Recipient Organization
IOWA STATE UNIVERSITY
2229 Lincoln Way
AMES,IA 50011
Performing Department
(N/A)
Non Technical Summary
According to the CDC, "The COVID-19 pandemic has had a seismic effect on communities across the country, and young people have been especially impacted by the ways in which their everyday lives have been altered. The disruptions were widespread; school buildings closed, opportunities for connecting with peers were limited, communities were dealing with loss and upheaval." A U.S. representative sample of students surveyed by the CDC indicated that more than 30% reported their mental health to be most of the time or always not good in the prior 30 days." (CDC, 2022). Stressors clearly documented to affect youth (e.g., labor shortages, inflation, social justice) are substantial and expected to persist. For example, 64% of teenage students believe "...the experience of COVID-19 will have a lasting impact on their generation's mental health..." (National 4-H Council, 2020).Rural youth have been especially negatively impacted by the pandemic. Notably, 79% of rural teens surveyed "...wish there was an inclusive environment or safe space for people in school to talk about mental health." and 70% wish their school taught them more about mental health and coping mechanisms (National 4-H Council, 2020). These findings are echoed by a CDC student survey that found students who perceive a connection with an adult at school were better protected from adversity (CDC, 2022).Behavioral health service and programming gaps are larger in rural states such as Iowa, where a "perfect storm" stems from rapidly increasing levels of exposure to adversity, increased isolation, and resultant behavioral health issues, combined with increasingly inadequate access to evidence-based behavioral health. Youth living in rural communities are particularly at risk for service inequities. Rural youth are diagnosed with behavior health conditions later in their lives than are urban or suburban children; they also are more likely to experience longer waiting periods before receiving intervention services.This project will address resilience-related behavioral health and opioid/other substance misuse issues in two rural counties, potentially impacting up to 50,000 residents through the development of sustainable, community-based resilience and prevention capacity-building and training. Our planned approach will integrate PROSPER Partnership Model components into the implementation of rural Resilience Zone Initiatives (RZIs). By doing so, our approach expands the delivery of research- and evidence-based programs that address pandemic-related rural community needs through a sustainable community-driven model, guided by a proven delivery system. In turn, our approach meets a need identified through the COVID-19 Recovery initiatives supported by ISU Extension and Outreach Extension. More specifically, an assessment will be conducted to assist Extension and other key stakeholders, in order to (1) identify root causes of problems and gaps in resilience-oriented services and (2) help support planning and delivery of a unique set of locally-selected programs from a menu of options. This process will not only be responsive to current pandemic-related adversities our rural youth are confronting by addressing substance misuse and associated behavioral health issues, but also allows for a more flexible, readiness-driven approach to developing collaborations and institutionalization of efforts. This process also supplements counties' capacity for addressing behavioral health issues and, more broadly, applies a current capacity-building framework for Extension's science-based behavioral health.
Animal Health Component
(N/A)
Research Effort Categories
Basic
(N/A)
Applied
(N/A)
Developmental
(N/A)
Goals / Objectives
Increase the capacity of the PROSPER Network Organization (PNO) to support two, rural, county-based, school-focused Resilience Zone Initiatives both during the funded project period, as well as sustaining and expanding beyond the project period.Build capacity to support Resilience Zone InitiativesExpand training and technical assistance capabilities and systems for Resilience Zone Initiatives NLT August 1, 2023.Assess, select, and train Resilience Champions in two rural Iowa Counties.Develop and implement site selection process and provide an orientation to pilot sitesDevelop plans for Resilience Zone Initiatives implementation in pilot sitesNLT December 31st, 2023Apply the proven PROSPER and WeCanPROSPER technical assistance/coaching system to support local Resilience Champions' efforts to implement county-based Resilience Zone InitiativesImplement the Resilience Zone Initiative plans and training/technical assistance processesUtilizing the Resilience Zone Initiative Scorecard, county-based Champions will work to implement at least one iteration of the evidence- and research-based programs NLT the end of the project, September 29th, 2024.
Project Methods
This project will address resilience-related behavioral health and opioid/other substance misuse issues in two rural counties, potentially impacting up to 50,000 residents through the development of sustainable, community-based resilience and prevention capacity-building and training. Our planned approach will integrate PROSPER Partnership Model components into the implementation of rural Resilience Zone Initiatives (RZIs). By doing so, our approach expands the delivery of research- and evidence-based programs that address pandemic-related rural community needs through a sustainable community-driven model, guided by a proven delivery system. In turn, our approach meets a need identified through the COVID-19 Recovery initiatives supported by ISU Extension and Outreach Extension, as previously described. More specifically, an assessment will be conducted to assist Extension and other key stakeholders, in order to (1) identify root causes of problems and gaps in resilience-oriented services and (2) help support planning and delivery of a unique set of locally-selected programs from a menu of options. This process will not only be responsive to current pandemic-related adversities our rural youth are confronting by addressing substance misuse and associated behavioral health issues, but also allows for a more flexible, readiness-driven approach to developing collaborations and institutionalization of efforts. This process also supplements counties' capacity for addressing behavioral health issues and, more broadly, applies a current capacity-building framework for Extension's science-based behavioral healthThe system will adopt a 3-phased approach, starting with assessing local resources for tailored implementation. This includes developing a community implementation plan for applying resilience enhancement strategies.The purpose of Phase I is to build internal capacity to support Resilience Zone Initiatives (RZIs). RZIs are operationally defined as programmatic outreach efforts with targeted K-12 students and staff in identified school districts. They are led by a Resilience Champion, Extension partners, Linking Agents, and a team of stakeholders who conduct quality, sustained implementation of research- and evidence-based programs selected from a menu. In this phase, the PROSPER Network Organization (PNO) will adapt the PROSPER Partnership Model and related materials to meet the goals of the RZIs, along with mental health initiatives through ISU's COVID-19 Recovery efforts. PNO members who already are assigned as PROSPER Technical Assistance Providers will be given additional training regarding provision of technical assistance to Resilience Champions. PNO members, university staff, and Extension professionals also will be trained in specific resilience-oriented services and programs selected from a menu, so they will be well positioned to provide technical assistance and training for the local RZIs.The purpose of Phase II is to screen, select, and train Resilience Champions. In this phase, we implement our site selection process. Initially, counties are screened for eligibility. Subsequently, eligible counties can apply for the RZI. Selection is based on criteria regarding their (1) prioritization of the ISU Extension and Outreach initiatives described previously, (2) readiness to address behavioral health and resilience needs in their targeted populations, and (3) data demonstrating gaps in services and above average rates of behavioral health and substance misuse issues. Resilience Champions can be Extension employees, or other key community members partnered with an Extension employee, who "champion" the RZI in their school district. In the selection of counties, we will look for specific qualities in the Resilience Champion who will take a lead role in selecting and implementing resilience-oriented behavioral health programming. For example, a key quality will be familiarity with the community and experience in networking with key sectors and stakeholders. Once selected, Resilience Champions will be trained to lead a group of Linking Agents in their community, as well as lead the planning and implementation process for the RZI. Dependent upon the needs addressed, the sectors will include, but are not limited to: agencies providing behavioral health and substance misuse services, primary care providers, schools, faith-based organizations, and businesses. Transition from Phase II to Phase III begins with Resilience Champions completion of a basic level of planning for the RZI facilitated during the Resilience Champion Training.The purpose of Phase III is to refine and implement the RZI plans with ongoing technical assistance. During this phase the Champions begin recruiting Linking Agents as part of the local RZI Committee. The committees complete and implement communication and RZI action plans with targeted populations. A key aspect of the plans will be the identification of the targeted local student populations and selection of resilience-oriented programs to implement with the identified populations and school staff. The development of these plans will be based on prioritization of needs from Phase II. Phase III is oriented toward institutionalizing selected RZI programs in the school and community, as is the case with all PROSPER-supported programs. Selection criteria for programs included on the menu for Phase III included a number a considerations that had a clear focus on resilience enhancement via research-and evidenced-based programs addressing targeted student populations through a multifaceted approach. In addition to being research- or evidence-based, all programs could be readily supported by PNO infrastructure, following the project-specific capacity building described above. Selection also was based on intent to allow RZIs a range of choices regarding implementation levels (community, school, family) and specific areas or domains of resilience factors addressed, including resilience-related protective/risk factors concerning (1) general mental health, (2) reduction of externalizing or problem behaviors (substance misuse/conduct problems), (3) reduction of internalizing issues or depression/suicide, and (4) stress management.The project evaluation will involve 'process monitoring' of key activities as delineated in the logic model and objectives. Much of the process monitoring will be assessed via an existing internal tracking system (TS). This system is updated, managed, and monitored on a biweekly basis by Ms. Knutson and will be used to evaluate completion of activities by the PNO and behavioral health advisory group across all three phases. Additionally, the TS will be used to document overall project performance and progress. Phase III of the project will utilize the tracking system, in addition to applying an achievement-based benchmarking "check-up" process and system (based on adaptations of the original PROSPER Model). The benchmarking "check-up" process will be used to monitor progress of local site-specific implementation of RZI action plans, as well as to guide tailored technical assistance provision offered by the PNO. Finally, for all three phases, trainings provided by the PNO will utilize an anonymous Training Quality Evaluation (TQE) form to assess quality and perceived utility of instruction received.