Using intergenerational photovoice to understand family strengths among Native American children and their caregivers

Abstract

The purpose of the current study was to examine Native American children and caregivers' perspectives of family and cultural strengths using photovoice and to identify lessons learned from the first‐ever implementation of intergenerational photovoice with Native Americans. Participants were Native American, low‐income caregivers (n = 6) and their children (n = 12) between the ages of 10 and 15 who participated in six photovoice sessions. The themes that emerged from photos and group discussion included myriad challenges faced by Native American families including exposure to community violence, substance abuse, and criminal offending and incarceration. Themes also emerged that highlighted the strengths of Native families that were used to overcome identified challenges, including religion/spirituality, engagement in traditional cultural practices (e.g., prayer, song, dance), healthy activities (e.g., running, meditation). These data provided foundational information that is currently being used, along with other data, to develop a culturally grounded, strengths‐focused, family‐based program (Tiwahe Wicagwicayapi [Strengthening/Growing Families in Lakota]) to prevent adverse childhood experiences. We also discuss the challenges of intergenerational photovoice and lessons learned to inform future intergenerational photovoice projects.

A Systematic Methods Review of Photovoice Research with Indigenous Young People

“…Community engagement was reported in all but five studies (Jardine & James, 2012; Kelly, 2017; Minthorn & Marsh, 2016; Tremblay et al, 2018; Victor et al, 2022). Several studies were led by or included researchers who were Indigenous community members (Aparicio et al, 2021; Faircloth et al, 2016; Johnston et al, 2012; Lines & Jardine, 2019), with some engaging community members as Photovoice facilitators (Banyard et al, 2020; Edwards et al, 2022; Uchima et al, 2021). Some studies had significant community engagement prior to research commencement (Cooper, 2022; Edwards et al, 2022; Genius et al, 2015; Hudson et al, 2020; Jennings & Lowe, 2013; Kaplun et al, 2016; Sloan Morgan et al, 2022), with others initiated by or in partnership with the community (Hudson et al, 2020; Jardine & James, 2012; Jennings et al, 2020; Kaplun et al, 2016; Markus, 2012).…”

“…Several studies were led by or included researchers who were Indigenous community members (Aparicio et al, 2021; Faircloth et al, 2016; Johnston et al, 2012; Lines & Jardine, 2019), with some engaging community members as Photovoice facilitators (Banyard et al, 2020; Edwards et al, 2022; Uchima et al, 2021). Some studies had significant community engagement prior to research commencement (Cooper, 2022; Edwards et al, 2022; Genius et al, 2015; Hudson et al, 2020; Jennings & Lowe, 2013; Kaplun et al, 2016; Sloan Morgan et al, 2022), with others initiated by or in partnership with the community (Hudson et al, 2020; Jardine & James, 2012; Jennings et al, 2020; Kaplun et al, 2016; Markus, 2012). The type of community engagement reported varied, including: governance from a community advisory group or council (Faircloth et al, 2016; Hanemaayer et al, 2020; Hatala et al, 2020; Hayhurst et al, 2015; Jennings et al, 2020; Liew et al, 2022; Philip et al, 2022; Shea J et al, 2011; Uchima et al, 2021; Williamson et al, 2020; Young et al, 2013); engagement with community leaders/Elders (Helm et al, 2015; Jennings et al, 2020; Jones et al, 2013; Kaplun et al, 2016); allowing for feedback to and from the community (Jennings et al, 2020; Kaplun et al, 2016; Liew et al, 2022; Philip et al, 2022; Uchima et al, 2021; Young et al, 2013); and including participants as co-researchers (Edwards et al, 2022; Faircloth et al, 2016; Johnston et al, 2012; Weinronk et al, 2018).…”

“…Only one study did not describe their recruitment methods (Faircloth et al, 2016). Many participants were recruited from schools, colleges and school based programs (Cueva et al, 2020; Genius et al, 2015; Helm et al, 2015; Jardine & James, 2012; Jones et al, 2013; Kelly, 2017; Minthorn & Marsh, 2016; Sloan Morgan et al, 2022; Tremblay et al, 2018; Victor et al, 2022; Weinronk et al, 2018); service and community organisations (Goodman et al, 2018; Goodman et al, 2019; Hayhurst et al, 2015; Jennings et al, 2020; Markus, 2012; Savuro et al, 2022; Shea J et al, 2011); or via convenience or snowball sampling and community connections (Banyard et al, 2020; Cooper, 2022; Edwards et al, 2022; Hatala et al, 2020; Hudson et al, 2020; Jennings & Lowe, 2013; Johnston et al, 2012; Liew et al, 2022; McHugh et al, 2013; Williamson et al, 2020). Fewer studies recruited participants from community events and programs (Aparicio et al, 2021; Hanemaayer et al, 2020; Philip et al, 2022; Uchima et al, 2021), cultural activities and camps (Lines & Jardine, 2019), and via a larger research study (Johnson et al, 2020; Kaplun et al, 2016).…”

Rates and Correlates of Intimate Partner Violence Among Indigenous College Students: A Multi-Campus Study

“…Although social support was unrelated to IPV victimization and perpetration in the current study, it is possible that this was an artifact of our measurement of on-campus social support only. Off-campus social support, especially social support from one’s immediate and extended families, may be especially important for Indigenous college students (Edwards, Herrington, et al, 2022; Ersan & Rodriguez, 2021; Jackson et al, 2003).…”

Fotovoz como metodología innovadora en educación superior

“…Wang y Burris (1997) también recomiendan compartir el resultado del proyecto con otros miembros de la comunidad para tener un mayor alcance y aproximarse al cambio social que se quiere.Aunque este estudio solo recoge las experiencias del uso de Fotovoz en las aulas de Educación Superior, la revisión de la literatura señala el Fotovoz como una metodología versátil que puede adaptarse a diferentes temas, siempre desde un enfoque cualitativo. Un ejemplo de ello, es el uso de Fotovoz para abordar cuestiones de salud(Bateman et al, 2020;Freedman et al, 2014;, la desigualdad social(Ornelas et al, 2009;Rania et al, 2022) la dinámica familiar(Anima et al, 2022;Lindow et al, 2021) la diversidad cultural(Edwards et al, 2022;Locke et al, 2022;Rübner & Allan, 2022;) y las cuestiones comunitarias(Hazenbosh et al., 2022;Philip et al, 2022).En definitiva, los proyectos desarrollados a través de Fotovoz, en prácticamente cualquier ámbito, tienen el potencial para agenciar procesos de cambio y transformación social, en tanto, que visibiliza y narra las situaciones sociales, favorece la identificación de problemáticas sociales y el proceso de reflexión sobre la misma, extrayendo potencial del poder de la imagen y la apertura de espacios compartidos para la promoción de una conciencia de la realidad social desde el diálogo.…”