Intervention Summary
The Hero Project: Cultural/Adventure Rites of Passsage
The Hero Project (THP) is a high-risk behavior prevention program for Native and Non-native youths ages 11–18, which is based on the traditional stories of heroes and heroines from around the world. Through mental and physical adventure-based rites of passage, and activities such as hiking, rock climbing, camping, fishing, archery, white water rafting, cultural activities, and teachings, students awaken to the adventure of self-discovery. By placing their feet in ancient footsteps they awaken to their heroes within.
Each Hero Project is custom-designed for every tribe, school, district, or organization. The program kicks off with a large recruitment event, called An Epic Day, with up to 100 students. The event is followed by the core 8-week cycle adventure program, which meets with a group of between 5–10 students twice a week for up to 4 hours each session.
The program focuses on reducing risk factors and improving assets in the areas of self-esteem; internal locus of control; increased connection to their culture or feelings of belonging; decreased risk-taking behaviors; longer-term perspectives on life; increased positive attitudes toward school and attending college; and an increased perception of the harmful effects of alcohol, tobacco, and other drugs (ATOD).
THP is based on social constructionist and narrative theories. The program has been implemented with Native Hawaiian and Native American populations both on and off reservations, in Hispanic and border-town communities, as well as with Non-native populations in urban and rural settings.
Originally developed on the southern New Mexico border, The Hero Project ran uninterrupted for over 10 years on the rural island of Maui. Additional adaptations of the program have been created for the Navajo Nation's Department of Behavioral Health Services in Arizona, the Southern Ute Community Action program in Colorado, and the Oneida Tribe of Indians in Wisconsin.
The documents below were reviewed for Quality of Research. The research point of
contact can provide information regarding the studies reviewed and the availability
of additional materials, including those from more recent studies that may have been conducted. Self-esteem was measured using the Rosenberg Self-Esteem Scale, a well-validated and reliable measure, which includes items with 5-point Likert scale response options.
Among youths assigned the THP, average scores for self-esteem increased from baseline to follow-up; whereas average scores for this outcome decreased from baseline to follow-up among comparison group youths (F = 4.3, p = .04).
Among youths assigned the THP, average scores for internal locus of control increased from baseline to follow-up; whereas average scores for this outcome decreased from baseline to follow-up among comparison group youths (F = 16.1, p < .001).
Tobacco use was measured by a dichotomous (yes/no) item from a set of GPRA (Government Performance and Results Modernization Act) performance measures (i.e., Survey Question #120: "During the past 30 days, did you smoke a cigarette, cigar, or use chewing tobacco or snuff?").
The total number of participants who used tobacco in the past 30 days remained unchanged for the treatment group, but increased significantly from baseline to follow-up for the comparison group (Z = 2.2, p < .03).
The following populations were identified in the studies reviewed for Quality of
Research.
External reviewers independently evaluate the Quality of Research for an intervention's
reported results using six criteria:
For more information about these criteria and the meaning of the ratings, see Quality of Research.
The intervention targets Hawaiian youth, and very few interventions have been tailored to this population. An additional strength is that measures and tools to assess intervention fidelity were used. In addition, the low rate of missing data, particularly for this demographic population, suggests that this study was well implemented. The study assesses program effects on self-esteem, locus of control, and tobacco use—constructs that are particularly important for ethnic youth. The primary weakness of the study was the use of school-level demographics to assess baseline equivalence between the intervention and the comparison groups. In addition, the length of the youth survey, being over seven pages long, may have led to response fatigue and, in turn, lower reliability for constructs assessed in the second half of the survey as compared with those assessed in the first half.
The materials below were reviewed for Readiness for Dissemination. The implementation
point of contact can provide information regarding implementation of the intervention
and the availability of additional, updated, or new materials. The Hero Project Replication Manual The Maui Hero Project – Live Your Myth DVD
Maui Hero Training Description
Hero Training Description: How it Works
External reviewers independently evaluate the intervention's Readiness for Dissemination
using three criteria: For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
The layout, graphics, and readability of the hard-copy manual "The Hero Project" replication manual is of high quality and very culturally relevant. A complete curriculum with daily lesson plans is included along with student worksheets, goals, objectives, group topics and other key elements of the program. The DVD segments are well done, providing highlights of key program elements. A brochure with information for the director of two implementation sites (Arizona and Maui) was provided along with a website containing videos and other resources.
The appendix contains many helpful items, including an outline of core components, implementation timeline, description of appropriate participants, two job descriptions and a complete intake packet of waivers, permission slips, and consent forms needed to implement the program.
On-site technical support and training is provided by a Hero Officer to conduct an organizational/community readiness assessment, develop custom curricula and assist with evaluation. Survey administration protocols and assistance with evaluation are both provided. A Ph.D. - level evaluator will develop, monitor, and analyze project evaluation, to include control group, baseline data, and outcomes related to risk and protective factors and other key elements. The appendix includes forms to assist in quality assurance (QA), including a daily reporting form for the 8-week-cycle, an end of program fidelity tool, a youth participant survey and a parent satisfaction survey. In summary, the materials include an extensive explanation of evaluation materials, methodology, and use of materials. The extent of ongoing technical assistance is unclear. The consultation and training price sheet lists types of QA materials that are available; however, it would be helpful if an estimate/range for the cost of such services could be provided to assist interested sites (with budget development, grant writing, etc.). No details are provided regarding ongoing monitoring of program fidelity and supervision/training feedback. The materials provided do not mention potential challenges to effective implementation or how these challenges might be overcome. Few details are provided regarding how adherence and competence of the staff in the use of the program's core components will be assured. Materials are not stand-alone but require training to understand and to maintain program fidelity.
The cost information below was provided by the developer. Although this cost information
may have been updated by the developer since the time of review, it may not reflect
the current costs or availability of items (including newly developed or discontinued
items). The implementation point of contact can provide current information and
discuss implementation requirements. Descriptive Information
Areas of Interest
Mental health promotion
Substance use disorder prevention
Outcomes
1: Self-esteem
2: Locus of Control
3: Tobacco Use
Outcome Categories
Mental health
Tobacco
Ages
13-17 (Adolescent)
Genders
Male
Female
Races/Ethnicities
Native Hawaiian or other Pacific Islander
White
Race/ethnicity unspecified
Settings
Other community settings
Geographic Locations
Urban
Rural and/or frontier
Tribal
Implementation History
NIH Funding/CER Studies
Partially/fully funded by National Institutes of Health: Yes
Evaluated in comparative effectiveness research studies: No
Adaptations
Adaptations for Native American, non-native, and multi-ethnic populations have been created.
Adverse Effects
No adverse effects, concerns, or unintended consequences reported by the developer.
IOM Prevention Categories
Selective
Indicated
Documents Reviewed
Study 1
Outcomes
Outcome 1: Self-esteem
Description of Measures
Key Findings
Studies Measuring Outcome
Study 1
Study Designs
Quasi-experimental
Quality of Research Rating
3.6
(0.0-4.0 scale)
Outcome 2: Locus of Control
Key Findings
Studies Measuring Outcome
Study 1
Study Designs
Quasi-experimental
Quality of Research Rating
3.7
(0.0-4.0 scale)
Outcome 3: Tobacco Use
Description of Measures
Key Findings
Studies Measuring Outcome
Study 1
Study Designs
Quasi-experimental
Quality of Research Rating
3.1
(0.0-4.0 scale)
Study Populations
Study
Age
Gender
Race/Ethnicity
Study 1
13-17 (Adolescent)
56.1% Male
43.9% Female
35.5% White
33.6% Native Hawaiian or other Pacific Islander
30.8% Race/ethnicity unspecified
Quality of Research Ratings by Criteria (0.0-4.0 scale)
Outcome
Reliability
of Measures
Validity
of Measures
Fidelity
Missing
Data/Attrition
Confounding
Variables
Data
Analysis
Overall
Rating
1: Self-esteem
3.5
3.5
4.0
4.0
2.5
4.0
3.6
2: Locus of Control
4.0
3.5
4.0
4.0
2.5
4.0
3.7
3: Tobacco Use
2.5
2.5
3.5
3.5
2.5
4.0
3.1
Study Strengths
Study Weaknesses
Materials Reviewed
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
Implementation
Materials
Training and Support
Resources
Quality Assurance
Procedures
Overall
Rating
3.0
2.7
3.3
3.0
Dissemination Strengths
Dissemination Weaknesses
Item Description
Cost
Required by Developer
Initial Site Visit - Year 1
$2,500 + travel
Yes
The Hero Project - Replication Manual - Year 1
$250 each
Yes
Curriculum Development Webinars - Year 1
$1,000
Yes
Curriculum Consultation Conference (calls or video) - Year 1
$1,000
Yes
4-Day, Pre-Program Training - Each Year
$4,000 per year
Yes
Follow-Up Coaching (calls) - Each Year
$2,000 per year
Yes
An Epic Day - School- Wide Recruitment Event
$2,500 + travel
Optional
Daily Consult - on site
$1,500 + travel
Optional
Custom Curriculum Development and Publishing
Varies
Optional
Custom Promotional Media (videos, website, etc.)
Varies
Optional
Hero's Journey Adventure Gear
Varies
Optional