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·      Organizational barriers

o   Connecting with schools and coordinating with them takes a lot of time

o   Restrictions from the developers on adaptations, proprietary materials

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Difficult time engaging consumers on the topic and/or parent consent for the programming.

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Group 1 Notes

A time an EBP did/didn’t align….

·      Different cultures for families with children experiencing neurodiversity, especially when navigating the mental health space.

o   Ping pong between mental health and traditional medical health services, often takes a hybrid of the two.

·      PCIT: major failure of implementing the EBP in Head Start because it didn’t resonate at all with families.

o   Idea is that you build a connection between the child and the parent that leads to better ability to discipline vs. the other way around and some parents really feel like they wouldn’t make it through the first phase.

o   Modified recognizing this, but not enough.

o   Agency has used different EBPs

o   Program is too long

o   Language needed to be adjusted

·      Staff: CBT+ program to teach new therapists, they need time to know the why first

·      Botvin Life Skills

o   Not translated into Spanish – expanding cohorts after doing language and cultural adaptations

·      Time is a real issue for family – a lot of the EBPs were developed for prior generations and require a lot of in person time that parents simply don’t have

o   Trying to find ways to adapt the structure

o   Does virtual help with this?  Not always.

o   Childcare needs can be really difficult

§  Condense to a 1-2 day offering, piggy back onto something the parent is already doing

§  Offer childcare

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I find that many EBPs I was trained in are so structured that if implemented as standardized, they don't allow enough room for cultural responsiveness.

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Learning about the culture of the group we are serving and aligning our program to be sensitive to their culture.

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What would help ? Time. Time to really forge the relationship in person.

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Partnership with ESL focused agency has been crucial to adapting our EBP to allow for inclusivity in our after school services on the eastern shore in particular

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We do things to make it feel less like "class." We use icebreakers and activities that feel good and open them up to make it more culturally responsive. Meeting kids where they are and making things fun!

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Listened to training on deaf community and how limited mental health access can be for the deaf community. They are often not included in studies and resources are limited.

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We have Spanish speaking staff but also have a translation company we contract with which has been helpful for other languages

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The Healthy Families America services that are implemented, sometimes miss essential home visiting services being provided to families, as the scoring does not always show the need that may exist.

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Inability to access the information being shared; Frustration on the part of facilitator and participants;

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I live in a small town, and we all try to be diligent about using inclusive language and avoid assumptions about gender/race/religion etc. Example: No one assumes a person presenting as female is a "she".

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Sometimes the wellness screenings with the domains around support system, and faith, does not fit

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The EBP WAS COSP and the impact was different then culture but made the families think differently and realize there is help for them. It's just different than what they knew of it.

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adjusted role plays in YAM groups to reflect the student population in the room

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Not an ebp but a funny story- Recently we were not culturally responsive in a "prize" that was offered- it was a bookmark- kids don't read books much anymore...it's online for the most part. We were laughed at by the kids and we all had a giggle...bookmarks were not picked as prizes.

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We start with talking about how families are the most important organizational group, and we use a broader definition of "family." We instill the 7 Habits by coming up with examples that are relevant for them - what students relate to and what parents relate to.

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we created several groups that are tailored around strengthening families, to provide support to children and families. We utilize screeners for children and adolescents

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materials were not available in language of caregivers

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Sometimes families can be illiterate and need help filling out forms. Also, some families are not computer savvy and need help using technology.

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We had a parent who was deaf, and the inhome services offered were presented only by a speaking individual.

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The CBT group at times is hard for the age group to grasp the examples and culturally seems to not always connect. I work at in a title one, primary school. IT is very diverse population and their lived experiences are often older then the material in the model

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The Impact:

1. Lack of engagement from the consumers

2. Increase in consumers negative symptoms

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Using a generic language translation services seems a little impersonal and lacks connection. Perhaps video chat might help in situations like these.

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When tutoring ELL students, time/energy spent searching for the Spanish-language versions of their homework documents.

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Having an International Language Assistant helps us reach people of all languages simultaneously by using the broadcast mode

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Restorative Practice is an EBP we have been using in our schools, camps and families. It has worked well in schools/classrooms that are onboard with the approach. The discipline approach in not culturally responsive. In schools where they have embraced the practice on all levels, we see it is 100% effective.

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The ADAP program from Hopkins - it always aligned with school community values in my opinion. It saved lives and helped create a sense of shared care for each other/community.

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Even the word "family" can be challenging for some youth. So we changed it to "self-defined family" which helped kids who may be living among families with different makeups beyond mother/father.

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We found that Bounce Back material examples were not relatable to our students

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Awareness of language differences and space to express oneself in their native / preferred language.

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Strengthening Families program had to really broaden the term "family" to represent whoever may be a family - we had to redefine "family" to be more inclusive

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We started a support group for adolescents who are growing up in a "non-traditional family" environment. Our community has several adolescents in this situation and being able to provide that specific support has been beneficial. In our experience, this group tends to get overlooked with specific support.

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We were offering a training in English to ESL participants. While the test was available in Spanish most participants failed. We now offer the training in Spanish.

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In a rural area, we observe that we have to be mindful of the language that we use to describe our services and the skills that are used so that they are more accessible to the community.

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No I have not experienced. I typically use an EBP as a springboard and add to it, if needed.

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Specific cultural considerations for homeless youth

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Very small example- our program uses a computer game that includes a bunch of different words, pictures, etc. presented very quickly. The program is old and there were a number of words/pictures that absolutely didn't resonate with the students. They were so confused/distracted that they couldn't respond accordingly.

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a lot of DBT worksheets and trainings are not available in second languages, harder to share out information with families

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We found the Botvin Life Skills materials to be out of touch with our students, and the materials were not translated into Spanish. We have been working to translate materials, and have adjusted the materials to include culturally appropriate discussions and illustrative examples. This adjustment has resulted in much more active participation by students. As a result, we are now expanding the number of cohorts.

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When implementing EBP it's good to think what's the intention and purpose of it, and how it aligns with the needs of the intended recipients. Starting with a needs assessment and then selecting the EBP.

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We were offering a training in English to ESL participants. While the test was available in Spanish most participants failed. We now offer the training in Spanish.

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Sometimes, as others have mentioned, having foreign language materials in writing is not the most responsive manner to help families, or even other coworkers. We're trying to observe importance of being spoken to - even if it means a video chat. It helps.

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Its great to have developmental screeners for children. I often find that they may be inaccurate if families cannot read or understand questions so we may have to read them instead of depending on completed forms

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As a rural area we have difficulty at times with EPBs that fit better with more urban areas and may need adjustments to meet the need for our community

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EBPs have historically not been relevant to marginalized communities.

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1. Describe a time when an evidence-based practice either did or did not align with the cultural values, strengths and/or needs of a community? What was the impact?​

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DBT skills groups for incarcerated young people included unrelatable examples and situations, oriented toward white people. Sunken-cost fallacy continued program despite poor results.

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We are group 5!

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Using the word "trauma" or "ACEs" was a major turn off to the community. It felt very personal. We had to change our approach and how we would present the information.

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Many evidence-based group education curriculum do not adapt for cultural responsiveness because they became evidence-based through clinical trials that often do not involved cultural groups, or members with different age ranges

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LT - Providing groups in Spanish - but sometimes offering "family meetings" in Spanish-speaking communities conveys that it is "really serious." We needed to adjust our terms to make it more comfortable.

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SAM

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