Baldwin J A, Rolf J E, Johnson J, Bowers J, Benally C, Trotter R T
Dept. of Health, Physical Education, Exercise Science, and Nutrition, Northern Arizona University, Flagstaff 86011, USA.
J Sch Health. 1996 Nov;66(9):322-7. doi: 10.1111/j.1746-1561.1996.tb03410.x.
In 1990, researchers and health care professionals joined with members of several southwestern Native American communities to form an HIV/AIDS and substance abuse prevention partnership. Culturally sensitive approaches to theory-based interventions were developed into highly replicable, structured, school-based and community-based intervention programs. Process evaluations indicated high levels of program acceptance and fidelity. Outcome evaluations demonstrated significant positive preventive intervention effects among participants. This article reports how NAPPASA school prevention curricula were developed and discusses three critical processes in developing these successful curricula: 1) selection of integrative theory to address the multi-dimensional antecedents of HIV/AIDS and substance abuse among Native Americans, 2) use of ethnographic methodology to obtain intensive input from target groups and community members to ensure cultural and developmental sensitivity in the curriculum, and 3) use of process and outcome evaluations of pilot and field trials to develop an optimal curriculum.
1990年，研究人员、医疗保健专业人员与几个美国西南部原住民社区的成员联合起来，形成了一个预防艾滋病毒/艾滋病和药物滥用的伙伴关系。基于理论的干预措施的文化敏感方法被发展成为高度可复制的、结构化的、基于学校和社区的干预项目。过程评估表明项目接受度和保真度很高。结果评估显示参与者之间有显著的积极预防干预效果。本文报告了纳帕萨学校预防课程是如何开发的，并讨论了开发这些成功课程的三个关键过程：1）选择综合理论来解决美国原住民中艾滋病毒/艾滋病和药物滥用的多维度前因；2）使用人种学方法从目标群体和社区成员那里获得深入意见，以确保课程在文化和发展方面的敏感性；3）利用试点和实地试验的过程和结果评估来开发最佳课程。
