From “4Rs and 2Ss” to “Amaka Amasanyufu” (Happy Families)

Adapting a U.S.‐based Evidence‐Based Intervention to the Uganda Context

Datos Bibliográficos

ID21319698
AutoresOzge Sensoy Bahar (0000-0002-7230-0438, Brown School Washington University in St. Louis St. Louis MO, autor de correspondencia), William Byansi (0000-0003-2880-9357, Brown School Washington University in St. Louis St. Louis MO), Apollo Kivumbi (0000-0003-0463-7415, International Center for Child Health and Development Uganda Field Office Masaka Uganda), Phionah Namatovu (0000-0001-6197-4413, International Center for Child Health and Development Uganda Field Office Masaka Uganda), Joshua Kiyingi (0000-0001-7264-6976, International Center for Child Health and Development Uganda Field Office Masaka Uganda), Fred M Ssewamala (0000-0002-4849-5650, Brown School Washington University in St. Louis St. Louis MO), Mary M Mckay (0000-0003-4683-6033, Brown School Washington University in St. Louis St. Louis MO), Thabani Nyoni (0000-0002-0100-6258, Brown School Washington University in St. Louis St. Louis MO)
Año2020
Volumen59
Número4
Páginas1928-1945
Fecha de publicación2020-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFamily Process (JOURNAL)
Identificadores de la revistaISSN: 0014-7370 • E-ISSN: 1545-5300
EditorialWiley (PUBLISHER • GB)
DOI10.1111/famp.12525
PMID32027763
OpenAlexW3005404514
IdiomaEN
Citas recibidas14
Referencias citadas56

In Uganda, one in five children presents mental health challenges, including disruptive behavior disorders (DBDs). DBDs can persist through adulthood and result in negative outcomes. Effective interventions for DBDs have been developed and tested in high‐poverty communities in developed countries. Yet, most African countries, such as Uganda, lack such interventions. This paper describes the adaptation process of an evidence‐based intervention of U.S. origin to optimize fit to context with intervention fidelity, as part of a randomized trial conducted with youth that exhibit behavioral challenges and their caregivers in 30 schools in Uganda. The process involved: initial meetings with headteachers and teachers to introduce the study and the main concepts of the intervention; initial manual review focusing on 4Rs and 2Ss content by the Uganda team; engagement of community stakeholders for additional feedback on content and cultural relevance; final revision of the manual; and collection of children’s drawings for the illustration of the manual. This paper describes both similarities and differences between the original and adapted intervention content and methods of delivery. The findings also highlight the importance of involving community stakeholders in the adaptation process

Adaptation (eye) · Context (archaeology) · Fidelity · Geography · Intervention (counseling) · Medical education · Mental health · Political science · Poverty · Process (computing) · Psychiatry · Psychological intervention · Psychotherapist · Relevance (law) · Applied Psychology · Autism Spectrum Disorder Research · Child and Adolescent Psychosocial and Emotional Development · Community Health and Development · Computer Science · Medicine · Psychology · Social Psychology