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Currently, little research exists on disabilities among Native American communities and no research exists on how Native Americans perceive disabilities, services currently available, and unmet needs. Understanding these key areas is essential to providing efficacious and culturally relevant care. To address this gap in the literature, we used Indigenous research methodology through sharing circles throughout the state of Utah to listen and amplify the voices of the Native communities. Participants shared how they conceptualize "disability," what they thought of current services, and how they thought the needs of Native persons with disabilities should be addressed. Four major themes emerged in the data: a culturally-based conceptualization of "disability," barriers to services, belonging, and needed actions. These themes highlight the cultural strengths among Native communities surrounding disabilities and bring attention to systematic change needed to better address the needs of Native Americans with disabilities. POINTS OF INTEREST: Native Americans are diagnosed with disabilities more than the general American population. Cultural understandings, including the definition of "disability," may influence diagnosis rates. This study aimed to get a more complete picture of how Native Americans understand disabilities and what services would be helpful for those with disabilities in their communities. Native American participants shared their experiences and thoughts about disabilities in sharing circles to discuss important topics in a cultural way. Four major themes were identified following these sharing circles, including a culturally-based definition of "disability," barriers to services, belonging, and needed actions. These themes highlight the cultural strengths among Native communities surrounding disabilities and bring attention to what changes could be made to better serve the needs of Native Americans with disabilities. [ABSTRACT FROM AUTHOR]

Purpose: As scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this work, especially with and in diverse project teams. The purpose of this paper is to provide a critical examination of adopting a culturally disruptive approach in a research-practice partnership (RPP) that includes Indigenous and non-Indigenous researchers, designers and educators who worked together to collaboratively design culturally situated experiences for sixth graders. Design/methodology/approach: Following a design-based implementation research methodology, data from design and implementation are presented as two case studies to illustrate key findings. Findings: Leveraging the frame of culturally disruptive pedagogy, key tensions, disruptions, self-discoveries and resulting pedagogical innovations are outlined. While the authors experienced multiple forms of disruptions as researchers, designers and educators, they focused on tracing two powerful cases of how culturally disruptive research directly and immediately resulted in pedagogical innovations. Together the cases illustrate a broader shift toward interdependence that the team experienced over the course of the school year. Research limitations/implications: A new frame for conducting culturally disruptive research is presented. Both the theoretical application and practical implementation of this frame demonstrate its usefulness in conceptualizing culturally situated research through cultivating an uncomfortable yet generative interdependence. Practical implications: Findings include examples and strategies for how to practically conduct multi-sector, interdisciplinary research and teaching. Scholars and educators share their stories which illustrate the practical impact of this work. Originality/value: Critical insights presented in this paper build on and contribute to the growing body of work around RPPs, community-based research and other critical partnership methods.

Self-rated anti-American Indian attitudes were examined for the influence on domestic violence culpability perceptions when the domestic violence actors’ race (American Indian or European American) and alcohol use (intoxicated or not) were varied. Those higher in anti-American Indian attitudes produced more negative culpability ratings concerning American Indian women involved in domestic violence than those low in American Indian bias. This has implications for health system treatment and legal interventions and processing. Education concerning American Indian cultural issues and biases against them is needed for those working with American Indian health and justice systems.

Sexual revictimization is heightened among military service members and veterans and is associated with greater posttraumatic stress symptoms (PTSS) and severity. The heightened distress following revictimization may be due to posttraumatic cognitions (PTC), which include negative beliefs about the self and world, and self-blame. Moreover, it is unclear whether men and women experience different levels of PTC. The current study tested PTC (overall and subdomains) as a possible mediator between sexual revictimization and PTSS severity, and gender as a possible moderator of these associations. Revictimization was defined across time periods (military sexual assault [MSA] only vs. premilitary sexual trauma + MSA) and in military rape frequency (0, 1, 2+). Participants were 400 (n = 200 [50%] male) service members/veterans with a history of MSA and completed online, anonymous, self-report questionnaires. PTC mediated the association between revictimization and PTSS severity. A significant interaction of gender suggested that men reported high overall PTC and PTC about the self regardless of revictimization; by contrast, overall PTC and PTC about the self were lower for women in response to MSA only and increased with revictimization. Results also showed men were more sensitive to PTC about self-blame as it pertains to more severe PTSS compared to women. There were no unique gender interactions when assessing revictimization by rape frequency, although PTC (overall, all subdomains) significantly mediated the association between rape frequency and PTSS severity. PTC may be a beneficial target when treating PTSS in men, and may be especially heightened in women who have experienced revictimization. [ABSTRACT FROM AUTHOR]

Missing and Murdered Indigenous Women and Girls (MMIWG) are victims of pervasive violence that began centuries ago, one that has gone unrecognized by governments, institutions, and society as a whole. To fight this silencing, Native communities have come together to decolonize the narrative, advocate for MMIWG, and honor the lost lives of their daughters, sisters, and matriarchs. We provide an overview of the history of MMIWG, the lack of response by the US government, and the decolonial action and advocacy by Native communities. However, we also go far beyond the typical academic article, in that we present both the factual information behind MMIWG and the emotional weight that each of the authors and those we know carry. We have incorporated stories, pictures, art, and the names of MMIWG to illustrate the ongoing reality of the attempted genocide of Native women and girls. We pray that this article aids in the honoring of our lost sisters and their families while bringing awareness of this tragedy to the eyes of those who can join us in fighting the silence. [ABSTRACT FROM AUTHOR]

Although education is framed as a future‐oriented enterprise, we often fail to serve the diverse futurities of youth, particularly in formal learning environments. The cultural norms of formal learning environments are rooted in dominant ways of being and knowing and this shapes how learning environments and learning technologies can be designed. As a result, the futures youth can envision for themselves in these spaces are often static and limited by the dominant culture. As a move toward supporting youths' diverse cultural backgrounds and experiences, we ask how youth develop relationship with culture through creating culturally centred multimedia projects. Guided by a case study approach, we collected thirty‐six remixing multimedia projects from twelve sixth graders, who created these projects for three culturally centred learning activities over a school year. Findings share one case from each learning activity to demonstrate how students represent their relationships with culture through three forms of symbolising. Implications from this work reject the settled expectations of dominant culture in formal learning environments and, instead, invite youths' knowledges and experiences through remixing with multimedia. Practitioner notes What is already known about this topic Formal learning environments are shaped by norms rooted in the dominant culture but are often assumed to be acultural spaces. Multimedia technologies have been leveraged to engage youth with culture in the classroom. Remixing is a sociocultural learning process that allows youth to reimagine their lived experiences. What this paper adds Sixth graders' relationships with culture were mediated by remixing with multimedia resources in a series of culturally centred multimedia projects. Forms of symbolising in students' remixing works reveal diverse relationships with their own culture and other cultures. Culturally centred multimedia projects afford the development of intertwined and reciprocal relationships with one's own culture and other cultures. Implications for practice Formal learning environments and embedded learning activities often operate on static or limited relationships between youth and their diverse range of cultural experiences. Engaging with multimedia projects can develop students' relationships with their own culture and other cultures in a reciprocal way. Supporting the development of diverse relationships with culture is crucial to designing a culturally centred learning environment. What is already known about this topic Formal learning environments are shaped by norms rooted in the dominant culture but are often assumed to be acultural spaces. Multimedia technologies have been leveraged to engage youth with culture in the classroom. Remixing is a sociocultural learning process that allows youth to reimagine their lived experiences. What this paper adds Sixth graders' relationships with culture were mediated by remixing with multimedia resources in a series of culturally centred multimedia projects. Forms of symbolising in students' remixing works reveal diverse relationships with their own culture and other cultures. Culturally centred multimedia projects afford the development of intertwined and reciprocal relationships with one's own culture and other cultures. Implications for practice Formal learning environments and embedded learning activities often operate on static or limited relationships between youth and their diverse range of cultural experiences. Engaging with multimedia projects can develop students' relationships with their own culture and other cultures in a reciprocal way. Supporting the development of diverse relationships with culture is crucial to designing a culturally centred learning environment. [ABSTRACT FROM AUTHOR]

The article discusses a study which examined the association of traumatic stress with perceived social support and physical and mental health among older American Indians. Topics covered include the prevalence of lifetime traumatic experiences, the association of higher perceived social support with a reduced prevalence of traumatic stress, and the role of gender in traumatic stress.

Objectives: Native American youth need educational experiences that promote positive, healthy development, which requires decolonizing current educational experiences. Konaway Nika Tillicum Native Youth Academy (KNT) offers a holistic approach to education, incorporating Tribal cultures and values along with valuing higher education. Across two complementary studies, we seek to understand how the Medicine Wheel framework supports the design of educational experiences and the effectiveness of this design on positive development factors, including cultural identity development, self-esteem, and academic optimism., Method: To address our research questions, we first share an ethnographic study including participant observations and interviews with five KNT staff to investigate how the educators of KNT enact the Medicine Wheel in designing educational experiences for Native youth. We then examined the effectiveness of this Medicine Wheel framework on positive development factors across two summers of the academy with youth ages 11-18 (23 boys, 38 girls) representing diverse tribal affiliations., Results: Findings from our first research question reveal a Medicine Wheel Educational Framework that offers holistic and culturally sustaining/revitalizing education experiences for Native youth. Findings from our second research question indicate that Native youth experienced significant increases in their cultural identity and academic optimism directly and indirectly via increasing self-esteem through engaging in the KNT., Conclusions: Implications of findings show that when educated in a learning space that promotes Native students' culture, youth show healthy development in factors valued across Indigenous and Western perspectives, including cultural identity, self-esteem, and academic optimism. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Therapeutic mechanisms targeting multiple mental health disorders are key for providing treatment services with high-disparity, low-resource populations. Rumination, a cognitive response style, is a well-recognized transdiagnostic factor across disorders in the general population (Arditte et al., 2016; Nolen-Hoeksema, 1991). This study explored the influence of rumination, and mediational effect of mental health disorder, on Quality of Life among a sample of 585 Northern Plains Indian (NPI) women and men. Using secondary data from a Mood Disorder Assessment Validation study, parallel mediation path analyses indicated rumination did not have a direct influence on quality of life. However, rumination indicated higher anxiety ( R ² = .38, p < .001), depression ( R ² = .60, p < .001), and substance use symptoms ( R ² = .14, p < .001). As rumination increased, significant increases occurred in severity of symptoms reported for women and men for all diagnoses- but lower perceived quality of life occurred only in the presence of depressive symptoms (women, B = -28.19, p < .001; men, B = -20.15, p < .001). Significant differences arose between NPI women and men, with women reporting higher rumination, anxiety, and depression and men reporting higher substance use. Based on these results, rumination is useful as a transdiagnostic factor for NPIs, as rumination helped uncover maladaptive coping mechanisms among NPIs in the sample. In addition, quality of life assessments can help target maladaptive coping in treatment by taking a holistic view of well-being that accounts for risk factors while supporting traditional views of healing. (PsycInfo Database Record (c) 2021 APA, all rights reserved).