Using Community-Based Participatory Research to Adapt "keepin' it REAL": Creating a Socially, Developmentally, and Academically Appropriate Prevention Curriculum for 5th Graders

• NCJ Number: 229928
• Journal: Journal of Alcohol and Drug Education Volume: 53 Issue: 3 Dated: December 2009 Pages: 12-38
• Author(s): Mary L. Harthun; Patricia A. Dustman; Leslie J. Reeves; Flavio F. Marsiglia; Michael L. Hecht
• Date Published: December 2009
• Length: 27 pages
• Grant Number(s): R01DA005659; 1P20MD002316-01
• Sponsoring Agency: National Institute on Drug Abuse; National Ctr on Minority Health and Health Disparities
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This article describes how Community-Based Participatory Research (CBPR) methodology was used in conjunction with adaptation theories and practices to create a 5th grade version of a national model drug prevention curriculum.

Abstract

This paper reports on a process in which program designers, classroom teachers, and students worked together to adapt the 7th grade "keepin it REAL" prevention curriculum to a developmentally, socially, and academically appropriate curriculum for 5th graders. A Community-Based Participatory Research methodology (CBPR), combined with a 9-step adaptation model, emphasized a collaborative approach, both transformative and empowering. Essential adaptation elements were the Risk-to-Resiliency Continuum; the teaching of a wide range of skills including risk assessment, decision making, and resistance strategies; and maintaining the theoretical grounding of Narrative Theory, Communication Competence, and Focus Theory of Norms. This paper describes how CBPR methodology can be conducted successfully while focusing on sustained theoretical grounding and effective research practices in a school-based setting. Tables, figures, and references (Published Abstract)