This indexed guide enables researchers and practitioners to draw upon the substantial dissertation research on the life experiences of Native American and Alaska Native children and adolescents. This carefully arranged and fully cross-referenced reference tool includes title, abstract, and retrieval information for 345 dissertations presented between 1960 and 1982. The abstracts outline the salient points of each study, e.g., subject population, sample size, sampling technique, research questions, data collection and analysis procedures, and conclusions. They are arranged alphabetically by author within thirteen major topics: childrearing and socialization; values, personality development; mental health and adjustment; language, bilingualism, communication behavior; intelligence; learning abilities, cognition; perceptual processes; social perceptions, attitudes; self-imagery; achievement; school environment; educational policy; and interventions. Each abstract is indexed by substantive and methodological characteristics. A glossary and index define and identify 136 cross-referenced descriptive terms commonly used in social, behavioral, and mental health science research.

This unique book examines the physical, psychological, social, and environmental factors that support or undermine healthy development in American Indian children, including economics, biology, and public policies. The reasons for mental health issues among American Indian and Alaska Native children have not been well understood by investigators outside of tribal communities. Developing appropriate methodological approaches and evidence-based programs for helping these youths is an urgent priority in developmental science. This work must be done in ways that are cognizant of how the negative consequences of colonization contribute to American Indian and Alaska Native tribal members' underutilization of mental health services, higher therapy dropout rates, and poor response to culturally insensitive treatment programs. This book examines the forces affecting psychological development and mental health in American Indian children today. Experts from leading universities discuss factors such as family conditions, economic status, and academic achievement, as well as political, social, national, and global influences, including racism. Specific attention is paid to topics such as the role of community in youth mental health issues, depression in American Indian parents, substance abuse and alcohol dependency, and the unique socioeconomic characteristics of this ethnic group.

American Indian and Alaska Native youth have the highest rate of suicide in the nation. The following report outlines the factors that contribute to these rates. These factors include barriers to mental health care and the unique risk factors. Barriers to mental health care that American Indians and Alaska Natives face include isolation of tribes, cultural values, limitations of Indian Health Services, and a lack of qualified providers. Unique risk factors faced by these groups include isolation, oppression, tribal characteristics, and high rates of alcohol abuse. Two prominent theories in suicide research are examined to help explain the epidemic of American Indian and Alaska Native youth suicide. These theories include the Interpersonal Theory of Suicide as well as Strain Theory of Suicide. A close look at current interventions is also provided. Limitations of these interventions are discussed. Implications for community and college counselors are given, which include being sensitive to the unique needs of these clients and designing interventions targeted specifically at these groups. Suggestions for future research are also included.

This chapter begins with a discussion of general factors with a potential impact on the assessment and treatment of American Indian and Alaska Native people (AI/ANs). The history of AI/ANs is briefly summarized and followed by a description of the unique demographic, socioeconomic, and health characteristics of the population. Some common cultural values among AI/ANs are then outlined. The chapter concludes with a shift to specific recommendations and guidelines to aid clinicians in accurately assessing and successfully working with AI/ANs.