From nomadic to static : issues of acculturation and resilience among First Nations youths
Notice bibliographique
Résumé
The notions of risk, resilience, and acculturation were examined among a group of First Nations adolescents from a community in Northern Quebec. These adolescents are at high-risk for emotional and behavioural problems due to both their minority status and the remoteness of their locale. Accordingly, the research on risk and resilience in innercity youths was adapted to study this unique group of First Nations youths. The aims of the study were relevant to issues of adolescent wellness. The first aim was to identify the factors that help protect against the maladaptive outcomes associated with minority group status and living in a remote area. The protective factors included intelligence, ego development, and attachment. The second aim was to examine subtypes of acculturation and the differences between acculturation subtypes among these youths. The acculturation strategy of integration was expected to result in the best adaptation whereas that of marginalization was expected to lead to difficulties across the domains of social competence. The third aim was to examine competence over time, as problems in one domain tend to be related to later problems in other domains. A series of paper and pencil questionnaires were completed in classroom settings by 67 adolescents aged 11 to 19 years and their teachers. Specific patterns of resilience across domains of functioning were found. High levels of intelligence protected against diminished school performance but not against depressive symptomatology. Strong attachment relationships protected against depression and poor school performance. Acculturative strategy also protected against negative outcomes despite high stress living situation. However, positive outcome was not uniform across all domains of social competence, which is consistent with the notion of domain specificity of resilience. Not one individual who participated in this study, despite the benefit of protective factors, showed high levels of social competence across all domains. This argues for the inherent risk of living in a high stress neighbourhood. The information is relevant to furthering our understanding of First Nations youths and their families, and advances the literatures on risk and resilience in its application to a relatively unique community.
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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 | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| 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 ».