Dr. Monica Roth Day Teaching Scholar, WTFS 2012-13 University of Wisconsin Superior ADVANCING...
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Dr. Monica Roth Day Teaching Scholar, WTFS 2012-13 University of Wisconsin Superior ADVANCING STUDENT UNDERSTANDING OF AMERICAN INDIAN COMMUNITIES USING DEVELOPMENTAL ASSETS Thank you to Provost Faith Hensrud and OPID for supporting my research.
Dr. Monica Roth Day Teaching Scholar, WTFS 2012-13 University of Wisconsin Superior ADVANCING STUDENT UNDERSTANDING OF AMERICAN INDIAN COMMUNITIES USING
Dr. Monica Roth Day Teaching Scholar, WTFS 2012-13 University
of Wisconsin Superior ADVANCING STUDENT UNDERSTANDING OF AMERICAN
INDIAN COMMUNITIES USING DEVELOPMENTAL ASSETS Thank you to Provost
Faith Hensrud and OPID for supporting my research.
Slide 3
Scholarship of teaching and learning Research question: Does
teaching about developmental assets have an effect on social work
students knowledge and skills necessary to work with American
Indian peoples? Research impetus: Students continue to believe
general stereotypes and apply deficit-based thinking, even after
being provided with strengths-based information on the positive
aspects and resources of American Indian communities.
Slide 4
Understanding the impact of assignments Content analysis:
Secondary data analysis (from previous semesters) was utilized to
understand students perspectives (baseline), and create assignments
related to developmental assets. Research intervention: The project
implemented developmental assets content and assignments in a
Social Work Practice with American Indian Communities course. Final
Analysis and Findings: Analysis will take place of Spring 2013
assignments in June once course is completed. A comparison will be
made between the assignments from previous semesters (before
developmental asset content was added) and upon intervention in
Spring 2013.
Slide 5
Understanding strengths-based social work and its importance
when working with American Indian communities The philosophy of
strengths-based practice is out of struggle, humans can rise to
find news ways of being (Saleeby, 2006, page 9). It is in contrast
to a deficit-focused approach. All people individuals, groups,
families and communities have strengths. There are resources in all
environments. Struggles can also be sources of challenge and
opportunities. Social workers do best by collaborating with
clients/consumers/communities.
Slide 6
Conceptualizing strengths-based practice using developmental
assets in American Indian communities Developmental assets: Apply
the strengths-based approach and reframe the way social workers
approach working with communities. Focus on the strengths of the
community in raising children and supporting growth into meaningful
roles in the community. 1.External assets are the needs of young
people. 2.Internal assets are the values the guide kids behaviors.
Provide a framework to develop activities to support the
development of specific assets in children, families and
communities. Provide a framework to determine if students can learn
and apply strengths to working with American Indian
communities.
Slide 7
What are developmental assets? Developmental assets is a term
used to describe 40 common sense, positive experiences and
qualities that help influence choices young people make and help
them become caring, responsible, successful adults (Search
Institute, 2003).
Slide 8
What do these assets mean for preventing high risk behaviors in
American Indian youth? If a significant number of these external
and internal assets are present, the youth is less likely to engage
in at-risk behaviors (Search Institute, 2003) Support (external)
Boundaries and expectations (external) Commitment to learning
(internal) Positive values (internal) Social competencies
(internal)
Slide 9
What assets help American Indian youth thrive? Developmental
assets can also support youth to thrive, or to grow and develop in
a positive way. If a significant number of these external and
internal assets are present, the youth is more likely to thrive
(Search Institute, 2003). Support (external) Boundaries and
expectations (external) Positive values (internal) Social
competencies (internal) Positive identity (internal)
Slide 10
Understanding students skills (baseline) Content analysis:
Secondary data analysis was completed of a course assignment from
2011 and 2012. The assignment was related to the Indian Child
Welfare Act and application in a case study. Purpose: It was
thought that students had difficulty applying a strengths-based
approach to social work practice with American Indian communities.
The content analysis provided evidence-based understanding
regarding this belief. Process: A coding sheet was established
using the key terms and phrases for each developmental asset.
Assignments were then coded. Information for each code was placed
in a Excel document, then reviewed for themes.
Slide 11
Initial findings Themes indicating a strengths-based approach
The following assets were reflected in student assignments: Support
(external asset) 1.It is important to be raised within a family
(extended family). 2.Family provides the foundation for cultural
identity. 3.Safety and stability promote a childs development.
Empowerment (external asset) 1.A child must grow up in his/her own
culture. 2.It is important for a child to participate in his/her
own culture. Positive Values and Positive Identity 1.Values and
traditions of the culture are important. 2.A child must know the
values and traditions of his/her culture in order to develop a
strong positive identity.
Slide 12
Initial findings Themes indicating a deficit approach Only four
developmental assets were reflected, and those were limited.
Students beliefs regarding the motivation of the tribe to follow
the Indian Child Welfare Act reflected deficit thinking. A
significant number of students believed that the tribe was only
trying to maintain its enrollment numbers, and not promote the
mental health and well-being of the child. Stereotypes were in
place regarding alcoholism and drug abuse. Students stated the
biological family and the tribe were unable to care for the child.
Students focused on the child as an individual, rather than as a
member of a family and community.
Slide 13
Intervention Assignments reflecting developmental assets
Interventions: First, content on developmental assets was formally
inserted into the course during the fourth week. Following, major
course assignments required students to apply developmental assets
content. 1.Article reviews 2.Case studies 3.Discussion of concepts
and issues Content analysis: Analysis of the same assignment,
related to the Indian Child Welfare Act and application in a case
study will take place in May/June 2013 once the course is completed
and grades have been submitted.
Slide 14
Resources Saleebey, D. (2006). The Strengths Perspective in
Social Work Practice. New Jersey: Pearson/Allyn and Bacon. Search
Institute. (2003). nique Strengths, Shared Strengths: Developmental
Assets Among Youth of Color. Insights and Evidence, 1, 2. Accessed
at http://www.search-
institute.org/research/insights-evidence/november-2003.http://www.search-
institute.org/research/insights-evidence/november-2003 University
of Minnesota Duluth Department of Social Work. (2009). Using the
Seven Traditional Teachings to Raise Healthy Anishinaabe Children.
Duluth, MN: University of Minnesota Duluth Department of Social
Work. Accessed at
http://www.d.umn.edu/sw/cw/anish_child/index.html.
http://www.d.umn.edu/sw/cw/anish_child/index.html University of
Minnesota Duluth Department of Social Work. (2009). Raising Healthy
American Indian Children in Grand Portage. Duluth, MN: University
of Minnesota Duluth Department of Social Work.