Issue link: http://uwashington.uberflip.com/i/106618
Below we have listed the key concerns, challenges, strengths, needs and suggestions discussed by participants. We have also included a list of both formal and informal promising programs and practices that focus on adolescent health and well-being. CONCERNS •This is a time in life where participation in cultural and spiritual activities is important — and also a time where young people are either going to go with it or leave it behind. •Adolescents may be more vulnerable to challenges and difficulties in their family environment. •They may struggle with deciding about going to college or staying in the community — for family reasons, and to continue with traditional/subsistence activities and work. •Higher risk for suicide in this age group — it is complex to address. •They are engaging in self-harm, such as cutting. •High dropout rates. •Labeling Native students as ESL students to get additional funds but not using those funds to benefit Native students. •Reading levels topping out at 4th grade level. •Not able to identify, deal with emotions — and they are often being medicated instead of treated. Inability to identify and deal with emotions may be modeled by parents or other adults. •May be "fine" during younger adolescence but struggle once out of school and in early adulthood — lacking direction/motivation/opportunity and at risk for substance abuse. •Transition to college can be difficult even for those who have done well in the community. Campuses are high risk environments with some of the highest rates of alcohol and other drug use. They may face other challenges, such as body dysmorphia, that they may not be prepared for. •May be some misdiagnosing (e.g. ADHD) when problems actually might be related to environment, trauma, lack of opportunity to "blow off steam" appropriately. CHALLENGES STRENGTHS •Schools may not be supporting our youth as well as we need them to. •Culture, traditional teachings, ceremony. •If there are good programs in the communities, can still be difficult to get the youth engaged. •Peers can be a positive influence. •Some parents aren't engaged in programs or practicing traditional culture — can make it more difficult to engage youth. •Cool to be smart. •Teaching and building on resilience. •The importance of having someone who believes in them. •Peers can be a negative influence. •Some adolescents have had to "grow up" fast due to their environment — home life, school, etc. NEEDS •Youth need to feel like they can contribute. Self and communal efficacy is important. •Youth need skills across a number of environments — may be okay at home but challenging at school, or in another relative's or friend's home. •Career planning/college planning for transitioning out of high school. •Sense of purpose. •Recovery houses for youth. •Suicide prevention. •Intervention and treatment for grief and loss, including traditional ceremony. •Support for academic success and transition to college. •Opportunities to discuss sexual identity openly, respectfully. •Need plans and support for transitioning into adulthood. •Parents need to feel ready to parent a teen — need new parenting skills as their child grows. Suggestions •Culture — more sophisticated and demanding teachings consistent with age and traditional responsibilities. •Learning to listen in a traditional way. •Youth need a sense of purpose — provide opportunities in the community to develop this. •Create opportunities/environments where peers can be a positive influence. •Pair young people with other tribal members/Native people who have completed college/graduate school for mentoring, preparation and support. Summary Report: April 4-5, 2012 19