Building Culturally Specific, Strength-based Recovery Environments

1. 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.

2. Let’s come together…

3. 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, Strength-Based Solutions Group, LLC

4. Risk Factors (you mentioned)…

5. Protective Factors (you mentioned)…

6. You share… Any other challenges or protective factors that you see in your community?

7. 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.

8. Risk and Protective Factors

9. 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.

10. 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

11. 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.

12. 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.

13. 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.

14. Universal Protective Factors • Adolescents in the general population, protective factors include: • 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.

15. 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.

16. 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.

17. You share… Are there culturally specific factors that haven’t been mention yet?

18. Questions or *# = Mute your line*# (again) = unmute your line

19. Shifting gears, a new way of thinking…

20. What do we mean by a Strength-based 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.

21. You share… Example of deficit based language

22. 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.

23. You share… Example of Strength-based language

24. 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.

25. Successful Engagement • Engage Community = Assurance of Safety • Engage the Service Provider = WorkPlan • Engage the Youth = via consistent Actions Honesty, Openness and Willingness to share = Trust

26. Empowering people by planning for Mission-Based Change. • Know what we want to achieve. • Know what the consumer wants to achieve. • 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.

27. 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?

28. You share… Given this information, what kind of events have occurred in your community that have captured these elements of lasting change…

29. Creating Community-Based Recovery Oriented Systems Coordination CC Recovery Community Culture Systems of Care Child Welfare and Family Services Addiction Services System Social Services Direct Services Mental Health System Family/Child Care Alcohol/Drug Treatment Education System Education Youth And Families Vocational Rehab Primary Care System Housing System Housing & Transportation PTSD & Mental Health Physical Health Care Faith Community Spiritual HIV Testing Vocational Services Tribal Health Services Teaching Cultural Recovery Support Case Management Legal Interface with Multi-Justice System Health Insurance Safety Health Tribal Authority Cultural Teachers Traditions

30. Empowering the Change Process Developing Recovery Partnerships

31. 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!

32. Primary Elements to Partnering • Willing to risk new ideas that help people achieve sustained change. • Develop a Team of Change Agents who share a common vision for success. • Willing to encourage and challenge change issues using Motivational interviewing… • Willing to challenge systems to change, Barriers Inventory. • Work in partnership with Client to achieve a common mission, How can we help you to help yourself?

33. 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.

34. Deficit-vs- Strengths Approach • Lack of Identity • Feeling Less Than • Humiliation • Feeling Judged • Being Forced • Irresponsible • Distrust • A Sense of Belonging • Feeling Valued • Gain Respect for Self • Stand as an Equal • Decide for Ourselves • Caring for Others • Learn how to surrender

35. Victim, Villain, Strength-based What lens do we tend to look through?

36. Case Example

37. 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…

38. Victim Lens

39. 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… 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…

40. A Victim Lens? • Dysfunctional • Unreachable • Abused, sexually, physically, etc. • Damaged, learning disabled. • Ignored, neglected • Indifferent to systems; home, school, community • Not capable • Vulnerable, needs me • Lost without direction • Will inevitably fall back into old patterns • Broken, but repairable • Unable to resist temptations. -Nissen 1998

41. Villain Lens

42. 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… 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…

43. A Villain Lens? • Predatory youth • Selfish and arrogant • Untrustworthy • Resistant and defiant • Wasting our time • Lacks conscience or empathy • -Nissen 1998 • Dangerous • Not interested in changing • Conduct disordered • Needs to be controlled • Different from others • Culture does not matter to him

44. Strengths and Resources Lens

45. 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… 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…

46. A Strengths and Resources Lens? • Leader • Capable and competent • Willing to improve • Open to mentoring • Persistent • Accessible and able to bond • Interested in learning • Accessible to influence(s) • Capable of insight, growth and restitution • Cares about family • In need of a safe, non-judgemental and consistent learning environment • -Nissen 1998

47. Challenges/Barriers to Change • Fear of what others will think. • Hopelessness • a better life is for someone else. • Emptiness • not knowing where I belong. • Selfishness • thinking only of me and mine. • Self Pity • giving up on myself and others • Generational Shame • being ashamed of who I am instead of what I have done.

48. 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.

49. 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…

50. Examples of Model Prevention Programs • 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/