The Development of Videos in Culturally Grounded Drug Prevention for Rural Native Hawaiian Youth

McClain

et al. 2013

Affilia

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This study examined the gender differences in preferred strategies used to resist drugs and alcohol for rural Native Hawaiian youth. Seventy-four youth (60% female) within eight different middle/intermediate or high schools participated in 15 different focus groups as part of a pilot/feasibility drug prevention study funded by the National Institute on Drug Abuse. Consistent with relational-cultural theory, qualitative findings indicated how female youth participants favored drug resistance strategies that maintained relational connectedness with the drug offerer, and how they considered the long-term relational consequences of different drug resistance strategies. Implications of these findings for indigenous- and gender-specific prevention are discussed.

Section: Discussionmentioning

confidence: 99%

Gender Differences in Preferred Drug Resistance Strategies of Rural Native Hawaiian Youths

McClain

et al. 2013

Affilia

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“…Narrative scripts based on drug offer situations and resistance strategies described in the PSCR study have been developed, and these scripts have been adapted and validated by middle- and high-school aged rural Hawaiian youth ( N =74). 58 The overall curriculum (ie, videos and associated prevention curricular components) have been aligned with the health components of the national common core standards in public education, and focus on the use of culturally relevant drug resistance skills. Resistance skills training has been found to be one of the more effective approaches toward youth drug prevention, particularly when conducted within a social influence model of prevention.…”

Section: Discussionmentioning

confidence: 99%

Developing Empirically Based, Culturally Grounded Drug Prevention Interventions for Indigenous Youth Populations

J Behav Health Serv Res

Pel

et al. 2012

Self Cite

This article describes the relevance of a culturally grounded approach toward drug prevention development for indigenous youth populations. This approach builds drug prevention from the “ground up” (ie, from the values, beliefs, and worldviews of the youth that are the intended consumers of the program), and is contrasted with efforts that focus on adapting existing drug prevention interventions to fit the norms of different youth ethnocultural groups. The development of an empirically based drug prevention program focused on rural Native Hawaiian youth is described as a case example of culturally grounded drug prevention development for indigenous youth, and the impact of this effort on the validity of the intervention and on community engagement and investment in the development of the program are discussed. Finally, implications of this approach for behavioral health services and the development of an indigenous prevention science are discussed.

“…The Ho‘ouna Pono curriculum is a culturally grounded, school‐based drug prevention curriculum that was developed through a multiuniversity and community partnership in Hawai‘i (Helm & Okamoto, ; Helm et al, ). The nine‐lesson curriculum provides resistance‐skills training through the use of video vignettes depicting relevant social and cultural contexts of rural Hawaiian youth identified through prior research (Okamoto, Helm, Giroux, Edwards, & Kulis, ; Okamoto, Helm, McClain, & Dinson, ). The video vignettes provide the platform for facilitated learning (Harthun, Dustman, Reeves, Marsiglia, & Hecht, ), in which youth are able to use life experiences stemming from the vignettes as part of the context for resistance‐skills training.…”

Section: Literature Reviewmentioning

confidence: 99%

The implementation of a culturally grounded, school‐based, drug prevention curriculum in rural Hawai‘i

Journal Community Psychology

Chin

et al. 2019

Self Cite

This article describes the process of infusing implementation strategies in the development of a school-based drug prevention curriculum for rural Native Hawaiian youth. The curriculum (Ho'ouna Pono) is a video-enhanced, teacher-implemented curriculum developed using a culturally grounded and community-based participatory research approach. Throughout the development of the curriculum, strategies reflective of the domains of the Consolidated Framework for Implementation Research (CFIR) were integrated into the teacher training manual, to promote the implementation, adoption, and sustainability of the curriculum in rural Hawai'i. These strategies were validated through qualitative data across two interrelated studies with community stakeholders in rural Hawai'i. Implications for prevention, community, and educational practices are described in this article.