Participation in a Culturally Grounded Program Strengthens Cultural Identity, Self-esteem, and Resilience in Urban Indigenous Adolescents

Hunter, Amanda; Carlos, Mikah; Muniz, Felix B.; Nuño, Velia Leybas; Fox, Mary Jo Tippeconnic; Carvajal, Scott C.; Lameman, Breanna; Yuan, Nicole P.

doi:10.5820/aian.2901.2022.1

Cited by 5 publications

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“…There are a lot of factors that define the school climate, as illustrated by Welsh (2001) , Gottfredson et al (2005) , Johns et al (2019) and Hunter et al (2022) . Tables 3 , 4 show the association between these factors and student behaviour deviance.…”

Section: Summary Of Resultsmentioning

confidence: 99%

Psychological Strategies and Protocols for Promoting School Well-Being: A Systematic Review

Limone

Toto

2022

Front. Psychol.

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Physical, socio-economic, cultural and mental challenges faced by students have been associated with adverse impacts on school wellbeing, resulting in increased school dropout and deviant behaviour. This systematic review has analysed the present knowledge on factors associated with school dropouts to identify psychological interventions for promoting school wellbeing. A systematic search was done of the ScienceDirect, APA PsycINFO, Emerald and Google Scholar electronic databases. A hand-search was also done of the reference list of the included studies. The initial search resulted in 448 studies, and the search of the references list of the considered studies resulted in 28 more articles. The application of the eligibility criteria resulted in the inclusion of 38 studies in the review. The study established several factors associated with school dropouts and social deviance, such as school climate, school structure, and those defining social interaction among students. Mental and emotional health was identified as the main factor influencing school dropout and social deviance. A positive school climate should be the primary consideration for promoting school wellbeing. School administrations, teachers, and parents should collaborate to positively improve conditions in schools.

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Section: Summary Of Resultsmentioning

confidence: 99%

Psychological Strategies and Protocols for Promoting School Well-Being: A Systematic Review

Limone

Toto

2022

Front. Psychol.

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“…Overall, the program had medium effects on cultural identity and large effects on endorsement of cultural strengths. While we are cautious in comparing these effects to the effects of other programs focused on Indigenous cultural identity given that most interventions incorporate aims beyond supporting cultural identity development and have a younger target demographic, CIP demonstrates at least similar and often stronger effects than other time-limited interventions (e.g., Donovan et al, 2015;Goodkind et al, 2012;Hunter et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Indigenous cultural identity has been instilled in different ways and toward different ends, usually with adolescents, and frequently with attention given to topics beyond cultural identity. For example, in the Southwest, a 10-session after-school program for AI/AN youth led by local culture bearers focused on cultural values and practices to instill identity; it was found to promote cultural identity and have positively trending increases in resilience and self-esteem (Hunter et al, 2022). Another Southwest program, Our Life, followed a psychoeducational group structure with didactive, experiential, and discussion components with youth and families, with a focus on recognizing and healing historical trauma, connecting to Indigenous culture, social skill building, and family relationship building; youth's cultural identity and selfesteem increased following the intervention (Goodkind et al, 2012).…”

Section: The Possibilities Of Cultural Identity Programmingmentioning

confidence: 99%

“…Cultural Identity. Cultural identity was measured with the Multigroup Ethnic Identity Measure-Revised (Phinney & Ong, 2007), a six-item self-report measure developed for diverse groups that has been used to examine Indigenous identity and measure the impact of programming on identity development (e.g., Hunter et al, 2022). A 5-point Likert scale was presented for each item; scores on individual items were averaged to compute a total score, with higher scores indicating greater identity exploration/recognition and commitment (sample range 1-5 of possible 1-5 range).…”

Section: Assessment Instrumentsmentioning

confidence: 99%

“…Foundational research in Alaska has demonstrated the importance of culture in protecting against poor emotional/behavioral health outcomes (e.g., Allen et al, 2014;Wexler & Gone, 2015). Cultural interventions based in local, Indigenous theories have been developed in Alaska and found to protect against suicide and alcohol use disorders (e.g., Allen et al, 2018;Mohatt et al, 2014;Rasmus, 2014;Rasmus et al, 2019), and cultural interventions have been found efficacious with Indigenous communities in the contiguous United States (e.g., Goodkind et al, 2012;Hunter et al, 2022;Noe et al, 2004). Indigenous cultural identity has been instilled in different ways and toward different ends, usually with adolescents, and frequently with attention given to topics beyond cultural identity.…”

Section: The Possibilities Of Cultural Identity Programmingmentioning

confidence: 99%

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Knowing Who You Are (Becoming): Effects of a university-based elder-led cultural identity program on Alaska Native students’ identity development, cultural strengths, sense of community, and behavioral health.

Buckingham¹,

Schroeder²,

Hutchinson³

2023

American Journal of Orthopsychiatry

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In part due to cultural loss and identity disruption over many generations from colonial and neocolonial forces, significant emotional/behavioral health disparities exist among Alaska Native (AN) people. Such forces are apparent in higher education, where many AN students feel othered and are more likely to withdraw without a degree than their nonnative counterparts. A strong cultural identity has been found to buffer psychosocial difficulties. The AN Cultural Identity Project (CIP) was developed from the best available scientific literature, local data from AN students, and traditional wisdom from Elders to support cultural identity development. This 8-week Elder-led program incorporated storytelling, experiential learning, connection, exploration, and sharing of identity and cultural strengths to help students remain grounded in their cultures across settings in the hopes of improving emotional/behavioral health outcomes. Through a stepped-wedge design randomized controlled trial, we examined the impact of CIP on cultural identity, cultural strengths, sense of community, and emotional/behavioral health across two cohorts of 44 AN students who ranged in age from 18 to 54 years. On average, students attended 75% of the program. The program had positive impacts on students’ cultural identity development, endorsement of cultural strengths, sense of community with AN people at the university, and overall emotional/behavioral health. While gains in some outcomes were sustained over time, others were not, suggesting the potential benefits of a lengthened program. As the first program of its kind directed at AN university students of diverse cultural groups in urban settings, CIP shows promise for supporting emotional/behavioral health through cultural identity development.

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Mental health needs assessment for youth in out of school programs: A scoping review

Brodkin,

Sibalis,

Bedard

et al. 2024

Community & Applied Soc Psy

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Out‐of‐school programs are an accessible option to bolster the mental well‐being of youth, who may be at risk of developing further emotional and behavioural concerns. Developing a more nuanced understanding of the tools and methods available to understand youth mental health needs, in the context of out‐of‐school programs is needed to provide relevant services. However, many out‐of‐school programs do not include such an assessment. One barrier to doing so may be a lack of knowledge regarding the tools that can be used in this specialised context. The present scoping review was conducted to identify the tools that have been used to determine the emotional and behavioural needs of youth attending out‐of‐school programs and to synthesise information regarding the context in which these tools have been used. Fifty‐seven articles met the criteria for the review, and within these articles, 69 unique measures of emotional and behavioural needs were identified. The measures were sorted into six thematic categories (self‐concept, emotion and behaviour regulation, mood, general mental health, social skills and resilience) and relevant characteristics were described. The findings of the present review may be helpful to out‐of‐school programs as a step to best meet the needs of participating youth. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

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Participation in a Culturally Grounded Program Strengthens Cultural Identity, Self-esteem, and Resilience in Urban Indigenous Adolescents

Cited by 5 publications

References 0 publications

Psychological Strategies and Protocols for Promoting School Well-Being: A Systematic Review

Psychological Strategies and Protocols for Promoting School Well-Being: A Systematic Review

Knowing Who You Are (Becoming): Effects of a university-based elder-led cultural identity program on Alaska Native students’ identity development, cultural strengths, sense of community, and behavioral health.

Mental health needs assessment for youth in out of school programs: A scoping review

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