Enhancing School Safety Officers' Effectiveness Through Online Professional and Job Embedded Coaching
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 96
- 试验地点
- 2
- 主要终点
- Change in knowledge of child development, classroom management, child problem behaviors, and behavior management strategies
研究概览
简要总结
The University of Florida's (UF) Lastinger Center for Learning, in partnership with the UF Psychology Department, have been funded by the National Institute of Justice to advance the skills of School Resource Officers (SROs) currently working in the Miami-Dade Schools Police Department through an innovative, scalable, online and in-person professional development system. The goal will be realized through a 36-month pilot project allowing for the development, testing, and refinement of the system conducted in partnership with the Miami-Dade County Public Schools, and includes an evaluation component to assess for efficacy and scalability.
详细描述
The University of Florida Lastinger Center for Learning and the Psychology Department aim to pilot-test a system of job-embedded professional development that will train Miami-Dade County SROs in research-based, best-practice techniques for addressing the unique needs of the school environment. Using a combination of both online and in-person supports this innovative approach to SRO professional development will provide programming that is highly impactful, easily accessible, and cost-effective to implement and eventually scale up nationally.
This goal will be realized through a 36-month pilot project allowing for the development, testing, and refinement of the system conducted in partnership with the Miami-Dade County Public Schools. Additionally, it includes an evaluation component to assess for efficacy and scalability.
Trainings will be comprised of online modules and expert coaching in the following four areas:
- Social-Emotional Learning (SEL): to build student capacity using the Consortium of Academic & Social Emotional Learning's (CASEL) core competencies, including self- awareness, self-management, social awareness, responsible decision-making, and relationship skills; Many schools are implementing SEL program to manage disruptive behavior, reduce aggression, bullying, and other forms of school violence, and to promote positive interactions among all school members. SROs can play a critical role in reinforcing the skills taught in classrooms by modeling empathy, perspective-taking, positive coping strategies, adaptive problem-solving, emotional regulation, listening skills, problem-solving, and respectful behaviors when interacting with youth and other adults in the school building.
- Trauma-Informed Care: to help officers understand and mitigate the neurological, biological, and psychological impact of trauma on affected children and adolescents' behavior; a trauma-informed approach acknowledges the centrality of trauma and its profound impact on students' perception of emotional and physical safety and relationships.
- Cultural Competence/Implicit Bias/Intersectionality: to help SROs navigate the personal and structural racial and cultural barriers that students face as well as those specifically faced by lesbian, gay, bisexual, transgender, and questioning (LGBTQ) children and youth. More broadly, a lack of competence in working with LGBTQ and youth of color can lead to or exacerbate school violence and erode school climate.
- Restorative Practices/Problem-Solving: to develop a school culture grounded in community problem-solving and productive restitution, as an alternative to punitive or retributive-based discipline. There are many practices that fall under the umbrella of Restorative Justice. Schools in the US have implemented a variety of restorative practices to address truancy, bullying, disciplinary issues, and interpersonal conflict. Restorative practices in schools can vary widely (i.e., conferencing, circles, mediation) but typically offer a dialogue between those who have harmed and those who have been harmed. The dialogue is intended to assist in working out restitution, holding individuals accountable, repairing the harm and their relationship, and reintegrating the person causing the harm back into the school community.
Procedure:
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Sequential
- 主要目的
- Prevention
- 盲法
- None
盲法说明
All participants and study staff will be aware of which schools are in each arm.
入排标准
- 年龄范围
- 18 Years 至 70 Years（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Must be a School Resource Officer Employed by Miami-Dade County
排除标准
- •Not being a School Resource Officer Employed by Miami-Dade County
结局指标
主要结局
Change in knowledge of child development, classroom management, child problem behaviors, and behavior management strategies
时间窗: Up to 52 weeks
This assessment will be administered to all participant and non-participant SROs. The items will be developed by the study's team and evaluated using expert reviews and cognitive interviews. Following the first assessment, the discrimination of the items will be evaluated using item-to-total correlations and any items with low or negative item- to-total correlations will be removed from further use in the study.
Change in knowledge of Behavioral Principles as Applied To Children Test (KBPAC) - Short Form.
时间窗: Up to 52 weeks
The KBPAC is a 50-item instrument designed to measure basic knowledge of behavioral principles applied to children. The shortened 10-item version of the KBPAC had a Kuder-Richardson reliability estimate of 0.77 and was shown to have an internal reliability parallel to the 50-item, and 25-item versions of the test. Response options are correct or incorrect.
Change in Trauma-Informed Self-Assessment Test
时间窗: Up to 52 weeks
The TISAT was adapted from the Trauma- Informed Organizational Self-Assessment. The TISAT is a 17-item scale designed to measure an individual's knowledge of trauma-informed strategies associated with mental health outcomes, substance use, homelessness, triggers (reminders of traumatic events), and de-escalation techniques. Response options are a 6-point Likert-type scale where individuals self-report their level of confidence utilizing trauma-informed strategies.
Change in General Self-Efficacy Scale (GSE).
时间窗: Up to 52 weeks
The GSE is 10-item scale designed to measure self- reported self-efficacy. The instrument was found to be correlated with sentiments of positivity and work satisfaction with lower scores signaling stress, health complains, exhaustion, depression and anxiety. Response options range from "not at all true" to "exactly true."
Change in Self-Assessment of Social and Emotional Competencies (SASEC).
时间窗: Up to 52 weeks
The SASEC was adapted from Section 1-Part B of the "Self-Assessing Social and Emotional Instruction and Competencies: A tool for teachers". The measure is a self-report on a 4-point Likert-Type scale of how much individuals agree that they have specific social and emotional competencies influencing SRO's interactions at the school. The 21-item measure covers the following factors of Social Emotional Competencies: Self-Awareness, Self- Management/Emotion Regulation, Social Awareness, Relationship/Social Skills, and Responsible Decision Making.
Change in Intercultural Sensitivity Scale (ISS).
时间窗: Up to 52 weeks
The ISS is a 24-item measure of intercultural sensitivity through five factors: interaction engagement, respect of cultural differences, interaction confidence, interaction enjoyment, and interaction attentiveness. The self-reported instrument is measured in a 5-point Likert-Type scale (strongly disagree to strongly agree).
Change in Implicit Association Test (IAT).
时间窗: Up to 52 weeks
The Implicit Association Test measures implicit automatic associations by tracking the speed at which participants associate different groups of words. The scale is delivered electronically using an open-source software. Scores will be evaluated using the latest scoring procedure .
Change in LGBT Ally Identity Measure.
时间窗: Up to 52 weeks
The LGBT Ally Identity Measure is designed to evaluate the competencies of heterosexual allies of the LGBT community with four main factors: skills to support the LGBT community, awareness of LGBT oppression, knowledge of the LGBT experience, and engagement in action with LGBT members of the community. Response options range from "not at all true" to "very true for me." The 19-item scale had a Cronbach's alpha of .68 for the knowledge and skills subscale, .81 for the openness and support subscale, and .65 for the oppression awareness subscale .
Change in Measure of Role Clarity:
时间窗: Up to 52 weeks
Role clarity will be measured by five items, which have a five-point Liker scale from strongly disagree to strongly agree.
Change in Measure of Job Satisfaction
时间窗: Up to 52 weeks
The study team will measure general job satisfaction using a five-item short form of the Brayfield-Rothe job satisfaction scale. The items of this short form are: "Most days I am enthusiastic about my work," "I feel fairly satisfied with my present job," "I find real enjoyment in my work," "Each day at work seems like it will never end," and "I consider my job rather unpleasant." The last two items are reverse-scored.
Change in Measure of Intent to Quit
时间窗: Up to 52 weeks
The SROs intent to quit will be measure with two questions: 1) How likely are you to quit your job within the next month? 2) How likely are you to quit your job within the next year? A five-point response scale will be used: "Very likely", "Somewhat likely", "Neither likely nor unlikely", "Somewhat unlikely", "Very unlikely".
次要结局
未报告次要终点