Scoping Review of Outdoor and Land-Based Prevention Programs for Indigenous Youth in the United States and Canada
Bibliographic record
Abstract
Interventions taking place on the land are culturally well aligned for Native peoples, as they are often developed by the community and incorporate traditional knowledge, values, and practices. However, research on the effectiveness and characteristics of such programs is lacking. This scoping review examined outdoor and land-based prevention interventions for Indigenous adolescents ages 10-25 in the United States and Canada to identify program characteristics such as origination, aims, activities, duration, evaluation methods, and outcomes. Over three-fourths (77%) of the 153 programs identified were community-derived. The programs were principally strength-based and promoted protective factors for general wellbeing. The most common delivery format was short camps. Nearly all programs (97%) included an element of culture. The activities most often seen were recreation (84%), subsistence living (65%), and Elder knowledge sharing (63%). Thirty-three studies measured outcomes and included quantitative, qualitative, and mixed method study designs. Studies found positive impacts on participants' self-esteem and mental health; connections to culture, cultural pride, and identity; and connections to community including peers and Elders. The literature on outdoor and land-based prevention interventions for Indigenous youth is growing rapidly. Understanding program components is a first step to identifying the elements critical to effective programs for Indigenous youth.
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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 | 0.000 |
| 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".