Plenary A What Does Academia Tell Us About American Indian Resilience Manley A Begay Jr Desert Diamond Conference Center Tucson Arizona August 7 8 2013 What is Resiliency Most ID: 459021
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Center for American Indian Resilience Conference
Plenary A: What Does Academia Tell Us About American Indian Resilience?
Manley A.
Begay
, Jr.
Desert Diamond Conference Center
Tucson, Arizona
August 7 – 8, 2013Slide2
What is Resiliency?
Most Common
D
efinition:
Successful and positive adaptation and transformation despite life stress, risk and adversity
Common Misconceptions:
Resilience is a trait
Healthy families don’t have problems
Resilient people are immune to stress and negative emotionsSlide3
SOME RESEARCH I
Bergstrom, Amy; Cleary, Linda Miller; Peacock, Thomas D. The Seventh Generation: Native Students Speak about Finding the Good Path,
ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV.
Strand
, J.A. & Peacock, R. (2003).
Resource
Guide
for
Cultural Resilience
. Tribal College Journal of American Indian Higher Education, 14 (4).
Strand, J.A. & Peacock, T.D. (2002).
Nurturing
Resilience
and
School Success
in American Indian and Alaska Native students
. ERIC Digest. Charleston, WV: ERIC Clearing house on Rural Education and Small Schools (EDO- RC-02-11)
.
Michael J. Chandler
Christopher E.
Lalonde
, ,
Cultural Continuity as a Moderator of Suicide
R
isk among
C
anada’s
F
irst
N
ations
in
Kirmayer
, L. &
Valaskakis
, G. (Eds.). The Mental Health of Canadian
Aboriginal Peoples
: Transformations, Identity, and Community. University of British Columbia Press
.
William G.
Demmert
, Jr.
, Improving
Academic Performance among Native American Students
, A
Review of the Research
Literature
, (December 2001) ERIC Clearinghouse
on Rural Education and Small
Schools Charleston
,
WV.
John Fleming and Robert J.
Ledogar
,
Resilience, an Evolving Concept: A Review of Literature Relevant
to Aboriginal Research
,
PubMed Central
CANADA,
Pimatisiwin
. Author manuscript; available in PMC 2010 October 18
. Published
in final edited form
as:
Pimatisiwin
. 2008 ; 6(2): 7–23.Slide4
Jackson, Aaron P. , Smith, Steven A. Hill, Curtis L.
Academic Persistence Among Native American College Students, Journal of College Student Development, Volume 44, Number 4, July/August 2003.Heavy Runner, Iris, and Marshall, Kathy, Miracle Survivors: Promoting Resilience in Indian Students
. Tribal College Journal, v14 n4 p14-18 Sum 2003.
Jan-Richard C Cummins, M.D., Marjorie Ireland,, Ph.D., Michael D
Resnick
, Ph.D., Robert
Wm
Blum, M.D., Ph.D., Correlates of Physical and Emotional Health among Native American Adolescents, Journal of Adolescent Health, Volume 24, Issue 1, Pages 38-44, January 1999.Teresa D. LaFromboise, Dan R. Hoyt, Lisa Oliver, Les B. Whitbeck, Family, Community, and School Influences on Resilience among American Indian Adolescents in the Upper Midwest, Special Issue: Addressing Mental Health Disparities Through Culturally Competent Research and Community-Based Practice, Journal of Community Psychology, Volume 34, Issue 2, pages 193–209, March 2006.
SOME RESEARCH II Slide5
Some Recurring Themes
Risk Factors:
Perceived
Discrimination
Racism
Colonialization
Economic Disparities
PovertyNative Language and Culture LossLoss of Native IdentityLow Sense of Self and Self-EsteemLack of Goal Setting
Slide6
Some Recurring Themes
Protective Factors:
Supportive family, community, and culture
Knowledge of Native spirituality
F
amily strength
Respect for Elders
Participating in ceremonial ritualsKnowing oral traditionsHaving a strong cultural identityCaring and supportive relationships
P
ositive
and high
personal expectations
Opportunities for meaningful participationEarly identification with a goal or profession and participation in student activities
High parental
expectations
Structured
social support and
networks
Faculty
/staff
warmth
Exposure
to college and
vocations
Developing
independence and
assertiveness
Reliance
on spiritual
resources
Having body pride
Knowing
traditional Native
ways
Dealing
with
racism
Personal
determination, confidence and goal
setting
Bicultural
school curriculumSlide7
Some Ways to Develop Well-Adjusted, Resilient People I
Provide a safe, challenging, and enriched environment early in the life of children
Support
t
he
importance of Native
language
and cultural programs in schoolsPromote a positive sense of identity and selfStimulate positive attitudes about school and othersSupport improved academic performance Promote levels of congruency between the culture of the school and the culture of the community Encourage school attendance,
Encourage early
goal
settings and sense of purposeSlide8
Reinforce positive life experiences
Increase social and economic circumstances of families and communities Know Native traditional values and practices Clearly
define
community and tribal political or traditional roles – assertion of sovereignty
Develop family support
Encourage a sense of identity and self
Promote language development and competence
Some Ways to Develop Well-Adjusted, Resilient People IISlide9
Areas of Future Research I
Studies to understand Native traditional ways of developing, strengthening and maintaining resilienceMore studies about cultural factors promoting resilience
R
esearch into factors that enhance resiliency of entire communities and groups
Studies understanding the resilience process among Native people
More research into how protective factors interact with risk factors to support resilience
Studies to
determine traditional Native definitions of resilienceSlide10
Others have suggested:
Studies to improve understanding of what makes some Native youth respond positively to risk and adversity and others notCase studies providing empirical confirmation of the theory of resilient reintegration among Native youthStudies to improve understanding of how Native youth, especially urban youth, who do not live in self-governed communities with strong cultural continuity can be helped to become, or remain, resilient
Greater involvement of Native researchers who can bring a nonlinear world view to resilience research
Areas of Future Research II Slide11
Traditional Navajo Perspective of Resiliency
Wellness:
Live
a
Healthy Lifestyle
Be Physically Healthy
Have Mental Strength
Have Emotional StrengthSlide12
Navajo Wellness Model
Concern for Self – Getting up early in the morning and running
Revere the Self –
Having respect for your body, mind and spirit
Care for Self –
Personal hygiene, exercise, organizing, confidence and pride, attaining knowledge, learning from others
Knowing Limits and Boundaries – Knowing safe and unsafe places, not to be misled, body ages, elders and their teachings, high quality work in work and lifeRespecting and Valuing Home – Knowing songs and prayersKnowing and Respecting What You Live By – Corn, meat, care of livestock, arts and craftsCeremonies – Means of wellness Slide13