Raising the voices and experiences of Indigenous parents to create culturally relevant responses to youth suicide
Bibliographic record
Abstract
Indigenous youth suicide is very complex due to the lasting affects colonization has on the social, psychological, biological, environmental, economic, familial and structural factors that influence Indigenous youth and their mental health. In Canada, our Western ways of interventions and prevention are not easily accessible, culturally relevant, or highly affective for Indigenous children and youth. As a result, more than 20% of deaths among Indigenous youth are from suicide and Indigenous youth are also four to six times more likely to die by suicide than non-Indigenous youth. Colonial factors such as family disconnect, loss and grief, substance abuse, and others, impact Indigenous youth’s mental health and in turn, suicide rates. There is a dearth of current research that includes the voices of parents, families, and communities directly affected by Indigenous youth suicide. This research gathered the experiences, stories, and knowledge of 8 Indigenous parents living in Manitoba who have lost a child to suicide or have had a child survive a suicide attempt. Through semi-structured interviews, their stories were thematically analyzed and organized with the intention of influencing future suicide preventions and interventions. The findings resulting from this study show how suicide effects not only Indigenous youth, but parents, families and communities and brings questions of ‘why’, immense feelings of loss and grief, shame and regret. Recommendations for policy, practice and research include: addressing colonial policies, increasing resource availability, incorporating spirituality and culture into interventions, decreasing stigma in communities, increasing training of practitioners and increasing research on culturally relevant factors that are preventative and that increase Indigenous community mental wellness.
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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 | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.009 | 0.005 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.003 |
| 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".