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NCJ Number: 229928 Find in a Library
Title: Using Community-Based Participatory Research to Adapt "keepin' it REAL": Creating a Socially, Developmentally, and Academically Appropriate Prevention Curriculum for 5th Graders
Journal: Journal of Alcohol and Drug Education  Volume:53  Issue:3  Dated:December 2009  Pages:12-38
Author(s): Mary L. Harthun; Patricia A. Dustman; Leslie J. Reeves; Flavio F. Marsiglia; Michael L. Hecht
Date Published: December 2009
Page Count: 27
Sponsoring Agency: National Ctr on Minority Health and Health Disparities
Bethesda, MD 20892-5465
National Institute on Drug Abuse
Bethesda, MD 20892-9561
Grant Number: R01DA005659;1P20MD002316-01
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: This article describes how Community-Based Participatory Research (CBPR) methodology was used in conjunction with adaptation theories and practices to create a 5th grade version of a national model drug prevention curriculum.
Abstract: This paper reports on a process in which program designers, classroom teachers, and students worked together to adapt the 7th grade “keepin it REAL” prevention curriculum to a developmentally, socially, and academically appropriate curriculum for 5th graders. A Community-Based Participatory Research methodology (CBPR), combined with a 9-step adaptation model, emphasized a collaborative approach, both transformative and empowering. Essential adaptation elements were the Risk-to-Resiliency Continuum; the teaching of a wide range of skills including risk assessment, decision making, and resistance strategies; and maintaining the theoretical grounding of Narrative Theory, Communication Competence, and Focus Theory of Norms. This paper describes how CBPR methodology can be conducted successfully while focusing on sustained theoretical grounding and effective research practices in a school-based setting. Tables, figures, and references (Published Abstract)
Main Term(s): Drug prevention programs
Index Term(s): Children at risk; Drug-free school zones; Juvenile drug treatment; Juvenile drug use; Juvenile/community relations; Treatment/Therapeutic Community; Youth community involvement
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