Transcript of 25 th Annual Native Health Research Conference June 2014 Urban American Indian Elders Sharing...
- Slide 1
- 25 th Annual Native Health Research Conference June 2014 Urban
American Indian Elders Sharing Stories of Resilience
- Slide 2
- Documenting and Promoting Stories of Resilience Among Urban
American Indians Elders Pilot project funded by the Center for
American Indian Resilience National Institute On Minority Health
And Health Disparities of the National Institutes of Health under
Award Number P20MD006872 Partnership between University of Arizona
and Tucson Indian Center
- Slide 3
- Team Members Agnes Attakai and Kerstin M. Reinschmidt (Co-PI)
Carmella Kahn-Thornbrugh (UA) Shannon Whitewater (UA) Tara Chico
(UA) Marlene Jose (TIC) Phoebe Mills (TIC) Nolando Neswood (elder)
Kathryn Foster (elder) Nicolette Teufel-Shone (PI- CAIR)
- Slide 4
- CBPR Principles Tucson Indian Center-UA co-designed project
Research process with elders Community Advisory Board
- Slide 5
- Goal The purpose this qualitative pilot research project was to
document and develop a youth health promotion curriculum on native
elders stories of resilience. Methods Develop questionnaire based
on literature Test with elders and revise Recruit 15 elder for
interviews Video tape, audio tape and transcribe Code using NVIVO
Develop curriculum Test, revise and finalize
- Slide 6
- Elder Interviews 11 females, 2 males; age 55+ 1-3 hour
duration; video/voice recorded Stories edited 2 nd interview to
review digital story
- Slide 7
- Analysis Process Combined consensus and thematic analysis
Consensus approach to develop thematic codes NVIVO coding Coded
texts shared with team for curriculum design Complete analysis and
interpretation (CAB) Team consensus of final analysis
- Slide 8
- Thematic Codes Used in NVIVO THEMESPATTERNS HISTORICAL TRAUMA
Native ConceptsOppression, assimilation, fear Sense of Loss
Boarding school, broken families, loss of language, loss of
tradition, removal from family, removal from land, yearning
Adversities Alcoholism/drugs, discrimination, generational gap, ill
health, living conditions, loss of family members, lost voice,
violence RESILIENCE Native ConceptsSurvival, life, get through hard
times, bounce back, better myself IndividualKnow roots,
participation, practicing spirituality, responsibility, strength,
volunteerism Family Family members as role models, growing up,
positive family relations, safe environment for kids, teaching kids
Community Culture/traditions/language, economic development, TIC,
other community resources, sharing stories, sovereignty,
spirituality, traditional land use YouthActivities, education, get
elders and youth together, know roots/know history HealthHealth
now, health then, health of youth, strategies for health Strategies
Non-Native Support and Connection Personal Story
- Slide 9
- Historical Trauma Events of the past led to Loss of language,
traditions and culture Disruption of family life Contemporary
adversities as continuation past events Alcoholism/drugs
Discrimination Loss of family members Generational gap Untold
stories Strategies to overcome historical trauma Building positive
identities based on culture and tradition Bringing the generations
together
- Slide 10
- Multiple, Interrelated Levels of Resilience At the community
level, sources of resilience are Culture, language, traditions and
sharing stories Traditional land use Tucson Indian Center and/or
other community resources The family plays important cultural roles
by Teaching the younger generation Creating positive family
relations Providing family members as role models The individual is
a source of resilience as embedded in family, community and
culture/traditions by practicing spirituality practicing
responsibility being strong participating/volunteering
- Slide 11
- Resilience Strategies for Youth Education Activities Getting
elders and youth together Knowing roots/history
- Slide 12
- Resilience curriculum 4 modules with elder stories to promote
resilient behaviors and strategies among American Indian youth
12-18.
- Slide 13
- Draft Curriculum Goal 1: Build connections between elders and
youth by enhancing the knowledge of the role of elders in American
Indian communities Goal 2: Enhance youth identity through
storytelling Goal 3: Increase knowledge among youth about American
Indian resilience
- Slide 14
- Goal 1: Build connections between elders and youth by enhancing
the knowledge of the role of elders in American Indian communities
Codes health generation gap spirituality values culture, tradition,
language growing up/history role models volunteerism Lesson Plans
Voice of Elders Volunteerism Role Models Culture, Tradition,
Language and Spirituality Growing-up/History Health
- Slide 15
- Goal 2: Enhance youth identity through storytelling Lesson
Plans Storytelling What is storytelling? Telling your personal
story How to share stories Codes generation gap Culture, language,
tradition
- Slide 16
- Goal 3: Increase knowledge among youth about American Indian
resilience Codes Resilience Individual resilience Family resilience
Role models Positive family relations Community resilience
Traditions Economic development Sovereignty Spirituality Historical
Trauma Adversity: alcoholism, discrimination, generational gap, ill
health, living conditions, loss of family members, lost voice,
violence. sense of loss: boarding school, broken families,
language, traditions, removal. Native Concepts Health then and now
Lessons Plans Resilience History of American Indian Resilience
Personal stories of resilience Native Traditional values and
teachings Personal visions Historical Trauma Specific topics: TBD
Adversity: discrimination,
- Slide 17
- Sample Lesson: Adversity Facing Adversity To have participants
learn about prejudice, discrimination and how American Indians have
faced adversity. Show video: Historical Trauma: Discrimination
(2:03) Reflect: After viewing video, ask the students what they
saw. Activity: Characteristics and Skills Discuss: definitions of
prejudice, discrimination and stereotypes. Action: Write in journal
how they will use their new knowledge.
- Slide 18
- NEXT STEPS Completing Project Pilot, evaluate and revise
curriculum Present final curriculum and digital stories to Tucson
Indian Center
- Slide 19
- Acknowledgements Sponsor: National Institute On Minority Health
And Health Disparities of the National Institutes of Health under
Award Number P20MD006872. Tucson Indian Center: Jacob Bernal,
Marlene Jose, Phoebe Mills-Cager, CAIR Community Advisory Board
members. Contact Information: Agnes Attakai, MPA, Co-PI,
agnesa@email.arizona.edu agnesa@email.arizona.edu Kerstin M.
Reinschmidt, PhD, MPH, Co-PI kerstin@email.arizona.edu
kerstin@email.arizona.edu
- Slide 20
- Thank you