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Background: Social determinants of health (SDOH) and cumulative stress contribute to chronic disease development. The physiological response to repeated stressors typical of lower-income environments can be measured through allostatic load - a composite measure of cardiovascular, metabolic, and immune variables. Healthcare systems have employed patient navigation for social and medical needs to improve SDOH that has demonstrated limited impact on chronic disease outcomes. This study evaluates a novel community health worker navigation intervention developed using behavioral theories to improve access to social and medical services and provide social support for poverty stressed adults. Methods: The Integrated Population Health Study (IPOP) study is a randomized, parallel two arm study evaluating community health worker navigation in addition to an existing integrated population health program (IPOP CHW) as compared to Usual Care (population health program only, IPOP) on allostatic load and chronic disease risk factors. IPOP CHW participants receive a 10-month navigation intervention. Results: From 381 screened individuals, a total of 202 participants (age 58.15 ± 12.03 years, 74.75 % female, 79.21 % Black/African American, 17.33 % Hispanic) were enrolled and randomized to IPOP CHW (n = 100) or IPOP Only (n = 102). Conclusion: This study will evaluate whether CHW navigation, using a structured intervention based on health behavior theories, can effectively guide poverty stressed individuals to address social and medical needs to improve allostatic load-a composite of cumulative stress and physiological responses. Healthcare systems, nonprofit organizations, and governmental entities are interested in addressing SDOH to improve health, thus developing evidence-based interventions could have broad clinical and policy implications.
RESUMO
BACKGROUND: Evidence-based child sexual and physical abuse prevention programs delivered in schools are needed and require rigorous evaluation of program effects prior to widespread dissemination. The Play it Safe! program is a one-time session delivered by trained facilitators to teach students about recognizing, resisting, and reporting abuse. AIMS: To evaluate a school-based child sexual and physical abuse prevention intervention Play it Safe! among elementary school students using a cluster randomized design. METHOD: Six elementary schools in Texas were matched on demographic characteristics, and then randomized to intervention or wait-list control groups. Participants included third to fifth graders (n = 539). Participants received the pretest assessing vignette-based knowledge of physical and sexual abuse prevention (14 items). The intervention group immediately had the program. One month later, both groups received a posttest using the same validated scale. Multilevel linear regression analyses were estimated, and interaction effects were used to evaluate the effect of Play it Safe! while controlling for other factors. RESULTS: A statistically significant interaction between the treatment group and time (b = 1.30, p < .01) indicated a greater increase in the knowledge score over time in the intervention group. Moderating effect of grade was also observed as the intervention tended to have less effect for fifth grade compared with third grade (b = -1.04, p = .01). CONCLUSION: This study provides evidence to support the efficacy of the Play it Safe! program for increasing children's physical and sexual abuse prevention knowledge and skills among a racially and ethnically diverse sample of elementary school students.
