Table 2.

Summary Of Changes Made In The Cultural Adaption Of The “Making Media For A Healthier U” Curriculum For U.S. Children To Create The “JUS Media? Programme”For Jamaican Families

Surface Feature Changes (Green light adaptationsa)
Peripheral Strategiesb (Modify observable properties to overtly convey relevance to the group)	√Declarative intervention title containing ethnocultural group name (i.e., Jamaican) √Color scheme of Jamaican Reggae colors (i.e., black, green, gold, and red) √Black models with Caribbean styling (e.g., warm climate apparel; Caribbean hair styles)
Linguistic Strategiesc (Alter language used to maximize comprehensibility)	√Use of Jamaican Creolec (e.g., “Can’t tek Mummy fi fool!” instead of “Can’t trick Mom!”) √Use of local phrasing (e.g., “Third World country” was preferred to “Developing country”)
Constituent-Involving Strategiesd (Use cultural knowledge and experiences of cultural group members)	√Use of local celebrities (e.g., video of Jamaican Sprinter Usain Bolt describing his diet) √Using photographs of local advertising and food environment (e.g., local billboards, local grocery stores, local fast food restaurant chains)
Other green light adaptations	√Make activities more interactive (e.g., have students and mothers work together to subvertise a print ad for 5 minutes during Session #1)
Deep Structure Changes (Yellow light adaptations)
Evidential Strategiese (Use evidence/data from target cultural group and similar groups to increase perceived relevance)	√Replace USDA “MyPlate” U.S. visual nutritional guidelines (www.choosemyplate.gov) with the Jamaica Ministry of Health “Food Plate” recommendations (http://moh.gov.jm) √Presentation of research findings regarding Jamaican nutrition, known health benefits of healthy eating (e.g., physical, emotional, academic), and known health problems associated with unhealthy eating (including overweight, obesity, hypertension, etc.) √Present research evidence that U.S. fast food advertisers disproportionately target Black and Hispanic youth (Rudd Report, 2015) and soda companies target developing countries
Sociocultural Strategiesf (Recognize, reinforce, and build upon cultural values, beliefs, and behaviors)	√Present remote acculturation as an indigenous feature of the psychology of Jamaicans using quantitative and qualitative research findings from prior studies among students and mothers in Jamaica √Reference Jamaican cultural values of resistance and self-empowerment as motivation to deconstruct and subvert unhealthy media messages in U.S. food advertising (e.g., use Bob Marley’s lyrics “Emancipate yourself from mental slavery” as entrée into subvertising) √Promote the Jamaican cultural value placed on family by incorporating both students and their mothers in workshops, fostering family communication through joint homework, and using family love as a motivator for mothers to provide healthy food for their children √Addition of a workshop activity where small groups assemble a healthier meal order from a local fast food menu in recognition of the cultural practice of eating at a fast food restaurant on Friday nights/weekends √Replace some U.S. ads used to demonstrate persuasion tactics of advertisers with popular fast food ads shown in Jamaica which appeal to local families’ value of family, drive for academic achievement, and national pride
Other yellow light adaptations	√Modification of media literacy “create” component: instead of creating a new ad for a healthy product (e.g., make an ad for carrots), re-create a fast food ad (e.g., make a parody of a popular soft drink ad) by subvertising it √Incorporate the stages of change model as a way to conceptualize gradual and manageable change towards a nutrition/health goal √Adjust language and presentation style from 3rd grade-level to a 7th grade level to suit both students and mothers √Delivery by trained research team in non-school setting versus school teachers at school
Rejected Changes (Red light adaptations)
Alter key aspects of the program which will weaken the evidence-based program effectiveness	XShorten total program time to reduce participant burden (instead, the JUS Media? Programme chunked 9 brief curriculum lessons into 2 longer workshop sessions) XRemove the “create” component of the media literacy training to reduce time burden (this component was retained as an essential piece of the definition of media literacy, but it was made more fun through formatting as a subvertising competition in Session #2)

Note:

^aFrom U.S. Department of Health and Human Services Making Adaptations Tip Sheet (https://www.acf.hhs.gov/)

^bList of strategies based on Barrera et al., (2013), Kreuter & Wray (2003), & U.S. DHHS Making Adaptations Tip Sheet (https://www.hhs.gov/).

^cEnglish is the official language of Jamaica and it is commonly interlaced with the local Creole, derived from a blend of English, African languages, and other influences.