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TRADITIONAL
ASSMILATION
Assimilation Continuum
Period of Cultural Shame
1831 1871 1887 1924 1934 1947-70
1978 1973
Period of Cultural Pride
2009
Bi-Cultural person
Bi-Cultural person
Federal Policy of Assimilation and Manifest Destiny
Treatment Modalities and Assessments To consider
Cultural Foundations of ICWA• Concern about the loss of tribal culture• Loss of language• Loss of spiritual foundations of tribal life• Basic philosophical loss of tribal history and people• Preservation of tribal child’s heritage• Future of tribes were seen in a very precarious
position• So many adult tribal children coming back without a
clue as to who they are
Civilization Act, early 1800s
• The act intended to “civilize” and “Christianize” Indians through federal and private means.
Indian Boarding Schools1860s – Current Day
• Children removed from home and sent to military style boarding schools
• Alcohol problems effect the reservation communities much more then dominate communities because everyone is related to one another
• “Problem Drinking” major type of drinking behavior
• Alcohol introduced early in the trade intercourse between US government and tribal nation as a prelude agreement
AODA
AODA CONTIUMM
eExperimental use
Social drinking
Problem Drinking
Dependent or an alcoholic About 7% of thepopulation
This where a majority of AODA problems occur “Drink to get Drunk” Causes them problems
Strong Cultural Identity foundation
Basic Human Needs – Food, Shelter – are met
Historical Social Problems
Ability to deal with everyday Problems
Using and living cultural tools
Everyday social ProblemsCan come atAny time
An ElderTeacher
Cultural resilience helps work andDeal with on goingSocial problems
Being a Parent
Not met
Weak
Cultural Social Network
Social Network
Ceremonies, Family RitualsExtended Family ResourceSpiritual advisors, tribal language
Social Problem OrPerceived Crisis
Resolution
Family, friends, Priests,Counselors, teachers,
Becomes a Major Problem
When it is Weak
When it is Strong
Comfort
Confusion
Traditional Assimilated
Areas of Assessment:Family lifeSocial lifeSelf conceptSelf esteemSelf imageEducationSpirituality Tribal language
1 to 10
1 to 10
FAMILY ROLES IN AN ALCOHOL FAMILY
The co-dependent enabler
Super hero Mascot Lost child scapegoat Placator
Addict
Family Intervention
• Find a person to do the intervention• Get as many individuals who are close to the
individual – family, friends, co-workers• Find place to do the intervention• Have them practice a starting phrase “because of
your drinking I have seen and felt this…”• Have treatment facility ready• Prep family for their follow up in the treatment
process
Intervention
• Each member look into their own personal memory and find a family or friend who was having a problem with drinking and what was the observational behavior
• One student be an IP• Start the intervention process described • Process the feelings
• Oppressive behavior among one another based upon low-grade depression
• See culture as bad or pagan• Culture Used only in contextual situations • Not used as a way of life• Culture is marginalized not seen as the main
paradigm of cultural learning• Colonialism – “Great White Father syndrome”
Cultural Oppression
Institutional parenting from boarding schoolsTraditional methods of conflict resolution not
learned or usedCommunication patterns disruptedDomestic violence (no domestic violence prior to
contact with European colonizers)Child physical and sexual abuseIntergenerational anger lingersHistorical Trauma – Post traumatic cultural syndrome
Dysfunctional family dynamics
• Diabetes as a major health problem• Suicide among youth• Mental health problems• High risk behaviors• High stress levels: Duluth AODA councilor
program study
Health problems
Traditional Assimilated
Acculturated process
Period of Cultural Shame
Treaties -- removal – wards – allotment – boarding schools -- foster care and Adoption
Cultural Continuum
Period of Cultural Pride
Bi-cultural AssimilatedTraditional
631 contracts – ICWA --Casinos –Cultural reaffirmation –tribal schools
Building on Cultural strengths of tribal nations
• Prior to Casinos unemployment rates were averaging between 50 to 80%
• Some casinos make just enough to pay employees• Rates are down to 15 to 20 percent, some are higher
depending on the location of reservation• Seasonal types of employment • Per-cap distribution varies from no per cap
distribution to several hundred thousand. Most tribes have no per-cap distribution
Unemployment
• Relocation of reservation based families to large urban areas
• Values different; movement from collective to individualism
• Types of violent environments children are growing up
• Movement away from cultural values and teachings
Urban areas
• Many families returning; infrastructure not set up to deal with large numbers returning
• Housing• Urban Values of individualism conflicts with
rural reservation values• Everyone knows one another• Low level of community depression• Reservation schools
Problems living on Reservation
• On the Reservations• In urban areas• Unemployment• AODA • School• Interpersonal dynamics • Dysfunctional family dynamics• Cultural oppression• Oppressive among one another• Poverty• Casinos
Social Problems
Dates • 1831 – Marshall decision: domestic sovereign nations• 1871 – treaties end; are made wards of Federal government;
churches involvement in education and civilization of tribal people
• 1887 – Dawes allotment Act – met to make farmers out of tribal people dividing up tribal land
• 1924 – given citizenship• 1934 – Indian reorganization Act – ends allotment; Indian new
deal• 1947-70 – relocation period, rez to urban areas• 1973 – Indian self determination Act• 1978 – Indian Child Welfare Act