Developing culturally sensitive HIV/AIDS and substance abuse prevention curricula for Native American youth
Developing culturally sensitive HIV/AIDS and substance abuse prevention curricula for Native American youth
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DOI：
10.1111/j.1746-1561.1996.tb03410.x
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发表时间：
1996-11-01
影响因子：
2.2
通讯作者：
Trotter, RT
中科院分区：
文献类型：
--
作者：
Baldwin, JA;Rolf, JE;Trotter, RT
1990年，研究人员和卫生保健专业人员与西南部几个美洲原住民社区的成员一起建立了艾滋病毒/艾滋病和药物滥用预防伙伴关系。对基于理论的干预措施采取文化敏感的方法，已发展成为高度可复制、结构化、以学校和社区为基础的干预方案。过程评估表明，高水平的程序接受度和保真度。结果评价表明，参与者的积极预防干预效果显着。本文报告了NAPPASA学校预防课程是如何开发的，并讨论了开发这些成功课程的三个关键过程：1）选择综合理论，以解决艾滋病毒/艾滋病和美洲原住民滥用药物的多维度前因，2）使用人种学方法，从目标群体和社区成员获得密集的投入，以确保课程的文化和发展敏感性，（3）利用试点和实地试验的过程和结果评估来制定最佳课程。
In 1990, researchers and health care professionals joined with members of several southwestern Native American communities to form an HIV/AIDS and substance abuse prevention partnership. Culturally sensitive approaches to theory-based interventions were developed into highly replicable, structured, school-based and community-based intervention programs. Process evaluations indicated high levels of program acceptance and fidelity. Outcome evaluations demonstrated significant positive preventive intervention effects among participants. This article reports how NAPPASA school prevention curricula were developed and discusses three critical processes in developing these successful curricula: 1) selection of integrative theory to address the multi-dimensional antecedents of HIV/AIDS and substance abuse among Native Americans, 2) use of ethnographic methodology to obtain intensive input from target groups and community members to ensure cultural and developmental sensitivity in the curriculum, and 3) use of process and outcome evaluations of pilot and field trials to develop an optimal curriculum.