Transcript FOLLOWING THE RIVER HOME Recovery is a lifelong Journey

Building Culturally Specific,
Strength-based Recovery
Environments
February 29, 2012
This project was supported by Grant No. 2010-TY-FX-K006 awarded by the Office of Juvenile Justice and
Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. Points of view or opinions in this
document are those of the author and do not necessarily represent the official position or policies of the U.S.
Department of Justice.
LET’S COME TOGETHER…
Nancy Kelly
Technical Assistance Specialist
EDC Tribal Youth Training and Technical
Assistance Center; Safe Schools/ Healthy
Students; Project Director, California
Endowment Project
Rod Robinson
Technical Assistance Specialist
EDC Tribal Youth Training and Technical
Assistance Center; Consultant, StrengthBased Solutions Group, LLC
Risk Factors (you mentioned)…
Protective Factors (you mentioned)…
You share…
Any other challenges or
protective factors that you
see in your community?
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Both challenge and opportunity.
The challenge today is to capture the
opportunity to form active community-based
partnerships that create a sustainable
recovery/healing environment that embraces
the best of their culture, customs and a
support structure of choice.
RISK AND
PROTECTIVE FACTORS
American Indian Adolescent
Risk Factors
Poverty and extremely poor social conditions
that have exposed AI adolescents to significantly
more risk factors
 Life stress is a demonstrated risk factor for
substance use, bullying, suicide, and truancy.

Intrapersonal Variables
AI teens can have a perception that substance
use is an indicator of adulthood
 Positive expectancies of alcohol’s effects are
predictive of higher rates of alcohol problems
among urban AI teens

Intrapersonal Values
High-risk behaviors and psychological distress
can serve as both risk factors for and
consequences of substance use, bullying,
suicide and truancy.
 Distressing life events of death and loss are
linked to increased use of cigarettes and
smokeless tobacco.

Cultural Factors
The stresses of forced acculturation,
urbanization, and cultural disruption have
increased the vulnerability of AI youth for
developing psychological problems.
 Among AI/AN there is a historical and
generational trauma that underlies this risk.

Cultural Factors
During adolescence, peer influences may be as
or more important than family variables in the
development of substance use problems
 Perceived discrimination has a strong
association with early onset substance abuse,
bullying, suicide, and truancy; a relationship that
is mediated by adolescent anger and delinquent
behaviors.

Universal Protective Factors

Adolescents in the general population, protective
factors include:
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stable and supportive relationships with parents and
pro-social adults;
self-efficacy in social relationships
bonding to conventional society;
community resources;
cultural involvement;
participation in organized group activities;
involvement in religious activities.
Universal Protective Factors
There is no compelling reason to believe that the
factors for the general population would not also
be protective for Indian adolescents.
 One study of protective factors among AI youth,
found that academic orientation served to lower
the risk of cigarette smoking.

Culture-Specific Factors
There remains strong support for the idea that
bicultural competence serves to decrease risk
for substance misuse, bullying, suicide and
truancy.
 For Native adolescents living on reservations or
tribal land, having a bicultural identity has been
associated with increased social competencies,
personal mastery, self-esteem, and social
support.

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specific factors that
haven’t been mention yet?
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Shifting gears,
A NEW WAY OF THINKING…
What do we mean by a Strengthbased mindset or approach…
Unknowingly we often use a deficit-based
thought process to approaching resolution of
issues.
 It must be a conscious choice to choose a
strength-based frame of thinking, which will
more effectively serve to engage and empower
people in the process of change.

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Example of deficit based
language
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Simple definition…

Deficit-based defined as
leaning toward focusing on
assessing the problem,
working to reduce the problem
and measuring the progress
made to eliminate the
problem.
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Example of Strength-based
language
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Simple definition…

Strength-based defined as
focusing first on what is
working in the person’s life,
what/who exists in the
person’s life to support them
and what do they want to
achieve in life.
Successful Engagement

Engage Community = Assurance of Safety

Engage the Service Provider = WorkPlan
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Engage the Youth = via consistent Actions
Honesty, Openness and Willingness to share =
Trust
Empowering people by planning for
Mission-Based Change.
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Know what we want to achieve.
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Know what the consumer wants to achieve.
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Build protocols and a data system that tracks
successful change behavior at the onset, not as
an after-thought.

Stay open to quality changes that meet
community safety needs instead of simply the
program’s funding need.
Catalysts for lasting Change?

Client factors (40%) of change exists within the client’s
current environment. Extra-therapeutic.

Relationship factors (30%) the connection between client
and staff. Therapeutic alliance

Hope and expectancy (15% ) for change comes from
engaging with a person’s desire for a better future.

Model/technique (15%) of change relies on what we do
in treatment, i.e. assembly line or person-centered care?
- M.Hubble, B. Duncan, S.Miller
“The Heart and Soul of Change”
What would this Change model look like?
You share…
Given this information, what
kind of events have occurred
in your community that have
captured these elements of
lasting change…
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Creating Community-Based Recovery
Oriented Systems Coordination
Recovery
Child Welfare Systems of
and Family Services
Housing System
Family/
Child Care
Alcohol/Drug Treatment
Education
Housing &
Transportation
Faith Community
Tribal Health Services
Spiritual
Youth
And
Families
CC
Teaching
Cultural
PTSD & Mental Health
Physical Health Care
Primary Care
System
HIV Testing
Recovery Support
Vocational Services
Case Management
Interface with
Multi-Justice
Tribal Authority
System
Cultural Teachers
Health Insurance
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Mental Health
System
Vocational Rehab
Legal
Health
Addiction
Services System
Direct Services
Social Services
Education System
Care
Traditions
Safety
Empowering the Change Process
DEVELOPING RECOVERY
PARTNERSHIPS
What to look for in a Partnership
Perspective- able to identify the real issue(s).
 Passion- belief that serving is worth the effort.
 Professionalism- willing to give their best effort.
 Principled- willing to do only what is right.
 Priority- giving the mission my commitment.
 Persistence - willing to go the distance.
 Performance - willing to measure the
effectiveness of our efforts.
 Some teams interview potential team
members!

Primary Elements to Partnering

Willing to risk new ideas
that help people achieve
sustained change.

Willing to challenge
systems to change,
Barriers Inventory.

Develop a Team of
Change Agents who
share a common vision
for success.

Work in partnership with
Client to achieve a
common mission,

Willing to encourage and
challenge change issues
using Motivational
interviewing…
How can we help
you to help
yourself?
What do system partnerships
offer those we serve?

Hope - for a better life.

Faith - that together we will help them to find the
right path(s).

Courage - to continue on no matter what.

Trust - in ourselves and others.

Honesty - willingness to take responsibility for
our actions in order to find solutions.
Deficit-vs- Strengths Approach

Lack of Identity

A Sense of Belonging

Feeling Less Than
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Feeling Valued
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Humiliation
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Gain Respect for Self
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Feeling Judged
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Stand as an Equal

Being Forced
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Decide for Ourselves
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Irresponsible
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Caring for Others

Distrust

Learn how to surrender
Victim, Villain, Strength-based
WHAT LENS DO WE TEND TO
LOOK THROUGH?
CASE
EXAMPLE
Jeremy has been skipping school; he loves to read; his
grades have been slipping; his older brother and father are
known to get drunk; he is handy and often can be found
fixing cars with his uncle; he goes running in the
neighborhood, has run track at school in the past; has been
known to “run off” for several days; he cares about how he
looks; girls say he “dresses nice;” kids at school seem to
like him; he’s been seen bullying other kids; police say he
and friends use substances; he loves art; he’s been caught
tagging buildings; tries to take care of younger siblings;
works when he can; says he bored; is prone to violent
outbursts; has expressed interest in joining the youth drum
group…
Victim Lens
Jeremy has been skipping school; he loves to read; his
grades have been slipping; his older brother and father are
known to get drunk; he is handy and often can be found
fixing cars with his uncle; he goes running in the
neighborhood, has run track at school in the past; has been
known to “run off” for several days; he cares about how he
looks; girls say he “dresses nice;” kids at school seem to
like him; he’s been seen bullying other kids; police say he
and friends use substances; he loves art; he’s been caught
tagging buildings; tries to take care of younger siblings;
works when he can; says he bored; is prone to violent
outbursts; has expressed interest in joining the youth drum
group…
A Victim Lens?
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Dysfunctional
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Not capable
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Unreachable
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Vulnerable, needs me
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Abused, sexually,
physically, etc.
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Lost without direction
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Will inevitably fall back
into old patterns
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Broken, but repairable

Unable to resist
temptations.

Damaged, learning
disabled.

Ignored, neglected

Indifferent to systems;
home, school,
community
-Nissen 1998
Villain Lens
Jeremy has been skipping school; he loves to read; his
grades have been slipping; his older brother and father are
known to get drunk; he is handy and often can be found
fixing cars with his uncle; he goes running in the
neighborhood, has run track at school in the past; has been
known to “run off” for several days; he cares about how he
looks; girls say he “dresses nice;” kids at school seem to
like him; he’s been seen bullying other kids; police say he
and friends use substances; he loves art; he’s been caught
tagging buildings; tries to take care of younger siblings;
works when he can; says he bored; is prone to violent
outbursts; has expressed interest in joining the youth drum
group…
A Villain Lens?

Predatory youth
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Dangerous
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Selfish and arrogant
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Untrustworthy
Not interested in
changing
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Resistant and defiant
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Conduct disordered

Wasting our time
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Needs to be controlled

Lacks conscience or
empathy
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Different from others

Culture does not matter
to him
 -Nissen 1998
Strengths and
Resources Lens
Jeremy has been skipping school; he loves to read; his
grades have been slipping; his older brother and father are
known to get drunk; he is handy and often can be found
fixing cars with his uncle; he goes running in the
neighborhood, has run track at school in the past; has been
known to “run off” for several days; he cares about how he
looks; girls say he “dresses nice;” kids at school seem to
like him; he’s been seen bullying other kids; police say he
and friends use substances; he loves art; he’s been caught
tagging buildings; tries to take care of younger siblings;
works when he can; says he bored; is prone to violent
outbursts; has expressed interest in joining the youth drum
group…
A Strengths and Resources Lens?
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Leader
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Capable and competent
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Willing to improve
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Open to mentoring
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Persistent
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Accessible and able to
bond
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Interested in learning
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Accessible to
influence(s)
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Capable of insight,
growth and restitution
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Cares about family
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In need of a safe, nonjudgemental and
consistent learning
environment
 -Nissen 1998
Challenges/Barriers to Change
Fear of what others
will think.
 Hopelessness

a better life is for
someone else.
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Selfishness
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Self Pity
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Emptiness
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not knowing where I
belong.

thinking only of me and
mine.
giving up on myself and
others
Generational Shame

being ashamed of who I
am instead of what I
have done.
How to move Barriers to change

Listen to me, rather than simply assess me.

Guide me, but don’t try to fix me.

Allow healing time, instead of simply stabilizing
the situation and moving on.

Point out what is right in me before you point to
what is wrong.

Access the training and tools to more effectively
empower the Change Process.
Where do we go from here?

Form and/or evolve the Community-Based
Prevention/Early Intervention team.

Research the Change model/approach that best
fits your community, i.e. The Community
Readiness model, Colorado State Univ.

Develop your plan that includes measureable
goals and objectives.

Begin working the plan…
Examples of Model Prevention
Programs
1.
2.
3.
4.
Eastern Shoshone Recovery Program
Kelly Webb, Director
307-332-4758
Project Venture – American Indian substance
use prevention, http://nrepp.samhsa.gov
American Indian Life Skills – Suicide prevention
program, http://nrepp.samhsa.gov
Strengthening Families Program – increase
resilience and reduce risk factors,
http://www.ojjdp.gov/mpg/
Additional Resources:

Heart and Soul of Change Project – a practice-driven, training,
and research initiative that focuses on client directed, outcome
informed (CDOI) ideas and practices. The Heroic Client workshop
presents the essentials of partnering with clients and surviving in this
era of accountability.
http://heartandsoulofchange.com/

The Community Readiness Model – This model from the TriEthnic Center at CSU, offers tools to measure community readiness
to address an issue and to develop stage-appropriate strategies.
http://triethniccenter.colostate.edu/communityReadiness_home.htm

One Sky Center – National Resource Center for American Indian
and Alaska Native Health, Education and Research. Initiatives include
Motivational Interviewing for AI/AN Communities, research on culturebased interventions, and suicide/violence prevention.
http://www.oneskycenter.org/
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Conclusion from
Nancy & Rob
CONCLUSION…
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