Reference Guide For Native American Family Preservation Programs

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Reference Guide forNative American FamilyPreservation ProgramsAdministration for Children and FamiliesAdministration for Native Americans

This is a product of the National Healthy Marriage Resource Center, led byco-directors Mary Myrick, APR, and Jeanette Hercik, Ph.D., andproject manager, Patrick Patterson, MSW, MPH.

AcknowledgmentsThe development of this Reference Guide reflects the support and efforts of many individualsand organizations. We would like to thank Sarah Schappert, Family Preservation ProgramSpecialist with the Administration for Children and Families, Administration for NativeAmericans (ANA), for providing guidance in the development of the framework and content ofthe Reference Guide and her assistance in connecting National Healthy Marriage ResourceCenter (NHMRC) staff with experts and programs in the field.This Reference Guide would not have been possible without Emily Rosenberg and Serena Retnaof The Lewin Group (Lewin), who played key roles in identifying resources and writing back ground sections. Jane Koppelman, also of Lewin, conducted phone interviews with cultural andprogram experts in the field, contributed to the research and writing of the Reference Guide,and was its editor. We are also indebted to the careful review and thoughtful feedback providedby Sharrie McIntosh, also of Lewin and Co-lead of the NHMRC Resource Development team.Additionally, we would like to thank the following Native American cultural experts and FamilyPreservation technical assistance (TA) providers for their insight into the challenges and bestpractices of operating Family Preservation programs, and for sharing with us a range of creativeand culturally relevant approaches to delivering relationship skills training to Native Americans:Robert Parisian, ANA Family Preservation TA provider, Eastern Region; Dan Van Otten, ANAFamily Preservation TA provider, Western Region; Joyce Hughes and Margaret Manousoff,ANA Family Preservation TA providers, Alaska; Keone Nunes, ANA Family Preservation TAprovider, Pacific Region; Albert Pooley, Director, Native American Fatherhood and FamilyAssociation; Melissa Clyde, Senior Program Director, National Indian Child WelfareAssociation; Pam James, Director, Culture2Culture; Sarah Dewees, Research Director, FirstNations Development Institute; Esther Grosdidier, Outreach Supervisor, Family WellnessWarriors Initiative; Bobby Donadio, Administrator, Family Wellness Warriors Initiative; BuzzDaney, Treatment Coordinator, Southcentral Foundation Tradition Healing Clinic; and EvoneMartinez, Coordinator, Coalition to Stop Violence Against Native Women.Finally, we would like to acknowledge the time and valuable information that staff from the fol lowing Family Preservation programs provided to the NHMRC team:Blackfeet Tribe, Siksika Healthy Marriage Project(website: http://www.blackfeetmanpower.org/program.php?id pgm 10)Keiki O Ka Aina Family Learning Centers, Ho’Ohiki Pilina – To Maintain Commitment Project(website: http://www.keikiokaaina.org/programs/healthy marriages.htm)Lummi Nation, Healthy Marriages for Healthy Families Project (Project description available hington.cfm)

Shiprock Home for Women and Children, Navajo Healthy Marriage Opportunities Project(Project description available at: ico.cfm)The Greater Minneapolis Council of Churches, Healthy Native Fathers Project (Project descrip tion available at: awardsarch ive/2005/2005 nahmi details.html)National Indian Council on Aging, Inc., Helping Grandparents Raise Grandchildren acrossIndian Country Project (Project description available rants.html)The Native Pride Program in New Mexico—The Good Road of Life: Responsible FatherhoodProject (Project description available antawardsarchive/2008/details/2008 ni details.html)The Riverside San Bernardino County Indian Health, Inc., Native Challenge Healthy MarriageInitiative Project (Project description available rants.html)Higher resolution requested

Table of ContentsIntroduction .1Section I:Lessons Learned for Implementing a Family Preservation Program .3A.B.C.D.Setting the Stage .3Through a Native American Lens .3Resources .4Tip Sheet Resource Links .7Section II:Delivering Family Strengthening and Marital/PremaritalEducation Services .8A. Setting the Stage .8B. Through a Native American Lens .8C. Resources .11Section III:Financial Education for Couples .14A.B.C.Setting the Stage .14Through a Native American Lens .15Resources .16Section IV:Challenges to Family Stability.20A.B.C.Setting the Stage .20Through a Native American Lens .20Resources .24Section V:Parenting Styles and Roles in Native American Communities.32A. Setting the Stage .32B. Through a Native American Lens .32C. Resources .35Section VI:Items to Consider in Implementing elements ofFamily Preservation Programs.42APPENDIX: Collection of Tip SheetsTip Sheets Specific to Native American CommunitiesCultural Adaptations for Family Preservation Programs Serving Native Americans.43Effective Retention Strategies for Family Preservation Programs ServingNative Americans .45Effective Marketing and Recruitment Strategies for Family Preservation ProgramsServing Native Americans .47i

IntroductionSince 2003, the Administration for Native Americans (ANA), within the Administration forChildren and Families (ACF), has been providing funds for projects aimed at improving childwell-being by promoting healthy relationships and families in Native American communities.The goals of ANA’s Family Preservation Initiative are: to increase the percentage of NativeAmerican children raised in healthy family environments; to increase public awareness amongNative Americans about the value of healthy relationships, marriages, and responsible father hood; to ensure that family preservation services are culturally appropriate; to encourage absen tee parents to be more involved in their children’s lives; and to increase the percentage of NativeAmerican homes that are free from domestic violence and child abuse.Family Preservation program providers know that the families they serve face significant chal lenges that stem from a unique set of circumstances. Over the past hundreds of years, disease,warfare, broken land treaties, and forced relocation have left many Native American communi ties impoverished and dependent on government programs for survival. Government assimila tion policies that restricted religious and cultural practices, the speaking of Native languages,and removed Native American children from their families to attend boarding schools have hada devastating impact on Native Americans’ sense of self-efficacy—the effects of which are stillapparent today. This “historical trauma” is evidenced by low self-esteem, cultural shame,domestic violence, alcoholism, drug addiction and internalized oppression. These factors havean inescapable impact on family and marital functioning.1This Reference Guide is designed to assist Family Preservation program providers. It offersresources, strategies, and lessons learned on the predominant topics on which FamilyPreservation programs focus: 1) implementing family strengthening/relationship education pro grams; 2) delivering relationship education programming to married and unmarried adults aswell as youth; 3) providing financial education to couples; 4) addressing challenges to familystability such as substance abuse, domestic violence, and gambling; and 5) offering parentingeducation, including guidance for fathers and grandparents.In creating this document, the National Healthy Marriage Resource Center (NHMRC) gatheredinformation from several Native American cultural experts as well as Family Preservation pro gram providers. The Reference Guide includes resources in categories specific to serving NativeAmerican populations, as well as more generalized resources that a relationship skills instructorserving any population could find useful. It was created to serve as a repository of ideas, strate gies, and techniques that Family Preservation program providers can adapt to fit their own com munity’s needs.As a final note, we recognize that Native American individuals are diverse. They number 4.3million, represent over 560 different tribes and speak 292 different languages. Producing thisReference Guide posed the risk of describing a rich variety of tribal customs with one broadstroke, when in reality the history, politics, and culture that have shaped the Native Americanexperience cannot be generalized. Furthermore, Native American communities continue to1Duran, E., & Duran, B. (1995). Native American Postcolonial Psychology, State University of New York Press, Albany NY1

change through intermarriage and interactions with other communities and cultures. We recog nize that no single model for providing family strengthening services can address the needs ofthe diverse populations of Native Americans nor uniformly describe the dynamic nature of theircommunities. Family Preservation program providers are most closely acquainted with the needsof their specific communities, and we encourage them to make any necessary adaptations to tai lor the resources in this Reference Guide to fit the morays and customs of the populations theyserve.The Reference Guide is organized into the following sections:Section I: Lessons Learned for Implementing a Family Preservation Program: Addresses lessonslearned from Native American cultural experts and program practitioners for developing andoperating Family Preservation programs in Native American communities that are culturally rel evant.Section II: Delivering Family Strengthening and Marital/Premarital Education Services: Describesthe concepts of marriage and family in Native American communities and offers examples ofhow Family Preservation programs are delivering services that are culturally relevant. This sec tion also addresses the unique issues faced by Native American youth and strategies for deliver ing youth-focused relationship skill-building services.Section III: Financial Education for Couples: Discusses opportunities for Family PreservationPrograms to incorporate financial literacy into their instruction, with a special focus on connect ing with institutions that offer Individual Development Accounts (IDAs), which are savings pro grams for low-income individuals and couples that provide matching funds to help them to planfor investments.Section IV: Challenges to Family Stability: Provides information on the prevalence of domesticviolence, substance abuse and gambling among the Native American population and offersresources for Family Preservation Programs to better understand how these problems affect fam ilies, as well as how to identify appropriate services to refer families in need of help.Section V: Parenting Styles and Roles in Native American Communities: Offers data on theprevalence of single-parent homes and grandparents raising grandchildren in Native communi ties; discusses traditional Native views on family and parenting, and offers resources for FamilyPreservation programs on how to deliver parenting instruction that is culturally relevant.Section VI: Items to Consider in Implementing Elements of Family Preservation Programs:Provides a checklist of items to consider in program implementation, staffing, making programsculturally relevant, and partnering with other organizations.The Appendix contains “tip sheets” on a range of topics from program implementation, partici pant recruitment and retention, marketing, workshop facilitation and sustainability. Some ofthese tip sheets are applicable to relationship and marriage education programs in general, whileothers include specific tips from programs serving Native American communities.Please note ANA does not support one organization or curriculum over another. This guide is not an all-inclusive list of all the resources that may be available on these topics.2

Lessons Learned For ImplementingA Family Preservation ProgramA. Setting the StageThere are a number of issues that any Family Preservation program provider must address indesigning and implementing a program. Determining your target population and its serviceneeds, selecting (or developing) a curriculum, choosing organizational partners and definingtheir roles, hiring and training staff, marketing to and recruiting clients, ensuring that they com plete the program, operating the program within budget, monitoring program performance, andevaluating program activities and outcomes are among the major tasks to be undertaken.Since 2002 the federal government has invested millions of dollars in launching healthy marriagedemonstration programs across the country. Along with these initiatives, it has also funded anumber of evaluations to understand what it takes to effectively design and implement a pro gram, and has provided technical assistance (both individual and group assistance through con ferences and written materials) to help programs address the array of challenges they face in get ting their programs up and running. The resources provided in this section are drawn largelyfrom these sources.B. Through a Native American LensThe following are lessons learned from Native American cultural experts and program practi tioners for developing and operating Family Preservation programs in Native American commu nities that are culturally relevant.Programs should be developed by the tribal communityCultural experts believe that for institutions, policies, and programs to improve the lives ofNative American children and families, they must have legitimacy, and in order to have legitima cy, they must reflect the individual cultural practices of Native American communities.Therefore, successful programs are those “conceived of, implemented by, and generally, in part,funded by tribal communities.”2A 2004 report on Native American families released by the Annie E. Casey Foundation foundthat because definitions of family are culturally specific, it is even more important that Nativecommunities decide for themselves what strategies to employ when creating meaningful familystrengthening programs. Similarly, definitions of marriage are culturally specific, and strategiesto strengthen marriage in the Native American population should accommodate each tribe’s def inition of marriage.2The Harvard Project on Native American Economic Development for the Annie E. Casey Foundation. (2004, August). The contextand meaning of family strengthening in Indian America. From the Annie E. Casey Foundation Web s indian america.pdf3Section 1I

Programs should garner the support of tribal leadersA number of Family Preservation Program providers note that it is beneficial—for marketingand recruitment purposes as well as ultimate program sustainability—to gain the support of trib al leaders for your program. Tribal leaders control the tribe’s budget and can connect programswith partnering organizations that can provide a pool of participants. One cautionary note: inmany tribes a chain of command among the leaders must be respected. Program providers mustlearn who they must first interact with in order to get the ear of tribal leaders.Acknowledge historical traumaNative Americans have experienced significant historical traumas including land theft, forcedrelocation, and cultural subjugation laws. Experts emphasize that the historical trauma experi enced by Native Americans have had a destructive impact on families and its effect on familyfunctioning must be acknowledged and addressed in Family Preservation programs. Creating anatmosphere of awareness by identifying the impact of multigenerational trauma on the individ ual, family and community can offer a healing experience.3 Dr. Maria Yellow Horse BraveHeart, in her research with the Lakota tribe, found that education about historical trauma leadsto an increased awareness about trauma. In addition, she suggests that practicing “sharing andmourning” helps the healing process. Dr. Yellow Horse Brave Heart has developed a HistoricalTrauma and Unresolved Grief intervention, several of the components of which she has insertedinto parenting programs. The possibilities for featuring this practice in marital interventionsprograms are promising.Incorporate cultural concepts and practicesEffective ways to counteract the historical trauma and cultural degradation that has impactedNative American communities is to emphasize strength-based concepts such as cultural sover eignty, native language, spirituality and other practices. Over the past few decades many tribeshave resumed important cultural practices to instill a sense of identity and pride among theirpeople. Native American practitioners concur that traditional ceremonies and other practices ofspirituality should be incorporated into family strengthening programs to make them more rele vant to participants.4 One report by the American Indian Policy Institute suggests that while dif ferences among tribes exist, Native American values and beliefs can still be effectively incorpo rated into programs through universal Native American practices such as “oral teachings” and“learning by observing and through experience.”5Acknowledge cultural differencesIntermarriage is commonplace among Native Americans, with about 56 percent of their mar riages involving individuals from other racial or ethnic groups. 6 Interracial and inter-tribal mar riages are complex in that they often incorporate differing views of child-rearing and family rela tions. It is important for interracial and inter-tribal couples to explicitly acknowledge these dif ferences, and for practitioners to do so within the context of their family strengthening or mar riage education program. Conflicts occur when those differences have not been effectively com municated, acknowledged and addressed.3Witko, T., (Ed) (2006). Mental Health Care for Urban Indians: Clinical Insights from Native Practitioners, American PsychologicalAssociation, Washington D.C.The Harvard Project on Native American Economic Development for the Annie E. Casey Foundation. (2004, August). The Contextand Meaning of Family Strengthening in Indian America. From the Annie E. Casey Foundation Web s indian america.pdf5American Indian Policy Institute. (n.d.). Reflections on Traditional American Indian ways. From the American Indian PolicyCenter website: http://airpi.org/research/reflect.html6U.S. Census Bureau (2003). Table 1: Hispanic Origin and Race of Wife and Husband in Married-Couple Households for theUnited States: 2000. Retrieved July 13, 2009, from s/phct19/tables/tab01.pdf44

C. ResourcesExhibit 1 includes a description of useful resources to assist in program implementation.Exhibit 1ResourceHealthy Marriage and RelationshipPrograms: Promising Practices inServing Low-Income and CulturallyDiverse Populations. (2009)National Healthy MarriageResource Center.DescriptionPlease note ANA does not support one organization or curriculum over another. This guideis not an all-inclusive list of all the resources that may be available on these topics.Program Implementation ResourcesProduced by the National Healthy MarriageResource Center, this Guide highlightspromising practices in the design, imple mentation, staffing, and delivery of servicesin Healthy Marriage s/PromisingPracticesGuide.pdfNational Healthy Marriage ResourceCenter Program website, “ProgramImplementation” webpage.Contains a range of information on design ing, launching, implementing and evaluat ing Healthy Marriage programs.A Comprehensive Framework forMarriage Education. (2004)Administration for Children andFamilies, DHHS.This report offers a framework that helpsmarriage educators think more systematical ly about opportunities to strengthen mar riage. It addresses the elements of content,intensity, method, timing, setting, target, anddelivery, and their implications for marriageeducation.Building Bridges between HealthyMarriage, Responsible Fatherhood,and Domestic Violence Programs.(2006) Center for Law and SocialPolicy, National Conference ofState Legislatures.This policy brief explores how the healthymarriage, responsible fatherhood, anddomestic violence communities can worktogether to promote the well-being of fami lies and children. It explains some of thebarriers to building bridges between thethree communities and offers strategies toensure successful collaboration.Adapting Healthy MarriagePrograms for Disadvantaged andCulturally Diverse Populations:What are the Issues? (2007)Center for Law and Social Policy.This policy brief describes the types ofadaptations underway—identifying keyissues and challenges—in adapting HealthyMarriage programs (originally developed formiddle class population of Europeandescent) for disadvantaged and culturallydiverse ations archive/files/0211.pdfEvaluation Toolkit and Logic ModelBuilder; Child Welfare InformationGateway.This is a tool for building a logic model forchild welfare and family strengthening pro grams. The Logic Model Builder helps pro grams identify anticipated outcomes, indi cators of success, and evaluation instru ments that may be appropriate to measuresuccess. The logic model will help pro grams build a strong program and soundevaluation /strengthen/compreh frmwk/reports/comp frmwk/comp frame ns archive/files/0207.pdf

Exhibit 1DescriptionWebsiteEffective Marketing andRecruitment Strategies forRelationship Education ProgramsServing Native Americans: NHMRCwebinar: 8/18/09This webinar addressed recruitment, reten tion, and marketing issues faced by familypreservation and other programs deliveringrelationship and marriage education skills toNative Americans. The presenters discussedsuccessful strategies for publicizing programs,bringing in participants, and keeping themengaged throughout the AR.CFM#Aug09Developing Culturally RelevantRelationship and MarriageEducation Curricula for NativeAmerican Populations: NHMRCWebinar: 3/18/09This webinar addressed how NativeAmerican family preservation programs candevelop or adapt marriage/relationship cur ricula to make them culturally relevant.Speakers also discussed specific addi tions/revisions/adaptations they have madeto existing curricula that make use of NativeAmerican cultural strengths to teach abouthealthy /WEBINAR.CFM#Mar09ANAA Guide to Low-Cost Curricula andResources for Marriage andRelationship, Fatherhood andParenting, and Financial EducationThe guide offers an alphabetized list of freeor low-cost curricula and resources in threeareas: (1) Marriage and Relationship skills,(2) Fatherhood and Parenting, and (3)Financial f/curricula resources guide2009.pdfService Delivery and EvaluationDesign Options for Strengtheningand Promoting Healthy Marriages.(2005) Administration for Childrenand Families, DHHSThis report explores service delivery settingsand evaluation design options to strengthenand promote healthy engthen/serv delivery/reports/service delivery/ser title.htmlThis organization serves as a clearing house to help couples find marriage andrelationship education information, classes,DVDs, and books; to help marriage coun selors, clergy, mentor couples, and lay edu cators find marriage education training pro grams and/or teach-out-of-the-box pro grams; to connect those interested in thecontinuing development of the field; and tosupport community marriage education ini tiatives, legislation, and sourceThe Coalition for Marriage, Family,and Couples EducationAdministration for Children andFamiliesProgram Implementation ResourcesThe Administration for Children and Families(ACF), within the Department of Health andHuman Services (HHS) is responsible forfederal programs that promote the economicand social well-being of families, children,individuals, and communities. The websitecontains useful information and resourceson initiatives geared at improving the lives offamilies and children.6http://www.acf.hhs.gov/index.html

Exhibit 1DescriptionWebsiteOperational Issues for MarriageEducation Programs(NHMRC)This tip sheet offers a list of items to considerin running Healthy Marriage andRelationship (HMR) programs, includingchoice of location, scheduling, child care,transportation, and the physical appearanceand comfort of the instructional medprog.pdfPreventing Staff Turnover(NHMRC)This tip sheet offers strategies for hiringand retaining qualified HMR program staff,including matching the right candidate tothe job, as well as advice for motivatingand supervising ngstaffturnover.pdfUsing Volunteers Effectively inDelivering Marriage EducationWorkshops (NHMRC)This tip sheet offers advice on how to effec tively recruit, select and manage volunteersto staff HMR volunteerseffectively.pdfCharacteristics of SuccessfulMarriage Educators (NHMRC)This tip sheet discusses key characteristicsHMR program directors should look for inhiring marriage essfulme1.pdfEffective Facilitation: Tips forImproving Skills and EngagingAudiences (NHMRC)This tip sheet offers advice and strategiesfor HMR program facilitators on how tomaximize their performance and make par ticipants feel comfortable and engaged inthe fectivefacilitation1.pdfReferral Partner Organizations:How to Approach and EngageThem (NHMRC)This tip sheet offers guidance on what HMRprogram staff should know before approach ing potential partner referral organizations,including how to pique their interest andwhat to communicate to them about theirHMR alpartnerorganizations.pdfSelecting Partner ReferralOrganizations (NHMRC)This tip sheet offers guidance on 1) what apartner referral organization is, 2) why part ner referral organizations are important, and3) what HMR program staff should look forin selecting partner referral reforgtip.pdfPreparing for the Future: EnsuringProgram Sustainability (NHMRC)This tip sheet provides guidance on howHMR programs can position themselves tocarry on beyond the life of their programsustainability.pdfResourceProgram Implementation Resources7

Delivering Family Strengthening AndMarital/Premarital Education ServicesA. Setting the St

Through a Native American Lens . stroke, when in reality the history, politics, and culture that have shaped the Native American experience cannot be generalized. Furthermore, Native American communities continue to . 1 . Duran, E., & Duran, B. (1995). Native American Postcolonial Psychology, State University of New York Press, Albany NY

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