Activity Implementation as a Reflection of Living in Balance: The Kahnawake Schools Diabetes Prevention Project

An Excerpt



Little research has been done to understand how the goals and objectives of a community health promotion program are translated into a program of intervention activities in Aboriginal communities. This study aimed to develop a theoretical framework of program implementation using a program in its sustainability phase, the Kahnawake Schools Diabetes Prevention Project (KSDPP).


This qualitative study retrospectively analyzed the program of diabetes prevention activities implemented over an 11-month period by the KSDPP intervention staff. Analytic techniques of the constant comparative method and theoretical sampling were applied to uncover concepts and relationships between concepts. Observation notes, documents and in-depth interviews with intervention staff were collected and analyzed.


Activity implementation was embedded within an overall program intervention cycle directed towards promoting living in balance, in turn, a reflection of local cultural values. Strategies of teaching, enabling, reinforcing, networking and role modeling were aimed at developing individual capabilities and creating healthy spaces in the community for the children to live healthy lifestyles. The overall program of intervention activities was coherent and relevant. Implementation reflected elements of order and continuity, in addition to adaptation of the intervention staff to local conditions.


Implementation of diabetes prevention in Kahnawake is complex, encompassing elements of stability and adaptation and reflecting cultural values and practices.

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