减少持续的心理健康健康差异。