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AMERICAN INDIAN ELDERS’ RESILIENCE
Carmella Kahn, MPH
June 23, 2015
2015 AIHEC Behavioral Health Institute
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Background• Role of American Indian (AI) elders
• Keepers and transmitters of knowledge (Wexler, 2011; McCubbin, 2006; Mokuau, 2011)
• Endured many adversities (Grandbois & Sanders, 2009)
• Life stories hold life lessons and foundational knowledge to better understand resilience
• Youth in today’s society• Disconnect between elders and youth (Wexler,
2011)
• Urban AI youth face greater challenges connecting with elders (Stumblingbear-Riddle, 2012)
• Previous research acknowledges that ties to culture and other variables (i.e. social support) may be protective and lead to resilient outcomes for positive youth development (LaFromboise et al., 2006; Wexler, 2011)
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Protective intergenerational strategies
What protective strategies can elders offer to
enhance American Indian youth resilience?
HeavyRunner and Morris, 1997
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Protective intergenerational strategies
What protective strategies can elders offer to enhance URBAN American Indian youth resilience?
HeavyRunner and Morris, 1997
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Methods: Literature review1. Medical and Social science databases were
surveyed
• (1) Peer-reviewed English based articles
• (2) Published from January 1, 1980 to December 31,
2013
• (3) AIAN and Hawaiian elders as the target population
• (4) Non-clinical based
• (5) Key words and terms for American Indian/Alaska
Native/Native Hawaiian Resilience: resilience, culture,
intergenerational, community
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Methods:
Numberofjournalar clesiden fiedindatabasesearch(n=138)
Titlesandabstractsexcluded,focusnotculture
(n=46)
Numberofar clesreviewedbyprimarycategories(n=92)
Ar clesexcluded,elderresiliencenotincluded
(n=57)
Numberofar clesincluded(n=8),alladdressfamilydynamicsandinfluence
Ar clesexcludedasOther
(n=27)
DiagramofLiteratureReview:AmericanIndian,AlaskaNa ve,Na veHawaiianElderResilience
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Methods: CAIR research project2. Documenting and Promoting Resilience in
Urban American Indians (Co-PIs: Agnes Attakai,
Kerstin Reinschmidt)
• CBPR approach
•;
University of Arizona Mel & Enid Zuckerman
College of Public Health
•;
Tucson Indian Center
•;
Urban American Indian Elders
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Methods: CAIR research project• Defining resilience from the perspective of urban
American Indian elders.
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Results: Literature review• Resilience outcomes
• Culture
• Storytelling, activities, sense of
belonging, sense-making, reaffirm
cultural practices daily, policy
promoting cultural renaissance, feeling
pride
• American Indian identity
• Stories of survival
• Mental and physical health
associations
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Results: Literature review
• Intergenerational relationships
• Family/community/collective
connectedness, rely on others
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Results: Pilot Research Project• Revealed protective factors for youth related to culture,
youth activities, education
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Resilience factors: Culture
Theme Patterns Example of patterns
Culture Know tribal roots and history Teach historical events
Intergenerational relationships Build connection through cultural
activities
Engagement in cultural
activitiesEngage youth by connecting them
to the land
Personal strength from cultural
teachings and valuesTeach youth they can use
personal strength from positive
thinking and spiritual faith
Build character traits from
cultural teachingsEncourage positive character traits
(i.e. respect body, enjoy life)
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Resilience factors: Activities
Theme Patterns Example of patterns
Activities Engagement in
traditional activitiesExpose youth to activities not often experienced
in urban settings (i.e collect saguaro fruit, grow fruit
and vegetables
Engagement in
Contemporary
activities
Engage youth in low cost events (i.e. free
community events) and activities that are family-
based (i.e. traveling, camping, grandparents
taking grandkids on educational trips)
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Resilience factors: Education
Theme Patterns Example of patterns
Education Support for
education
Support education through community programs (i.e. tutoring
programs at Tucson Indian Center)
Taking
responsibility
for own
education
Teach youth personal responsibility for reaching educational
goals by sharing personal experiences and lessons learned (i.e.,
high school drop outs can get GEDs)
Parental
involvement
Parents support and influence youth to pursue and complete
school (i.e. parents visit school and talk to teacher; enroll child in
YMCA afterschool programs; set high expectations)
Motivation Build motivation in youth by teaching them not to take things for
granted and know their purpose for existing so that they
understand the importance of getting educated.
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Discussion• Literature search and qualitative data from elder’s narratives
helped identify key resilience strategies uniquely specific for
AI youth• Strengths in culture, youth activities, and education
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Recommendations
• Strategies for enhancing resilience among youth
• Intergenerational communication
• Teach youth how culture can be a sustaining force and how
it is linked to strengths to overcome challenges
• Support youth activities and education
• Need for resilience research to strive for an understanding
of the worldview of AI communities
• Need for future increased research to further investigate
resilience among AI, AN, and NH populations
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Thank youCarmella Kahn
This work was supported by the Center for American Indian Resilience (CAIR) a NIH-NIMHD P20 Exploratory
Center of Excellence (1P20MD006872) awarded to Northern Arizona University with subcontracts to
University of Arizona and Dine College
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References
• Gandbois, D. M., & Sanders, G. F. (2009). The resilience of Native American
elders. Issues in Mental Health Nursing, 30, 569-580.
• HeavyRunner, I., & Morris, J. S. (1997). Traditional Native culture and
resilience. CAREI Research/Practice Newsletter, 5(1).
• LaFromboise, T. D., Hoyt, D. R., Oliver, L., & Whitbeck, L. B. (2006). Family,
community, and school influences on resilience among American Indian
adolescents in the upper midwest. Journal of Community Psychology, 34(2),
193-209.
• Stumblingbear-Riddle, G., & Romans, J. S. C. (2012). Resilience among
urban American Indian adolescents: Exploration into the role of culture, self-
esteem, subjective well-being, and social support. American Indian and
Alaska Mental Health Research, 19(2), 1-19.
• Wexler, L. (2011). Intergenerational dialogue exchange and action:
Introducing a community-based participatory approach to connect youth,
adults and elders in an Alaskan Native community. International Journal of
Qualitative Methods, 10(3), 248-264.