Adaptation of Icelandic Model for Prevention of Adolescent Substance Use in New Brunswick
Bibliographic record
Abstract
The Icelandic Prevention Model (IPM) is a multi-level community collaborative initiative that focuses on broader social and environmental determinants over individual-based intervention, aiming to prevent substance use. The IPM is now being applied in other countries, and there is a need to explore implementation strategies to support adoption of the model in new settings. The objective of this research is to examine stakeholder perceptions of the implementation barriers and facilitators within the early stages of IPM implementation in New Brunswick, Canada. Semi-structured qualitative interviews and focus groups were held with key stakeholders (N = 35) and data were analyzed using QSR NVivo using thematic analysis. The results are categorized in two over-arching themes focused on barriers and facilitators. We identified themes related to barriers, including partnership challenges, maintaining sustained engagement over the long-term and lack of community engagement and buy-in. Additional themes related to facilitators highlight components of the IPM that facilitate implementation, effective implementation strategies and building relationships in community. This paper offers new insights related to the implementation of the IPM in Canada, which will be valuable for other communities interested in implementing the model, as well as for future policy and practice in implementation of upstream prevention initiatives.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 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".