Tarrell Awe Agahe Portman

Native American Healing Traditions

Indigenous healing practices among Native Americans have been documented in the United States since colonisation. Cultural encapsulation has deterred the acknowledgement of Native American medicinal practices as a precursor to folk medicine and many herbal remedies, which have greatly influenced modern medicine. Understanding Native American healing practices requires helping professionals to have knowledge of Native American cultural belief systems about health and wellness, with the many influences that create change in the mind, body, spirit, and natural environment. Native Americans believe their healing practices and traditions operate in the context of relationship to four constructs—namely, spirituality (Creator, Mother Earth, Great Father); community (family, clan, tribe/nation); environment (daily life, nature, balance); and self (inner passions and peace, thoughts, and values). This article provides insight into the relationship among each of the constructs and Native American healing traditions. Also, specific examples of current Native American indigenous healing practices in the United States are presented.

School Counselors’ Perceptions and Experience With Acceleration as a Program Option for Gifted and Talented Students

This article presents findings from a national survey of 149 practicing school counselors who are members of the American School Counselor Association. The survey gathered information on school counselors’ perceptions of and experiences with acceleration as a program option for gifted students. Results indicate that, although school counselors’ opinions are being solicited in decision making regarding acceleration, they do not possess training and accurate information regarding acceleration. Hence, training and professional development focusing on the research-based practices of acceleration are needed to ensure that school counselors give accurate advice and guidance concerning gifted students’ education. Future research is needed to compare and contrast the effectiveness of accelerative decision making between school counselors who are trained and untrained in acceleration programmatic options. Putting the Research to Use School counselors are ubiquitous to schools and it is expected that they will assume an important role in the academic planning of students. In addition, they are looked to for consultation on the social and emotional development of students and how these dimensions may help or hinder academic choices. This study indicates that school counselors are prominent in the academic and social issues of gifted students when it comes to the issue of acceleration. Parents and educators do look to counselors for information and perspective regarding acceleration and counselors do provide their perspective. Also, acceleration has become a more prominent option for gifted students in schools. Unfortunately, the information and perspectives of school counselors on acceleration is not based on formal training and familiarity with the research but on informal information and limited knowledge of the research. School counselors are not well prepared to fulfill their role in helping parents, educators and students make sound decisions regarding acceleration. This study makes it clear that there is need for formal training of school counselors in the research and practice of acceleration both at the preservice and inservice levels. School counselors should participate in acceleration decisions because they bring a general and comprehensive understanding of the student. However, they need a specific understanding of acceleration in order to be effective in such decisions.

Invited Commentary: Fostering Resilience Among Native American Youth Through Therapeutic Intervention

This article offers a comprehensive overview and understanding of the needs of Native American Youth for researchers, educators, and practitioners based on current research and practice. Strengths and protective factors are discussed in terms of Native strengths in context, the strengths and resilience of Native ways, Indigenous ways of knowing, the relationship between cultural identity and the tribal nation, the importance of family, the roles of the wisdom keepers, spiritual ways, and communication styles. Contextual influences are explored in terms of the relationship between history and healing from intergenerational grief and trauma, the influence of acculturation, as well as current social, economic, and political issues that affect Native youth. Implications for research and therapeutic intervention are explored in terms of healing from historical trauma and oppression. The authors offer an overview of common presenting issues and recommendations, practical tribally-specific interventions, and reflections on what it means to work from a social justice and client/community advocacy perspective with a focus on providing effective therapeutic, culturally-based interventions with Native children and adolescents that promote resilience and foster positive development with this population.

Empowering Students for Social Justice (ES[squared]J): A Structured Group Approach.

This article presents a structured psychoeducational group intervention for increasing social justice awareness, knowledge, and advocacy skills with upper elementary, middle school, or junior high aged students. The empowering students for social justice model is presented. A general framework that includes goals and activities for an eight-session group is described. Issues processed in the group revolved around the social justice themes of oppression, prejudice, and racism. Implications for school counselors are also provided.

Native American Adult Lifespan Perspectives: Where Power Moves

The purpose of this chapter is to present information summarizing research findings on strengths and challenges to mental health in Native adult populations. This will be accomplished by offering a comprehensive overview and understanding of this population through discussion of (a) basic demographic information, (b) strengths that contribute to the resilience of Native adults, (c) significant challenges Native adults face in maintaining mental health, and finally (d) a discussion linking strengths and challenges at the level of research and/or policy in order to better understand how the strengths and resilience of Native adults can be used for the betterment of this population.