Strong and Deadly Futures

Co-Development of a Web-Based Wellbeing and Substance Use Prevention Program for Aboriginal and Torres Strait Islander and Non-Aboriginal Adolescents

Datos Bibliográficos

ID15464255
AutoresMieke Snijder (0000-0001-8766-3015, The University of Sydney), Lexine Stapinski (0000-0002-3656-4655, The University of Sydney, autor de correspondencia), James Ward (0000-0002-7424-8039, South Australia Health and Medical Research Institute, Adelaide 5000, Australia), Briana Lees (0000-0002-9888-8794, The University of Sydney), Cath Chapman (0000-0002-2460-6862, The University of Sydney), Katrina E Champion (0000-0001-8319-9366, The University of Sydney), Michael Doyle (0000-0003-2083-8575, The University of Sydney), Ian Watson (0000-0001-7877-336X, Gilimbaa, Indigenous Creative Agency, Brisbane 4101, Australia), Rachael Sarra (Gilimbaa, Indigenous Creative Agency, Brisbane 4101, Australia), Amanda Lear (Gilimbaa, Indigenous Creative Agency, Brisbane 4101, Australia), Sophia Garlick Bock (0000-0003-2963-742X, The University of Sydney), Maree Teesson (0000-0002-6744-463X, The University of Sydney), Nicola C Newton (0000-0001-6305-2623, The University of Sydney), Nicola Newton (The University of Sydney)
Año2021
Volumen18
Número4
Páginas2176-2176
Fecha de publicación2021-02-23
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Environmental Research and Public Health (JOURNAL)
Identificadores de la revistaISSN: 1661-7827 • E-ISSN: 1660-4601
EditorialMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph18042176
PMID33672190
OpenAlexW3130472391
IdiomaEN
Citas recibidas3
Referencias citadas43

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 Strong & Deadly Futures , 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 ( n = 41) and non-Aboriginal students ( n = 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

Culturally appropriate · Curriculum · Environmental health · Futures contract · General partnership · Indigenous · Mainstream · Medical education · Pacific islanders · Pedagogy · Political science · Public relations · Community Health and Development · Indigenous Health, Education, and Rights · Medicine · Nursing · Psychology · Resilience and Mental Health · Gerontology