Increasingly research involving Indigenous people is being undertaken by Indigenous researchers, who bring forward worldviews that shape the approach of the research, the theoretical and conceptual frameworks, and the epistemology, methodology, and ethics. Many times such research bridges Western practices and Indigenous knowledges; however, bringing together these two worldviews can also present challenges. In this paper the author explores the challenges and lessons learned in the practical application of an Indigenous research framework and qualitative inquiry. Two qualitative Indigenous research methods, sharing circles and Anishnaabe symbol-based reflection, will be discussed.

How do we limit our focus to mental health when Indigenous teaching demands a much wider lens? How do we respond to mental health recovery when Indigenous experience speaks to a very different approach to healing, and how can we take up the health of Indigenous people in Canada without a discussion of identity and colonization? We cannot, for the mental health and recovery of Indigenous people in Canada have always been tied to history, identity, politics, language and dislocation. Thus, in this paper, our aim is to make clear that history, highlight the impacts of colonization and expound on Indigenous healing practices taking place in Toronto. Based on findings from a local research project, we argue these healing practices go beyond limited notions of recovery and practice, offering profound and practical ways to address the physical, emotional, spiritual and mental health of Indigenous peoples.

There is potential to advance nursing practice by enacting creative means that may support client's positive First Nations identity and well-being. Nursing education that focuses on strength-based and decolonizing frameworks, as well as reflexive practices that promote culturally safe care, is needed.

Physical activity and, more specifically, sport, can positively impact the body, mind, heart, and spirit of Aboriginal youth. Despite enthusiasm for these benefits, there is a paucity of published information reviewing the relationship between sport and physical activity, and Aboriginal youth development. The purpose of this systematic review was to provide an overview of research examining Aboriginal youth development in physical activity and sport settings. A review of literature was conducted up until July 2015 using 10 key databases and non-indexed Indigenous journals. Articles meeting the following criteria were retained: (a) involved an Indigenous population; (b) explored, either through empirical research or conceptualization, the notion of ''positive youth development'' and ''physical activity'', ''sport'', or ''recreation''. Thirty-five articles out of the 10,039 documents identified met the inclusion criteria. Thematic analysis revealed that physical activity and sport provides many positive developmental opportunities for Aboriginal youth to thrive (e.g., to incorporate Indigenous values and traditional ways, to strengthen resiliency, to improve all aspects of health, and to promote culture and education), as well as possible negative developmental experiences (e.g., racism, bullying, and exclusion). To our knowledge, this article presents the first review of research examining Aboriginal youth development in sport and physical activity and highlights how the activity context can shape Aboriginal youth development.

Qualitative researchers must be aware of and explicit about their social background as well as political and ideological assumptions. To facilitate this awareness, we believe that researchers need to begin with their own story as they seek to understand the stories of others. Taking into account the vulnerable act of storytelling, it is salient to consider how to share personal narratives in an authentic way within academic settings. In this article, we share our process and reflections of engaging in reflexive and dialogical storytelling. The focus of the article is the re-storying of one researcher's experience as she and her research team explore her emotions and positionality prior to conducting research on First Nations men's narratives of identity. We integrate a series of methodological lessons concerning reflexivity throughout the re-storying.

This article highlights the findings of a research project based on the medicine wheel teachings of balance between the physical, mental, spiritual, and emotional aspects of oneself. Specifically, this traditional approach to understanding health was used to explore the impacts of physical activity on emotional, spiritual and mental well-being. Four female participants in a martial arts program at an urban Friendship Centre told their stories at two sharing circles. Afterwards, they were given six weeks to develop symbols that represented the meaning of the martial arts program to them and how it had impacted their lives. The participants named this second method “Anishnaabe Symbol-Based Reflection.” This article provides a brief overview of these Indigenous methods and explains how they were applied to this research project. The article then focuses on two key themes that emerged from the Aboriginal women’s stories: issues related to identity and to a sense of not deserving good things in life. The women described how they were able to work through some of their identity issues and their low sense of self-worth through their participation in the martial arts program.

Physical Activity and Healing through the Medicine Wheel

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