A case study of culturally relevant school-based programming for First Nations youth: improved relationships, confidence and leadership, and school success

Crooks, Claire V.; Burleigh, Dawn; Snowshoe, Angela; Lapp, Andrea; Hughes, Ray; Sisco, Ashley

doi:10.1080/1754730x.2015.1064775

Cited by 21 publications

(13 citation statements)

References 11 publications

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“…These results align with previous literature that has explored the effects of school-based interventions with similar populations. Crooks and colleagues found that such interventions in Indigenous schools could improve academic achievement, bolster a sense of belonging for students, and increase overall confidence of students [11]. A study from the Netherlands found that PAX-GBG lead to more on-task behaviour from students [12].…”

Section: Discussionmentioning

confidence: 99%

School personnel and community members’ perspectives in implementing PAX good behaviour game in first nations grade 1 classrooms

Jack

Chartier

et al. 2020

International Journal of Circumpolar Health

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First Nations peoples in Canada have a history of poor mental health outcomes, as the result of colonisation and the legacy of residential schools. The PAX Good Behaviour Game (PAX-GBG) is a school-based intervention shown to improve student behaviour, academic outcomes, and reduce suicidal thoughts and actions. This study examines the use of PAX-GBG in First Nations Grade 1 classrooms in Manitoba. Researchers collected qualitative data via interviews and focus groups from 23 participants from Swampy Cree Tribal Council (SCTC) communities. Participants reported both positive effects and challenges of implementing PAX-GBG in their classrooms. PAX-GBG created a positive environment where children felt included, recognised, and empowered. Children were calmer, more on-task, and understood the behaviours that are expected of them. However, for many reasons, PAX-GBG is not being used consistently across SCTC schools. Participants described barriers in implementation due to teacher turnover, lack of on-going training and support, developmental and behavioural difficulties of students, and larger community challenges. Participants provided suggestions on how to improve PAX-GBG to be a better fit for these communities, including important cultural and contextual adaptations. PAX-GBG has the potential to improve outcomes for First Nations children, however attention must be given to implementation within community context. ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 99%

School personnel and community members’ perspectives in implementing PAX good behaviour game in first nations grade 1 classrooms

Jack

Chartier

et al. 2020

International Journal of Circumpolar Health

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“…Initial evaluation of the secondary school components (i.e., the secondary mentoring program and the Cultural Leadership Course) of the Uniting Our Nations program found multiple indicators of youth engagement, such as increased academic performance and fewer absences from school, youths reporting pride in their roles as mentors, and satisfaction with the program itself (Crooks et al, 2010). In a subsequent mixed-methods case study, Crooks, Burleigh, et al (2015) identified four organizing themes from their quantitative and qualitative findings. Results suggested increases in student success, sense of belonging, and leadership skills and confidence, and supported the importance of the cultural content in the program (Crooks, Burleigh, et al, 2015).…”

Section: Strategies For Moving the Field Forwardmentioning

confidence: 99%

“…Although both phases of the Green Dot program produced positive self-reported behavioral changes, the longer and more intensive SEEDS program produced more robust outcomes (Coker et al, 2011). Coker and colleagues (2015) compared overall rates of violence at campuses with and without Green Dot programming. Results from student surveys indicated lower rates of reported violent victimization at the Green Dot campus, as well as lower violence perpetration rates among males attending the intervention campus, as compared with two control campuses (Coker et al, 2015).…”

Section: Programs For College and University Studentsmentioning

confidence: 99%

Preventing Gender-Based Violence Among Adolescents and Young Adults: Lessons From 25 Years of Program Development and Evaluation

Crooks

Jaffe

Dunlop

et al. 2018

Violence Against Women

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104

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Effective prevention of intimate partner violence (IPV) among adolescents and young adults is a key strategy for reducing rates of gender-based violence (GBV). Numerous initiatives have been developed and evaluated over the past 25 years. There is emerging evidence about effective strategies for universal prevention of dating violence in high school settings and effective bystander interventions on university and college campuses. In addition, there have been some effective practices identified for specific groups of youth who are vulnerable to victimization (either based on past experiences of exposure to domestic violence or previous dating victimization). At the same time, though our evidence about school and college-based interventions has grown, there are significant gaps in our knowledge of effective prevention among marginalized groups. For example, there is a lack of evidencebased strategies for preventing IPV among Indigenous youth; lesbian, gay, bisexual, transgender, questioning+ [LGBTQ+] youth; and young women with disabilities, even though these groups are at elevated risk for experiencing violence. Our review of the current state of evidence for effective GBV prevention among adolescents and young adults suggests significant gaps. Our analysis of these gaps highlights the need to think more broadly about what constitutes evidence. We identify some strategies and a call to action for moving the field forward and provide examples from our work with vulnerable youth in a variety of settings.

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“…Although previous research with these programs has offered preliminary support for positive outcomes (Crooks, Chiodo, Thomas, & Hughes, 2009;Crooks et al, 2015), this research was cross-sectional in nature and did not compare participants with non-participants. The purpose of our exploratory mixed-methods study was to undertake a more rigorous, longitudinal evaluation of the effects of 1 or 2 years of program participation on positive well-being, as assessed by mental health and cultural identity, across the transition from elementary to secondary school.…”

Section: The Fourth R: Uniting Our Nations Mentoring Programsmentioning

confidence: 99%

Two Years of Relationship-Focused Mentoring for First Nations, Métis, and Inuit Adolescents: Promoting Positive Mental Health

et al. 2016

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First Nations, Métis, and Inuit (FNMI) youth are disproportionately affected by a range of negative health outcomes including poor emotional and psychosocial well-being. At the same time, there is increasing awareness of culturally-specific protective factors for these youth, such as cultural connectedness and identity. This article reports the findings of a mixed-methods, exploratory longitudinal study on the effects of a culturally-relevant school-based mentoring program for FNMI youth that focuses on promoting mental well-being and the development of cultural identity. Participants included a cohort of FNMI adolescents whom we tracked across the transition from elementary to secondary school. We utilized data from annual surveys (n = 105) and a subset of youth whom we interviewed (n = 28). Quantitative analyses compared youth who participated in 1 or 2 years of mentoring programs with those who did not participate. At Wave 3, the 2-year mentoring group demonstrated better mental health and improved cultural identity, accounting for Wave 1 functioning. These results were maintained when sex and school climate were accounted for in the models. Sex did not emerge as a significant moderator; however, post hoc analyses with simple slopes indicated that the mentoring program benefited girls more than boys for both outcomes. Interview data were coded and themed through a multi-phase process, and revealed that the mentoring program helped participants develop their intrapersonal and interpersonal skills, and enhanced their cultural and healthy relationships knowledge base. Collectively, the quantitative and qualitative components of this study identify multiple years of culturally-relevant mentoring as a promising approach for promoting well-being among FNMI youth.

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A case study of culturally relevant school-based programming for First Nations youth: improved relationships, confidence and leadership, and school success

Cited by 21 publications

References 11 publications

School personnel and community members’ perspectives in implementing PAX good behaviour game in first nations grade 1 classrooms

School personnel and community members’ perspectives in implementing PAX good behaviour game in first nations grade 1 classrooms

Preventing Gender-Based Violence Among Adolescents and Young Adults: Lessons From 25 Years of Program Development and Evaluation

Two Years of Relationship-Focused Mentoring for First Nations, Métis, and Inuit Adolescents: Promoting Positive Mental Health

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