Department of Pediatrics, Division of Pediatric Rehabilitation Medicine, Cincinnati Children's Hospital Medical Center.
National Institute for Stroke and Applied Neurosciences.
Rehabil Psychol. 2021 Nov;66(4):356-365. doi: 10.1037/rep0000414.
PURPOSE/OBJECTIVE: To describe the process of adapting the evidence-based Teen Online Problem Solving (TOPS) program, a telehealth problem-solving treatment addressing executive function and behavior regulation challenges in adolescents with traumatic brain injury, in Italy, New Zealand, and the United Kingdom. Research Method/Design: We describe the process of adapting and translating the TOPS program in 3 case studies with unique methods and samples. In Italy, 14 parents of adolescents with TBI participated in focus groups, and 2 adolescents with TBI and their parents and 2 physicians provided input on the resulting translation. In New Zealand, an independent Māori cultural advisor reviewed the content, and 6 adolescent-parent dyads and 2 health professionals completed the 10 modules independently over a five-week period to inform adaptation. In the United Kingdom, a team of neuropsychologists and a parent of an adolescent with ABI reviewed and adapted the content through successive iterations.
In Italy, suggested changes included greater emphasis on nonverbal communication and clearer examples of inappropriate problem-solving responses. In New Zealand, parents and adolescents rated the program as acceptable and helpful. Suggestions included incorporating familiar Māori settings, integrating religion, and developing videos with New Zealand adolescents. In the United Kingdom, iterative refinements focused on adapting TOPS for other acquired brain injuries and reflecting cross-national differences (e.g., drinking age).
CONCLUSIONS/IMPLICATIONS: These 3 case studies suggest that programs such as TOPS developed in 1 cultural context can be broadly acceptable in other contexts, with adaptations focusing on tailoring to reflect the unique cultural and linguistic setting. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
目的/目标：描述将循证青少年在线问题解决（TOPS）计划改编为繁体中文的过程，这是一种针对创伤性脑损伤青少年执行功能和行为调节挑战的远程医疗问题解决治疗方法。研究方法/设计：我们在 3 个案例研究中描述了改编和翻译 TOPS 计划的过程，这些案例研究采用了独特的方法和样本。在意大利，14 名患有 TBI 的青少年的父母参加了焦点小组，2 名患有 TBI 的青少年及其父母和 2 名医生对翻译结果提出了意见。在新西兰，一位独立的毛利文化顾问审查了内容，6 对青少年-家长和 2 名卫生专业人员在五周内独立完成了 10 个模块，以提供改编建议。在英国，一组神经心理学家和一位患有 ABI 的青少年的家长通过连续迭代来审查和改编内容。
在意大利，建议的更改包括更加重视非言语交流和更清晰地例举不适当的解决问题的反应。在新西兰，家长和青少年对该计划的评价是可以接受和有帮助的。建议包括纳入熟悉的毛利环境、整合宗教以及用新西兰青少年制作视频。在英国，迭代改进的重点是为其他获得性脑损伤改编 TOPS 并反映跨国家差异（例如，饮酒年龄）。
结论/意义：这 3 个案例研究表明，在一个文化背景下开发的诸如 TOPS 等计划在其他文化背景下也可以广泛接受，改编的重点是调整以反映独特的文化和语言环境。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
