Table 2.
Cultural Components and Theoretical Constructs of the Culturally Targeted/Tailored Adolescent Tobacco Prevention/Cessation Interventions
| Author/year | Surface structure | Deep structure | Theoretical foundation |
| Albrecht et al. (1998) | Targeted African American pregnant girls | Added peer component to the program | CBT/peer component |
| Botvin et al. (1992) | Targeted mostly African American/Hispanic adolescents | N/A | CBT/social resistance skills training |
| Lowered the reading level | |||
| Elder et al. (2002) | Targeted migrant Hispanic adolescents and parents | Incorporated values of familismo (interdependence of family members) and respecto (respect for others) | SI/parental component |
| Bilingual, bicultural staff conducted surveys and groups | Themes of role plays represented experiences common to migrant Hispanic adolescents | ||
| Groups conducted in evening hours to facilitate parents’ schedules | |||
| Offered Spanish version of the survey to adolescents and parents | |||
| Guilamo-Ramos et al. (2010) | Targeted mostly Hispanic/African American adolescents and mothers | Added parent component to the program | SI |
| Bilingual callers recruited parents | Tailored the English manual separately for Hispanic and African American parents | ||
| Program materials were in either English or Spanish | |||
| Horn et al. (2005) | Targeted American Indian adolescents | Provided facts about tobacco-use rates, addiction, and health consequences specific to American Indian populations | SCT |
| Recruitment and intervention materials used program logos, audio media graphics, themes, and text relevant for American Indian youth | Provided history of tobacco use among American Indians | ||
| Recruitments held in churches, powwows, tribal council meetings, and youth groups | Focused on group identity and cohesion rather than individual efforts | ||
| American Indians conducted the program and comprised the advisory board | Focused on the impact of a teenager’s smoking on family and community | ||
| Used culturally appropriate interactive problem-solving methods and activities | |||
| Included activity options that involved family members | |||
| Joffe et al. (2009) | Targeting mostly African American adolescents | N/A | SCT/SI |
| Johnson et al. (2005) | Targeted mostly Hispanic and Asian adolescents | Incorporated Hispanic values: familisim and simpatia (harmonious interpersonal relations) | SI |
| Ethnically diverse staff distributed the surveys | Incorporated Asian values: filial piety (respect of ancestors), saving face (prevent dishonoring the family), and health as a balanced body, mind, and spirit | ||
| Multicultural experiences included acculturative stress, discrimination, and family conflicts that can occur during the acculturation process | |||
| Activities included: role play in the style of a telenovela (a soap opera format on Spanish-language television), Chinese yin-yang symbol, tai chi as stress management, culturally relevant scenarios such as quinceanera (15th birthday party) | |||
| Kaufman et al. (1994) | Targeted African American adolescents | Smoking prevention program curriculum printed on the weekly children's page of a newspaper with predominantly African American readership. It included interactive exercises for the children to complete with their parents | SI |
| Conducted a smoking prevention rap contest | Radio station ran smoking prevention service announcements and aired a call-in talk show with a focus on helping parents to increase their communication with their children | ||
| Conducted a smoking prevention poster contest and 5 winning posters were displayed in billboards in 5 different locations in the Chicago area | |||
| Used radio and newspaper as channels of intervention delivery | |||
| Ma et al. (2004) | Targeted Chinese American adolescents | Included Asian cultural themes of interdependency and collective orientation, harmony (parent | SCT |
| Handouts and visual media featured Asian youth | Used trivia questions on the achievements of famous Asian | ||
| Prokhorov et al. (2008) | Targeted mostly Hispanic/African American adolescents | N/A | TTM/SCT |
| Rice et al. (2010) | Targeted Arab-American adolescents | N/A | SI |
| Intervention offered in Arabic and English | |||
| Bilingual educators administered the intervention | |||
| Both Middle Eastern and non-Middle Eastern figures included in program materials | |||
| Schinke et al. (1996) | Targeted Native American adolescents | Included spiritual and cultural values related to health behaviors | N/A |
| Native American staff delivered the intervention | Increased knowledge of ancestral tobacco use and modern-day abuse | ||
| Used Native American food, arts and crafts, music, movement and storytelling methods to relay cultural messages | Emphasized the importance of negative peer and social influence and positive influence of family | ||
| Native American role models including visual artists and theater performers | |||
| Examined commercialization of tobacco in the media | |||
| Sun et al. (2007) | Targeted mostly Hispanic adolescents | N/A | SI |
Note. CBT = Cognitive Behavioral Theory; SI = Social Influence Model; SCT = Social Cognitive Theory; TTM = Transtheoretical Model of Change.