The current study utilized a three-step cultural adaptation process to adapt a universal-coparenting program for Latinx adolescent parents in a school-based setting. First, focus groups were conducted with adolescent parents (n = 13; 100% Latinx; 69% female), their parents (n = 17; 94% Latinx; 82% female), and school staff (n = 7; 71% White; 100% female) to identify unique needs faced by this population. Second, the program was adapted to include new lesson modules (e.g., coparenting with grandparents, coparenting after breakups) and structural reformatting to fit a school schedule. Third, selected lessons from the adapted program were piloted in four schools with 32 Latinx adolescent parents (97% Latinx; 78% female). Lesson evaluation surveys and focus group data assessed the feasibility and acceptability of the service delivery method and content to show the program was well received. However, implementation challenges emerged when attempting to provide services to adolescent fathers and Spanish-speaking adolescents. This manuscript provides an example of how to use this cultural adaptation process to tailor prevention programs, highlights a new prevention program that can serve as a resource for adolescent parents, and provides several recommendations for working with Latinx adolescent parents.

中文翻译：

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在学校环境中为拉丁裔青少年父母调整以共同养育为重点的预防计划

目前的研究采用了一个三步文化适应过程，在学校环境中为拉丁裔青少年父母调整了一个普遍的共同养育计划。首先，焦点小组由青少年父母（n  = 13；100% 拉丁裔；69% 女性）、他们的父母（n  = 17；94% 拉丁裔；82% 女性）和学校工作人员（n = 7; 71% 白色；100% 女性）来确定这一人群面临的独特需求。其次，该计划被调整为包括新的课程模块（例如，与祖父母共同抚养，分手后共同抚养）和结构重新格式化以适应学校时间表。第三，在 32 名拉丁裔青少年父母（97% 拉丁裔；78% 女性）的四所学校中对改编计划中的选定课程进行了试点。课程评估调查和焦点小组数据评估了服务提供方法和内容的可行性和可接受性，以表明该计划受到好评。然而，当试图为青少年父亲和讲西班牙语的青少年提供服务时，实施挑战出现了。这份手稿提供了一个例子，说明如何使用这种文化适应过程来定制预防计划，