A brief description of an early alcohol use intervention for first nations adolescents.
Bibliographic record
Abstract
AbstractThis article briefly outlines a program of research aimed at creating culturally and contextually relevant alcohol use early interventions for First Nations adolescents. We created a collaborative relationship with communities aimed at adapting established intervention approaches for use with First Nations adolescents. Employing a 4-stage method (see Mushquash, Comeau, McLeod, and Stewart, 2010), we tested Cooper's (1994) motivational model of alcohol use (see Mushquash, Stewart, Comeau, & McGrath, 2008), personality-motive relationships (see Mushquash, Stewart, Mushquash, Comeau, & McGrath, 2013), and delivered a tailored, matched intervention (see Mushquash, Comeau, & Stewart, 2007). We found that this approach resulted in reductions in frequency of drinking, heavy episodic (i.e., binge) drinking, and negative alcohol-related consequences. This approach is one way in which researchers might collaborate with First Nation communities to develop interventions to address community-based priorities.Keywords: First Nation, brief intervention, personality, alcohol use motivesResumeCet article presente sommairement un programme de recherche dont l'objectif est d'etablir des interventions pour enrayer la consommation precoce d'alcool, qui sont adaptees a la culture et au contexte des adolescents des Premieres Nations. Les auteurs ont etabli une relation de collaboration avec les communautes afin d'adapter des approches d'intervention existantes destinees aux adolescents de Premieres Nations. Ils ont utilise une methode en quatre temps (voir Mushquash, Comeau, McLeod & Stewart, 2010) pour tester le modele motivationnel de consommation d'alcool de Cooper (1994; voir Mushquash, Stewart, Comeau & McGrath, 2008) et les relations personnalite - motivation ( voir Mushquash, Stewart, Mushquash, Comeau & McGrath, 2013), pour ensuite concevoir des interventions sur mesure correspondantes (voir Mushquash, Comeau & Stewart, 2007). Selon les auteurs, cette approche a permis de reduire la frequence de la consommation, des beuveries express et des consequences negatives associees a l'alcool. Elle constitue une facon dont les chercheurs pourraient collaborer avec les communautes des Premieres Nations en vue d'etablir des interventions qui correspondent aux priorites de ces dernieres.Mots-cles : Premiere Nation, breve intervention, personnalite, con- sommation d'alcool, motifs.Research suggests there are high levels of mental health problems (Kirmayer, Brass, & Tait, 2000) and substance use (Chansonneuve, 2007) among Aboriginal peoples in Canada. Our understandings of mental health and substance use among First Nations people must recognise diversity and resist pressures to conceptualise all First Nations people as a homogenous group. While many First Nations may share similar histories (e.g., colo- nialism) and current contexts (e.g., poverty), recognising and hon- ouring diversity is of great importance. To understand mental health and substance use among First Nations peoples, mixed- methods approaches that are collaborative and emphasise respect for community-based knowledge and the importance of relation- ships are needed.Throughout this research, it was my goal to identify promising theoretical models on which to build early intervention frame- works for First Nations peoples using a four-stage method de- scribed in Mushquash et al. (2010), which emphasizes collabora- tive knowledge sharing and respect for community-based understandings. However, before applying models to guide inter- vention development, it is important to evaluate whether the pro- posed models are appropriate to use with First Nations peoples. In order to illustrate this approach, I will describe an example of how we implemented our four-stage method through the design and delivery of an alcohol use early intervention for First Nation adolescents. I will then describe how this approach may contribute to improvements in policy, practice, and research. …
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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".