Aim:
To document the process of adapting an emotional resilience program for indigenous students.
Background:
There are a number of programs in schools to enhance the emotional resilience of young people, but few studies have adapted programs for use with indigenous youth. During 2005, the Resourceful Adolescent Program (RAP) was adapted in collaboration with Aboriginal workers and community members from Bourke, Dubbo and Wellington prior to its implementation in four local high schools. This presentation will provide an overview of the adaptation process.
Methods:
A steering committee comprising cultural consultants, representatives from the Department of Education and health workers oversaw the adaptation of RAP. An overarching participatory action framework was used to facilitate inductive knowledge about the adaptation of RAP.
Results:
A total of 26 Aboriginal education consultants, assistants, tutors and community members participated in the adaptation and implementation of RAP. In terms of content, the overarching metaphor for well-being was adapted for rural youth and self-esteem activities were broadened to include cultural identity. In addition, process issues about small group facilitation with Aboriginal students were identified. Quantitative and qualitative data show that the program was equally effective for Aboriginal and non-Aboriginal students. Furthermore, participants identified changes in their relationships with young people in the classroom subsequent to the program's implementation.
Conclusions:
There is a need to ensure that resilience programs are adapted to enhance their cultural safety and relevance. To articulate the impact of adapted programs, mixed methodologies are essential.
