A Feasibility Evaluation of the Urban Native Youth Leaders Program

Kelley, Allyson; Fatupaito, Bethany; Witzel, Morgan

doi:10.5820/aian.2603.2019.21

Cited by 4 publications

(7 citation statements)

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“…All (n=8, 100%) participants emphasized the necessity of building partnerships with schools and community organizations as essential for online program adaptation and implementation during the COVID-19 pandemic. Prior to the pandemic, schools were considered a major hub for youth recruitment and facilitated youth’s access to adequate internet bandwidth and computers to participate in virtual sexual health programs [ 51 , 52 ]. However, the pandemic forced health educators to think of alternative ways for maintaining program delivery due to school shutdowns and restrictions on in-person activities [ 53 ].…”

Section: Resultsmentioning

confidence: 99%

The Impact of COVID-19 on the Delivery of Educational Programs in Native American Communities: Qualitative Study

et al. 2022

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Background Despite the availability of culturally responsive sexual health educational programs for American Indian and Alaska Native (AI/AN) youth, barriers to their uptake and utilization persist in tribal communities. These challenges were exacerbated by the COVID-19 pandemic, which required flexible program delivery using both in-person and virtual classrooms. Objective This exploratory study provides a preliminary understanding of the extent to which pre-existing challenges impact the delivery of culturally responsive sexual health education programs in Native communities and to what extent they were exacerbated by the COVID-19 pandemic. It also highlights the challenges faced by adolescent health advocates when adapting culturally responsive health curricula to online platforms. Finally, this study discloses major socioeconomic, health, and mental challenges experienced by AI/AN youth during the pandemic. Methods An exploratory, descriptive, qualitative design approach was adopted to carry out 5 individual and 1 collective in-depth key informant interviews. A total of 8 Native and non-Native sexual health educators served as key informants and shared their personal experiences with the delivery of sexual health education programs for youth during the COVID-19 pandemic. The interviews were conducted virtually from October to November 2020 using Zoom to reach participants dispersed across different regions of the United States. We followed the consolidated criteria for reporting qualitative research (COREQ) as a reference for the study methodology. We also used the Braun and Clarke framework (2006) to conduct a thematic analysis. Results Experts’ opinions were structured according to 5 main themes: (1) competing community priorities during COVID-19; (2) moving to web-based programming: skills, training, support; (3) recruiting youth; and (4) challenges for implementation in a household environment; and (5) recommendations to overcome implementation challenges. These themes are complementary, connected, and should be considered holistically for the development, dissemination, and implementation of online sexual health programs for AI/AN youth, specifically during the COVID-19 pandemic. The results raised the following points for discussion: (1) Building partnerships with schools and community organizations facilitates program adaptation and implementation, (2) there is a need to adopt a holistic approach when addressing youth sexual health in AI/AN communities, (3) a systematic and culturally responsive adaptation approach ensures effective virtual program delivery, and (4) community and youth engagement is essential for the success of virtual sexual health programs. Conclusions Findings can provide recommendations on actions to be taken by sexual health educators and guidelines to follow to ensure cultural sensitivity, effective adaptation, and successful implementation when setting out to advocate for online sexual health programs for AI/AN youth.

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Section: Resultsmentioning

confidence: 99%

The Impact of COVID-19 on the Delivery of Educational Programs in Native American Communities: Qualitative Study

et al. 2022

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“…When developing a research project that involves Indigenous children, the establishment of a CAB should be one of the first steps taken by the research team to ensure that the project aligns with CPBR standards and is culturally appropriate. Along with the primary investigators, the CABs were comprised of Elders, Tribal Council members, community health care workers, youth workers, educators, community youth, among other community members and stakeholders deemed appropriate by the community (Bell et al, 2014; Brown et al, 2016; Dickerson et al, 2016; Jumper-Reeves et al, 2014; Katz et al, 2011; Kelley et al, 2019; Momper et al, 2017; Perry & Hoffman, 2010; Pigford et al, 2012; Racicot-Matta et al, 2016; Skinner et al, 2012; Young et al, 2013). The CABs helped define the research question, participated in study design, assisted in data analysis by providing feedback and validation, and worked with the researcher to influence how the results are presented (Griese et al, 2016; Jumper-Reeves et al, 2014; Katz et al, 2011; Momper et al, 2017; Perry & Hoffman, 2010; Pigford et al, 2012; Racicot-Matta et al, 2016; Skinner et al, 2012; Young et al, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…Interestingly, five of the 29 studies (17%) described receiving study approval or ethics approval from Indigenous organizations (Table 2). These Indigenous organizations included the Assembly of First Nations (Fenton et al, 2012), Indian Health Service Institutional Review Board (Griese et al, 2016), Rocky Mountain Tribal Institutional Review Board (Kelley et al, 2019), Yukon-Kuskokwim Health Corporation Human Studies Committee (Patten et al, 2009), and the Manitoulin Anishinabek Research Review Committee (Young et al, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…In some instances, Indigenous community members aided the researchers in the data analysis process (Table 2). These community members included Indigenous researchers, members of the CAB, and focus group participants (Bell et al, 2014; de Finney et al, 2013; Giles & Rich, 2013; Katz et al, 2011; Kelley et al, 2019; Momper et al, 2017; Naidu et al, 2014; Pigford et al, 2012; Richmond & Smith, 2012; Smillie-Adjarkwa et al, 2013). Using the expertise of these community members, transcripts were verified for accuracy in both content and cultural context (Giles & Rich, 2013; Momper et al, 2017; Pigford et al, 2012).…”

Section: Resultsmentioning

confidence: 99%

“…From this information, it may be speculated that although focus group locations were often held in convenient locations (as per focus groups) instead of ceremonial locations (as per sharing circles), conducting interviews within the Indigenous communities provided a level of cultural relevance that aided the blending of these two methods. Interestingly, of the six studies that took place in urban settings (Brown et al, 2016;Kelley et al, 2019;Kulis et al, 2011;Restoule, 2011;Richmond & Smith, 2012;Smillie-Adjarkwa et al, 2013), one of these studies was conducted at a location that offered services and programming for Indigenous youth (Richmond & Smith, 2012), providing further cultural relevance. Facilitation.…”

Section: Blending Of Sharing Circle and Focus Group Methodsmentioning

confidence: 99%

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Blending Indigenous Sharing Circle and Western Focus Group Methodologies for the Study of Indigenous Children’s Health: A Systematic Review

Hunt

Young

2021

International Journal of Qualitative Methods

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The primary objective of this systematic review was to investigate how Western focus groups and Indigenous sharing circles have been blended for the study of Indigenous children’s health. The secondary objective of this study was to propose recommendations for adapting focus groups to include elements of sharing circles. This systematic review was conducted using a systematic search of original research articles published between 2009 and 2020 that (a) focused on North American Indigenous children’s health and (b) used group-based qualitative methods including focus groups and sharing circles. Each of the articles was screened for relevance and quality. The methods sections were reviewed, subjected to qualitative content analysis, and codes were analyzed to identify common themes and synthesize results. We identified 29 articles, most of which followed a community-based participatory research approach. In these publications, most included a community advisory board, ethics approval was obtained, and in some cases, community members were included as research assistants. There was evidence that sharing circles and focus group methods had been blended in the recent Indigenous children’s health literature. This was particularly apparent in the authors’ approaches to recruitment, location, facilitation techniques, question format and reimbursement. Several groups have published results that describe approaches that successfully incorporated aspects of Indigenous sharing circles into Western focus groups, thus establishing a research method that is culturally safe and appropriate for the study of Indigenous children’s health.

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Native Spirit: Development of a culturally grounded after‐school program to promote well‐being among American Indian adolescents

Hunter

Carlos

Nuño

et al. 2022

American J of Comm Psychol

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Culturally grounded after‐school programs (ASPs), based on local cultural values and practices, are often developed and implemented by and for the local community. Culturally grounded programs promote health and well‐being for American Indian and Alaska Native (AI/AN) adolescents by allowing them to reconnect to cultural teachings that have faced attempted historical and contemporary erasure. This article is a first‐person account that describes the development and implementation of a culturally grounded ASP, Native Spirit (NS), for AI adolescents (grades 7–12) living on a Southwest urban‐based reservation. NS, a 13‐session culturally grounded ASP, was developed by an academic–community partnership that focuses on increasing cultural engagement as a form of positive youth development. Each session was guided by one to two local cultural practitioners and community leaders. The development of the NS program contributed to an Indigenous prevention science that emphasizes the positive impacts of Indigenous culture and community on health and well‐being. The use of the ASP format, in partnership with the Boys & Girls Club, increased the feasibility of dissemination and refinement of the NS program by tribal communities and organizations.

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A Feasibility Evaluation of the Urban Native Youth Leaders Program

Cited by 4 publications

References 0 publications

The Impact of COVID-19 on the Delivery of Educational Programs in Native American Communities: Qualitative Study

The Impact of COVID-19 on the Delivery of Educational Programs in Native American Communities: Qualitative Study

Blending Indigenous Sharing Circle and Western Focus Group Methodologies for the Study of Indigenous Children’s Health: A Systematic Review

Native Spirit: Development of a culturally grounded after‐school program to promote well‐being among American Indian adolescents

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