trained in qualitative and quantitative research activities. The students were assigned to various intervention sessions to do multiple research tasks: (1) documenting curriculum fidelity; (2) documenting silhouette creation process; (3) supporting intervention facilitator during sessions and in the administrative work (attendance sheet, evaluation sheet); and (4) coding questionnaires and satisfaction evaluation sheet, (5) doing screening interview. The private higher education institution provided the time and effort of two investigators. The investigators developed the AcS conceptual framework and contributed to improving the previously validated survey and the intervention curriculum. These academic researchers were in charge of monitoring intervention fidelity, solving research ethics issues, and of performing quantitative data management and analysis. Figure 1 shows the CPPR activities done by each phase.
