Abstract
We consider how culture impacts the translation of research into practice, focusing on the culture of the client and the culture of the agency implementing selected programs. We build on lessons learned from a pilot study of an evidence-based family-school partnership, Families and Schools Together (FAST), to prevent youth violence with low-income, immigrant Latino families in Southern California. We examine the impact of cultural characteristics on the translation of this innovation into practice at the community level, relying on an interactive systems framework developed recently by Wandersman and colleagues (2008, American Journal of Community Psychology, 41(3–4), in press) discussed in this issue. As we point out, the culture of the client and the culture of the agency can facilitate or impede connections within and across these interactive systems.
Similar content being viewed by others
References
Andrews, C. (1999). Tribal youth program. Fact Sheet (FS 99108). Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention.
Backer, T. (2002). Evaluating community collaborations for serving youth at risk: A handbook for mental health, school and youth violence prevention organizations. Rockville, MD: Center for Mental Health Services.
Braithwaithe, R. L. (1998). Culturally-based health promotion: Practices and systems. Technical Report #7 (DHHS Pub. No. 98-3238). Washington, DC: U.S. Department of Mental Health and Human Services, Substance Abuse and Mental Health Services Administration.
Chan, L. S. et al. (2004). Preventing violence and related health-risking social behaviors in adolescents: Evidence report/technology assessment No. 107. Rockville, MD: Agency for Health Care Research and Quality.
Chinman, M., Hannah, G., Wandersman, A., Ebener, P., Hunter, S., Imm, P., & Sheldon, J. (2005). Developing a community science research agenda for building community capacity for effective preventive interventions. American Journal of Community Psychology, 35, 143–158.
Elliott, E. (Ed.). (1998). Blueprints for violence prevention. Boulder, CO: Center for the Study ad Preventio of Violence, University of Colorado.
Guerra, N. G. & Backer, T. (2003). Casebook on implementation of school and community action grants. Report for substance abuse and mental health services administration (SAMHSHA). Washington, DC.
Guerra, N. G., Boxer, P., & Cook, C. (2006). What works (and what does not) in preventing youth violence. Special issue. New Directions in Evaluation Research, 110, 59–72.
Guerra, N. G., & Phillips-Smith, E. (2006a). Preventing youth violence in a multicultural society. Washington, DC: APA Books.
Guerra, N.G., & Phillips-Smith, E. (2006b). Preventing youth violence in a multicultural society: Future directions. In N. G. Guerra & E. Phillips-Smith (Eds.), Preventing youth violence in a multicultural society (pp.271–282). Washington, DC: APA Books.
Hudley, C. (2001). The role of culture in prevention research. American Psychological Association (APA). Retrieved February 28, 2006, from http://www.journals.apa.org/revention/volume4/pre0040005c.html.
Kratochwill, T. R., McDonald, L., Levin, J. R., Young Bear-Tibbetts, H., & Demaray, M. K. (2004). Families and schools together: An experimental analysis of a parent-mediated multi-family group program for American Indian children. Journal of School Psychology, 42, 359–383.
Layzer, J., Goodson, B., Creps, C., Werner, A., & Bernstein, L. (2001). National evaluation of family support programs. Final Report, Vol. B: Research Studies. Cambridge, MA: About Associates. (http://www.abtassociates.com/reports/NEFSP-VolB.pdf).
Marin, G., & Marin, B. V. (1991). Research with Hispanic populations. Newbury Park, CA: Sage.
McDonald, L., Moberg, P., Brown, R., Flores, N., & Burke, M. (in preparation). Evaluation of a cultural adaptation of an evidence based model: School-based, multi-family groups with Latino children.
Metropolitan Area Child Study (2002). A cognitive-ecological approach to preventing aggression in urban settings: Initial outcomes for high-risk children. Journal of Consulting and Clinical Psychology, 70, 179–194.
Mihalic, S., Fagan, A. A., Irwin, K., Ballard, D., & Elliott, D. (2004). Blueprints for violence prevention. Washington, DC: Office of Juvenile Justice and Delinquency Prevention.
Mrazek, P. J., & Haggerty, R. J. (1994). Reducting risks for mental disorders: Frontiers for preventive intervention research. Washington, DC: National Academy Press.
Philliber Research Associates (2000). The California Juvenile Crime Prevention Demonstration Project Statewide. Final Report January 1996 through May 2000.
Resnicow, K., Soler, R., Braithwaite, R. L., Ahluwalia, J. S., & Butler, J. (2000). Cultural sensitivity in substance us prevention. Journal of Community Psychology, 28, 271–290.
Ringwalt, C. L., Graham, L. A., Pashall, M. J., Flewelling, R., & Browne, D. C. (1996). Supporting adolescents with guidance and employment (SAGE). American Journal of Preventive Medicine, 12, 31–38.
Wandersman, A. (2003). Community science: Bridging the gap between science and practice with community-centered models. American Journal of Community Psychology, 31, 227–243.
Wandersman, A., & Florin, P. (2003). Community interventions and effective prevention. American Psychologist, 58, 441–448.
Wandersman, A., Duffy, J., Flaspohler, P., Noonan, R., Lubell, K., Stillman, L., Blachman, M., Dunville, R., & Saul, J. (2008). Bridging the gap between prevention science and practice: The interactive systems framework for dissemination and implementation. American Journal of Community Psychology, 41(3–4) (in press).
Wright, J. C., & Zimmerman, M. A. (2006). Culturally sensitive interventions to prevent youth violence. In N. G. Guerra, & E. Phillips-Smith (Eds.), Preventing youth violence in a multicultural society (pp. 221–247). Washington, DC: APA Books.
Acknowledgements
The partnership received funding from both the Substance Abuse and Mental Health Services Administration (SAMHSA) and the Centers for Disease Control and Prevention (CDC), through their network of Academic Centers of Excellence (ACE) on Youth Violence Prevention.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Guerra, N.G., Knox, L. How Culture Impacts the Dissemination and Implementation of Innovation: A Case Study of the Families and Schools Together Program (FAST) for Preventing Violence with Immigrant Latino Youth. Am J Community Psychol 41, 304–313 (2008). https://doi.org/10.1007/s10464-008-9161-4
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10464-008-9161-4