Using an Innovative Implementation Strategy to Increase the Translation of Effective Youth Violence Prevention Programs in Schools
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 发起方
- 入组人数
- 25
- 试验地点
- 1
- 主要终点
- Usability as assessed by the ease of use
研究概览
简要总结
The purpose of this study is to Adapt the existing iCHAMPSS's tools to support school policies related to the adoption, implementation, and maintenance of effective youth bullying and dating violence prevention programs (iCHAMPS-YVP), to assess the usability (acceptability, ease of use, credibility, motivational appeal, and perceived helpfulness) of iCHAMPS-YVP in schools and to assess the feasibility of iCHAMPS-YVP with school staff to impact individual- (e.g.,knowledge, attitudes, and self-efficacy of school staff) and district-level (e.g., policy, readiness, and support) determinants of the adoption and implementation of effective youth violence prevention programs.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Hold one of the following positions:
- •district or school administrator (e.g., health coordinators, instructional specialists, and curriculum coordinators)
- •health and physical education teachers
- •social and health service staff (e.g., nurses and counselors) in a Texas school district.
排除标准
- •not holding a job in a Texas school district as a school stakeholder
研究组 & 干预措施
iCHAMPS-YVP
干预措施: iCHAMPS-YVP (Behavioral)
结局指标
主要结局
Usability as assessed by the ease of use
时间窗: Three weeks post iCHAMPS-YVP access
This will be reported categorically on a Five-point Likert scale in the following categories from Very Easy, Kind of Easy, Kind of Hard, Very Hard, and Did Not Use
Change in Self-Efficacy as assessed by the iCHAMPS-YVP tasks
时间窗: Baseline and 6 months post iCHAMPS-YVP access
This will be reported categorically on a Four-point Likert scale in the following categories; not at all confident, somewhat confident, confident and very confident
次要结局
- Current practices: dating violence prevention education(Baseline)
- Intentions to adopt an evidence-based program:bullying prevention instruction(Baseline)
- Current practices: bullying prevention education(Baseline)
- Challenges that have prevented the district/school from implementing dating violence prevention education(Baseline)
- Challenges that have been present when the district/school has implemented the curriculum for bullying prevention education instruction(Baseline)
- Challenges to implementation that have prevented your district/school from adopting bullying prevention education(Baseline)
- Intentions to replace current curriculum:dating violence prevention instruction(Baseline)
- Intentions to replace current curriculum: bullying prevention instruction(Baseline)
- Intentions to adopt an evidence-based program:dating violence prevention instruction(Baseline)
- Credibility(Three weeks post iCHAMPS-YVP access)
- Acceptability(Three weeks post iCHAMPS-YVP access)
- Helpfulness(Three weeks post iCHAMPS-YVP access)
- Perceived impact(Three weeks post iCHAMPS-YVP access)
- Motivational Appeal(Three weeks post iCHAMPS-YVP access)
- Change in Compatibility(Baseline and 6 months post iCHAMPS-YVP access)
- Change in Complexity(Baseline and 6 months post iCHAMPS-YVP access)
- Change in Perceived social systems support (for evidence-based programs)(Baseline and 6 months post iCHAMPS-YVP access)
- Challenges that have prevented your district/school from adopting dating violence prevention education(Baseline)
- Change in Intentions to use an evidence-based program(Baseline and 6 months post iCHAMPS-YVP access)
- Change in Presence of organizational policy(Baseline and 6 months post iCHAMPS-YVP access)
- Change in Awareness/knowledge (of evidence-based programs)(Baseline and 6 months post iCHAMPS-YVP access)
- Change in Level of implementation(Baseline and 6 months post iCHAMPS-YVP access)
- Challenges that have been present when the district/school has implemented the curriculum for dating violence education instruction(Baseline)
研究者
Belinda Hernandez
Associate Professor
The University of Texas Health Science Center, Houston