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A Virtual Indian Summer

Kennedy G. Fridia

I have attended various virtual camps and events during the pandemic including THRIVE, WE R NATIVE Springboard Lab, UNITY, Generation Indigenous Ways, Native American Youth Entrepreneurship Camp and Wichita Tribe Native Connections Culture Classes to name a few.  A great thing about some of these camps was that youth could win gift cards and swag.  For one event, I was even compensated.  Since I am only fourteen getting paid was a BONUS!  My favorite event was the THRIVE camp which had many different focus areas.  In this camp, I got to make digital beats, compete in Indigenous trivia competitions, and make art with Steven Paul Judd! In addition to the fun aspect of the events, I also learned about culture, prescription drugs, and prevention.  I was also able to share my culture, give my opinions, and input on major issues affecting Indian Country and the world.  We discussed the Black Lives Matter movement and how Indigenous people can be allies, mental health, and pride in who we are.  One of the highlights of my virtual summer was wining 3rd place in the Native American Youth Entrepreneurship Business Plan Competition.  I was one of the youngest participants so I wasn’t sure I had a chance but, with my food truck idea I was able to share my vision and pull out a win.

Through these events, I learned that attending online can be fun but, it does come with some setbacks too.  Many of the virtual events had technical difficulties but nonetheless we were able to learn and work together.  I enjoyed myself in all of the virtual events but I did not like how unorganized some of them were. That is what actually determined my least favorite event, it was not well organized and it did not seem like those putting on the event really understood the technology.  That made it difficult to learn and receive the messages they wanted to get across to youth.  The biggest struggles, I believe while ZOOM-ing in are talking while others are talking, internet connections and audio lagging.  Overall, I enjoyed attending online but I would prefer to do them in person. 

For adults planning virtual events for youth I would recommend:

1) Know your technology

2) Make it interactive and fun

3) Use platforms youth like (Instagram, TikTock, Snapchat)

4) Be organized

Tsu-theets,

Kennedy

Wichita, Kiowa, Caddo

http://www.npaihb.org/thrive/

https://events.american-tradeshow.com/unityvirtual/begin

https://nni.arizona.edu/programs-projects/education-research/youth-programs/nayep

https://www.giways.org/

https://www.facebook.com/WATNativeConnections

Your participation in the Healing Indigenous Lives Native youth Town Halls will contribute to developing informed tribal juvenile justice responses that enhance public safety, promote accountability, and empower Native youth and communities. The series of four Town Halls will be conducted remotely via webinar by time zones. In addition, United National Indian Tribal Youth Inc. (UNITY) will be accepting written comments for 30 days after the event at [email protected]. The Healing Indigenous Lives Initiative (HILI) is supported by a cooperative agreement (2018- TY-FX-K002) between UNITY and the U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention (OJJDP). About HILI: The initiative will support and enhance Native youth engagement, coordination, and action related to public safety issues, with a focus on juvenile justice and delinquency prevention in Indian country. UNITY recruited a diverse group of youth mentors, who design and facilitate trainings in critical aspects of juvenile justice and delinquency prevention efforts. Who Are the Peer Guides: The UNITY peer guides are a cohort of Native young adults who serve as an advisory committee in the development and implementation of the Tribal Youth Leadership Development Initiative. The peer guides were selected because of their ability to overcome past obstacles. The peer guides have given their feedback by identifying key risk and cultural protective factors that helped them in navigating the juvenile justice system and delinquency prevention programs. Healing Indigenous Lives Native Youth Town Halls “Together we can heal our communities” About UNITY Founded in 1976, United National Indian Tribal Youth, Inc. (UNITY) is a national network organization promoting personal development, citizenship, and leadership among Native Youth. UNITY’s mission is to foster the spiritual, mental, physical, and social development of American Indian and Alaska Native youth ages 14 -24, and to help build a strong, unified, and self-reliant Native America through greater youth involvement. UNITY’s network currently includes 320 affiliated youth councils in 36 states. www.unityinc.org About OJJDP OJJDP provides national leadership, coordination, and resources to prevent and respond to juvenile delinquency and victimization. The Office supports states, tribes, and communities as they develop and implement effective and equitable juvenile justice systems that enhance public safety, ensure youth offenders are held appropriately accountable, and empower youth to live productive, law-abiding lives. OJJDP is a component of the Office of Justice Programs, U.S. Department of Justice. Learn more at www.ojjdp.ojp.gov. About UNITY Inc.: Town Hall Questions: ● What helps you feel safe in your community? ● What do you see as the challenges with public safety in your community and how are young people impacted? ● How can young people contribute to creating a safe environment in your community? ● What does resilience mean to you and what do you think helps youth overcome difficult or traumatic situations in their lives? ● What types of programs could OJJDP support that would enhance public safety and help to ensure that juvenile offenders are held appropriately accountable to crime victims and tribal communities? ● What specific assistance can OJJDP provide to help existing programs, support innovative ideas to expand programs, and provide additional training and technical assistance? ● How can OJJDP support efforts to engage youth and build leadership skills in Native youth?

The Office of Juvenile Justice and Delinquency Prevention (OJJDP) invites tribal leaders and representatives to participate in a virtual Tribal Consultation.

OJJDP will use this opportunity to foster dialogue about the new tribal provisions of the Juvenile Justice Reform Act (JJRA), and gain insight on collaborating with tribes to implement them. 

OJJDP also seeks input on increasing tribes’ awareness of and access to juvenile justice funding, and creating a policy for ongoing coordination with tribes. 
 
Your participation will contribute to developing informed tribal juvenile justice responses that enhance public safety, promote accountability, and empower tribal youth and communities.

OJJDP is also accepting written comments at [email protected].

Event Date: June 25, 2020, 3:30 pm – 5:45 pm (EST)

Location: Online

Registration Link: OJJDP Tribal Consultation Registration

Consultation Framing Paper: Tribal Consultation Framing Paper

By Ashley Trautman

May is Mental Health Awareness Month. While awareness of and attention to mental health is always important, it is becoming increasingly visible as we encounter the stresses of the current public health crisis. Though available data shows young people may not be as at risk for COVID-19 as adults, we know that they are still vulnerable to the mental health impacts of this global crisis (Center for Disease Control and Prevention [CDC], n.d.). Combined with the fear and worry about the health of loved ones, youth may be experiencing grief associated with the loss of normalcy that the current crisis is creating. Disruption in routines such as school and daily interaction with friends can cause stress and anxiety. In addition, youth may grieve the loss of participating in significant life events such as graduation, cultural ceremonies, the final season of their sports career and the list goes on.

Identifying the unique ways young people experience and express their emotions during these unprecedented times may help support their inherent resiliency. While there is significant variability in how we manifest emotions, for children and youth, stressful reactions during this time might include: regressive behaviors, unhealthy eating or sleeping habits, acting out, poor school performance or avoiding school, difficulty with attention or concentration, avoiding activities enjoyed in the past, unexplained body aches or use of substances (CDC, n.d.). In general, any changes in youth’s normal behavior may be due to the emotional impact of the current circumstances. Creating opportunity to explore emotional reactions may help youth identify and name their feelings.

There are a number of ways to support young people during this time. While the specific approach may vary depending on age, supporting young people in staying physically active, maintaining routine and expressing their emotions may support their mental wellness and serve as a protective factor against the stress and worry of the current moment. In addition, and as is especially true for tribal communities, “our relationships are the primary way we gather information, understand our lives and heal” (National Indian Child Welfare Association, n.d.). In a time when physical distancing is crucial to maintaining healthy communities, finding others ways for youth to maintain connection is important.

Finally, when our communities begin to emerge from lockdowns and shelter in place orders, it’s possible that with relief comes new challenges. We do not yet know what our new normal may look like and how much it does or does not resemble our lives of only a few months ago. We may continue to experience stress or anxiety related to lingering fears for the health of loved ones or adjusting to ongoing restrictions as communities continue to work towards preventing spread of the virus. Because young people are sensitive to the stress experienced by caregivers, as much as possible, consider finding ways to take care of yourself during this time (National Child Traumatic Stress Network, n.d.). Physical activity, eating well, connecting with others and connecting to culture may all be strategies to support your mental well-being and in turn, that of the young people in your life.

References:

National Indian Child Welfare Association (n.d.). Retrieved from https://www.nicwa.org/coronavirus/

National Child Traumatic Stress Network (n.d.). Retrieved from

https://www.nctsn.org/sites/default/files/resources/fact-sheet/outbreak_factsheet_1.pdf

Center for Disease Control (n.d.). Retrieved from

https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/managing-stress-anxiety.html

Author: Debra Klemann, LCPC, LMFT, National Native Children’s Trauma Center

The human propensity towards healing, strength, growth, and relationships embodies the concept of resiliency. Resiliency is a strength based approach to examining human nature and is frequently described as positive adaptions in the face of adversity (Fleming & Ledogar 2008). In order to promote positive outcomes for our youth we hope to foster resiliency by increasing protective factors.

Originally resiliency has been associated with individual protective factors that buffer against difficult circumstances, such as an optimistic temperament, a sense of humor, self-awareness and the ability to live with uncertainty. Meaningful relationships with others are also identified as an essential component of youth resiliency. Yet there is even more credence to relationships and connectedness. The interplay of family, community, and cultural protective factors has broadened the understanding of resiliency and coincides with the richness and strength of tribal communities.

Goodluck (2002) identified well-being factors specifically relevant to Native Americans that could potentially increase resiliency, including the power of the group, cultural identity, a sense of humor, spiritual and ceremonial participation, and ties to language, stories and tribal values. Historically belonging to a tribal community has enveloped members in the support and strength necessary to cope with distress.

“…. when one sees an individual, family, group, or community showing signs of unhealthy, unbalanced, dysfunctional, and out of harmony behavior, this is a signal to all of the group members to come into ceremony once again. The cycle begins to restore itself through the use of traditions, values, and practices known to that culture and tribe” (Goodluck & Wileto 2009).

Programming and interventions for youth that foster individual strengths, promote healthy relationships, and incorporate cultural practices and participation are of paramount importance in increasing resiliency. Yet let us not forget our own interconnectedness. When we are resilient as individuals and families our communities are resilient. When communities are resilient, individuals and families are resilient. Let this interconnectedness give us strength and guide our work in the coming times.

References:
Belcourt-Dittloff, Annjeanette Elise, “Resiliency and Risk in Native American Communities: A Culturally Informed Investigation” (2007). Graduate Student Theses, Dissertations, & Professional Papers. 826. https://scholarworks.umt.edu/etd/826

Goodluck, C. (2002). Native American children and youth well-being indicators: A strengths based perspective. Seattle, WA, Casey Family Programs.

Goodluck, C. & Willeto, A. A. (2009). Seeing the Protective Rainbow: How Families Survive and Thrive in the American Indian and Alaska Native Community. Baltimore, MD, The Annie E. Casey Foundation. https://tribalinformationexchange.org/files/resources/CharlotteGoodluck_HowFamiliesSurviveandThriveinIndiancountry(1).pdf

Fleming, J., & Ledogar, R. J. (2008). Resilience, an Evolving Concept: A Review of Literature Relevant to Aboriginal Research. Pimatisiwin, 6(2), 7–23.

The President’s Coronavirus Guidelines for America 15 Days to Slow the Spread

1. Listen to and follow the directions of your state and local authorities.

2. If you feel sick, stay home. Do not go to work. Contact your medical provider.

3. If your children are sick, keep them at home. Do not send them to school. Contact your medical provider.

4. If someone in your household has tested positive for the coronavirus, keep the entire household at home. Do not go to work. 

  Do not go to school. Contact your medical provider.

5. If you are an older person, stay home and away from other people.

6. If you are a person with a serious underlying health condition that can put you at increased risk (for example, a condition that

    impairs your lung or heart function or weakens your immune system), stay home and away from other people.

7. Even if you are young, or otherwise healthy, you are at risk and your activities can increase the risk for others. It is critical       

    that  you do your part to stop the spread of the coronavirus:

• Work or engage in schooling from home whenever possible.
• If you work in a critical infrastructure industry, as defined by the Department of Homeland Security, such as healthcare services and pharmaceutical and food supply, you have a special responsibility to maintain your normal work schedule. You and your employers should follow CDC guidance to protect your health at work.
• Avoid social gatherings in groups of more than 10 people.
• Avoid eating or drinking in bars, restaurants, and food courts – use drivethru, pickup, or delivery options.
•  Avoid discretionary travel, shopping trips, and social visits.
• Do not visit nursing homes or retirement or long-term care facilities unless to provide critical assistance.
• Practice good hygiene:
  • Wash your hands, especially after touching any frequently used item or surface.
  • Avoid touching your face.
  • Sneeze or cough into a tissue, or the inside of your elbow. o Disinfect frequently used items and surfaces as much as possible.

* School operations can accelerate the spread of the coronavirus. Governors of states with evidence of community transmission should close schools in affected and surrounding areas. Governors should close schools in communities that are near areas of community transmission, even if those areas are in neighboring states. In addition, state and local officials should close schools where coronavirus has been identified in the population associated with the school. States and localities that close schools need to address childcare needs of critical responders, as well as the nutritional needs of children.

** Older people are particularly at risk from the coronavirus. All states should follow Federal guidance and halt social visits to nursing homes and retirement and long-term care facilities.

*** In states with evidence of community transmission, bars, restaurants, food courts, gyms, and other indoor and outdoor venues where groups of people congregate should be closed.

Balancing Self Care and Selflessnes

Laura Guay MSW

There are many paths that have brought each of us to positions where we are gifted the opportunity to support others on their path towards building resilience and healing. The experience is rewarding and life-giving, and it can also be full of heartbreak, frustration and exhaustion. While it may seem counterintuitive to look inward and attend to our own needs when those before us are struggling or in crisis, we have an ethical responsibility to do so.

Self-care is a term frequently used throughout helping professions. It is vitally important to providing services that are responsive to the trauma related needs of youth and families, to building community resilience, and ultimately to sustaining a workforce of experienced professionals. But what does self-care truly mean and what does it look like in practice? There is not a singular definition of self-care, however across human service fields it is universally understood as the activities and practices we engage in to reduce stress and support our long-term physical and emotional well-being so that we are at our best both personally and professionally.

The National Child Traumatic Stress Network identifies three basic aspects of self-care:

• Awareness: An intentional slow down and inward focus on emotions, stress levels, thinking, and whether our behaviors and actions are in line with our values.
• Balance: To seek balance across all areas of life including work, family, rest, and leisure which improves productivity and personal satisfaction.
• Connection: Deliberately building supportive relationships with colleagues, friends, family and community; a sense of connection is one of the most powerful stress reducers.

Strategies to Support Awarness, Balance, Connection

•Fuel your body: Eat nutritiously to avoid being too full or too hungry

•Practice good sleep routines: Sleep provides our bodies restoration and is essential for proper brain functioning

•Move your body: Create moments to move and stretch even if it is at your desk

•Remember to breathe: A simple breathing exercise is 4 count breathing. Breathe in for 4 seconds, hold a full breath for 4 seconds, breathe out for 4 seconds and hold an empty breath for 4 seconds. Repeat this 3 times to support self-regulation

•Identify unhelpful thoughts and reframe them: We often default to value based thinking which is not productive. Try noticing when this happens and then reframe your initial thought to reflect facts. Example: “He doesn’t stand a chance getting sober,” versus “He has an uphill battle in his recovery, what supports might he need to be successful?”

•Check-ins: Connect with colleagues and ask for and offer support when it is needed. Stay focused on creating solutions and problem-solving

•Laugh: Nurture activities and relationships that make you laugh!

Additional Resources for Self-Care Strategies:

Taking Care of Yourself                        Self Care for Educators                           Healing and Wellness

Youth prevention program staff may be interested in learning more about how sex traffickers target victims and review specific risk factors that may make youth vulnerable to traffickers. The Tribal Law and Policy Institute is pleased to offer the following publications addressing what victim advocates need to know concerning sex trafficking as it impacts Native people and Indian country.  The Sex Trafficking in Indian Country: Advocacy Curriculum is designed to introduce information on sex trafficking of Native people, covering topics such as the definitioni of sex trafficking, red flags, trafficker tactics, screening for sex trafficking, and advocacy roles and responsibilities. The Curriculum consists of three components: Participant Workbook, PowerPoints, and Instructor Guide. (2020)

For more information on Tribal sex trafficking resources please visit www.tribaltrafficking.org 

Tribal people had ways of keeping track of major events that influenced their communities and ways of life. In the Northern Plains many American Indian tribes depicted their year in a Winter Count.

Today, there are so many different events that influence tribal communities and youth. In order to understand what our tribal youth are experiencing and how we can best serve and support them, we want to bring their voices to the forefront and keep them the focus of our work.

So, as we end the current calendar year and move from 2019 to 2020, we asked a group of tribal high school freshmen to reflect on the major events of the past 2019 year, the influence of those events on them and/or their community, and what they hope for in 2020. Here are their Winter Counts:

In these tribal youth’s 2019 Winter Counts, they noted remembering individual, family, community, state, national, and world events. From losing loved ones to starting high school, our tribal youth are experiencing a number of life changing events that influence their relationships, wellbeing, and ways of knowing. They continue to hope for healing and growth for themselves and everyone around them. Thus, with the new calendar year upon us, may we all remember and carry these tribal youth’s 2019 Winter Counts in our 2020 intentions and work.

Happy Winter Solstice and Happy New Calendar Year!

Respectfully,

Alicia Mousseau