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Bicultural Competence Skills Approach

An Evidence-Based Practice

This practice has been Archived and is no longer maintained.

Description

The Bicultural Competence Skills Approach is an intervention designed to prevent the abuse of tobacco, alcohol, and other drugs by Native American adolescents by teaching them social skills in a way that blends the adaptive values and roles of both the Native American and popular American cultures. The intervention groups are led by two Native American counselors. Through cognitive and behavioral methods, participants are instructed in and practice communication and coping skills. Communication skills are introduced with biculturally relevant examples of verbal and nonverbal influences on substance use. For instance, leaders model how subjects could turn down offers of tobacco, alcohol, and other drugs from their peers without offending their Native American and non-Native American friends. While the participants practice communication skills, leaders offer coaching, feedback, and praise. Coping skills include self-instruction and relaxation to help subjects deal with pressure and avoid substance use situations. Leaders suggest alternatives to using tobacco, alcohol, and other drugs and teach subjects to reward themselves for positive decisions and actions. Substance abuse awareness also is brought into the community. Families, schools, neighbors, law enforcement officials, and commercial establishments are included in a series of activities to raise awareness.

Goal / Mission

The goal of the Bicultural Competence Skills Approach is to prevent substance abuse by Native American adolescents.

Results / Accomplishments

The first evaluation found significant results at immediate posttest measurement and at 6-month follow-up in favor of the program group. At posttest, program students were significantly more knowledgeable about substance use and abuse and held less-favorable attitudes about substance use in the Native American culture than their control group counterparts held. The intervention group youths also had significantly higher ratings for self-control, assertiveness, and the ability to generate alternative suggestions to peer pressure-based encouragement to use substances. The outcomes on substances used in the previous 14 days showed that intervention youths reported lower levels of alcohol, marijuana, and smokeless tobacco use. At the 6-month follow-up, intervention participants continued to score higher on measures of knowledge of substance abuse, self-control, alternative suggestions, and assertiveness and reported significantly less use of smoked tobacco, smokeless tobacco, alcohol, marijuana, and inhalants in the last 14 days.

The second evaluation found that over the 3 years all youths increased their rates of tobacco, alcohol, and marijuana; however, rates of smokeless tobacco, alcohol, and marijuana use were lowest for those who received the life skills training compared with the control group.

About this Promising Practice

Organization(s)
Columbia University School of Social Work
Primary Contact
Steven P. Schinke
Columbia University School of Social Work
622 West 113th Street
New York, NY 10025
(212) 851-2276
schinke@columbia.edu
Topics
Health / Alcohol & Drug Use
Health / Adolescent Health
Health / Mental Health & Mental Disorders
Organization(s)
Columbia University School of Social Work
Source
The Office of Juvenile Justice and Delinquency Prevention's Model Programs Guide (MPG)
Date of publication
1998
Date of implementation
1986
Geographic Type
Rural
For more details
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC183856...
Target Audience
Teens, Racial/Ethnic Minorities

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Related Content for: Bicultural Competence Skills Approach

An Evidence-Based Practice meets the following HCI criteria:

  1. The program description includes at a minimum: the sponsoring organization, program goals, program implementation steps, and outcomes that have demonstrated program success in achieving the program goal in one or more localities.
  2. The results from an evaluation of the program include quantitative measures showing improvement in the outcome(s) of interest after the implementation of the program (i.e. increase in smoking cessation, not just the delivery of a smoking cessation program). The outcome measure(s) is/are compared at relevant time periods before and after the intervention or program implementation. Alternatively, the evaluation study compares the outcome(s) between an intervention group and an appropriate control group.
  3. The study is of peer-review quality and presents numbers in a scientific manner; measurements of precision and reliability are included (e.g. confidence intervals, standard errors), results from statistical tests show a significant difference or change in the outcome measure(s), and relevant point estimates and p-values are presented. Note: if the results from an evaluation of a program are presented in a scientific manner and the outcome measure is improved compared to the baseline measurement or the control group but the difference is not statistically significant, the practice is classified as effective and not evidence-based.