부산대학교 도서관

To engage tribal community members in adapting an evidence based, youth life skills curriculum for transition-age youth who have experienced multiple risk factors that prevent a healthy transition to adulthood. This exploratory, qualitative study draws on the voices of twelve critical community member (providers, parents & youth) that identified the specific cultural adaptations for the curriculum. Three primary overlapping themes emerged (1) the importance of incorporating AIAN identity and ceremony in the intervention design, (2) how the program should be integrated into current service delivery and (3) the specific curricular components to be delivered, including by whom and how they should be delivered. The inclusion of tribal members is key to building culturally relevant service delivery systems that will meet the needs of American Indian adolescents and young adults who are who are transitioning to adult hood in a American Indian community. Implications for policy and practice are offered.