Twitter impact on a community trauma: An examination of who, what, and why it radiated.

The study examined the radiating impacts of trauma following the officer-involved shooting of Alton Sterling. Twitter data (#AltonSterling) was collected, filtered, and analyzed using textual and spatial methods. Primary coding encompassed the 30-day period immediately following the shooting.

Expanding urban American Indian youths' repertoire of drug resistance skills: pilot results from a culturally adapted prevention program.

This article examines changes in the drug resistance strategies used by urban American Indian (UAI) middle school students during a pilot test of a substance use prevention curriculum designed specifically for UAI youth, Living in 2 Worlds (L2W). L2W teaches four drug resistance strategies (refuse, explain, avoid, leave [R-E-A-L]) in culturally appropriate ways. Data come from 57 UAI students (53% female; mean age = 12.

American Indian cultures: how CBPR illuminated intertribal cultural elements fundamental to an adaptation effort.

The ever-increasing numbers of ethnic minority populations in the USA seeking social services suggest that a "multicultural paradigm shift" is underway and gaining speed. This shift will increasingly demand that prevention programs and interventions be more culturally responsive. Interventions that are not aligned with prospective participants' world views and experiences are only minimally effective.

Strategies to resist drug offers among urban American Indian youth of the southwest: an enumeration, classification, and analysis by substance and offeror.

This study explores the drug resistance strategies of urban American Indian adolescents when they encounter people offering them alcohol, cigarettes, and marijuana. Data were collected in 2005 from 11 female and 9 male adolescents who self-identified as American Indian and attended two urban middle schools in the southwestern United States. In two focus groups-one at each school site-the youth described their reactions to 25 hypothetical substance offer scenarios drawn from real-life narratives of similar youth.

Using Community-based Participatory Research to Adapt keepin' it REAL: Creating a Socially, Developmentally, and Academically Appropriate Prevention Curriculum for 5 Graders.

This paper reports on a process in which program designers, classroom teachers, and students worked together to adapt the 7(th) grade "keepin' it REAL" prevention curriculum to a developmentally, socially, and academically appropriate curriculum for 5(th) graders. A Community-Based Participatory Research methodology (CBPR), combined with a 9-step adaptation model, emphasized a collaborative approach, both transformative and empowering. Essential adaptation elements were the Risk-to-Resiliency Continuum; the teaching of a wide range of skills including risk assessment, decision making, and resistance strategies; and, maintaining the theoretical grounding of Narrative Theory, Communication Competence, and Focus Theory of Norms.

Culture in the classroom: developing teacher proficiency in delivering a culturally-grounded prevention curriculum.

The authors describe the training model used to develop proficiency in teaching a culturally-grounded prevention curriculum. Teachers believed it vital to discuss substance use and considered culture and ethnicity central to students' lives, although few had experience teaching prevention curricula. Training effects were evaluated using three datasets.