TY - JOUR
T1 - A qualitative study of cultural congruency of Legacy for Children™ for Spanish-speaking mothers
AU - Beasley, Lana O.
AU - Silovsky, Jane F.
AU - Espeleta, Hannah C.
AU - Robinson, Lara R.
AU - Hartwig, Sophie A.
AU - Morris, Amanda
AU - Esparza, Irma
N1 - Funding Information:
This project was supported by the Cooperative Agreement Number 5 U38 OT 000140-03 funded by the Centers for Disease Control and Prevention as a sub award from the Association of University Centers on Disabilities. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Centers for Disease Control and Prevention, the Department of Health and Human Services, or the Association of University Centers on Disabilities. This research was supported in part by an appointment to the Research Participation Program at the Centers for Disease Control and Prevention administered by the Oak Ridge Institute for Science and Education through an interagency agreement between the U.S. Department of Energy and CDC. This study was conducted in collaboration with Adriane Griffen, Director of Public Health at the Association for University Centers on Disabilities (AUCD), with Jennifer Kaminski, Angelika Claussen, and Lauren Forbes from the Centers on Disease Control and Prevention, and with Amy Treat and Amy Huffer of Oklahoma State University. Project support was also provided by the George Kaiser Family Foundation. We thank the supervisors and home-based service providers from the Hispanic Community Development Agency who participated and their willingness to review the materials and share their experiences. We would like to acknowledge and thank the many people and agencies who were instrumental in the implementation of this evaluation. Angela Harden, Zohal Heidari, and Amber Marrow for everything they did to make this evaluation possible, including organizing the pilot, notetaking, and staying on top of IRB and all the details needed to keep everything well organized. LaChanda Stephens-Totimeh for supporting the team and efforts, and sharing experiences to help this project be successful. Melissa Brown and Sandra DeLoera for suggestions, supports, note taking and facilitating focus groups and assisting with compiling recommendations and translations. Byron Holzberger, Margelyn Martinez, and Omar Cervantes for transcribing the focus group interviews. We also would like to acknowledge the original UCLA curriculum developers, Judy Howard, Leila Beckwith, and Dane Fitzmorris.
Publisher Copyright:
© 2017
PY - 2017/8
Y1 - 2017/8
N2 - In recognition of the need to reach more families, the Legacy for Children™ (Legacy) program was translated and culturally adapted for Spanish-speaking Hispanic mothers and their infants. This study examined the cultural adaptations and logistical supports needed for successful implementation with Spanish-speaking mothers. The research team used purposive techniques to sample Hispanic bi-lingual providers (N = 14) and supervisors (N = 5) of local home-based parenting programs (Healthy Families, Parents as Teachers, and SafeCare®). The goal of the study was to determine from providers and supervisors the social validity (satisfaction, relevancy, importance, and acceptability of the intervention) and cultural congruency of the adapted Legacy curriculum. Researchers conducted a qualitative analysis of the transcriptions using a template approach within NVivo 10 software to identify broad themes within focus group data. Overall, results indicated many positive aspects of the Legacy program including content, approach, pace, topics, structure, social engagement, and straightforward curriculum language. Emergent themes from the focus groups included best practices in identifying, recruiting, and approaching Hispanic mothers, as well as key engagement strategies. Recommended revisions of the adapted Legacy curriculum focused on enhancing visual and auditory supplements, making minor improvements to lower the reading level, and reducing barriers to attendance. Implications for cultural adaptation of parenting programs are discussed.
AB - In recognition of the need to reach more families, the Legacy for Children™ (Legacy) program was translated and culturally adapted for Spanish-speaking Hispanic mothers and their infants. This study examined the cultural adaptations and logistical supports needed for successful implementation with Spanish-speaking mothers. The research team used purposive techniques to sample Hispanic bi-lingual providers (N = 14) and supervisors (N = 5) of local home-based parenting programs (Healthy Families, Parents as Teachers, and SafeCare®). The goal of the study was to determine from providers and supervisors the social validity (satisfaction, relevancy, importance, and acceptability of the intervention) and cultural congruency of the adapted Legacy curriculum. Researchers conducted a qualitative analysis of the transcriptions using a template approach within NVivo 10 software to identify broad themes within focus group data. Overall, results indicated many positive aspects of the Legacy program including content, approach, pace, topics, structure, social engagement, and straightforward curriculum language. Emergent themes from the focus groups included best practices in identifying, recruiting, and approaching Hispanic mothers, as well as key engagement strategies. Recommended revisions of the adapted Legacy curriculum focused on enhancing visual and auditory supplements, making minor improvements to lower the reading level, and reducing barriers to attendance. Implications for cultural adaptation of parenting programs are discussed.
KW - Cultural adaptation
KW - Hispanic
KW - Legacy for Children
KW - Parenting
KW - Qualitative
UR - http://www.scopus.com/inward/record.url?scp=85020886269&partnerID=8YFLogxK
U2 - 10.1016/j.childyouth.2017.06.022
DO - 10.1016/j.childyouth.2017.06.022
M3 - Article
AN - SCOPUS:85020886269
SN - 0190-7409
VL - 79
SP - 299
EP - 308
JO - Children and Youth Services Review
JF - Children and Youth Services Review
ER -