Independent Living Services for Indigenous Youth

Is Independent Living a direct contradiction to predominate family values of Native American youth growing up in the dependency system? Do we understand, respect, and promote culture as a resource for Native American youth and view families as an integral factor in providing transitional aged services for Native youth leaving the dependency system? What resources are available to guide us in providing culturally sensitive transition services for youth aging out of dependency?

According to the Annie E. Casey Foundation approximately 27% of Native American youth leaving the foster care system are disconnected from permanent and meaningful relationships and are therefore less likely to make a successful transition into adulthood (The Casey Foundation, Annie E, 2008). In looking at the needs of Native American youth who are preparing to transition form the dependency system there are several factors we should take into consideration: What are the “cultural life skills” needed for a particular tribal affiliations? How can we ensure to counter the effects of “unequal opportunity” for Native American transition aged youth? How can culture be viewed as a resource for transition aged Native American youth?

One theory addressed in a article discussing the importance of assessing the cultural Life skills of Native American youth is that a “missing generation” was formed when Native American youth were forced to be raised in intuitional settings such as boarding schools, thus many grew up without the benefits of positive parenting experiences, socio-cultural models of spirituality, childrearing and even language (Long, 2006). Social problems of this lost or skipped generational, included high levels of poverty, alcoholism, substance abuse, physiological issues, domestic violence, child abuse and neglect. This article also discusses that transitional programs and assessments are based on Euro American culture only. One example illustrating this discrepancy is the expectation in which Euro American transition aged youth are striving for independence by age eighteen and it is stressed that they should be moving away from the family home. In general Native American families encourage and expect interdependence and in fact often rely on familial long term connections. This article also stresses that transition for Native youth growing up in the foster care system is additionally complicated by the experience of having to live by two different sets of cultural norms and also referred to as living in “two worlds.” This study examines a particular assessment tool called the Ansell Casey Life Skills Assessment (ACLSA) and how this tool neglected to recognize the diversity of cultural life ways among tribes, nor did it consider the formation of Indian identity in respect to tribal membership, historical trauma and acculturation. The Casey foundation went on to create an American Indian supplement which identified cultural values, beliefs, and skills that needed to be assessed such as money, resources, spirituality, interdependence vs. independence, intergenerational learning, tribal identity, and multiple life ways.

For several years there has been a movement in Child Welfare Services to recognized the importance of permanent and life long connections for youth exiting the foster care system and the role which these connection have in supporting transition aged youth as successful and productive adults. Historically our systems of care have not supported maintaining relationships that the youth had identified as important. Families were easily split up and lost contact due to lack of placement resources and to increase chances of finding permanent homes for individuals rather then sibling groups (Mosqueda, 2005). This breakdown of family has had profound affects on Native American families and especially the youth. One study found that Native American adolescents had reported a higher level of childhood inhibitions and anxiety in school and social settings as a major psychological risk factor (West, 2007). Imagine the anxiety level of a Native American youth being spit up from family placed in a stranger’s home, and then taken to a new school. Another study examining the post high school employment of Native American youth found that disproportionately high number s of youth diagnosed with learning disabilities were experiencing higher rates of unemployment. This study went on to recommend that “culturally appropriate employment –related transition services and supports are sorely needed for these students” (Michael S. Shafer, 1995).

One more factor that plays a role in ensuring that Native American youth are receiving appropriate transition services is that of understanding and the barriers that create unequal opportunity for Native American youth and the strategies to promote equal opportunities, which brings us back to that devastatingly high percentage of Native American youth leaving our systems of care. It seems to me that we have not done a very effective job of recognizing “culture as a resource” especially in terms of mental health and over all well being. We would do well to follow the recommendation of Terry Cross when he said “I look at culture as a resource for theories that can inform our understanding of human behavior; a resource for healing, self help, and positive emotions, a resource for clinical practice, and a resource for mental health and wellness.” (Cross, 2003).

Some of the local services that have youth services include: North Coast Indian Development Council: Employment, education provider, disaster assistance, United Indian Health Services: Child and family Services, Community Health and Wellness, Dental, medical, nutrition, and Pharmacy services, Two Feathers: Advocacy, CA tribal TANF, Yurok Tribal TANF , A Step, TCCC, Early College of the Redwood, College Resources such as HSU’s ITEPP ( Indian Teacher and & Educational Personnel Program) and The Department of Native American Studies. There are several web sites available, but one that stood out as less common provides resources and referrals to Native American Youth who identify as Lesbian, Gay, Bisexual or Transgender.

In conclusion, while we here in Humboldt County have some specific services for Native American youth and families that we refer our clients to, we do not completely recognize the value in extending support to these culturally appropriate services in that they are not deemed evidence based practices. In stead we attempt to integrate some of the aspects of the culture practice into our own services or even go so far as to create our own versions of culturally sensitive services. For years the goals of our Independent Living Program has been to satellite services to out lying areas with a particular emphasis on the reservations. However, in looking at the current resources that are available in those communities that provide youth friendly and culturally appropriate services, it would seem logical to reinforce or back these services rather then trying to replace them.

Works Cited

Cross, T. L. (2003). Culture as a Resource for Mental Health. Cultural Diversity and Ethic Minority Psychology , 354-359.

Long, C. [.-l.-l.-C. (2006). Assesing Cutural Life Skills of American Indian Youth. Child Youth Forum , 289-304.

Michael S. Shafer, R. R. (1995). Transition and Native American Youth: A Follow-Up Study of School Leavers on the Fort Apache Indian Reservation. The Journal of Rehabilitation , 1-10.

Mosqueda, J. a. (2005). Voices Carry: Recommendations of Yound Peploe in the Foster Care System. San Francisco: California Youth Connection.

The Casey Foundation, Annie E. (2008). The consequences of unequal Oppertunity. The Casey Foundation.

West, A. a. (2007). Childhood Behavioral Inhabition and the Experience of Soacail Anxiety in American Indain Adilescents. Cultural Diversity and Ethic Minority Psychology , 197-206.