Researchers often publish the numerical findings of their intervention studies while overlooking the experiential findings that could help promote more appropriate and effective interventions in the future. The presen...Researchers often publish the numerical findings of their intervention studies while overlooking the experiential findings that could help promote more appropriate and effective interventions in the future. The present paper describes the process by which we developed a culturally relevant preventive intervention for Korean American adolescents aged 11 to 14 years and their parents. We discuss the main findings of a series of pilot studies and demonstrated how lessons learned from each study guided the development process and informed the research that followed. Program development is an iterative process that incorporates feedback from study participants. Cultural relevance is ensured when participants’ voices are reflected in the program development, implementation, and evaluation process. The final outcome of the development process was the preventive intervention improving parent-child relationships, increasing parental knowledge, enhancing parental self-efficacy, and decreasing parental stress among Korean American parents, and ultimately promoting Korean American adolescents’ mental health. The specific aims of this two-group, repeated-measures, controlled randomized study were to test the feasibility of the PRIDE (Promoting Intergenerational Dialogue about Emotional Problems) intervention and to compare its efficacy with an attention control (AC) group regarding parental knowledge, parental and filial self-efficacy, parent-child (P-C) communication, P-C conflicts, and P-C satisfaction.展开更多
Education is not only a science but an art. During the children's entire education, school education is in a dominant position but family education plays a key role. Children's growth needs education, help, an...Education is not only a science but an art. During the children's entire education, school education is in a dominant position but family education plays a key role. Children's growth needs education, help, and guide from parents. With the development of Chinese society and economy, the importance of family education of children grows more and more significant. But because of cultural traditions, lifestyle, social customs, ideas and sense of heritage, family education in China is still a weak part. The traditional concept of family education is being challenged. And many parents lack understanding of physiological and psychological development of the children during their growth, and lack proper education and effective methods to face the different stages of children's development. Consequently, parents tend to miss crucial educational opportunities. With different history, culture and social economic conditions between China and America, the formations of family education are producing a huge impact. American high level of culture and education also determines the United States the world leader in science and technology. The US has not only advanced school education but advanced family education, and their advanced educational concepts and teaching approaches are in line so that we can learn from American family education in a lot of places.Through questionnaire investigation and contrastive analysis, this thesis studies the differences between Chinese and American family educational approaches by three main aspects of intellectual education, moral and physical education, and life education. Firstly, this thesis discusses the reasons on the historical and cultural backgrounds and social conditions. Then this thesis describes the specific performance including the different status and contents, the comparison of parenting methods. In the end, this thesis has a brief summary of advantages and disadvantages of Chinese and American family educational approaches. This thesis tries to briefly describes and compares th展开更多
This qualitative study was conducted to enable the research team to culturally tailor an intervention to increase adherence to Dietary Guidelines for Americans (DGA) in African American parents and their children livi...This qualitative study was conducted to enable the research team to culturally tailor an intervention to increase adherence to Dietary Guidelines for Americans (DGA) in African American parents and their children living in Lower Mississippi Delta (LMD) communities. Focus group results guided the planning of an obesity prevention intervention utilizing the We Can! (Ways to Enhance Children’s Activity and Nutrition) obesity prevention program. Main outcome measure was perceptions of approaches to use in culturally tailoring a nutrition and physical activity intervention. Six focus group sessions were conducted with 86 African American adults to identify cultural concerns, intervention strategies in two Louisiana parishes in the LMD. Focus groups discussions were audio recorded, transcribed, and analyzed to identify recurring trends and patterns among focus groups. Major themes that emerged included cultural influences on food habits and physical activity, challenges of meeting the DGA and the CDC physical activity guidelines, facilitators and barriers to adhering to healthy food and physical activity guidelines and program development. Wider acceptance and use of the DGA recommendations are needed by LMD populations, leading to reduced prevalence of overweight and obesity and parallel reductions in the prevalence of chronic diseases. Interventions are needed that will enhance adherence to the DGA particularly for diverse subpopulations in the U.S. This study provides important insights for culturally tailoring an intervention to promote adoption of the DGA in two low-income African American Delta communities.展开更多
文摘Researchers often publish the numerical findings of their intervention studies while overlooking the experiential findings that could help promote more appropriate and effective interventions in the future. The present paper describes the process by which we developed a culturally relevant preventive intervention for Korean American adolescents aged 11 to 14 years and their parents. We discuss the main findings of a series of pilot studies and demonstrated how lessons learned from each study guided the development process and informed the research that followed. Program development is an iterative process that incorporates feedback from study participants. Cultural relevance is ensured when participants’ voices are reflected in the program development, implementation, and evaluation process. The final outcome of the development process was the preventive intervention improving parent-child relationships, increasing parental knowledge, enhancing parental self-efficacy, and decreasing parental stress among Korean American parents, and ultimately promoting Korean American adolescents’ mental health. The specific aims of this two-group, repeated-measures, controlled randomized study were to test the feasibility of the PRIDE (Promoting Intergenerational Dialogue about Emotional Problems) intervention and to compare its efficacy with an attention control (AC) group regarding parental knowledge, parental and filial self-efficacy, parent-child (P-C) communication, P-C conflicts, and P-C satisfaction.
文摘Education is not only a science but an art. During the children's entire education, school education is in a dominant position but family education plays a key role. Children's growth needs education, help, and guide from parents. With the development of Chinese society and economy, the importance of family education of children grows more and more significant. But because of cultural traditions, lifestyle, social customs, ideas and sense of heritage, family education in China is still a weak part. The traditional concept of family education is being challenged. And many parents lack understanding of physiological and psychological development of the children during their growth, and lack proper education and effective methods to face the different stages of children's development. Consequently, parents tend to miss crucial educational opportunities. With different history, culture and social economic conditions between China and America, the formations of family education are producing a huge impact. American high level of culture and education also determines the United States the world leader in science and technology. The US has not only advanced school education but advanced family education, and their advanced educational concepts and teaching approaches are in line so that we can learn from American family education in a lot of places.Through questionnaire investigation and contrastive analysis, this thesis studies the differences between Chinese and American family educational approaches by three main aspects of intellectual education, moral and physical education, and life education. Firstly, this thesis discusses the reasons on the historical and cultural backgrounds and social conditions. Then this thesis describes the specific performance including the different status and contents, the comparison of parenting methods. In the end, this thesis has a brief summary of advantages and disadvantages of Chinese and American family educational approaches. This thesis tries to briefly describes and compares th
文摘This qualitative study was conducted to enable the research team to culturally tailor an intervention to increase adherence to Dietary Guidelines for Americans (DGA) in African American parents and their children living in Lower Mississippi Delta (LMD) communities. Focus group results guided the planning of an obesity prevention intervention utilizing the We Can! (Ways to Enhance Children’s Activity and Nutrition) obesity prevention program. Main outcome measure was perceptions of approaches to use in culturally tailoring a nutrition and physical activity intervention. Six focus group sessions were conducted with 86 African American adults to identify cultural concerns, intervention strategies in two Louisiana parishes in the LMD. Focus groups discussions were audio recorded, transcribed, and analyzed to identify recurring trends and patterns among focus groups. Major themes that emerged included cultural influences on food habits and physical activity, challenges of meeting the DGA and the CDC physical activity guidelines, facilitators and barriers to adhering to healthy food and physical activity guidelines and program development. Wider acceptance and use of the DGA recommendations are needed by LMD populations, leading to reduced prevalence of overweight and obesity and parallel reductions in the prevalence of chronic diseases. Interventions are needed that will enhance adherence to the DGA particularly for diverse subpopulations in the U.S. This study provides important insights for culturally tailoring an intervention to promote adoption of the DGA in two low-income African American Delta communities.
