Hanoi University of Public Health, Tu Liem district, Hanoi, Vietnam.
School of Psychology and Counselling, Queensland University of Technology, Kelvin Grove, Queensland, Australia.
PLoS One. 2022 Aug 4;17(8):e0271959. doi: 10.1371/journal.pone.0271959. eCollection 2022.
Cultural adaptation of a school-based mental health intervention developed in a high-income country is a cost-effective method to address the mental health needs of adolescents in resource-constrained settings. The aim of this study was to translate and culturally adapt the Resourceful Adolescent Program for Adolescents (RAP-A) for adolescents attending high school in Vietnam.
The translation and adaptation were conducted using a five-step process including (1) initial stakeholder consultation, (2) forward translation, (3) backward translation, (4) adaptation, and (5) finalising the adapted version. An adaptation panel was established, including the RAP-A authors and mental health and public health experts from Australia, and psychology and public health experts from Vietnam. The panel collaborated closely with a group of stakeholders, including bilingual psychologists and psychiatrists, high school (grades 10-12) students and teachers throughout the adaptation process.
The adapted version of RAP-A was named 'Happy House'. Happy House was adapted to be delivered in larger groups and in longer sessions than the RAP-A. The 11 sessions in RAP-A were restructured to 6 sessions in Happy House. Major changes were not required for any of the materials. However, some content, illustrations and videos were adapted to be more feasible for the school context and to enhance the comprehensibility, acceptability and appropriateness.
Happy House has great potential to be relevant, comprehensible and acceptable for Vietnamese adolescents. Further research is warranted to examine the relevance, comprehensibility, acceptability, and effectiveness of this program on adolescents' mental health before advocating for scaling up program delivery in high schools throughout Vietnam.
在高收入国家开发的基于学校的心理健康干预措施的文化适应性调整是一种具有成本效益的方法，可以满足资源有限环境中青少年的心理健康需求。本研究的目的是为在越南上高中的青少年翻译和文化调整有资源的青少年方案（RAP-A）。
翻译和调整采用五步流程，包括（1）初步利益相关者咨询，（2）正向翻译，（3）反向翻译，（4）调整，以及（5）确定适应版本。成立了一个调整小组，包括 RAP-A 作者，以及来自澳大利亚的心理健康和公共卫生专家，和来自越南的心理学和公共卫生专家。该小组与一组利益相关者密切合作，包括双语心理学家和精神科医生、高中（10-12 年级）学生和教师。
调整后的 RAP-A 版本命名为“快乐屋”。快乐屋的适应版本比 RAP-A 更适合在更大的群体中进行，且时间更长。RAP-A 的 11 个课程被重新组织成 6 个课程。任何材料都不需要重大修改。然而，一些内容、插图和视频进行了改编，使其更适合学校环境，并提高了可理解性、可接受性和适当性。
快乐屋对越南青少年具有很强的相关性、可理解性和可接受性。在提倡在越南各地的高中扩大该方案的实施之前，需要进一步研究该方案对青少年心理健康的相关性、可理解性、可接受性和有效性。
