As a result of the U.S. government's involvement in Native American education, the current experiences of Native American college students are characterized by educational disparities.Higher education professionals are in an ideal position to meet the needs and interests of Native American students; however, most of the literature concerning this population takes a deficit approach. The present paper offers a reconceptualization of Bronfenbrenner's ecological systems model as an alternative framework for the experiences of Native American college students. In privileging historical and cultural factors, this reconceptualization demonstrates how transforming educational institutions could influence the experiences of Native American college students.

In contemporary identity research Erik Erikson is seldom associated with work on culture, race, and ethnicity. What is ironic about this lack of association is that not only did Erikson consider these factors, but that they figured prominently into his theorizing. The purpose of this article is to provide an analysis of Erikson's views that is more accurate than is what is typically represented by: 1) reviewing a brief history of empirical research on identity development since Erikson, 2) providing a broad summary of Erikson's writing on how identity is shaped by culture, race, and ethnicity, 3) arguing that Erikson's work suggests that historical trauma serves as an ideological setting for the identity development of marginalized groups, and 4) describing how historical trauma is associated with threats to temporal identity integration, or selfcontinuity.

Globally, Indigenous communities, leaders, mental health providers, and scholars have called for strengths-based approaches to mental health that align with Indigenous and holistic concepts of health and wellness. We applied the Indigenist Ecological Systems Model to strengths-based case examples of Indigenous youth mental health and wellness work occurring in CANZUS (Canada, Australia, New Zealand, and United States). The case examples include research, community-led programs, and national advocacy. Indigenous youth development and well-being occur through strengths-based relationships across interconnected environmental levels. This approach promotes Indigenous youth and communities considering complete ecologies of Indigenous youth to foster their whole health, including mental health. Future research and programming will benefit from understanding and identifying common, strengths-based solutions beyond narrow intervention targets. This approach not only promotes Indigenous youth health and mental health, but ripples out across the entire ecosystem to promote community well-being.

While counseling psychologists made substantial proposals to advance qualitative research since the special issue on related methods was published 15-years ago (Haverkamp, Morrow, & Ponterotto, 2005), the field continues to demonstrate an overreliance on quantitative methods. Though important for producing knowledge we can depend on, excessive use of these methods poses a barrier for counseling psychologists to address the needs of the communities that are at the core of our discipline's valuesthose who are marginalized and underserved in society. In alignment with our values of social justice, advocacy, and empowerment, we propose counseling psychologists adopt a methodology within a critical paradigm to better address issues of inequality and inequity when working with underrepresented communities, such as digital storytelling. Rooted in a movement to increase access to art for marginalized communities in the 1970s and 1980s, digital storytelling is an arts-based research methodology that captures first-person narrated accounts of peoples' lives through the use of stories, photos, and videos, and empowers communities to be a part of research to create social change. We provide recommendations for using digital storytelling in counseling psychology research as outlined through 5 phases, including Phase I) digital storytelling's critical paradigm, Phase II) project development, Phase III) implementation, Phase IV) data analysis, and Phase V) dissemination. While doing so, we draw on examples from 2 digital storytelling projects we are familiar with, Immigrant Stories and OrigiNatives, providing a framework for a digital frontier in counseling psychology research. Public Significance StatementThis article outlines recommendations for using digital stories as a collaborative method for conducting research with individuals from marginalized and underserved communities. Specifically, these recommendations are intended to assist counseling psychologists in using digital storytelling to address inequities and inequalities in a manner consistent with the field's values.