Development and Feasibility Pilot Study of Indigenous Recovery Planning: A Community-Engaged Approach to Addressing Substance Use in a Native Community.

IF 8.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Review of Educational Research Pub Date : 2024-03-01 Epub Date: 2023-02-07 DOI:10.1177/21677026221141662
Monica C Skewes, Vivian M Gonzalez, Julie A Gameon, Adriann Ricker, Shannon Martell, Martel Reum, Shannon Holder
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引用次数: 0

Abstract

Although Native (American Indian and Alaska Native [AI/AN]) populations have high rates of abstinence from alcohol, health problems associated with substance use remain a pressing concern in many AI/AN communities. As part of a longstanding community-based participatory research (CBPR) project involving five years of relationship building and three preliminary studies, our team of academic and community co-researchers developed a culturally grounded intervention to facilitate recovery from substance use disorders among tribal members from a rural AI reservation. Our Indigenous Recovery Planning (IRP) intervention consists of six weekly sessions and aims to provide inroads to existing resources in the community, affirm and enhance Native identity, address culturally relevant risk factors, and build upon strengths. Results from a feasibility pilot study (N = 15) suggest that IRP is feasible to implement and acceptable to the community. Although there was insufficient statistical power to conduct hypothesis testing, there were changes between pretest and posttest scores in the expected directions. Future directions and limitations of this research are discussed.

土著康复规划的开发和可行性试点研究:在土著社区采用社区参与的方法解决药物使用问题。
虽然原住民(美国印第安人和阿拉斯加原住民 [AI/AN])的戒酒率很高,但在许多 AI/AN 社区,与药物使用相关的健康问题仍然是一个亟待解决的问题。作为一项长期的社区参与式研究(CBPR)项目的一部分,我们的学术和社区合作研究团队经过五年的关系建设和三项初步研究,开发出了一种以文化为基础的干预措施,以促进来自农村印第安保留地的部落成员从药物使用障碍中康复。我们的 "原住民康复规划"(IRP)干预措施包括每周六节课,旨在为社区现有资源提供帮助,肯定并强化原住民身份,解决与文化相关的风险因素,并发挥优势。一项可行性试点研究(N = 15)的结果表明,IRP 的实施是可行的,并能为社区所接受。虽然没有足够的统计能力进行假设检验,但在预期的方向上,前测和后测的分数发生了变化。本文讨论了本研究的未来方向和局限性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Review of Educational Research
Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
24.10
自引率
2.70%
发文量
28
期刊介绍: The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.
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