A Systematic Scoping Review of the Resilience Intervention Literature for Indigenous Adolescents in CANZUS Nations
Bibliographic record
Abstract
Background: The concept of resilience offers a strengths-based framework for interventions to enhance Indigenous adolescent social and emotional wellbeing. Resilience interventions in or with schools encompass individual, social and environmental factors that encourage health promoting behaviours and assist adolescents to navigate toward resources that can sustain their health and wellbeing in times of adversity. This scoping review examined the literature about resilience-enhancing interventions for Indigenous adolescent students in Canada, Australia, New Zealand and the United States (CANZUS nations). Intervention strategies, adherence to theoretical constructs and outcomes were analysed. Methods: A systematic search was conducted of intervention studies aimed at improving Indigenous adolescent resilience and published in CANZUS nations between January 1990 and May 2016. Eleven peer-reviewed databases and 11 websites and clearing houses were searched for relevant studies. Following double blinded screening, a total of 16 intervention papers were included for analysis. Study characteristics were identified, and study quality was assessed using appropriate assessment tools. Results: Twelve interventions (75%) were delivered in school settings and four (25%) were community-based, conducted in partnership with schools. Seven publications (44%) reported interventions focused exclusively on fostering individual resilience. Another seven (44%) included components that aimed to build staff, school and/or community capacity to support adolescent resilience; and two (12.5%) had community/school capacity building as the primary focus. Culturally based approaches to enhancing resilience were evident in most studies (81%). The publications documented use of a range of program models, processes and activities aligned with resilience theory. Positive outcomes were reported for improved individual assets (e.g. strengthened self-esteem and Indigenous identity), environmental resources (e.g. increased peer support and social/community connection) and increased community capacity (e.g. increased youth training and leadership opportunities). On average, study quality was assessed as moderate to high. The strongest evidence of intervention effectiveness was for improvements in mental health symptoms and outcomes. Conclusion: Interventions indicated strong alignment with ecological and culturally based resilience theories and models. While the results of studies indicate some positive impacts on the resilience of Indigenous adolescents, future evaluations should aim to ensure high study quality and focus on measuring strengths-based resilience outcomes.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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".