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This article investigates how culture shapes instruction in three early care and education programs on the Flathead Indian Reservation. Interviews with eight early childhood teachers as well as classroom observations were conducted. The investigation is framed by the following research question: How does the culture of the family and community shape curriculum? Data analysis suggested that ongoing communication with parents and community about teaching within a culturally relevant context, building a sense of belongingness and community through ritual, and respecting children, families, and community were essential to defining the Native American Indian culture within these early learning programs.

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Drawing on anchor points from earlier scholarly work contained in family therapy perspectives, this study examined intimacy and individuation among husbands and wives from gender-sensitive and intergenerational perspectives. Scales assessing personal authority in the family system were utilized to ascertain husbands and wives' perceptions of intimacy and individuation with mother, with father, and with their spouse. The relative influence of intimacy and individuation with mother and father for spousal intimacy and individuation was examined. Hierarchical regression analyses revealed that intimacy and individuation with mother predicted spousal individuation and that individuation with father predicted spousal intimacy. Clinical implications of these results for narrative approaches to therapy are discussed.

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