A Difficult Journey: How Participation in an Indigenous Cultural Helper Program Impacts the Practice of Settler Social Workers Supporting Indigenous Service Users
Bibliographic record
Abstract
The impacts of the Indian Residential School System and other assimilationist policies have had a devastating impact on the Indigenous Peoples of Canada. As a result, Indigenous Peoples frequently experience poorer economic, health, and social outcomes, including experiencing homelessness at a greater rate than settler Canadians. Unfortunately, social work as a profession has been complicit in this history of colonization and still struggles to work effectively with Indigenous Peoples. In this post Truth and Reconciliation Commission of Canada era, it is incumbent upon the social work profession to actively seek better ways of working with Indigenous service users as reconciliation is not possible whilst such inequities continue to exist. Homeward Trust Edmonton (HTE), with the Housing First (HF) program, have developed a unique strategy to work more effectively with the Indigenous Peoples they house. It is called the Indigenous Cultural Helper Program (ICHP). This program offers housing support staff the opportunity to learn about Indigenous histories, worldviews, cultures and ceremonies in order that they may experience and understand the significance that (re)connection to culture can have for people attempting to connect with home. This research study interviewed settler housing support workers who had taken part in activities offered by the ICHP to determine if their participation had any impact on their housing support work with the Indigenous Peoples in the program. An anti-colonial research methodology for settler researchers doing research in Indigenous sovereignty was used for this research (Liz Carlson, 2016 a, 2016b). Through participants’ rich narratives, the research found that the housing support workers were impacted personally, in their relationships with the Indigenous service users they work with, and in how they view the transformations necessary within their organizations.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.020 | 0.008 |
| Scholarly communication | 0.007 | 0.003 |
| Open science | 0.003 | 0.009 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".