Partnership, Knowledge Translation, and Substance Abuse Prevention With a First Nations Community

• Published in: Progress in community health partnerships 2014-07, Vol.8 (2), p.139-140
• Main Authors: Baydala, Lola, Fletcher, Fay, Worrell, Stephanie, Kajner, Tania, Letendre, Sherry, Letendre, Liz, Rasmussen, Carmen
• Format: Article
• Language: English
• Subjects: Adaptation; Capacity development; Community development; Community involvement; Drug abuse; Education; Native North Americans; Native peoples; Prevention; Prevention programs; Public health; School attendance; Traditions
• ISSN: 1557-0541; 1557-055X; 1557-055X
• DOI: 10.1353/cpr.2014.0022

Who Should Care Most? * Educators, school officials, and health care providers working in First Nations communities. * Policymakers in the areas of health and education. * Community members and leaders. * Substance abuse, public health, and youth program providers. * Highly effective, evidence-based substance abuse prevention programs for school-aged children can be successfully adapted to incorporate the cultural beliefs, values, language, and visual images of the community where the program is delivered. * Community Elders are the keepers of the Nation's oral traditions and knowledge and their input and guidance is an important and necessary part of program adaptation, implementation, and evaluation. * Culture, language, history, and spirituality are the foundations of Aboriginal identity and are essential components of program adaptation. * Cultural adaptations should go beyond surface level cultural markers to include Aboriginal worldviews and ways of knowing, as well as recognition of historical impacts on health and education. * A community-based participatory research approach is a catalyst for community development and an important component of program sustainability. * Attention to both community capacity building and academic capacity building is important to ensure a successful project.