Incorporating the Indigenous Evaluation Framework for Culturally Responsive Community Engagement

Autor/inn/en	Goforth, Anisa N.; Nichols, Lindsey M.; Sun, Jingjing; Violante, Amy; Christopher, Kelsey; Graham, Niki
Titel	Incorporating the Indigenous Evaluation Framework for Culturally Responsive Community Engagement
Quelle	In: Psychology in the Schools, 59 (2022) 10, S.1984-2004 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goforth, Anisa N.) ORCID (Nichols, Lindsey M.) ORCID (Sun, Jingjing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22533
Schlagwörter	American Indian Students; American Indians; Mental Health; Access to Health Care; Cultural Relevance; Community Involvement; School Health Services; Public Schools; School Community Relationship; Critical Race Theory; Tribes; Indigenous Populations + Suchen Sie Ihr Suchwort? American Indian; Indianer; Psychohygiene; Schuleingangsuntersuchung; Public school; Öffentliche Schule; Tribal society; Stammesgesellschaft; Sinti und Roma
Abstract	Native American families, schools, and communities foster resilience among their youth who experience significant mental health disparities. To increase equity in mental health services for Native American students, it is essential that researchers employ culturally responsive community engagement when developing programs in schools. Guided by the Indigenous Evaluation Framework and Tribal Critical Race Theory, the aim of the current study was to examine our process of community engagement in the development of a culturally responsive school-based mental health program for students attending public school on the land of the Confederated Salish and Kootenai Tribes. University-affiliated members of the research team who were engaged in the community-based participatory action research analyzed the process through individual reflexivity and collaborative discussions. Findings include themes of Centrality of Context and Relationships, Immersion into Community, Authentic Partnership, Storytelling and Metaphors, Community Liaison as Teacher, Cultural Broker, and Confidant, and Honoring Tribal Sovereignty. Implications for researchers and practitioners emphasize the importance of using decolonizing practices and community engagement in developing and implementing culturally responsive school-based mental health programs to increase equity for Native American youth. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01