Partnership, Knowledge Translation, and Substance Abuse Prevention With a First Nations Community
Notice bibliographique
Résumé
Partnership, Knowledge Translation, and Substance Abuse Prevention With a First Nations Community Lola Baydala, Fay Fletcher, Stephanie Worrell, Tania Kajner, Sherry Letendre, Liz Letendre, and Carmen Rasmussen What Is the Purpose of This Study? • To understand the benefits of culturally adapting and implementing a 3-year, school-based, drug and alcohol prevention program for First Nation children and youth. What Is the Problem? • Substance abuse is a significant area of concern within Aboriginal communities across Canada. However, effective school-based substance abuse prevention programs are not typically available to the majority of First Nations schools. • Prevention programs that are available often fail to integrate the cultural beliefs and values of individuals outside of the dominant culture. • More research is required on the benefits of culturally appropriate drug and alcohol prevention programs that incorporate the beliefs, values, language, and visual images of the community. What Are the Findings? • Qualitative measures revealed a positive effect of the culturally adapted program on youth. • Elders and community members observed positive changes in student’s cultural knowledge and cited observed behavioral changes as evidence of the adapted program’s success. • The culturally adapted program is seen as surpassing the original in terms of embodying the values of the community. • Positive community developments occurred as a result of the program adaptation process, which followed a community-based participatory research approach. • Results of the quantitative measures were mixed, in part as a result of inconsistent and unpredictable student school attendance. Who Should Care Most? • Educators, school officials, and health care providers working in First Nations communities. • Policymakers in the areas of health and education. • Community members and leaders. • Substance abuse, public health, and youth program providers. [End Page 139] Recommendations for Action • Highly effective, evidence-based substance abuse prevention programs for school-aged children can be successfully adapted to incorporate the cultural beliefs, values, language, and visual images of the community where the program is delivered. • Community Elders are the keepers of the Nation’s oral traditions and knowledge and their input and guidance is an important and necessary part of program adaptation, implementation, and evaluation. • Culture, language, history, and spirituality are the foundations of Aboriginal identity and are essential components of program adaptation. • Cultural adaptations should go beyond surface level cultural markers to include Aboriginal worldviews and ways of knowing, as well as recognition of historical impacts on health and education. • A community-based participatory research approach is a catalyst for community development and an important component of program sustainability. • Attention to both community capacity building and academic capacity building is important to ensure a successful project. [End Page 140] Lola Baydala University of Alberta Fay Fletcher University of Alberta Stephanie Worrell University of Alberta Tania Kajner University of Alberta Sherry Letendre University of Alberta Liz Letendre Alexis Heritage Program, Alexis Nakota Institute Carmen Rasmussen University of Alberta Copyright © 2014 The Johns Hopkins University Press
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,015 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,012 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».