Harthun Mary L, Dustman Patricia A, Reeves Leslie Jumper, Hecht Michael L, Marsiglia Flavio F
Arizona State University, Phoenix, AZ, 85004-0693, USA.
J Prim Prev. 2008 Sep;29(5):435-54. doi: 10.1007/s10935-008-0150-z. Epub 2008 Sep 19.
The authors describe the training model used to develop proficiency in teaching a culturally-grounded prevention curriculum. Teachers believed it vital to discuss substance use and considered culture and ethnicity central to students' lives, although few had experience teaching prevention curricula. Training effects were evaluated using three datasets. Analyses showed that training should emphasize teaching adult learners; encompass culture from many perspectives; address the teaching of prevention curricula, and emphasize fidelity as imperative. Trainers found the embedded focus on culture in keepin' it REAL essential to success. Teachers learned that a prevention curriculum can be instructionally engaging while theory-driven and academically rigorous.
作者描述了用于培养教授基于文化的预防课程能力的培训模式。教师们认为讨论药物使用至关重要，并认为文化和种族是学生生活的核心，尽管很少有人有教授预防课程的经验。使用三个数据集对培训效果进行了评估。分析表明，培训应强调教授成年学习者；从多个角度涵盖文化；解决预防课程的教学问题，并强调保真度是必不可少的。培训师发现，在“保持真实”中对文化的内在关注是成功的关键。教师们了解到，预防课程在理论驱动和学术严谨的同时，也可以在教学上引人入胜。
