PDF(Pubmed)
Abstract：
BACKGROUND: Repeated stigmatization due to group membership constitutes a recurrent stressor with negative impact on physical and mental health (minority stress model). Among European countries, Romania ranks low on LGBT+ (lesbian, gay, bisexual, and transgender people. The \"+\" represents individuals whose identities do not fit typical binary notions of male and female [nonbinary]) inclusion, with 45% of Romanian LGBT+ respondents reporting discrimination in at least 1 area of life in the year preceding the survey. Importantly, while all LGBT+ people might experience minority stress, younger sexual minority individuals are more prone to the detrimental impacts of stigma on their mental and physical health. As such, interventions are necessary to improve the inclusion climate within schools, where young people spend most of their time. Until now, most interventions addressing this topic have been conducted on undergraduate students in Western countries, with no studies conducted in countries that have widespread anti-LGBT+ attitudes.
OBJECTIVE: This paper describes the research protocol for a randomized controlled trial investigating whether LGBT+ stigma and bias among Romanian school teachers can be reduced using an internet-based intervention focusing on education and contact as primary training elements.
METHODS: A sample of 175 school teachers will be randomly assigned to either the control or experimental group. The experimental group participants will receive the intervention first and then complete the outcome measures, whereas the control group will complete the outcome measures first and then receive the intervention. The 1-hour multimedia intervention is developed for internet-based delivery under controlled conditions. It includes 2 interactive exercises, 2 recorded presentations, animations, and testimonies from LGBT+ individuals. Data for attitudinal, behavioral, cognitive, and affective measures will be collected during the same session (before or after the intervention, depending on the condition). We also plan to conduct a brief mixed methods follow-up study at 6 to 8 months post participation to investigate potential long-term effects of training. However, due to attrition and lack of experimental control (all participants will have completed the intervention, regardless of the condition), these data will be analyzed and reported separately using a mixed methods approach.
RESULTS: This paper details the protocol for the teacher intervention study. Data collection began in December 2022 and was completed by February 2023. Data analysis will be performed upon protocol acceptance. Follow-up measures will be completed in 2024. Results are expected to be submitted for publication following analysis in the spring of 2024.
CONCLUSIONS: The findings of this study will establish the effectiveness of an internet-based intervention intended to lessen anti-LGBT stigma and sentiment in a nation where these views have long been prevalent. If successful, the intervention could end up serving as a resource for Romanian teachers and guidance counselors in high schools.
BACKGROUND: ISRCTN 84290049; https://doi.org/10.1186/ISRCTN84290049.
UNASSIGNED: DERR1-10.2196/54254.
OBJECTIVE: This paper describes the research protocol for a randomized controlled trial investigating whether LGBT+ stigma and bias among Romanian school teachers can be reduced using an internet-based intervention focusing on education and contact as primary training elements.
METHODS: A sample of 175 school teachers will be randomly assigned to either the control or experimental group. The experimental group participants will receive the intervention first and then complete the outcome measures, whereas the control group will complete the outcome measures first and then receive the intervention. The 1-hour multimedia intervention is developed for internet-based delivery under controlled conditions. It includes 2 interactive exercises, 2 recorded presentations, animations, and testimonies from LGBT+ individuals. Data for attitudinal, behavioral, cognitive, and affective measures will be collected during the same session (before or after the intervention, depending on the condition). We also plan to conduct a brief mixed methods follow-up study at 6 to 8 months post participation to investigate potential long-term effects of training. However, due to attrition and lack of experimental control (all participants will have completed the intervention, regardless of the condition), these data will be analyzed and reported separately using a mixed methods approach.
RESULTS: This paper details the protocol for the teacher intervention study. Data collection began in December 2022 and was completed by February 2023. Data analysis will be performed upon protocol acceptance. Follow-up measures will be completed in 2024. Results are expected to be submitted for publication following analysis in the spring of 2024.
CONCLUSIONS: The findings of this study will establish the effectiveness of an internet-based intervention intended to lessen anti-LGBT stigma and sentiment in a nation where these views have long been prevalent. If successful, the intervention could end up serving as a resource for Romanian teachers and guidance counselors in high schools.
BACKGROUND: ISRCTN 84290049; https://doi.org/10.1186/ISRCTN84290049.
UNASSIGNED: DERR1-10.2196/54254.
摘要：
背景：由于群体成员而引起的反复污名化构成了对身心健康具有负面影响的经常性压力源（少数群体压力模型）。在欧洲国家中,罗马尼亚在LGBT+（女同性恋，同性恋,双性恋,和变性人。\“\”代表身份不符合典型的男性和女性二元概念[非二元]）的个人，45％的罗马尼亚LGBT+受访者表示在调查前一年至少在生活的一个领域存在歧视。重要的是,虽然所有LGBT+的人可能会经历少数族裔的压力，年轻的性少数群体更容易受到污名对其身心健康的不利影响。因此，干预措施对于改善学校内部的包容氛围是必要的，年轻人大部分时间都在那里。直到现在,针对这一主题的大多数干预措施都是针对西方国家的本科生进行的，没有在具有广泛反LGBT+态度的国家进行的研究。
目的：本文描述了一项随机对照试验的研究方案，该试验调查了使用基于互联网的干预措施是否可以减少罗马尼亚学校教师的LGBT污名和偏见，该干预措施侧重于教育和接触作为主要培训要素。
方法：将175名学校教师的样本随机分配到对照组或实验组。实验组参与者将首先接受干预，然后完成结果测量，而对照组将首先完成结果测量，然后接受干预。1小时多媒体干预是为在受控条件下基于互联网的交付而开发的。它包括2个互动练习，2录制的演示文稿，动画,以及LGBT+个人的证词。态度数据，行为，认知，和情感措施将在同一会议期间收集(干预之前或之后，视情况而定)。我们还计划在参与后6至8个月进行简短的混合方法随访研究，以调查培训的潜在长期影响。然而,由于减员和缺乏实验控制(所有参与者都将完成干预，无论条件如何)，这些数据将使用混合方法分别进行分析和报告.
结果：本文详细介绍了教师干预研究的方案。数据收集始于2022年12月，并于2023年2月完成。数据分析将在协议接受后进行。后续措施将于2024年完成。结果预计将在2024年春季进行分析后提交发表。
结论：这项研究的结果将确定基于互联网的干预措施的有效性，该干预措施旨在减轻在这些观点长期以来普遍存在的国家中的反LGBT污名和情绪。如果成功,干预可能最终成为罗马尼亚教师和高中指导顾问的资源。
背景：ISRCTN84290049;https://doi.org/10.1186/ISRCTN84290049。
■DERR1-10.2196/54254。
目的：本文描述了一项随机对照试验的研究方案，该试验调查了使用基于互联网的干预措施是否可以减少罗马尼亚学校教师的LGBT污名和偏见，该干预措施侧重于教育和接触作为主要培训要素。
方法：将175名学校教师的样本随机分配到对照组或实验组。实验组参与者将首先接受干预，然后完成结果测量，而对照组将首先完成结果测量，然后接受干预。1小时多媒体干预是为在受控条件下基于互联网的交付而开发的。它包括2个互动练习，2录制的演示文稿，动画,以及LGBT+个人的证词。态度数据，行为，认知，和情感措施将在同一会议期间收集(干预之前或之后，视情况而定)。我们还计划在参与后6至8个月进行简短的混合方法随访研究，以调查培训的潜在长期影响。然而,由于减员和缺乏实验控制(所有参与者都将完成干预，无论条件如何)，这些数据将使用混合方法分别进行分析和报告.
结果：本文详细介绍了教师干预研究的方案。数据收集始于2022年12月，并于2023年2月完成。数据分析将在协议接受后进行。后续措施将于2024年完成。结果预计将在2024年春季进行分析后提交发表。
结论：这项研究的结果将确定基于互联网的干预措施的有效性，该干预措施旨在减轻在这些观点长期以来普遍存在的国家中的反LGBT污名和情绪。如果成功,干预可能最终成为罗马尼亚教师和高中指导顾问的资源。
背景：ISRCTN84290049;https://doi.org/10.1186/ISRCTN84290049。
■DERR1-10.2196/54254。
