An interventional study of dk Leadership in Youth and Homelessness, sponsored by Unity Health Toronto. Completed at 1 site in Canada. Open to participants aged 18 Years to 26 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2023-06-22.
Sponsored by Unity Health Toronto · Not applicable, Interventional, and Treatment
Understanding how to create successful pathways out of homelessness is crucial. Thirty young people (aged 18 - 26 years) who have transitioned out of homelessness within the past three years will be offered scholarships to participate in a six week intervention that focuses on building identity capital (sense of purpose and control, self-efficacy and self-esteem) and providing career direction. The intervention will be designed and carried out by dk Leadership - an established, highly successful leadership and counseling centre in Toronto with a track record of significantly improving the life trajectories of teens and adults. Importantly, study participants will be incorporated into the centre's current programming, meaning the intervention will be held at a location not associated with homelessness. Study participants will be collaboratively recruited by dk Leadership and Covenant House Toronto - Canada's largest agency for street-involved and homeless youth.
This impact and process evaluation aims to address critical gaps in knowledge about transition-related supports by asking whether and how an identity capital intervention delivered outside the social service sector impacts the life-trajectories of formerly homeless young people. Particular attention will be paid to whether this intervention shows promise as an unconventional way to tackle poverty and improve social inclusion.
It is hypothesize that, for the primary quantitative outcome measures of hope, community integration, social connectedness, and self-esteem:
Young people comprise almost 20% of the homeless population in Canada. It is estimated between 35,000 and 40,000 Canadian youth (aged 13 - 25 years) are homeless at some point during the year and at least 6,000 on any given night. In Toronto, an estimated 1,000 - 2,000 youth find themselves searching for a place to sleep on any given night.
While a great deal is known about the risk factors associated with young people entering and remaining entrenched in street life (e.g., intergenerational poverty, childhood abuse, inadequate education, and limited employment opportunities), less is known much less about how to facilitate and sustain transitions off the streets for youth experiencing homelessness.
The scarcity of evidence on this issue means there are critical gaps in understanding how best to help homeless young people move forward in life after they become housed. For example, results from a recent longitudinal mixed method study of 51 formerly homeless youth living in Toronto and Halifax - led by Dr. Sean Kidd and colleagues and one of the most rigorous investigations to date - showed that obtaining stable housing did not necessarily translate into a sense of belonging or connection to mainstream society. While study participants demonstrated incredible commitment, the structural barriers they experienced during the transition process (e.g., inadequate education and underemployment) led to fragile identities (i.e., self-concept) as they experienced a significant decline in hope and a sense of being 'stuck'. Youth described feeling unprepared for and overwhelmed by the realities associated with the transition process, undermining their sense of belonging and confidence in achieving larger life goals.
Building on the Kidd et al. study, Dr. Naomi Thulien (the lead investigator for this study) spent 10 months following nine young people who had left the shelter system and moved into market rent housing in Toronto. The study - believed to be the first of its kind - captured the crucial role identity plays in the transition away from homelessness. Despite their remarkable determination, study participants lacked sufficient identity capital - conceptualized as a sense of purpose and control, self-efficacy, and self-esteem - to help them press on in the face of significant structural inequities. Thulien asserts that failure to understand and incorporate identity capital into transition-related supports may result in a poor return on investment as these supports are likely to be ineffective, underutilized, or rejected outright.
One notable identity-based intervention is a randomized controlled trial that targeted 264 eighth graders from high-poverty and high-unemployment neighborhoods in Detroit, Michigan. Participants who attended the seven-week intervention aimed at aligning the students' current identities with achievable positive adult identities, demonstrated improved outcomes on measures pertaining to academics, mood, and behavior, which was sustained through the two-year follow-up. The authors suggest brief identity-based interventions can have significant effects on outcomes. Despite being suggested as a promising approach, the investigators know of no other interventions (nationally or internationally) that are specifically targeting the enhancement of identity capital for formerly homeless young people. Given the limited evidence-based interventions for youth transitioning out of homelessness, the investigators believe there is a critical need for evaluations that compare findings based on different approaches, reflecting the diversity of the population and their corresponding needs.
The proposed intervention is based on two premises: 1) identity is socially constructed and malleable; and 2) people act in identity-congruent ways. Thus, the intervention aims to change socially constructed life trajectories by providing identity-enhancing resources to formerly homeless young people.
This impact and process evaluation aims to address critical gaps in the literature about transition-related supports by asking whether and how an identity capital intervention delivered outside the social service sector impacts the life-trajectories of formerly homeless young people. Particular attention will be paid to whether this intervention shows promise as an unconventional way to tackle poverty and improve social inclusion.
Specifically, this evaluation will investigate and disseminate important new knowledge on the following outcomes
An impact and process evaluation utilizing a mixed method prospective cohort design with an intervention and delayed intervention comparison group is the most appropriate because it:
This evaluation is a mixed-methods design with a strong qualitative component. Quantitative data collection will occur at six weeks pre-baseline (for the delayed intervention group only), baseline (immediately pre-intervention), immediately post-intervention (one week), three months post-intervention, six months post-intervention, and nine months post-intervention. At each data collection period, participants will be asked whether they are enrolled in education, employment, or training in the questionnaire. They will also be asked about their housing status. Hope, community integration, social connectedness, and self-esteem will be measured quantitatively using scales.
The frequencies, means and standard deviations will be calculated for all evaluation variables. To address the question about the extent to which the outcome variables change over time, independent t-tests will be conducted on the continuous variables (hope, community integration, social connectedness, and self-esteem) and chi-square tests on the categorical variables (education, employment, training, and housing) to report on changes between: 1) baseline and immediately post-intervention; 2) baseline and three months post-intervention; 3) baseline and six months post-intervention; and 4) baseline and nine months post-intervention. To address the question about whether the intervention group demonstrates a statistically significant difference in outcomes compared to no intervention, the outcome variables between the intervention group and the delayed intervention group will be compared six weeks after the baseline questionnaires (i.e., the intervention group will have just completed the dk Leadership program and the delayed intervention group will not have started it yet).
Qualitative measures are an important feature of this evaluation and will consist of: 1) participant observation and 2) focus groups.
Over the six-week intervention period, the co-investigator will attend the weekly meetings as an observer. She will do this with both the intervention and the delayed intervention group. During these meetings, the investigator will take field notes, documenting her perceptions about the way the workshops and group coaching sessions are being run, and how they are being 'taken up' by the young people in the intervention group.
Focus groups, will take place immediately (one week), three months, six months, and 9 months post-intervention. Participants in the intervention and delayed intervention will be in separate focus groups. The questions posed during the focus groups will be guided by the evaluation objectives, but will be conversational and exploratory in nature with particular attention to identity capital, life-trajectories, and social inclusion. It is anticipated that the focus groups will last 60 - 90 minutes. All will be conducted by the co-investigator at locations most convenient for the study participants, and will be audio recorded and transcribed verbatim.
In keeping with the emergent, iterative nature of research using a qualitative design, data analysis and interpretation will begin at the onset of the intervention. The handwritten field notes from the participant observation sessions will be typed into Microsoft Word by the co-investigator immediately after each biweekly meeting. The focus groups will be audio recorded and transcribed verbatim. In order to conduct a more nuanced analysis of the data, the transcriptionist will be instructed to note short responses, uncooperative tones, and literal silence. Prior to each meeting with the participants, the co-investigator will conduct a preliminary data analysis, reading the field notes multiple times, separating the data into coded segments, making analytic memos beside large portions of the field notes or transcripts, identifying emerging themes (and comparing/contrasting these between participants), and complying new questions to ask the participants. Participants will be asked for their perspectives on the emerging interpretations at each visit and these perspectives will play a key role in helping shape the data analysis and help ensure the trustworthiness of the data. The web-based application Dedoose39 will be utilized to assist with sorting and coding the qualitative data.
Study participants may benefit from the opportunity to share with the co-investigator and with each other about whether and how an identity-building intervention delivered outside the social service sector impacts their life-trajectories. Additionally, participants may derive satisfaction from knowing that their contributions will help advance understanding about how best to design interventions that help tackle poverty and improve social inclusion for young people transitioning out of homelessness.
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Exclusion Criteria:
Participants allocated to the immediate intervention group are assessed for study outcomes immediately prior to the 6-week dk Leadership intervention and immediately after the intervention. Outcomes measured immediately post-intervention are compared with participants who have not received the intervention during the 6 weeks. After the delayed intervention group takes the intervention, the two groups are joined into a single arm.
Behavioral: dk Leadership
Participants allocated to this arm receive 6 weeks of no intervention. Outcomes are measured immediately before and immediately after the 6 week period. The change in outcomes are compared with participants who have received the intervention during the 6 week period. This group then receives the same dk Leadership intervention; after this point, the two groups are joined into a single arm for subsequent analyses.
Behavioral: dk Leadership
Participants will attend two full-day workshops and four half-day group coaching sessions over the course of six weeks. The workshops and coaching sessions will be supplemented by on-line (e.g., podcasts) and print (e.g., workbooks) material. The full-day workshops will focus on identity-enhancing topics such as self-understanding, creating a life of meaning and purpose, and strategic career development. The half-day group coaching sessions will focus on workshop debriefing and on exploring solutions to transition-related challenges faced by study participants. The program was designed and carried out by dk Leadership - an established leadership and executive coaching centre in Toronto, Canada.
Mean Change From Baseline in Hopelessness as Measured by the Beck Hopelessness Scale
Assessed using Beck's Hopelessness Scale, a 20-item scale which measures motivation, expectations, and feelings about the future (internal consistency α = .93). The total scoring range is 0-20, with 0-3 = no or minimal hopelessness, 4-8 = mild hopelessness, 9-14 = moderate hopelessness- requires monitoring, and 15+ = severe hopelessness- suicide risk. Participants' scores at baseline will be compared with their scores post-intervention to detect changes in levels of hopelessness. The change in scores over time will describe the general trajectory of hopelessness.
Time frame: Assessed at 6 weeks pre-baseline (for the delayed intervention group only), at baseline (immediately pre-intervention), immediately post-intervention, 3 months post-intervention, 6 months post-intervention, and 9 months post-intervention
Mean Change From Baseline in Community Integration (Psychological and Physical) Scores as Measured by the Community Integration Scale (CIS)
Assessed using the Community Integration Scale, an 11-item scale which measures behavioural (e.g., participation in activities) and psychological (e.g., sense of belonging) aspects of community integration. The CIS includes a physical subscale (with scores ranging from 0-7) and a psychological subscale (with scores ranging from 4-20). Higher scores indicate greater community integration. This scale was used extensively in the Chez Soi/At Home study, but psychometric properties have yet to be reported. Participants' scores at baseline will be compared with their scores post-intervention to detect changes in levels of community integration. The change in scores over time will describe the general trajectory of community integration.
Time frame: Assessed at 6 weeks pre-baseline (for the delayed intervention group only), at baseline (immediately pre-intervention), immediately post-intervention, 3 months post-intervention, 6 months post-intervention, and 9 months post-intervention
Mean Change From Baseline in Social Connectedness Scores as Measured by the Social Connectedness Scale (SCS)
Measured using the Social Connected Scale, a 20-item scale which measures belongingness - the degree to which people feel connected to others (internal consistency α = .92). Scores range from 20-120, with higher scores indicating greater social connectedness. Participants' scores at baseline will be compared with their scores post-intervention to detect changes in social connectedness. The change in scores over time will describe the general trajectory of social connectedness.
Time frame: Assessed at 6 weeks pre-baseline (for the delayed intervention group only), at baseline (immediately pre-intervention), immediately post-intervention, 3 months post-intervention, 6 months post-intervention, and 9 months post-intervention
Mean Change From Baseline in Self-esteem Scores as Measured by the Rosenberg Self-Esteem Scale (RSS)
Assessed using the Rosenberg Self-Esteem Scale, a 10-item scale which measures of global self-worth (internal consistency α = .77 - .88). Scores range from 0-30. A score of \<15 is categorized as low self-esteem, and 15-30 is categorized as normal self-esteem. Participants' scores at baseline will be compared with their scores post-intervention to detect changes in self-esteem. The change in scores over time will describe the general trajectory of self-esteem.
Time frame: Assessed at 6 weeks pre-baseline (for the delayed intervention group only), at baseline (immediately pre-intervention), immediately post-intervention, 3 months post-intervention, 6 months post-intervention, and 9 months post-intervention
Change in Vocational Participation/Employment as Assessed by a Questionnaire From Baseline to 9-Months
Acquirement of meaningful employment will be assessed. Participants will be prompted to answer questions about their current employment status, intensity of employment, and type of employment in the questionnaire. The change in the number of participants engaging in employment over time at the aggregate level will be assessed.
Time frame: Assessed at baseline (immediately pre-intervention) and 9 months post-intervention
Change in Academic Participation/Educational Attainment as Assessed by a Questionnaire From Baseline to 9-Months
Participants will be prompted to answer questions about their current educational pursuit, and type of schooling or training program in a questionnaire. The change in the number of participants engaging in education over time on the aggregate will be assessed.
Time frame: Assessed at baseline (immediately pre-intervention) and 9 months post-intervention
Number of Themes Related to Change in Career Awareness Informed by Focus Groups With Participants
This outcome will describe the general trajectory of career awareness. Self-awareness, confidence, ability to articulate career goals, and understanding of how to achieve career goals will be assessed in focus groups. The questions posed during the focus groups will be guided by the evaluation objectives, but will be conversational and exploratory in nature with particular attention to identity capital, life-trajectories, and social inclusion. All will be conducted by the co-investigator at locations most convenient for the study participants, and will be audio recorded and transcribed verbatim. All focus groups will be analyzed together; the themes identified from the analysis will be presented as one data entry.
Time frame: 60 - 90 minute focus groups at each of the following timepoints: immediately post-intervention, 3 months post-intervention, 6 months post-intervention, and 9 months post-intervention
Number of Themes Related to Change in Knowledge and Use of Soft Skills Informed by Focus Groups With Participants
Acquirement of soft skills such as motivation, goal setting, self-discipline, and organization will be assessed in focus groups. The questions posed during the focus groups will be guided by the evaluation objectives, but will be conversational and exploratory in nature with particular attention to identity capital, life-trajectories, and social inclusion. All will be conducted by the co-investigator at locations most convenient for the study participants, and will be audio recorded and transcribed verbatim. All focus groups will be analyzed together; the themes identified from the analysis will be presented as one data entry.
Time frame: 60 - 90 minute focus groups at each of the following timepoints: immediately post-intervention, 3 months post-intervention, 6 months post-intervention, and 9 months post-intervention
Number of Themes Related to Participant Perspectives of Intervention Barriers and Facilitators, as Informed by Focus Groups With Participants
In focus groups, youth will be prompted to discuss the strengths and drawbacks of conventional programs for youth transitioning out of homelessness. These evaluations will be compared to this intervention to determine what aspects of programs youth find most helpful, and which could be improved upon. The questions posed during the focus groups will be guided by the evaluation objectives, but will be conversational and exploratory in nature with particular attention to identity capital, life-trajectories, and social inclusion.All will be conducted by the co-investigator at locations most convenient for the study participants, and will be audio recorded and transcribed verbatim. All focus groups will be analyzed together; the themes identified from the analysis will be presented as one data entry.
Time frame: 60 - 90 minute focus groups at each of the following timepoints: immediately post-intervention, 3 months post-intervention, 6 months post-intervention, and 9 months post-intervention
Recruitment took place between March, 2018 and September, 2018. Participants were collaboratively recruited by our community partner Covenant House Toronto, who referred youth to our research team.
| Milestone | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention |
|---|---|---|
| Started | 12 | 15 |
| Completed | 9 | 11 |
| Not completed | 3 | 4 |
| Withdrew: Withdrawal by subject | 3 | 4 |
| Milestone | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention |
|---|---|---|
| Started | 9 | 11 |
| Completed | 8 | 11 |
| Not completed | 1 | 0 |
| Withdrew: Withdrawal by subject | 1 | 0 |
| Milestone | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention |
|---|---|---|
| Started | 8 | 11 |
| Completed | 7 | 11 |
| Not completed | 1 | 0 |
| Withdrew: Lost to follow-up | 1 | 0 |
Assessed using Beck's Hopelessness Scale, a 20-item scale which measures motivation, expectations, and feelings about the future (internal consistency α = .93). The total scoring range is 0-20, with 0-3 = no or minimal hopelessness, 4-8 = mild hopelessness, 9-14 = moderate hopelessness- requires monitoring, and 15+ = severe hopelessness- suicide risk. Participants' scores at baseline will be compared with their scores post-intervention to detect changes in levels of hopelessness. The change in scores over time will describe the general trajectory of hopelessness.
| score on a scale | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention | Pooled Analysis of Immediate and Delayed Intervention Groups |
|---|---|---|---|
| 6-weeks pre-baseline | NA ± NA | 6.70 ± 4.08 | NA ± NA |
| Baseline (pre-intervention) | 4.27 ± 3.28 | 6.55 ± 3.80 | 5.59 ± 3.68 |
| Immediately post-intervention | 2.63 ± 3.46 | 5.21 ± 4.01 | 4.12 ± 3.92 |
| 3 Months post-intervention | 2.75 ± 2.71 | 5.55 ± 3.80 | 4.36 ± 3.59 |
| 6 Months post-intervention | 1.75 ± 1.98 | 5.01 ± 3.57 | 3.64 ± 3.37 |
| 9 Months post-intervention | 1.71 ± 1.70 | 5.00 ± 4.20 | 3.72 ± 3.75 |
Assessed using the Community Integration Scale, an 11-item scale which measures behavioural (e.g., participation in activities) and psychological (e.g., sense of belonging) aspects of community integration. The CIS includes a physical subscale (with scores ranging from 0-7) and a psychological subscale (with scores ranging from 4-20). Higher scores indicate greater community integration. This scale was used extensively in the Chez Soi/At Home study, but psychometric properties have yet to be reported. Participants' scores at baseline will be compared with their scores post-intervention to detect changes in levels of community integration. The change in scores over time will describe the general trajectory of community integration.
| score on a scale | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention | Pooled Analysis of Immediate and Delayed Intervention Groups |
|---|---|---|---|
| Physical sub-scale: 6-weeks pre-baseline | NA ± NA | 4.42 ± 2.12 | NA ± NA |
| Physical sub-scale: Baseline (pre-intervention) | 2.50 ± 1.20 | 3.09 ± 2.30 | 2.84 ± 1.89 |
| Physical sub-scale: Immediately post-intervention | 3.89 ± 1.11 | 3.45 ± 1.86 | 3.64 ± 1.57 |
| Physical sub-scale: 3 Months post-intervention | 3.98 ± 2.37 | 3.55 ± 2.07 | 3.73 ± 2.14 |
| Physical sub-scale: 6 Months post-intervention | 3.75 ± 1.91 | 3.64 ± 1.50 | 3.68 ± 1.63 |
| Physical sub-scale: 9 Months post-intervention | 3.29 ± 2.36 | 3.45 ± 1.57 | 3.39 ± 1.85 |
| Psychological sub-scale: 6-weeks pre-baseline | NA ± NA | 12.9 ± 3.98 | NA ± NA |
| Psychological sub-scale: Baseline | 11.63 ± 4.27 | 12.60 ± 3.91 | 12.16 ± 3.98 |
| Psychological sub-scale: Imm. post-intervention | 11.88 ± 4.36 | 13.50 ± 4.25 | 12.79 ± 4.39 |
| Psychological sub-scale:3 Months post-intervention | 11.75 ± 2.82 | 13.09 ± 2.77 | 12.53 ± 2.80 |
| Psychological sub-scale:6 Months post-intervention | 11.00 ± 4.60 | 13.10 ± 3.53 | 12.21 ± 4.04 |
| Psychological sub-scale:9 Months post-intervention | 11.14 ± 4.06 | 12.45 ± 3.42 | 11.94 ± 3.62 |
Measured using the Social Connected Scale, a 20-item scale which measures belongingness - the degree to which people feel connected to others (internal consistency α = .92). Scores range from 20-120, with higher scores indicating greater social connectedness. Participants' scores at baseline will be compared with their scores post-intervention to detect changes in social connectedness. The change in scores over time will describe the general trajectory of social connectedness.
| score on a scale | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention | Pooled Analysis of Immediate and Delayed Intervention Groups |
|---|---|---|---|
| 6-weeks pre-baseline | NA ± NA | 70.00 ± 10.10 | NA ± NA |
| Baseline (pre-intervention) | 74.00 ± 13.37 | 71.00 ± 15.60 | 72.26 ± 14.39 |
| Immediately post-intervention | 75.75 ± 25.41 | 75.20 ± 14.60 | 75.42 ± 19.23 |
| 3-Months post-intervention | 82.88 ± 20.79 | 75.27 ± 8.46 | 78.47 ± 14.92 |
| 6-Months post-intervention | 84.38 ± 18.95 | 72.18 ± 12.36 | 77.32 ± 16.21 |
| 9-Months post-intervention | 84.14 ± 14.81 | 73.26 ± 14.49 | 77.49 ± 15.19 |
Assessed using the Rosenberg Self-Esteem Scale, a 10-item scale which measures of global self-worth (internal consistency α = .77 - .88). Scores range from 0-30. A score of \<15 is categorized as low self-esteem, and 15-30 is categorized as normal self-esteem. Participants' scores at baseline will be compared with their scores post-intervention to detect changes in self-esteem. The change in scores over time will describe the general trajectory of self-esteem.
| score on a scale | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention | Pooled Analysis of Immediate and Delayed Intervention Groups |
|---|---|---|---|
| 6-Weeks pre-baseline | NA ± NA | 17.70 ± 4.91 | NA ± NA |
| Baseline (pre-intervention) | 16.66 ± 2.92 | 18.50 ± 6.09 | 17.70 ± 4.97 |
| Immediately post-intervention | 22.00 ± 4.87 | 19.20 ± 7.31 | 20.37 ± 6.40 |
| 3-Months post-intervention | 21.00 ± 6.39 | 18.09 ± 5.11 | 19.32 ± 5.71 |
| 6-Months post-intervention | 24.75 ± 5.23 | 19.18 ± 6.88 | 21.53 ± 6.70 |
| 9-Months post-intervention | 21.86 ± 4.98 | 19.00 ± 4.24 | 20.11 ± 4.63 |
Acquirement of meaningful employment will be assessed. Participants will be prompted to answer questions about their current employment status, intensity of employment, and type of employment in the questionnaire. The change in the number of participants engaging in employment over time at the aggregate level will be assessed.
| Participants | Pooled Analysis of Immediate and Delayed Intervention Groups |
|---|---|
| Baseline (pre-intervention) — Full-time (>=30 hours/week) | 3 |
| Baseline (pre-intervention) — Part-time (<30 hours/week) | 6 |
| Baseline (pre-intervention) — Unemployed | 10 |
| 9-Months post-intervention — Full-time (>=30 hours/week) | 2 |
| 9-Months post-intervention — Part-time (<30 hours/week) | 5 |
| 9-Months post-intervention — Unemployed | 11 |
Participants will be prompted to answer questions about their current educational pursuit, and type of schooling or training program in a questionnaire. The change in the number of participants engaging in education over time on the aggregate will be assessed.
| Participants | Pooled Analysis of Immediate and Delayed Intervention Groups |
|---|---|
| Baseline (pre-intervention) — Secondary education | 4 |
| Baseline (pre-intervention) — Post-secondary education | 4 |
| Baseline (pre-intervention) — Not pursuing education | 11 |
| 9-Months post-intervention — Secondary education | 1 |
| 9-Months post-intervention — Post-secondary education | 7 |
| 9-Months post-intervention — Not pursuing education | 10 |
This outcome will describe the general trajectory of career awareness. Self-awareness, confidence, ability to articulate career goals, and understanding of how to achieve career goals will be assessed in focus groups. The questions posed during the focus groups will be guided by the evaluation objectives, but will be conversational and exploratory in nature with particular attention to identity capital, life-trajectories, and social inclusion. All will be conducted by the co-investigator at locations most convenient for the study participants, and will be audio recorded and transcribed verbatim. All focus groups will be analyzed together; the themes identified from the analysis will be presented as one data entry.
| Key themes identified | Pooled Analysis of Immediate and Delayed Intervention Groups |
|---|---|
| Themes | 2 |
| Subthemes | 2 |
Acquirement of soft skills such as motivation, goal setting, self-discipline, and organization will be assessed in focus groups. The questions posed during the focus groups will be guided by the evaluation objectives, but will be conversational and exploratory in nature with particular attention to identity capital, life-trajectories, and social inclusion. All will be conducted by the co-investigator at locations most convenient for the study participants, and will be audio recorded and transcribed verbatim. All focus groups will be analyzed together; the themes identified from the analysis will be presented as one data entry.
| Key themes identified | Pooled Analysis of Immediate and Delayed Intervention Groups |
|---|---|
| Themes | 2 |
| Subthemes | 2 |
In focus groups, youth will be prompted to discuss the strengths and drawbacks of conventional programs for youth transitioning out of homelessness. These evaluations will be compared to this intervention to determine what aspects of programs youth find most helpful, and which could be improved upon. The questions posed during the focus groups will be guided by the evaluation objectives, but will be conversational and exploratory in nature with particular attention to identity capital, life-trajectories, and social inclusion.All will be conducted by the co-investigator at locations most convenient for the study participants, and will be audio recorded and transcribed verbatim. All focus groups will be analyzed together; the themes identified from the analysis will be presented as one data entry.
| Key themes identified | Pooled Analysis of Immediate and Delayed Intervention Groups |
|---|---|
| Themes | 2 |
| Subthemes | 2 |
Collected over Adverse event data were collected from the time participants were enrolled to the end of the 9-month follow-up period. This was roughly 1 year for each participant.. Non-serious events are listed at a 0% frequency threshold.
| Group | Deaths | Serious | Other |
|---|---|---|---|
| Immediate dk Leadership Intervention | 0/8 (0%) | 0/8 (0%) | 0/8 (0%) |
| Delayed dk Leadership Intervention | 0/11 (0%) | 0/11 (0%) | 0/11 (0%) |
| Age, Continuous(years) | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention | Total |
|---|---|---|---|
| Mean | 22.5 ± 3.1 | 23.2 ± 1.3 | 22.9 ± 2.2 |
| Sex: Female, Male(Participants) | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention | Total |
|---|---|---|---|
| Female | 6 | 5 | 11 |
| Male | 2 | 6 | 8 |
| Race/Ethnicity, Customized(Participants) | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention | Total |
|---|---|---|---|
| White | 2 | 2 | 4 |
| Black/African Canadian | 4 | 3 | 7 |
| Asian (East Asian, South Asian, Middle Eastern) | 1 | 3 | 4 |
| Other | 1 | 3 | 4 |
| Immigration Status(Participants) | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention | Total |
|---|---|---|---|
| Canadian Citizen | 6 | 7 | 13 |
| Permanent Resident | 1 | 4 | 5 |
| Refugee | 1 | 0 | 1 |
| Highest Level of Education Obtained(Participants) | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention | Total |
|---|---|---|---|
| Less than high school | 2 | 2 | 4 |
| Completed high school | 2 | 6 | 8 |
| Some or complete post-secondary | 4 | 3 | 7 |
| Social Assistance(Participants) | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention | Total |
|---|---|---|---|
| Not receiving social assistance | 2 | 2 | 4 |
| Unemployment benefit | 4 | 4 | 8 |
| Disability benefit | 2 | 5 | 7 |
| Pursuing Education, Employment or Training(Participants) | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention | Total |
|---|---|---|---|
| Currently pursuing EET | 7 | 7 | 14 |
| Not pursuing EET | 1 | 4 | 5 |
| Current Living Situation(Participants) | Immediate dk Leadership Intervention | Delayed dk Leadership Intervention | Total |
|---|---|---|---|
| Market housing | 2 | 5 | 7 |
| Transitional housing | 3 | 1 | 4 |
| Social or subsidized housing | 2 | 5 | 7 |
| Living with family | 1 | 0 | 1 |
6 further baseline measures are reported on the registry.
Documents are hosted by the registry — open the source record to download them.
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