Native American Youth Reflections on Participation in a School-Based Mental Health Intervention Program.

Abstract

The overall aim of this qualitative study was to explore the experiences of Native American youth who participated in a culturally grounded, school-based group intervention program designed to prevent mental health disorders. The study employed a traditional Native American talking circle qualitative descriptive approach. This study approach is a traditional Native American method where individuals gather to share their experiences on a specific topic. A convenience sample of 20 rural Native American youth, aged 10-12 years, participated in the talking circle sessions at the end of the group intervention program and after completing all intervention outcome measures. Semistructured, open-ended questions were used to elicit participant reflections. Data were analyzed using Consensual Qualitative Research. Words and phrases that emerged from the data were categorized in relation to the key concepts and actions from the Native-Reliance theoretical framework. Themes that emerged from responses from youth participants demonstrated how their experiences and reflections align with the Native-Reliance theoretical core values of seeking truth and making connections. The school-based group intervention program provided Native American youth participants with an opportunity to understand and experience the Native-Reliance core values and key concepts in a profound and meaningful way. The group intervention program fostered caring relationships, personal growth, and deep cultural connections. By supporting reconnection to cultural teachings and enhancing self-awareness within a cultural community, the group intervention program promoted a deep sense of wellness rooted in identity and caring relationships.