Adapting Communities That Care in Urban Aboriginal Communities in British Columbia: An Interim Evaluation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A considerable amount of research has been conducted on Aboriginal mental health and health promotion. However, implementation and impacts of culturally relevant health promotion strategies have not been equally addressed. This article provides an interim evaluation of Connecting the Dots, an innovative project designed to support and promote the mental health of Aboriginal youth and families in urban areas in British Columbia. Connecting the Dots adapted the Communities that Care (CTC) model, a prevention planning program promoting positive youth development and reducing risk factors that predict youth’s future involvement in problem behaviors. This article devotes specific attention to the necessitated adaptations of the CTC model to promote cultural relevancy in urban Aboriginal communities. Evaluation findings suggest that Aboriginal communities can successfully adopt mainstream evidence-based programming, provided that programs permit adaptations to meet the communities’ needs. For urban Aboriginal communities, programs must be re-conceptualized so that the linear, western delivery model is transformed to a holistic and circular implementation approach congruent with Aboriginal worldviews. In the Connecting the Dots project, inclusion of traditional Aboriginal practices and key Aboriginal representatives were among the most well received model adaptations. Evaluation participants reported that the adaptations made to the CTC framework have been critical to sustainability.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it