促进有关研究以结束阿拉斯加农村土著青年自杀的社区对话 (PC CARES)

无干预：无干预

该小组将不会参加 PC CARES 会议。 调查人员将在基线和后续行动中收集该组的数据

实验性的：PC CARES Intervention

Experimental: PC CARES Intervention Participants will attend 1-7 sessions of the PC CARES curriculum. Investigators will collect data from this group at baseline, after each session they attend, and at follow-up.

行为的：个人电脑关怀

PC CARES 培训当地居民在他们自己的社区提供 PC CARES 课程。 这些辅导员将参加 40 小时的培训，然后将在他们的家乡教授 4 节课的 PC CARES 课程。 为了帮助当地的协调员，每次会议在开始仪式后都遵循相同的结构：（1）协议/安全谈话，（2）“小胜利”，（3）“我们知道什么？” （主持人分享当前关于自杀预防或健康的研究）（4）“我们怎么想？” （参与者有机会讨论他们对所提出研究的想法），以及（5）“我们想做什么？” （参与者确定他们可以在他们的村庄采取哪些步骤来做出积极的改变）。学习圈 (LC) 的内容包括社区层面的条件、基于证据的方法、可以预防自杀和促进福祉的风险和保护因素。每个 LC 包括一级和二级预防策略。教学工具包括图表、短片和案例研究。

Wellness Self-Efficacy

The Wellness Self-Efficacy scale includes two items:

1. I know how I can make positive changes for school wellness
2. There are things I can do to promote wellness here

Items were measured on a 7-point Likert scale with response options ranging from Strongly Disagree (1) to Strongly Agree (7) with a neutral midpoint.

Responses to the two items are averaged to calculate a composite Wellness Self-Efficacy score ranging from 1 to 7. The reported outcome measure is the mean (standard deviation) of the composite score. Higher scores indicate greater self-efficacy for promoting school wellness.

Community of Practice

The Community of Practice scale includes three items:

1. Many people in this community work together for suicide prevention/wellness.
2. I have regular opportunities to work with others to increase wellness.
3. I have many people to work with in my community to prevent suicide.

Items were measured on a 7-point Likert scale with response options ranging from Strongly Disagree (1) to Strongly Agree (7) with a neutral midpoint.

Responses to the three items are averaged to calculate a composite Community of Practice score ranging from 1 to 7. The reported outcome measure is the mean (standard deviation) of the composite score. Higher scores indicate a stronger community of practice for suicide prevention and wellness.

Suicide Prevention Self-Efficacy

The Suicide Prevention Self-Efficacy scale includes three items:

1. I know how to talk safely about suicide, in ways that help with prevention
2. I know how to decrease suicide risk for others by the way I talk about suicide
3. I feel confident that I can do things to prevent suicide

Items were measured on a 7-point Likert scale with response options ranging from Strongly Disagree (1) to Strongly Agree (7) with a neutral midpoint.

Responses to the three items are averaged to calculate a composite Suicide Prevention Self-Efficacy score ranging from 1 to 7. The reported outcome measure is the mean (standard deviation) of the composite score. Higher scores indicate greater self-efficacy for engaging in suicide prevention.

Working Together

The Working Together scale includes six items:

1. I asked someone for help doing prevention/wellness work when I needed it
2. I spoke up about what the school can do to reduce the risk of youth suicide
3. I talked with others about wellness
4. I worked with others to increase wellness in the school community
5. I worked with others to prevent suicide
6. I let others know what resources are available for prevention. Participants were asked if they had completed the action in the past few months (Y/N), resulting in a count of the types of actions taken.

Interpersonal Support

The Interpersonal Support measure included 7 items:

1. I spent time listening to a teen or child who just wanted to talk about their experience
2. I trusted others in the school community to hear what I have to say
3. I reached out to a child who was hurting (alone, sad, angry)
4. I helped a youth (child/teen) who was feeling down get help (Behavioral Health Services, Alaska Careline, etc.)
5. I reminded someone that just listening to someone can be more supportive than giving advice
6. I quietly listened to a youth (child or teen) who had a problem, reflecting back to them what I heard
7. I encouraged others to offer small acts of kindness when someone was having a hard time.

Participants were asked if they had completed the action in the past few months (Y/N), resulting in a count of the types of actions taken.

Postvention

The Postvention Behavior measure includes five items:

1. I shared only the basic facts of a suicide (avoiding details)
2. I spoke to someone about how to talk safely after a suicide
3. I talked about how suicide is no one's fault
4. I shared that it can be harmful to honor someone who died by suicided more than is done for other deaths
5. I talked about how we can help prevent further harm after a suicide happens Participants were asked if they had completed the action in the past few months (Y/N), resulting in a count of the types of actions taken.

PC CARES 的社区层面影响（交互类型）

调查人员将通过跟踪旨在防止青少年自杀和促进参与村庄健康的互动类型，记录 PC CARES 的社区层面影响

PC CARES 的社区层面影响（互动次数）

调查人员将通过跟踪旨在防止青少年自杀和促进参与村庄健康的互动次数，记录 PC CARES 的社区层面影响

通过描述干预前后年轻人支持性社交网络的变化，通过社交网络分析 PC CARES 的社区层面影响。

通过描述干预前后年轻人的支持性社交网络的变化，记录 PC CARES 在社区层面的影响。