Citation

Whaley AL. J. Prim. Prev. 2004; 25(2): 253-269.

Copyright

(Copyright © 2004, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

unavailable

Abstract

The need for effective preventive interventions for youth behavior problems in African American communities has been, for the most part, unmet or underserved. Rigorous evaluation of programs guided by the principles of afrocentricity may bridge the gap between primary prevention and community service programs. The purpose of the current article is to examine qualitatitve and quantitative exploratory data from an afrocentric program using the cognitive-cultural model of identity. Taken together, the results of the these exploratory studies suggested that the enhancement of cultural identity and the promotion of academic competence reduce the risk of problem behaviors in African American youth. The present article illustrates a partnership between a university researcher and a community-based agency to bring primary prevention strategies to an afrocentric program, thereby increasing its chances to attract research funding to improve and expand the services. (Abstract Adapted from Source: Journal of Primary Prevention, 2004. Copyright © 2004 by Springer)

Juvenile Behavior
Juvenile Problem Behavior
Juvenile Violence
Juvenile Substance Use
African American Juvenile
African American Offender
African American Substance Use
African American Violence
Culturally Sensitive
Sociocultural Factors
Violence Prevention
Violence Intervention
Prevention Recommendations
Intervention Recommendations
Behavior Intervention
Behavior Prevention
Community Based
Substance Use Prevention
Substance Use Intervention
10-04