Rudd Brittany N, Ordorica Catalina, Witzig Jax, Parker Lea, Gardella Joseph, Pollard Angela, Anjaria Nivedita, Eom Kelly, Kreimer Rena, Goldstein Naomi E
University of Illinois at Chicago (Psychiatry), Chicago, (IL), USA.
Drexel University (Psychological and Brain Sciences), Philadelphia, (PA), USA.
Psychol Inj Law. 2024 Sep;17(3):221-244. doi: 10.1007/s12207-024-09511-w. Epub 2024 Jul 4.
Approximately 50% of U.S. students attend a school with a school officer. The Positive School Safety Program (PSSP) is a 16-session, manualized peer-to-peer coaching program that teaches school officers positive approaches to behavioral management (e.g., trauma-informed reinforcement strategies) to enhance interactions with students, improve school climate, and reduce school-based arrests. A convergent, mixed methods longitudinal design was used to investigate the implementation process and outcomes of the PSSP among school safety officer coaches in the School District of Philadelphia (SDP) who were trained in the 2020-2021 school year. Via surveys, officer coaches ( = 25) provided quantitative data at three time points regarding their knowledge, attitudes, and confidence in utilizing positive approaches to behavioral management and trauma-informed skills, as well as their mindset toward coaching. These data were analyzed using mixed effects modeling. Perceptions of program acceptability, appropriateness, and feasibility were assessed post-training and analyzed descriptively. Qualitative interviews, informed by the Exploration, Preparation, Implementation, and Sustainment (EPIS) framework, were conducted with coaches and untrained school officers and were analyzed via thematic analysis. Significant changes over the course of training were detected in coaches' knowledge, confidence, and their willingness to use the skills, which aligned with coaches' qualitative self-reports. Coaches agreed that the PSSP was acceptable, appropriate, and feasible. School districts interested in improving school climate and reducing school-based arrests by using the PSSP, or similar peer-to-peer coaching programs, should consider how they will target identified determinants to support successful implementation in their unique contexts.
大约50%的美国学生就读于配备了校园管理人员的学校。积极学校安全计划（PSSP）是一个为期16节的、手册化的同伴辅导计划，教授校园管理人员积极的行为管理方法（如创伤知情强化策略），以增强与学生的互动、改善学校氛围并减少校内逮捕事件。采用了一种聚合性的混合方法纵向设计，来调查2020 - 2021学年在费城学区（SDP）接受培训的校园安全官员教练中PSSP的实施过程和结果。通过调查，官员教练（n = 25）在三个时间点提供了关于他们在运用积极行为管理方法和创伤知情技能方面的知识、态度和信心，以及他们对辅导的心态的定量数据。这些数据使用混合效应模型进行分析。在培训后评估并描述性分析了对该计划的可接受性、适宜性和可行性的看法。根据探索、准备、实施和维持（EPIS）框架，对教练和未经培训的校园管理人员进行了定性访谈，并通过主题分析进行了分析。在培训过程中，教练们的知识、信心以及他们使用这些技能的意愿有显著变化，这与教练们的定性自我报告一致。教练们一致认为PSSP是可接受的、适宜的和可行的。对通过使用PSSP或类似的同伴辅导计划来改善学校氛围和减少校内逮捕事件感兴趣的学区，应考虑如何针对已确定的决定因素，以支持在其独特背景下的成功实施。
