Partnership, Knowledge Translation, and Substance Abuse Prevention With a First Nations Community
Bibliographic record
Abstract
Partnership, Knowledge Translation, and Substance Abuse Prevention With a First Nations Community Lola Baydala, Fay Fletcher, Stephanie Worrell, Tania Kajner, Sherry Letendre, Liz Letendre, and Carmen Rasmussen What Is the Purpose of This Study? • To understand the benefits of culturally adapting and implementing a 3-year, school-based, drug and alcohol prevention program for First Nation children and youth. What Is the Problem? • Substance abuse is a significant area of concern within Aboriginal communities across Canada. However, effective school-based substance abuse prevention programs are not typically available to the majority of First Nations schools. • Prevention programs that are available often fail to integrate the cultural beliefs and values of individuals outside of the dominant culture. • More research is required on the benefits of culturally appropriate drug and alcohol prevention programs that incorporate the beliefs, values, language, and visual images of the community. What Are the Findings? • Qualitative measures revealed a positive effect of the culturally adapted program on youth. • Elders and community members observed positive changes in student’s cultural knowledge and cited observed behavioral changes as evidence of the adapted program’s success. • The culturally adapted program is seen as surpassing the original in terms of embodying the values of the community. • Positive community developments occurred as a result of the program adaptation process, which followed a community-based participatory research approach. • Results of the quantitative measures were mixed, in part as a result of inconsistent and unpredictable student school attendance. Who Should Care Most? • Educators, school officials, and health care providers working in First Nations communities. • Policymakers in the areas of health and education. • Community members and leaders. • Substance abuse, public health, and youth program providers. [End Page 139] Recommendations for Action • Highly effective, evidence-based substance abuse prevention programs for school-aged children can be successfully adapted to incorporate the cultural beliefs, values, language, and visual images of the community where the program is delivered. • Community Elders are the keepers of the Nation’s oral traditions and knowledge and their input and guidance is an important and necessary part of program adaptation, implementation, and evaluation. • Culture, language, history, and spirituality are the foundations of Aboriginal identity and are essential components of program adaptation. • Cultural adaptations should go beyond surface level cultural markers to include Aboriginal worldviews and ways of knowing, as well as recognition of historical impacts on health and education. • A community-based participatory research approach is a catalyst for community development and an important component of program sustainability. • Attention to both community capacity building and academic capacity building is important to ensure a successful project. [End Page 140] Lola Baydala University of Alberta Fay Fletcher University of Alberta Stephanie Worrell University of Alberta Tania Kajner University of Alberta Sherry Letendre University of Alberta Liz Letendre Alexis Heritage Program, Alexis Nakota Institute Carmen Rasmussen University of Alberta Copyright © 2014 The Johns Hopkins University Press
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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 | 0.015 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.006 |
| 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".