GenerationPMTO News! Check out what we're up to now |
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Shine a Light on Cultural Adaptations of GenerationPMTO in Latino/a Communities |
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Dr. Rubén Parra-Cardona is an Associate Professor in the Steve Hicks School of Social Work (SHSSW) at the University of Texas at Austin. His primary research focus is on the cultural adaptation of the GenerationPMTO intervention for low-income immigrant Latino/a communities in the US exposed to considerable contextual challenges. |
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Rubén is also conducting research on the cultural adaptation of GenerationPMTO for the Mexican context. His first cultural adaptation study was funded by the National Institute of Mental Health (NIMH) and focused on first-generation Latino/a immigrant families living in Detroit. He just completed a randomized trial of a culturally adapted version of GenerationPMTO for low-income Latino/a families with adolescents. This research was funded by the National Institute on Drug Abuse (NIDA). |
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This beautiful, vibrant mural called Cornfields painted on the side of a brick building located on Bagley Street in Detroit’s Mexican Town is a creation of local artist Vito Valdez and James Puntigam. |
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Click on the slide on the left to view a webinar presentation by Rubén discussing his work to adapt a parenting intervention in a culturally sensitive way to an immigrant Latino/a population. Follow the link below to read: A Culturally Adapted Intervention for Mexican-Origin Parents of Adolescents: The Need to Overtly Address Culture and Discrimination in Evidence-Based Practice. | | |
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Rubén is passionate about disseminating GenerationPMTO and he is a certified specialist and trainer. |
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On August 29th-30th, Rubén will participate in an upcoming meeting in Quito, Ecuador, organized by the Panamerican Health Organization (PAHO). The purpose of the meeting is to bring together developers of efficacious parenting interventions and representatives from federal governments from various Latin American countries and develop a strategy for dissemination of evidence-based parenting interventions in Mexico, Central- and South-America. |
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In addition to representing ISII and giving a plenary on the history of GenerationPMO and cultural adaptations of the intervention for Latino/a populations in the US and Mexico, he will serve as cultural adaptation expert for this project. |
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Thoughts from Latino/a parents in the CAPAS program - “I used to say that our children were the ones with the problem, but I realized that if we are doing things wrong, they will do things wrong as well. It’s about learning that our children are only the reflection of our actions.”
- “Our children have lived all their lives here and we want to educate them like we were raised. We live in two cultures and we need to find a way to keep both cultures as we raise our kids."
- “I always had problems with my daughter doing her homework. From giving 25 orders at once. Now, with the incentive chart, it is only five steps. It has helped me a lot.”
- “I learned that I was the one who had to change, rather than expecting my child to change. Before, my son would approach me and I would evade him. Now, he approaches me and I express my love to him.”
- “After talking with my daughter about immigration, she told me, ‘Mom, I’m going to be a social worker when I grow up…There are too many injustices against Latinos in this country…I want to help."
Parra-Cardona, R., López-Zerón, G., Leija, S. G., Maas, M. K., Villa, M., Zamudio, E., . . . Domenech Rodríguez, M. M. (2018). A culturally adapted intervention for Mexican-origin parents of adolescents: The need to overtly address culture and discrimination in evidence-based practice. Family Process, Online first 3 August. doi:doi:10.1111/famp.12381 Parra-Cardona, J. R., Lopez Zerón, G., Domenech Rodríguez, M. M., Escobar-Chew, A. R., Whitehead, M. R., Sullivan, C. M., & Bernal, G. (2016). A balancing act: Integrating evidence-based knowledge and cultural relevance in a program of prevention parenting research with Latino/a immigrants. Family Process, 55, 321-337. doi:10.1111/famp.12190 |
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Identify the Goal What is it you want? “I want our family to feel prepared and be ready for the start of school.” |
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Brainstorm What are the steps we need to take to feel relaxed and be ready? |
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1. Generate a List: - Getting up on time. Re-establish sleep routines.
- School supplies. Shop for school supplies together or find out if the school has a set list.
- Re-establish school routines. Do you have a designated homework spot?
- New school? Take a practice run.
- Medical and Dental up to date?
- After school plans? Sports? After school care?
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2. Create Action Steps: Re-establish Sleep Routines Possible Tools: Alarm clock, dark curtains, incentives, night routine chart—transitioning to new time. Morning and Afterschool Routines Possible Tools: Incentive charts, Google calendar (for self or shared between parents), whiteboard or large poster in kitchen. |
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School Supplies Active Listening: Find out what the school wants your child to have. Communicate (make a call, send an email). Dental and Medical Up to Date? Call the offices and make sure your child is up to date. |
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Homework Find a spot for backpack, shoes, and books. Find a quiet place your child can do homework. Plan a check-in routine for assignments, homework, and after school activities. |
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3. Gather the Tools you Need to Succeed: - Charts
- Alarm clock
- Timers
- Incentives (Scooby loops, stickers, special snack, extra time with parent)
- Planners, shared calendar on smartphones for adults
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Interested in Learning GenerationPMTO? Join our Community Training Program |
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