Helping Others Facilitates Well-Being For First Nations, Métis, and Inuit Leaders and Mentors Living with HIV/AIDS
Bibliographic record
Abstract
Research has found that helping others facilitates well-being for Indigenous peoples living with HIV/AIDS (IPHA), but limited research exists that investigates the mechanism(s) underlying this relationship. Indigenous perspectives posit that helping others facilitates well-being through the development of the spiritual, physical, emotional, and mental aspects (four aspects) of an individual. Similarly, self-determination theory posits that helping others facilitates well-being through the satisfaction of basic psychological needs. In the present study, we examine if helping others facilitates well-being through the fulfillment of the spiritual, physical, emotional, and mental aspects among IPHA. We used a convergent parallel mixed methods design, coupled with a community-engaged approach grounded in principles of GIPA, and Indigenous and decolonizing research methodologies. Survey (n=117) and interview data (n=9) collected by an Indigenous-led HIV/AIDS organization in Canada were employed to examine the relationship between helping, the four aspects, and well-being. Participants were First Nations, Métis, and Inuit leaders and mentors who live with HIV/AIDS. Survey and interview questions examined IPHA leadership experiences, well-being, connection to culture, mastery, connectedness, social support, racism, stigma, and resilience. A parallel multiple mediation model and reflexive thematic analysis (modified using a medicine wheel approach) will be used to analyze the relationship between helping, the four aspects, and well-being. Data will be integrated at the interpretation stage. We expect that helping others will be positively associated with well-being and that this relationship will be fully mediated by the four aspects. This research may facilitate the development of programs to support IPHA well-being, and contributes to the literature on integrating Indigenous perspectives and methodologies within psychological research.
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".