Issue link: http://uwashington.uberflip.com/i/106618
Early Learning Health (cont'd) •Care is not reimbursed at the costs needed, for example, one attendee shared that they receive $220,000/year for mental health care but spend $600,000. •Too much time is spent trying to get funds for the services that are needed (rather than focusing on the actual provision of services). •Difficult to get out of "crisis mode" and into strategic planning. Family •Historical trauma and intergenerational impact — result in negative impact on children. Great grandparents, grandparents and/or parents may have had difficult experiences in boarding schools, and been removed from family, community and culture. •Tribal children in non-tribal schools. Paperwork involved with trying to obtain support services via Indian Education programs is burdensome and creates a barrier. •Families are struggling to meet basic needs such as food and housing. It is difficult for families struggling with poverty to buy more expensive, nutritious foods. Economic stressors make it difficult for families to focus on providing a healthy environment for children. •Families where drinking and using drugs is the norm, including in front of children. •In more rural communities the role of dad is defined by treaty rights (fishing, hunting, etc.) so if they are not successful it impacts their ability to fulfill their role as man/ father. Need role models and mentoring. •Fathers may want to be a part of the child/family life but may be in cyclical work (fishing, hunting) and gone much of the time or unable to make enough money to support family. This can lead to him "feeling bad" and sometimes to substance use/abuse. STRENGTHS •This period is a critical time in a child's life. Families and communities can have a huge and positive impact on the child's life. •This is a tremendous time/opportunity for optimal development — important to educate parents about brain development at this age. •Children are connected to their community, tribe and culture (is a challenge when not present). •There are increasing numbers of Native teachers in schools. •More children are coming to school excited to learn. •Many children have exposure to cultural teachings about appropriate behavior. •Families and communities are reading to children at this age — also teaching culture and Native language. •Some communities are engaging in storytelling during parent/ child time. This can increase parent/child bond, nurture the emotional and mental development of the child, and build social and leadership skills. •Children at an early age are often quite comfortable with the use of technology (e.g. iPads). •Communities continue to think about future generations. •All young people have skills and can contribute — communities provide ways for children to experience this. •Communities are willing (or starting to become willing) to acknowledge and address challenging issues in their community and families. •Tribal dollars from compact (casino) can support some services. •Many Native communities are collaborating across agencies within their community and in their area. NEEDS •More cultural teachers in the communities. •More traditional foods, resulting in healthier children. •Clear, open communication about domestic violence and sexual assault. •Accurate data, including qualitative data (oral tradition). Services •Culturally grounded prevention. •Anti-violence, anti-bullying education. •Good eye, health and dental care early on. •Early assessment and care planning for fetal alcohol and drug affected children to avoid lifelong label as "difficult" or being misdiagnosed. •Children who are born addicted or into difficult households need support every step of the way to succeed. 12 •Case management, outreach, aftercare and advocacy services for families who need it. •Tutoring and mentoring to develop good academic skills and habits at an early age (children feel bad about themselves if they are not succeeding). •Schools and teachers need increased skills to work with young students exhibiting behavioral problems. •Educating teachers, school programs about the unique needs of AIAN children. Families •Role models and mentors for dads. •Children need healthy male role models. •Bring men into and support their role as father, provider and nurturer; provide programs targeted at supporting dads to be engaged and nurturing. Washington Tribes & Recognized American Indian Organizations (RAIOs) Health Priorities Summit