The Matilda Centre for Research in Mental Health and Substance Use, Sydney Medical School, Faculty of Health and Medicine, University of Sydney, Sydney 2006, Australia.
South Australia Health and Medical Research Institute, Adelaide 5000, Australia.
Int J Environ Res Public Health. 2021 Feb 23;18(4):2176. doi: 10.3390/ijerph18042176.
School-based programs can effectively prevent substance use; however, systematic reviews and consultation with stakeholders identified a need for effective, culturally inclusive programs for Aboriginal and/or Torres Strait Islander (hereafter Aboriginal) youth. This paper describes the development of , a six-lesson, curriculum-aligned wellbeing and substance use prevention program that was designed for, and with, the Aboriginal youth. Formative reviews and consultation recommended that the program (i) combine effective components of mainstream prevention with cultural elements, highlighting Aboriginal cultural strengths; (ii) avoid stigma and celebrates the cultural diversity by catering to both Aboriginal and non-Aboriginal students; and (iii) use digital technology to enhance engagement, implementation and scalability. Guided by an Appreciative Inquiry approach, the program was developed in partnership with an Indigenous Creative Design Agency, and four schools in New South Wales and Queensland, Australia. Aboriginal ( = 41) and non-Aboriginal students ( = 36) described their role models, positive aspects of their community and reasons to avoid substance use; these formed the basis of an illustrated story which conveyed the key learning outcomes. Feedback from teachers, students and content experts supported the acceptability of the program, which will be evaluated in a subsequent randomised controlled trial.
基于学校的项目可以有效地预防药物滥用；然而，系统评价和利益相关者的咨询确定需要为原住民和/或托雷斯海峡岛民（以下简称原住民）青年制定有效且具有文化包容性的项目。本文描述了 的开发过程，这是一个六节课的、与课程一致的、针对原住民青年的健康和药物使用预防计划。形成性评价和咨询建议该计划：(i) 将主流预防的有效成分与文化元素相结合，突出原住民的文化优势；(ii) 通过满足原住民和非原住民学生的需求，避免污名化并庆祝文化多样性；(iii) 使用数字技术来提高参与度、实施和可扩展性。该计划是在欣赏式探询方法的指导下，与一家土著创意设计机构以及澳大利亚新南威尔士州和昆士兰州的四所学校合作开发的。原住民（=41）和非原住民学生（=36）描述了他们的榜样、社区的积极方面以及避免使用药物的原因；这些形成了一个插图故事的基础，传达了关键的学习成果。教师、学生和内容专家的反馈支持了该计划的可接受性，该计划将在随后的随机对照试验中进行评估。
