“My Culture, My Family, My School, Me”: Identifying Strengths and Challenges in the Lives and Communities of American Indian Youth

McMahon, Tracey R.; Kenyon, Den Yelle Baete; Carter, Jessica S.

doi:10.1007/s10826-012-9623-z

Cited by 28 publications

(22 citation statements)

References 33 publications

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“…As these authors note, "from an indigenous perspective, poverty has been described as being without relatives" (Walters et al, 2002, p. S111). Indeed, recent qualitative research supports this perspective, as American Indian youth readily cite their family as a preeminent source of strength in their lives (McMahon et al, 2012) The central role of the family may explain another predictor of risky sexual behaviors revealed in the analyses. In particular, our measure of caring adults was associated with more condom use.…”

Section: Discussionmentioning

confidence: 79%

“…Although a comprehensive discussion of these experiences and their consequences is not possible here (see Brave Heart & DeBruyn, 1998, for such a discussion), the consequences of this history, including such contemporary problems as chronic poverty and unemployment, severe segregation and isolation, and even the feelings of depression and grief experienced by many American Indians (called historical trauma; see Brave Heart & DeBruyn, 1998), cannot be ignored. Yet despite these challenges, American Indian youth exhibit many strengths, both internal and external (McMahon et al, 2012). In the current article, we use a within-group approach to identify personal, familial, school, and community assets that protect against risky sexual behaviors within this population.…”

Section: Applying the Developmental Assets Framework To American Indiansmentioning

confidence: 99%

“…A developmental assets approach (Benson, Leffert, Scales, & Blyth, 1998; Leffert et al, 1998; Scales, Benson, Leffert, & Blyth, 2000) highlights the intrapersonal capabilities and nurturing environments that encourage healthy choices and avoidance of risky behaviors. Applying this framework to understand sexual behavior among American Indian early adolescents is useful given that prior research demonstrates that American Indian youth possess numerous personal, family, and community factors that are sources of strength and support in their lives (McMahon, Kenyon, & Carter, 2012).…”

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Developmental Assets and Risky Sexual Behaviors Among American Indian Youth

Greene

Eitle

2015

The Journal of Early Adolescence

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This study examined the relationship between developmental assets during early and mid-adolescence and early adult sexual behaviors among American Indians using a subsample from the National Longitudinal Study of Adolescent Health ( = 465). Grounded in an assets framework, the authors explored the protective role of personal, family, school, and community assets as well as cumulative assets for sexual behaviors including early sexual debut, number of sexual partners, and frequency of condom use. The results indicated that certain assets during early and mid-adolescence, such as self-control, family support, and school attachment were protective for various risky sexual behaviors in early adulthood. Furthermore, cumulative assets emerged as an important predictor of sexual behaviors. These findings highlight the utility of applying a developmental asset framework to understand protective factors among American Indian youth.

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Section: Discussionmentioning

confidence: 79%

Section: Applying the Developmental Assets Framework To American Indiansmentioning

confidence: 99%

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confidence: 99%

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Developmental Assets and Risky Sexual Behaviors Among American Indian Youth

Greene

Eitle

2015

The Journal of Early Adolescence

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“…This finding could be reflective of variations in cultural influences in that urban site participants could potentially be more assimilated to the majority culture compared with reservation site participants, who may align more with traditional AI culture. This can be seen in the fact that the use of experiential learning techniques are more often associated with traditional AI learning styles (O'Connor, 2009;Ratsoy, 2011), and the utilization of strengths-based approaches has been highlighted by other researchers in relation to its relevance to AI youth (Brownlee, Rawana, MacArthur, & Probizanski, 2010;McMahon, Kenyon, & Carter, 2013;Stiffman et al, 2007). By comparison, the preference for sex/reproductive health education among urban site participants is more in line with recommendations for effective teen pregnancy prevention for the overall population, which often suggests addressing appropriate sexual risk-taking behaviors and contraceptive use as effective sex education techniques (e.g., Kirby, 2002;Manlove et al, 2002).…”

Section: Discussionmentioning

confidence: 99%

Teen Pregnancy Prevention Program Recommendations from Urban and Reservation Northern Plains American Indian Community Members

McMahon

Hanson

Griese

et al. 2015

American Journal of Sexuality Education

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Despite declines over the past few decades, the United States has one of the highest rates of teen pregnancy compared to other industrialized nations. American Indian youth have experienced higher rates of teen pregnancy compared to the overall population for decades. Although it's known that community and cultural adaptation enhance program effectiveness, few teen pregnancy prevention programs have published on recommendations for adapting these programs to address the specific needs of Northern Plains American Indian youth. We employed a mixed-methods analysis of 24 focus groups and 20 interviews with a combined total of 185 urban and reservation-based American Indian youth and elders, local health care providers, and local school personnel to detail recommendations for the cultural adaptation, content, and implementation of a teen pregnancy prevention program specific to this population.Gender differences and urban /reservation site differences in the types of recommendations offered and the potential reasons for these differences are discussed. This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. KEYWORDS American Indian, teen pregnancy prevention, program recommendations 218 Teen Pregnancy Prevention Program Recommendations 219 INTRODUCTIONAlthough adolescents of all races and ethnicities engage in behaviors such as unprotected sex and substance use that increase their risk for sexually transmitted infections (STIs) and teen pregnancies (Eaton et al., 2012), American Indian/Alaska Native (AI/AN) youth experience disproportionately higher rates of teen pregnancy compared with the overall population (de Ravello, Jones, Tulloch, Taylor, & Doshi, 2014). Furthermore, while the birth rate for U.S. teens aged 15-19 has dropped in 18 of the past 20 years, changes in the annual birth rates for AI/AN teens have been less consistent over the past two decades and have remained notably higher than those of non-Hispanic Whites and Asian/Pacific Islanders (Solomon-Fears, 2013). For example, in 2012, the birth rates for AI/AN teens was 34.9 per 1,000 live births while the national rate reached a historic low of 29.4 and the rate for non-Hispanic White teens was lower yet at 20.5 (Martin, Hamilton, Osterman, Curtin, & Mathew, 2013). AMERICAN INDIAN/ALASKA NATIVE SEXUAL RISK BEHAVIORSPrevious findings regarding adolescent sexual behavior also reveal that a greater proportion of urban AI/AN youth engage in sex at younger ages and are less often using any method of contraception compared to the overall population (de Ravello et al., 2014). Specifically, in a study examining the reproductive health and behaviors of urban AI/AN girls through data gathered from the 2002 National Survey of Family Growth (Rutman, Taualii, Ned, & Tetrick, 2012), findings revealed that approximately 33% of urban AI/...

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“…Strength-based approaches “empower” and “mobilize” communities in addressing difficult problems such as suicide (McMahon, Kenyon, & Carter, 2013). In addition, CBPR has been described as both a collaborative and systematic approach for creating social change (Jernigan, 2010).…”

Section: Methodsmentioning

confidence: 99%

Wac’inyeya: Hope Among American Indian Youth

Gray¹,

Schrader²,

Isaacs³

et al. 2019

AIANMHR

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This article examines what gives American Indian youth hope. The project included 56 rural tribal youth in focus groups across a Northern Plains reservation. The participants completed a Youth Personal Balance Tool to provide perspective on the balance according to a medicine wheel model of their lives. The focus groups asked questions from a strengthsbased perspective about what gives them hope and how they could show others they were hopeful. The project culminated with the youth developing creative representations of hope and presenting these projects to family and community.

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“My Culture, My Family, My School, Me”: Identifying Strengths and Challenges in the Lives and Communities of American Indian Youth

Cited by 28 publications

References 33 publications

Developmental Assets and Risky Sexual Behaviors Among American Indian Youth

Developmental Assets and Risky Sexual Behaviors Among American Indian Youth

Teen Pregnancy Prevention Program Recommendations from Urban and Reservation Northern Plains American Indian Community Members

Wac’inyeya: Hope Among American Indian Youth

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