Incorporating the indigenous evaluation framework for culturally responsive community engagement
Bibliographic Data
Native American families, schools, and communities foster resilience among their youth who experience significant mental health disparities. To increase equity in mental health services for Native American students, it is essential that researchers employ culturally responsive community engagement when developing programs in schools. Guided by the Indigenous Evaluation Framework and Tribal Critical Race Theory, the aim of the current study was to examine our process of community engagement in the development of a culturally responsive school‐based mental health program for students attending public school on the land of the Confederated Salish and Kootenai Tribes. University‐affiliated members of the research team who were engaged in the community‐based participatory action research analyzed the process through individual reflexivity and collaborative discussions. Findings include themes of Centrality of Context and Relationships, Immersion into Community, Authentic Partnership, Storytelling and Metaphors, Community Liaison as Teacher, Cultural Broker, and Confidant, and Honoring Tribal Sovereignty. Implications for researchers and practitioners emphasize the importance of using decolonizing practices and community engagement in developing and implementing culturally responsive school‐based mental health programs to increase equity for Native American youth
Community engagement · Community-based participatory research · Cultural competence · Health equity · Indigenous · Mental health · Participatory action research · Pedagogy · Photovoice · Political science · Public health · Public relations · Sociology · Storytelling · Community Health and Development · Evaluation and Performance Assessment · Indigenous Health, Education, and Rights · Medicine · Nursing · Psychology
Learning from Bilingual Engagement Practice to Advance Justice in Climate Resilience Planning
Building a space to dream
Exploring risk and protective factors for adolescent dating violence across the social-ecological model
Wapítat Ttáwaxt (Community in Service to Community)
Approaches to incorporating equity into program evaluation
It Makes My Heart Smile When I Hear Them Say, ‘Hi Grandpa, We’re Home!’”
Addressing epistemic injustice in the mental healthcare of Indigenous people in Bangladesh
Relationships and Collaboration
American Indian and Alaska Native Mental Health
Collaborative Autoethnography as a Pathway for Transformative Learning
Covid-19 Among American Indian and Alaska Native Persons — 23 States, January 31–July 3, 2020
Growing from Our Roots
Researched to Death
American Indian and Alaska Native People
A Systematic Review of Trauma Interventions in Native Communities
Community Engagement in Research
Two Years of Relationship-Focused Mentoring for First Nations, Métis, and Inuit Adolescents
Indigenous Research Methodologies
Research and Indigenous participation
Culturally Responsive Evaluation Meets Systems-Oriented Evaluation
Collaborative Autoethnography as Multivocal, Relational, and Democratic Research
Family, community, and school influences on resilience among American Indian adolescents in the upper midwest
Community-Based Participatory Research Contributions to Intervention Research
The Role of Community Advisory Boards
Enhancing Stewardship of Community-Engaged Research Through Governance
Invited Commentary
Changing the Landscape of Social Emotional Learning in Urban Schools
Historical Trauma Among Indigenous Peoples of the Americas
Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing
Toward a Tribal Critical Race Theory in Education
The Impact of Enhancing Students' Social and Emotional Learning
Resilience among Urban American Indian Adolescents
The Culture is Prevention Project
An Application of Two-Eyed Seeing
Practical Application of an Indigenous Research Framework and Two Qualitative Indigenous Research Methods
Looking across three generations of Alaska Natives to explore how culture fosters indigenous resilience
| Unique citing works | 8 |
|---|---|
| Citations per year | 2 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |