A Research-based Tool For Identifying And Strengthening Culturally Competent And Evaluation-ready HIV/AIDS Prevention Programs

Vinh-Thomas, Patricia; Bunch, Megan; Card, Josefina J.

doi:10.1521/aeap.15.7.481.24050

Cited by 29 publications

(19 citation statements)

References 21 publications

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“…Tailoring to address clients' demographic characteristics and risk levels Tailoring a program to address clients' demographic characteristics and risk levels is key to successful outcomes (CDC, 2001;Kelly et al, 2000;Kennedy, Mizuno, Hoffman, Baume, & Strand, 2000;Kirby, 2001;Pedlow & Carey, 2004;Raj, Amaro, & Reed, 2001;Stanton et al, 2005;Vinh-Thomas, Bunch, & Card, 2003;Wilson & Miller, 2003). Computer-based programs can include customization and branching that tailors program content to characteristics of users, such as gender, ethnicity, sexual orientation, risk level and patterns, etc.…”

Section: Resultsmentioning

confidence: 99%

Translating an Effective Group-Based HIV Prevention Program to a Program Delivered Primarily by a Computer: Methods and Outcomes

Card

Kuhn

Solomon³

et al. 2011

AIDS Education and Prevention

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We describe development of SAHARA (SISTAS Accessing HIV/AIDS Resources At-a-click), an innovative HIV prevention program that uses a computer to deliver an updated version of SiSTA, a widely used, effective group-level HIV prevention intervention for African American women ages 18-29. Fidelity to SiSTA's core components was achieved using: (1) video clips featuring group discussions and modeling of appropriate sexual-and contraceptive-related behavior; and (2) interactive Flash modules facilitating cognitive rehearsal, providing learning experiences through games and quizzes, and providing opportunities for simulated role-play. A preliminary outcome study of SAHARA conducted at Planned Parenthood, Atlanta, found that SAHARA, when followed by a brief 20-minute wrap-up group session facilitated by a health educator, was effective in promoting consistent condom use for vaginal sex. We discuss the potential advantages and challenges of an intervention like SAHARA delivered by computer to an individual, versus one like SiSTA delivered by a health educator to a small group.HIV prevention efforts have slowed the spread of HIV both in the United States and worldwide and have saved many lives (Card et al., 2007; Centers for Disease Control and Prevention [CDC], 2001; UNAIDS, 2008). Until an effective vaccine is developed, preventing transmission requires the deployment of effective, culturally competent prevention strategies that address one or more routes of transmission, including sex, injection drug use, parent-to-child transmission, and transmission in health care settings.In the past decade and a half, many interventions aimed at preventing the spread of HIV have been put into practice and found effective in changing HIV risk-related behavior. These include individual-level and small group-level interventions that seek to directly influence the knowledge, attitudes, skills, and behaviors of persons who participate in intervention activities; communitty-level interventions that influence the knowledge, attitudes, skills, and behaviors of an entire community both directly and indirectly, often through a focus on changing social norms; and structural interventions that indirectly influence risk behavior by effecting changes to policies, laws, organizational practices, or other structures that are related either to risk behaviors or to access to behavioral prevention information, tools, or services (Card,

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Section: Resultsmentioning

confidence: 99%

Translating an Effective Group-Based HIV Prevention Program to a Program Delivered Primarily by a Computer: Methods and Outcomes

Card

Kuhn

Solomon³

et al. 2011

AIDS Education and Prevention

Self Cite

View full text Add to dashboard Cite

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“…However, the rates of HIV and AIDS are disproportionately affecting communities of color-specifically, African American women (Gilbert & Goddard, 2007;Thomas, Bunch, & Card, 2003). The racial disparities in HIV/ AIDS infection rates and service delivery have served as supporting evidence for the need to construct culturally sensitive, relevant, and competent service delivery (Thomas et al, 2003). As the HIV/AIDS epidemic grew at disproportionate rates, prevention programs began to target communities of color, therefore exacerbating the need to implement programs in a culturally competent manner.…”

Section: Definitionsmentioning

confidence: 99%

“…As the HIV/AIDS epidemic grew at disproportionate rates, prevention programs began to target communities of color, therefore exacerbating the need to implement programs in a culturally competent manner. Owing to the belief that culture shapes and influences the way that people think about health, illness, gender, and sexuality, a program's ability to deliver services in the context of that culture has serious implications for access and quality of preventative services and care (Thomas et al, 2003). If you liken that perspective to HIV/AIDS preventative research, you can clearly see the need for a researcher to ground his or her inquiry into the culture at hand (e.g., African American women) to produce relevant knowledge that will serve as the foundation for prevention programs and care.…”

Section: Definitionsmentioning

confidence: 99%

An Afrocentric Approach to Building Cultural Relevance in Social Work Research

Davis

Williams

Akinyela

2009

Journal of Black Studies

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Social work researchers who identify and define social problems run the risk of leaving their social fingerprints on such problems, as well as their favored solutions to them. As a result, the direction of the research agenda is driven by the focus of the research problem formulation, instead of the cultural relevance. The purpose of this article is to offer guiding principles for integrating cultural relevance into the social work research process. The authors offer definitions of cultural relevance, a rationale for using cultural relevance in social work research, a framework for constructing cultural relevance in the process of research problem formulation, and an example of how this framework applies within the context of HIV prevention education in the African American community.

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“…Literature across service sectors abounds with advice on creating culturally competent interventions; these articles have appeared in journals in the fields of child welfare (e.g., Mederos & Woldeguiorguis, 2003), mental health (e.g., Walker, 2005), substance abuse treatment (e.g., Castro & Garfunkle, 2003), and health care and promotion (e.g., Kreuter, Lukwago, Bucholtz, Clark, & Sanders-Thompson, 2003;Vinh-Thomas, Bunch, & Card, 2003). Such calls for cultural sensitivity are based on documented ethnic and racial disparities in health status, health care access, and education, and the often-conflicting beliefs espoused by service providers and those receiving services (Shin, 2004).…”

Section: Background and Significancementioning

confidence: 99%

“…In addition, the recent literature is replete with attempts to define and operationalize cultural sensitivity (Acosta, Weist, Lopez, Shafer, & Pizarro, 2004;Hoban & Ward, 2003;Vinh-Thomas et al, 2003), as well as to develop frameworks and models for training practitioners for cultural awareness and skills (Castro, 1998;Dana, Behn, & Gonwa, 1992;Eisenbruch & de Jong, 2004;Mederos & Woldeguiorguis, 2003). Often it is discussed in developmental terms (Cross et al, 1989;Mason, Benjamin, & Lewis, 1996) as existing on a continuum of practitioner thought and behavior in which one moves away from ethnocentric assumptions and actions that are based on them (Hernandez, Isaacs, Nesman, & Burns, 1998).…”

Section: Identifying Elements Of Cultural Competence In Practicementioning

confidence: 99%

Cultural relevance as program‐to‐community alignment

Mistry

Jacobs

2009

Journal Community Psychology

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Calls for cultural sensitivity in the design and implementation of human services programs have become a standard response to the increasing diversity among the families and communities being served. In this article, we take a critical look at the construct, using data from a multiyear evaluation of a statewide family support program. We examine how selected, locally implemented programs operationalize the state program's cultural sensitivity standard, using both etic and emic approaches; that is, we apply extant cultural competence definitions to assess program cultural sensitivity and document how the program staff articulated their approach to the cultural sensitivity. Findings suggest that programs focus more directly on the immediate cultural relevance of their services, rather than on developing more generalized competencies among their staff. Further, findings indicate that program-to-community alignment may well be a more useful representation of how programs address cultural issues. C 2009 Wiley Periodicals, Inc.Calls for cultural sensitivity in the design and implementation of human services programs have become a standard response to the increasing diversity among the families and communities being served. This program disposition, described interchangeably as cultural competence, cultural awareness, cultural sensitivity, cultural responsiveness, and the achievement of cultural ''match,'' has significant cachet in the practice literature, although there are few precise definitions of what it is and little research on its effectiveness. In this article, we take a critical look at the construct, using data from a multi-year evaluation of a statewide family support program. We examine how selected, locally implemented programs operationalize the state program's cultural sensitivity standard and discuss the implications of our findings for the development of a more contextualized construct.The program under discussion provides support and information to first-time parents-age 20 and under-toward the goal of optimizing children's development, reducing child maltreatment and repeat pregnancies, and encouraging parental educational and economic achievement. The program model has a set of specific standards to which locally implemented programs are expected to adhere, including the requirement that services be offered within a culturally sensitive framework, i.e., relevant for the particular communities being served. Embedded in a large-scale evaluation that included both implementation-focused and outcome-focused components, 1 the present study was designed to apply extant cultural competence definitions to assess the extent to which locally implemented programs were addressing the cultural sensitivity standard and to understand how the program staff articulated their approach to cultural sensitivity. BACKGROUND AND SIGNIFICANCE

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A Research-based Tool For Identifying And Strengthening Culturally Competent And Evaluation-ready HIV/AIDS Prevention Programs

Cited by 29 publications

References 21 publications

Translating an Effective Group-Based HIV Prevention Program to a Program Delivered Primarily by a Computer: Methods and Outcomes

Translating an Effective Group-Based HIV Prevention Program to a Program Delivered Primarily by a Computer: Methods and Outcomes

An Afrocentric Approach to Building Cultural Relevance in Social Work Research

Cultural relevance as program‐to‐community alignment

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