Impacts of a social support intervention for Somali and Sudanese refugees in Canada
Bibliographic record
Abstract
Purpose The aim of this paper is to design and pilot test a culturally tailored intervention that meets the support needs and preferences of two refugee groups. Design/methodology/approach The study employed a multi‐method participatory research design and was conducted in two urban centres in western and central Canada. Support was delivered to Sudanese and Somali refugees ( n =58), by trained peer and professional helpers, in face‐to‐face groups matched by gender and ethnicity and in telephone dyads. Participants completed three quantitative measures before (pre‐test) and following (post‐test) the intervention. Group interviews with refugee participants and individual interviews with peer and professional helpers conducted at post‐test, elicited qualitative data on perceived impacts and factors influencing impacts of the intervention. Service providers and policy influencers ( n =22) were interviewed in groups about the implications of this intervention study for services, programs and policies. Findings There were significant increases in perceived support and social integration and significant decreases in loneliness following the intervention. Participants reported that they learned how to seek services and supports and how to cope with challenges faced by refugees. Service providers and policy influencers were impressed by the success of the intervention. Originality/value No peer support intervention studies focused on the unique support needs of African refugees have been reported. This pilot intervention study demonstrates the supportive power of like‐ethnic peers and could guide subsequent community‐based intervention trials and the design of culturally appropriate health‐related programs.
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How this classification was reachedexpand
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 | 0.001 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".