. Author manuscript; available in PMC: 2014 Jun 16.

Published in final edited form as: J Prim Prev. 2012 Dec;33(0):259–269. doi: 10.1007/s10935-012-0281-0

Table 3.

Semi-structured interview schedule for cultural validation groups

Pre-Focus Group Description for Youth Participants. The purpose of this group discussion is for you to react to a script focused on a drug-related situation developed by middle school aged youth on the Big Island. This script has recently been adapted by a group of middle school aged youth on the Big Island, so that the dialogue reflects the way kids in this community act and talk. We would like you to make sure that the changes made by the previous group are accurate and make sense to you. Your feedback is very important because we want to make sure that the scripts are realistic for youth who live in your community. We will be using your feedback to further modify the script, which will then be used as the main dialogue in a filmed vignette related to drug or alcohol use.

Semi-Structured Interview Schedule
What did you think about the situation described in this script? Are youth in this community exposed to these types of situations? Describe in as much detail as possible the setting in which you see this situation occurring. Where would this situation occur in your community? Who do you see as being present in the situation? Who is involved in the discussion and who is in the background? When do you see this situation occurring in your community? What do you think about the dialogue described in the script? How would you change the language to fit in with the way kids in this community talk? Are there things that were not included in the script that, if included, would make the dialogue more consistent with the way kids in this community talk or act (e.g., additional language, non-verbal reactions, etc.)? Based on responses to Questions 1–3, facilitators will make some on-the-spot revisions to the narrative script. After this has been finished, select the same group participants to read the parts of the revised script. What do you think about the changes that were made to the script? Are there any other changes that should be made to make the script more consistent with the way kids talk and act in this community? How do you think kids in this community would react to a video vignette using this script if it was presented as part of a drug prevention program in your school?

Semi-Structured Interview Schedule

What did you think about the situation described in this script?
- Are youth in this community exposed to these types of situations?
Describe in as much detail as possible the setting in which you see this situation occurring.
- Where would this situation occur in your community?
- Who do you see as being present in the situation? Who is involved in the discussion and who is in the background?
- When do you see this situation occurring in your community?
What do you think about the dialogue described in the script?
- How would you change the language to fit in with the way kids in this community talk?
- Are there things that were not included in the script that, if included, would make the dialogue more consistent with the way kids in this community talk or act (e.g., additional language, non-verbal reactions, etc.)?
Based on responses to Questions 1–3, facilitators will make some on-the-spot revisions to the narrative script. After this has been finished, select the same group participants to read the parts of the revised script.
- What do you think about the changes that were made to the script?
- Are there any other changes that should be made to make the script more consistent with the way kids talk and act in this community?
How do you think kids in this community would react to a video vignette using this script if it was presented as part of a drug prevention program in your school?