Cultural Competence for Evaluators: A Guide for Alcohol and Other Drug Abuse Prevention Practitioners Working With Ethnic/Racial Communities

Culturally Competent HIV Prevention Strategies for Women of Color in the United States

“…Orlandi's definition of cultural emphasizes increased understanding and appreciation of cultural differences and similarities (1992). Others argue that competence involves the "intermeshing of living cultural imprints" (Michal-Johnson & Bowen, 1992, p. 148) and the willingness and ability to draw on community-based values, traditions, and customs and to listen, learn, and work with members and stakeholders to develop focused interventions and services (Medi-Cal Managed Care Program, 1994;Orlandi, 1992). With the goal of better understanding implementation, we reviewed the literature on HIV programs and women of color to identify unique cultural experiences of women of color-Latina, African American, Asian and Pacific Islander American, and Native American-relative to HIV prevention and the culturally competent strategies that could address those experiences.…”

The Youth Video Project: An Innovative Program for Substance Abuse Prevention

“…This is because students are at highest risk for substance abuse during the 4 hr following school (Snyder & Sickmund, 1999); children are more responsive to voluntary programs (Schinke & Cole, 1995); there is greater opportunity for parental, familial, religious, and neighborhood involvement (Levinthal, 1999); community ownership is more likely (Orlandi, 1997); and programs based in the community facilitate antidrug norms and prosocial behaviors in the child's immediate living environment. Furthermore, community ownership of the program and facilitating antidrug norms within the neighborhood have been associated with positive substance abuse outcomes (National Institute of Drug Abuse [NIDA], 1997).…”

“…A number of experts have praised the value of community-based programs for substance abuse prevention as a method preferable to school-based programs (e.g., see Levinthal, 1999;Orlandi, 1997). This is because students are at highest risk for substance abuse during the 4 hr following school (Snyder & Sickmund, 1999); children are more responsive to voluntary programs (Schinke & Cole, 1995); there is greater opportunity for parental, familial, religious, and neighborhood involvement (Levinthal, 1999); community ownership is more likely (Orlandi, 1997); and programs based in the community facilitate antidrug norms and prosocial behaviors in the child's immediate living environment.…”

“…These high-risk conditions are exacerbated by barriers to substance abuse services including unavailability, excessive costs, inadequate services, or lack of services altogether (Department of Health and Human Services [DHHS], 1999). African Americans are traditionally underserved in substance abuse treatment (Orlandi, 1997). Youth who abuse drugs are susceptible to crippling consequences including school drop-out, delinquency, and drugrelated criminal offenses (Office of Juvenile Justice and Delinquency Prevention [OJJDP], 1994).…”

Developing Culturally Competent Health Knowledge: Issues of Data Analysis of Cross-Cultural, Cross-Language Qualitative Research

“…The greater part of the literature addresses the cultural and linguistic challenges faced by researchers using quantitative research designs and the strategies developed for cultural, conceptual, functional, and linguistic equivalence in measurements for construct validity (Brislin, 1970;Hui & Triandis, 1985;Orlandi, Weston, & Epstein, 1992). In comparison, little has been discussed related to the trustworthiness issues of cross-cultural, cross-language qualitative research or qualitative components of mixed-method studies (i.e., using both qualitative and quantitative approaches).…”