Carmella Kahn-ThornbrughAgnes AttakaiKerstin ResinschmidtShannon WhitewaterTara ChicoNolando NeswoodKathryn FosterNicolette Teufel-Shone

URBAN AMERICAN INDIAN ELDERS RESILIENCY: SOURCES OF STRENGTH FOR BUILDING A HEALTHY FUTURE FOR TODAY’S YOUTH

Background

• Role of American Indian (AI) elders• Keepers and transmitters of knowledge (Wexler, 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)

Protective intergenerational strategies• Spirituality• Tribal identity• Elders• Ceremonies and rituals•Humor •Oral tradition• Family• Support networks(HeavyRunner and Morris, 1997)

•What protective strategies can elders offer to enhance resiliency among urban American Indian youth?

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

Key words and terms used in literature review

Methods:

Methods: Pilot research project2. Documenting and Promoting Resilience in

Urban American Indians (Co-PIs: Agnes Attakai, Kerstin Reinschmidt)

•CBPR approach; partnership with Tucson Indian Center•Defining resilience from the perspective of urban American Indian elders.•Qualitative methods: focus groups and individual interviews with 13 urban American Indian elders•Utilized thematic analysis•Digital stories and a curriculum for a youth program

Results: Literature review•Protective factors •Resilience• Understanding elders resilience

• Intergenerational relationships• Family/community/collective connectedness

•Culture• Storytelling, activities, sense of belonging, sense-making

•Spirituality•Higher power, God

Results: Pilot Research Project• Revealed protective factors for youth related to culture, youth activities, education, spirituality, connecting elders with youth

Resilience factors: CultureFactor Concept  

Culture Teachings, values

Farming with grandparentsknowing traditional roleKnow history, historical traumalearning language/wordslearn storiesMeet and remember relatives and family kinshipEnjoy life even without having money; Teach children about historical traumaTeach children they have strength to get through challenges (use prayer), that there’s something great at the endExercise and respect our bodiesTeach children to stand up for selvesHave a voiceShareBe responsibleHave good work ethics

Resilience factors: ActivitiesFactor Concept  

Activities Traditional Bridging the gap, classes with eldersDrum circles, dancing, powwowsIndian clubsCollect saguaro fruit, grow fruit and vegetablesRaise and butcher cows

  Contemporary Summer jobs, summer camp, reading/writing programYouth programs, youth coalition, prevention programsPhysical activity (e.g. volleyball, basketball, softball, racquetball, soccer, wrestling, kickball, football, riding bikes, walking, Frisbee, hacky sac, swim nights, dancing)Service/volunteer work, pick up trashMental health programsYMCA, boys/girls club for NativesYard workManage money, gun safetyCamping, hiking, TravelingArts and crafts

Resilience factors: EducationFactor Concept  

Education

Support for education

Encourage higher educationEducational opportunitiesTutoring programs at Tucson Indian Center TIC can help new students “fit in” and “feel comfortable”Teaching youth they will leave for their education and return home

Taking responsibility for own education

Growing up in hard conditions (i.e. poverty) taught values of working hard, staying in school, furthering education, and getting a jobThe student has to take the steps to get educated or do vocational trainingTeach children to go on with lives and school

Parental involvement

Money responsibilityStudent choice to attend boarding schoolParents need to offer support to make a difference Parents visit school and talk to teachersParents enroll child in YMCA afterschool programsParents and grandparents set high expectations

Motivation Working with and helping Native AmericansKnow your upbringing so you know why you existDon’t take things for grantedGrandparent tells youth to stay in school, do what is right, use education as part of living

Discussion• Literature search and qualitative data from elder’s narratives helped identify key resiliency factors uniquely specific for urban AI youth• Strengths in knowing history and roots

• Adults and elders views on culture were different from youth• Adults & elders: Culture is a collective experience; draw from

intergenerational strengths/ practice; get strength from those who came before; feeling grounded

• Youth: Culture was related to specific activities/skills; culture is slipping away; had cultural strengths but didn’t know it

• Oppressive policies have disrupted the relationship between youth and their Elders

Recommendations• Strategies for enhancing resilience among youth• intergenerational communication (stories about historical trauma and elder resilience)• Teach youth how culture can be a sustaining force and how it is linked to strengths (personal to collective) to overcome challenges

• Appropriate methods: Storytelling and narratives are culturally relevant methods that can be combined in CBPR approaches • Future research: Increase funding and opportunities for public health research to explore how culture fosters resilience among urban American Indians• Tribal opportunities—self-determination policies (include elders in schools)

Thank youCarmella Kahn-Thornbrughckahn@email.arizona.edu

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

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.