High sexual violence rates against high school students in Alachua County indicate a need to develop an intervention for these students. This intervention will utilize both primary and secondary prevention tactics outlined in the Trauma-Informed Philanthropy Volume (Philanthropy Network Greater Philadelphia, 2016). New educational material along with harm reduction training will act as primary prevention. Secondary prevention includes screening and early detection, provided by the trauma-informed school nurse. Additionally, the bystander intervention is a secondary intervention as people will be able to recognize the symptoms of trauma people may display. This intervention aims to see changes in outcomes regarding perceived safety, sexual violence prevention knowledge, and thoughts about a safe space on campus. Surveys will be conducted throughout the intervention and after to see any changes in the aims listed above.
Safety, trustworthiness and transparency, peer support, and empowerment, voice, and choice are four of the six trauma-informed principles that will be used in this intervention (SAMHSA, 2014). Safety is an important trauma-informed approach to include in this intervention because we want students to feel comfortable sharing their experiences with sexual violence and receive the help needed from the designated school nurse. We will ensure this by creating a space where students can come forward if they have experienced or witnessed any type of sexual violence. Trustworthiness and transparency are also important for our organization to employ so we can strengthen the effect of this intervention. Peer support must be a component of our intervention so students know they are not alone and find support from people with similar experiences. Empowerment, voice, and choice is the last of the trauma-informed principles this proposal will incorporate. We will do so through the peer support group, which gives trauma survivors a place to speak up and find support.
Social Ecological Model (McLeroy et al., 1988)
Individual: Improving self-efficacy regarding self-defense, healthy coping strategies, and reaching out for help.
Interpersonal: Bystander intervention will be used to increase peer self-efficacy to help individuals who are struggling.
Institutional level: Implementing a new and comprehensive sex-ed program for all students and trauma-informed school nurses are both at the institutional level.
Community and Public Policy: No ties to these levels currently, but a future goal of this grant proposal would be to change the public policy related to the allocation of funds within the school district to provide a trauma-informed nurse at each public school in the state of Florida.
References
McLeroy, K. R., Bibeau, D., Steckler, A., & Glanz, K. (1988). An ecological perspective on health promotion programs. Health Education Quarterly, 15(4), 351–377. https://doi.org/10.1177/109019818801500401
Philanthropy Network Greater Philadelphia. (2016). Practical Guide for Implementing a Trauma-Informed Approach.
SAMHSA. (2014, October). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach | SAMHSA Publications and Digital Products. https://store.samhsa.gov/produ...-approach/sma14-4884
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