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The implementation of a culturally grounded, school‐based, drug prevention curriculum in rural Hawai‘i
Author(s) -
Okamoto Scott K.,
Helm Susana,
Chin Steven K.,
Hata Janice,
Hata Emily,
Okamura Kelsie H.
Publication year - 2020
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/jcop.22222
Subject(s) - curriculum , grounded theory , participatory action research , qualitative research , citizen journalism , medical education , pedagogy , drug prevention , community based participatory research , curriculum development , sociology , psychology , medicine , political science , substance abuse , social science , psychiatry , anthropology , law
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.