The Bravery of Our Relatives

By Kimee Wind-Hummingbird

July 9, 2022 marked the beginning of the Department of the Interior’s “Road to Healing” Tour. The Tour is a follow-up to the Department’s recently released “Federal Indian Boarding School Investigative Report,” which documents the scope of the boarding school system and outlines the social, religious, and policy context in which it took shape. Because it is based on archival government documents, the report is history as told by government representatives, not by the Indigenous people who experienced the system’s abuses.

While reading the report, I could count on one hand the items of new information that I learned. Unfortunately, many of us have heard these heartbreaking stories from family members and other survivors for years. What was new information to me was how well documented the horrific treatment of our relatives has always been. It is disturbing to read how government leaders all the way back to Thomas Jefferson knew the conditions our children were being housed in and the measures being taken to break up our families and force our children to assimilate into U.S. culture. The report makes it obvious that government officials across different eras of history considered this abuse of our children an easier and cheaper way of destroying Tribes and taking our land than killing us.

But the report doesn’t include the voices of boarding school survivors. That’s where Secretary Haaland’s “Road to Healing” Tour comes in. The Tour is designed to give voice to survivors’ accounts.

The Tour’s first stop was Riverside Boarding School in Anadarko, Oklahoma. Riverside, which opened in 1871, is still in operation today, though it is no longer operated for the purposes it was designed for. Today it is home to youth from many different Tribal Nations who attend the school for a variety of different reasons. It felt appropriate to launch the Tour at Riverside, since it is one of the oldest boarding schools still operating, and since Oklahoma—where I live—has the shameful distinction of having been home to 76 Indian boarding schools, more than any other state.

Riverside Indian School, 1901

As a Muscogee citizen with Cherokee descendancy who was raised on the Muscogee reservation and spent 22 years working in the child and family services programs of my two Nations, I know firsthand how the effort to “kill the Indian and save the man” devastated our communities and peoples. Three generations of my Muscogee/Cherokee family attended boarding schools. My sister and I were the first ones in roughly 100 years to be spared, but that doesn’t mean the losses have been healed. I have seen the ripple effects of the traumas my great-grandparents, grandparents, and my father experienced when they were taken away from their families and forced to attend schools far away from their homes.

When I heard the Tour would come to Oklahoma and survivors would tell their stories, I knew I had to attend. Being there was important to me. My life’s work has been serving the families of my communities. Our elders, the wisdom keepers of our communities, would be speaking, and they needed support. They needed to feel comfort and surrounded by love as they shared their stories. I hoped to offer that in whatever way I could.

I invited my father to drive to Anadarko with me. He declined. I knew why he declined, even though he did not put it into words. I knew the experience would be painful for him. I didn’t press him. Throughout my life, I have watched my father cope with the challenges rooted in having attended boarding schools and not being raised with his siblings. His path—which started with rebuilding lost connections to family and his former self—has been ever-changing, and his achievements have been hard-won. Today he proudly serves the Veterans of our Nation as part of our Tribal Cabinet.

I made the nearly three-hour drive to Riverside alone and in silence. I never drive anywhere without listening to music or podcasts, but on that day, I felt that I had to mentally prepare for the heaviness I was headed toward. I thought about all of those beautiful, courageous community members who were making a special effort to show up and share their stories of endurance. I felt grateful to them, and I prayed they would find peace and calmness after sharing. Some of them would likely be telling their stories out loud for the first time in their lives.

Almost everyone talked about how they were treated upon first entering their school, how they had their hair cut and then had an unidentified burning liquid poured over their scalp. Some thought the liquid was kerosene. Everyone talked about how badly it burned their skin and eyes. Many spoke of the powerlessness they felt, how they were abused and treated with no regard for their safety or wellbeing. Several talked about how, when summer break came, they were sent to live on local farms as forced laborers for non-Indian families.

Another common theme was separation from siblings. Children were removed from their homes without an attempt to keep siblings together. These speakers mourned the years of family life, of bonding with siblings, that they will never get back.

Some were taken away as children and never again saw their family homes. Some talked about the loss of language and the shame they still feel—like many of us—at not being able to speak their own language.

It would be impossible to overemphasize how chilling it was to hear these stories one after another, as person after person stood up to share the truth of their experiences. To hear each survivor and honor their internal feelings with the empathy they deserved was a challenge, more so as their inflections of rage, anger, and sadness accumulated. The sense of loss they conveyed, the pain in many of the voices—these things hit me hard, in spite of what I already knew about the heartbreaking system they were talking about. It overwhelmed me. So many have endured that pain in silence for so long.

Ending the silence is necessary and long overdue. I am grateful to Secretary Haaland for instituting the Boarding School Initiative, and I appreciate the importance of including the voices of survivors. I believe this is a necessary step in the journey toward healing.

I also worry about how individual survivors are doing after having shared their stories. As with any disclosure of traumatic experiences, there are bound to be aftereffects. These aftereffects may include positive feelings of having connected with others and of releasing tensions that have been buried for too long. But the aftereffects might be destabilizing, too.

There were mental health professionals onsite at Riverside, but are the people who spoke being supported now that they are back to their everyday lives? Also, what should we be doing to support our communities as these stories begin to see the light of day all at once? I think about the cumulative force of all those stories I heard at Riverside, and I wonder what happens when you multiply the stories in community after community across the country.

Other types of revelations are coming, as well. We already know that US Indian Boarding Schools had burial sites on their campuses. Part of the Initiative’s mission is to identify and repatriate the remains of the unknown number of children who did not survive their “education.” In the initial report, the government authors make clear that they expect the number of burial site discoveries to increase as the investigation proceeds.

I returned home from Anadarko in silence, the same way I had come. But on the return trip, I tried to keep in mind the bravery of those people who had shared their stories. None of us would be here today without their bravery. We will all need that bravery in the days, weeks, and months ahead.

Kimee Wind-Hummingbird, a citizen of the Muscogee (Creek) Nation with Cherokee descendancy, joined the NNCTC in 2021 after 22 years serving youth and families in the child and family programs of her two tribal nations. In addition to extensive supervisory experience and expertise on the Indian Child Welfare Act, she has trained and consulted with both tribal and non-tribal stakeholders, including judges, attorneys, state child welfare agencies, tribal child welfare agencies, and other service providers. Her focus across all of her professional activities has been keeping indigenous families connected to their tribe, culture, and community.

This post is the second in a series that the NNCTC is publishing to coincide with the Federal Indian Boarding School Initiative’s activities. We highly recommend that you read the Initiative’s introductory report here.

These topics are painful and may cause distress. If you feel yourself in need of continued support, please reach out for help. Do so in whatever way feels most appropriate to you: traditional healing, talking to someone you know and trust, getting connected to mental health services, or calling or texting 988. Please know that there are many people across Indian Country who share your pain.

We Have the Bodies

by Shannon Crossbear

Every year we celebrate our birthdays together. My friend, Bernie and I. We break out the cribbage board, make tea, and talk.

Today she told me she went to three residential schools. Three. I knew she went to one. We talked about it over the years. Not much. Just in safe moments and always in whispered tones. Today was different. Today she told more. Two of the schools had those electric chairs. She saw them. She saw a boy once die in that chair. She stopped speaking the language that day.

Students at the Carlisle Indian Industrial School, circa 1900

All the schools were bad, she said. All of them did terrible things to the children. She said they did tell their parents and others at home about what was happening. No one believed them. She said, “Even our parents did not believe us. They thought we just did not want to go back to school. They thought we were making it up.” We both agreed it would be hard to believe something so evil as hurting children.

Evil. That is the word we both thought was the only one appropriate. Evil done in the name of their God. It was the collusion between church and the federal government across both colonized nations on this northern continent. If we are to see justice, it must cross borders, just as the bodies do. Neither Canada nor the United States can claim to be absolved of this sin, of this crime against humanity. They continue to not be held accountable for the crimes.

Today she told me she lost four more family members in the last month. One got disconnected from life support yesterday after a drug overdose that rendered her brain dead. Two have gone missing from separate locations connected with the oil industry. Diabetes finally took her brother.

She said, “It is like they moved the school outside the building, and we are still there. In that bad place.”

It is true. We have the bodies to prove it. Not just the bodies of those children buried on the school grounds. The bodies of the brother that died from a drug overdose and the son that died by suicide. The bodies of the sister that is behind bars and that daughter sleeping on the streets.

As the count of those found under the ground grows and we have our birthday tea, we wonder if we will ever count those “off campus” bodies. We wonder how we are not yet among them as we celebrate our 67th birthdays together over a cup of tea and a conversation.

 

Shannon CrossBear, pictured above (front row, center) with her grandchildren, serves as a Cultural Consultant for the NNCTC. She has facilitated for and consulted with the National Indian Child Welfare Association, the Federation of Families for Children’s Mental Health, Georgetown University, The National Child Traumatic Stress Network, and the Surgeon Generals Conference on Children’s Mental Health. She has worked with tribal and non tribal communities throughout the U.S. and Canada to promote traditional, culturally congruent, and trauma-informed practices, as well as to support systemic change to improve outcomes for children and their families.

This post is the first in a series that the NNCTC will be publishing to coincide with the Federal Indian Boarding School Initiative’s activities. We highly recommend that you read the Initiative’s introductory report here.

These topics are painful and may cause distress. If you feel yourself in need of continued support, please reach out for help. Do so in whatever way feels most appropriate to you: traditional healing, talking to someone you know and trust, getting connected to mental health services, or calling or texting 988. Please know that there are many people across Indian Country who share your pain.

Tribal Child Welfare Systems and Self-Determination

Aligning Governance with Culture and Creating Community Supports that Foster Family Wellbeing

by Patrice Kunesh

Earlier this year, the United States Supreme Court granted review of four cases[1] that challenge the constitutionality of the Indian Child Welfare Act (ICWA), a federal law intended to address the incredibly high rate of removal –  and subsequent adoption – of Native children from their families by state agencies.[2] A ruling invalidating ICWA would have significant impacts on state and county child welfare practices, particularly if it would weaken protections and services for Native children domiciles outside the reservation.[3]

Despite this uncertainty, what is not at stake is the inherent right of tribal governments to support child and family welfare within their own communities.[4] Many tribes are animating their laws and community services with traditional values that honor child and community well-being.[5] The fullest expression of this authority is a responsive tribal child welfare system oriented to supporting families and children through culturally attuned tribal codes and courts, broad social services sensitive to a family’s diverse needs, and community infrastructure to maintain family safety and stability, such as housing and child care.[6] Tribal governance and investment in families and children not only improves social outcomes, it also increases economic stability and, in turn, community well-being.[7]

Aligning governance and culture

Well before Congress enacted the Indian Child Welfare Act in 1978, tribal leaders demanded federal action to halt the abusive practices and tragic consequences of removing Native children from their families.[8] When Congress finally acted, it vowed to safeguard Native children from further injury and strengthen the legal authority of tribes in child welfare matters.[9] Finding that “there is no resource that is more vital to the continued existence and integrity of Indian tribes than their children,”[10] Congress unequivocally affirmed the critical role of tribes in preserving Native families.  

Enacted during the self-determination era of federal Indian law, ICWA represented a seminal shift in federal Indian law and policy.[11] Tribal self-determination is based on the premise that tribal leaders and members are in the best position to understand the needs and priorities of their communities, and thus advances tribal governance and reservation control over policy and economic decisions. In ICWA, Congress imported the mandates of self-determination while affirming the inherent responsibility of tribes as parens patriae[12] in child welfare matters.

These are not lofty policy aspirations. ICWA explicitly defines the exclusive jurisdiction of tribes over child welfare matters arising on tribal reservations or when the child is a ward of the tribal court, as well as concurrent jurisdiction for actions arising outside the reservation.[13] In addition, tribes must be notified by county or state child protection agencies of proceedings involving Native children, including children eligible to be tribal citizens. If out-of-home care is necessary, the state court is required to prefer placing the child with extended family members, other Native families, and tribally approved foster homes.[14]  

Many tribes have established comprehensive child welfare laws and courts.[15]Among the more promising models are tribal child welfare systems that are informed by community trauma and embrace broad the responsibility for healing and well-being well beyond basic social services. These systems involve partnerships with state and local governments to enhance cultural understanding and more compassionate interactions, and weave together community supports and preventative services to foster safety and stability. The goal of these adaptive systems is to shift capacity and resources to respond appropriately to children and families in need of care and create pathways for family preservation.  

As important as tribal child welfare systems are in Native communities, they are highly influential in state court proceedings and child protection services. Because ICWA requires that states defer to tribal child welfare codes and practices, tribal codes have the power to directly impact state action and outcomes for Native families and children. Thus, there is a real social justice imperative for tribes to address child welfare concerns through the fullest expression and practice of sovereignty both on and off-reservation.  

Adaptive Tribal Child Welfare Systems

Pillar 1: Tribal Laws and Codes 

Across Indian Country, tribes are creating unique child welfare systems tailored to their culture and community values. These systems comprise many public and private sector actors working together to address child maltreatment (abuse and neglect) and strengthen families. Child welfare systems are adaptive and multi-layered, driven by the family’s needs (day care and health care) and social-economic changes (employment and housing).

In Indian Country, the primary responsibility for child welfare lies with the tribal government. In some cases, the Bureau of Indian Affairs provides child welfare services to the Native community.[16] Tribal laws define the government’s responsibilities to protect children who are at risk of maltreatment and guide tribal court decisions concerning interventions, removal, reunification, and ultimately permanent legal and relational connectedness. Tribal customary law is often recognized to help resolve internal conflicts or to approach an issue in a more traditional way, such as using customary adoptions to preserve family relationships rather than permanently severing parent rights.[17]  

The Mille Lacs Band of Ojibwe recently established a Family Healing Wellness Court called Noojimo’wiigamig Inaawanidiwag, which means Healing Journey in Ojibwe. Recognizing its responsibility over child and family welfare, the Band intends for its laws and court to help safeguard its “culture, language, rights and way of life, as well as promoting a future of prosperity for Band Members and future generations….” In fulfilling this mission, the Band directs the Court to:

  • provide intensive services and more frequent court intervention to facilitate the reunification of Band families and to prevent the breakup of such families;

  • improve the safety and well-being of children whose families are affected by substance abuse, trauma, and mental health conditions;

  • prevent the prenatal exposure of infants to alcohol and controlled substances;

  • expedite family reunification and reduce the lengths of children’s out-of-home placements;

  • strengthen families’ indigenous cultural, traditional, and community ties;

  • reduce recidivism rates of substance abuse and promote recovery; and

  • develop future healthy generations of Band members by promoting health and wellness for participants, their families, and Band communities.[18]

The authority of the Mille Lacs Band’s Family Healing Wellness Court is augmented by the support of a multidisciplinary team that serves families involved with the child protection system in both a collaborative and cultural way. Similarly, two other Minnesota tribes, the White Earth Nation and Leech Lake Band of Ojibwe, have incorporated traditional healing knowledge and cultural practices into their child protection systems. With a more intimate knowledge of their community, these tribes offer alternative resources to assess and meet a family’s needs with a robust array of preventative services and pathways to connect families with what they need (for example, services to address poverty and poverty-related problems, and support for chemical dependency or mental health issues).  

On a larger scale, a research collaboration between the Native Nations Institute at The University of Arizona and the National Indian Child Welfare Association, examined over one hundred tribal child welfare codes[19] to determine the array of authority over child welfare matters. The study analyzed eight core aspects of tribal child welfare policies: culture, jurisdiction, tribal-state relationships, child abuse reporting, paternity, foster care, termination of parental rights (TPR), and adoption. Among the important lessons learned from this review, cultural values appear to be most impactful. For example, many tribal codes set a higher burden of proof to remove a child from their home and disallow termination of parental rights, favoring instead customary adoption. Placement preferences favor grandparents and extended family. The study validated the central tenet of self-determination: the most important and effective approach to supporting families and safeguarding children is through tribal governance. 

pillar 2: Tribal Child and Family Programs

Against the backdrop of tribal codes and courts, tribal child welfare systems provide an array of community-based services and partner with families directly to meet their particular needs. These services and supports include family preservation services, foster care, mental health care, and substance abuse treatment, employment assistance, and housing and financial assistance. The family-community approach also identifies alternative pathways to better support families if an intervention is necessary. For example, close partnerships with schools, public safety, and social workers could leverage capacity to provide concrete support to a family and alleviate a referral to the child protection office. These practices emphasize relationships and connections and expand responsibility for children and family well-being to the whole community.[20]

Another example from Minnesota illustrates the possibilities of adopting the whole community-guided/family-centered approach to tribal child welfare systems. In May 2020, the Red Lake Nation celebrated the opening of a new building with hopes that it will inspire a new era of community well-being. The Nation’s redesigned child and family services program has been renamed to Ombimindwaa Gidinawemaaganinaadog, which means Uplifting our Relatives, and will be housed in the newly constructed Intergenerational Services Building. 

Rooted in Anishinaabe language, culture, and traditions, the new program addresses intergenerational trauma and healing through family and community relationships. It offers a traditional approach to fostering wellness and connectedness, such as referring to clients as “relatives.” While most people on the reservation are in fact related, the reference to one another as relatives also fosters a deeper personal connection. Similarly, foster parents are known as “relative care community service providers,” a title that emphasizes family relationships. Another important change is re-framing child protection case management as “reunification services.” Negative terminology often pathologizes child welfare matters and risks exacerbating pre-existing trauma. Using Native words is an expression of tribal sovereignty and conveys the traditional aspiration of healthy and bonded families.

These are not mere cosmetic changes. Buildings and structures and revamped programs represent direct tribal investments in families and children. They also signify meaningful cultural transformations around family relationships. The underpinning of these tribal child welfare systems is the knowledge that preserving families is a vital pathway to healing and repairing the community as a whole from the persistent effects of historical trauma, which surface in the extreme over-representation of Native people in the child welfare system,[21] the juvenile and criminal justice systems, and chronic health disparities. Another leading public-health approach to resolving trauma was designed by the Center for American Indian Health, which promotes home care, parenting skills, and cultural strengths. In healing from historical trauma, community members also recover their identity and their health.

pillar 3: Tribal Community Supports

The third pillar of the child welfare system is community supports. These are the buildings and infrastructure that complement the other two pillars, tribal laws and social services. The relationship between physical space and overall health is well known. In Native communities, for example, social challenges often associated with poor housing conditions are extensive and exacerbate both health problems and child welfare.[22] 

The COVID-19 pandemic revealed the worst consequences of these conditions. Native Americans have suffered the most severe health and economic consequences of any major population group[23] during the pandemic, with the highest infection rates and a mortality rate 2.5 times that of non-Hispanic whites.[24] The public health emergency soon exposed another crisis: acute overcrowding and inferior housing conditions across Indian Country, which aggravated Covid conditions and created an imminent health threat to households.[25] A less obvious, but extremely worrisome outcome of the pandemic is that Native youth have suffered the highest rate of caregiver loss of any population group, more than 4.5 times higher than the rate for non-Hispanic white children.[26]

Several Native nations are creating unique community supports around housing to reduce child removals and keep families intact—supports that also provide protections against losses such as those suffered during the pandemic. In the Pacific Northwest, the Lummi Tribe designed Sche’lang’en Village, a co-housing community with the mission of preserving and protecting “Native families by providing an opportunity for families to make transformational life changes.”[27] The word “sche’lang’en” means “way of life” in Lummi, and it represents both the Tribe’s essential philosophy and its intentions for residents of the Village to be sheltered and protected.  

The Tribe located the housing development in the center of the reservation – the heart of the community – and within walking distance of health care and social services. Clustered with elder housing and counselors-in-residence, Sche’lang’en Village is comprised of 45 multi- and single-story houses that have become home to 34 families and more than 100 children. The houses are built in pods, with front doors and back porches facing other houses to encourage neighborly interaction and connected to an outdoor community space for more socialization opportunities. 

On the Great Plains, the Cheyenne River Sioux Tribe is building a multi-generational housing community designed around traditional values of health and well-being. The Tribe’s express goals were to ensure that every family will be able to live in safe, sanitary, and affordable housing in a community with a central social and cultural gathering place.[28] Moreover, the project had to be community-led. Untethered from their initial reluctance – never had they been asked to be the architect of their own space – they eagerly imagined a place for their relatives, young and old, bounding with opportunities for future generations.  

The Tribe listened carefully and went even further, insisting on upgraded materials to ensure tribal members received quality, energy-efficient homes and amenities such as dishwashers and microwaves, washer-dryer units, garages, and Internet service. Previously, these features of quality and convenience have not been synonymous with housing in Indian Country. The power of this community collaboration cannot be overstated. By making significant investments in its people, the Tribe instilled a profound sense of respect and dignity in its community – qualities rarely considered in the appalling legacy of reservation housing development, housing which often serves today as yet another persistent and visible reminder of historical trauma. 

Conclusion

In 1978, as it considered the Indian Child Welfare Act, Congress and the country learned about the grave disruption to Native communities from the excessive and unnecessary removal of Native children from their families and culture. Despite ICWA’s jurisdictional mandates and procedural safeguards, Native children continue to be removed from their homes at alarming rates and vulnerable families remain at risk of displacement. Even more, ICWA’s mainstay protections are again being challenged in the US Supreme Court. 

The imperative to act is as urgent as ever. What is needed is more tribal impact in child welfare systems both within and outside reservation communities. Many tribes have recognized the urgency of these challenges. They have created child welfare systems animated by cultural values of health and wellness that weave traditional practices and innovative child protection laws together with community supports designed to honor the dignity of each person and family.  

These collective contributions offer insight, wisdom, and pragmatic ideas with the potential to transform tribal child welfare practices, and in doing so, ensure the preservation and well-being of Native children, families, and communities. 

About PATRICE

Of Standing Rock Lakota descent, Patrice H. Kunesh is the founder of Peȟíŋ Haha Consulting, a social enterprise committed to fostering social and human capital and pursuing economic equity in Native communities. Previously, Patrice established and led the Center for Indian Country Development at the Federal Reserve Bank of Minneapolis, and has held appointments as the Deputy Under Secretary for Rural Development at the US Department of Agriculture and as the Deputy Solicitor for Indian Affairs at the US Department of the Interior. In addition, she served as in-house counsel to the Mashantucket Pequot Tribe and on the faculty at the University of South Dakota School of Law. Patrice began her legal career at the Native American Rights Fund and recently returned to NARF as the major gifts officer.

This essay was commissioned by the National Native Children’s Trauma Center with support from Casey Family Programs, a national operating foundation dedicated to improving the lives of America’s most vulnerable children. The findings and conclusions presented are those of the author alone, and do not necessarily reflect the opinions of Casey Family Programs.

[1] In Haaland v. Brackeen (consolidated for one hour of oral argument with Cherokee Nation v. BrackeenTexas v. Haaland, and Brackeen v. Haaland), the Supreme Court will review a ruling by the U.S. Court of Appeals for the 5th Circuit that invalidated portions of the Indian Child Welfare Act. The consolidated case will be argued in the fall of 2022, with a decision to follow next year. 

[2] In the 1970s, between 25-35% of all Native children were removed from their families, and a prominent study found that 85% of removed Native children were placed with non-Native adoptive families. In a 1974 hearing on the proposed ICWA, Congress heard testimony that some state social workers viewed Indian reservations as categorically unacceptable places to raise children and removed children without due process. Matthew L. Fletcher, Federal Indian Law 422 (citing Indian Child Welfare Program: Hearings Before the S. Sub. Comm. on Indian Affs., 93rd Cong., 2d Sess., 19-20 (1974). See also Patrice H. Kunesh, The Indian Child Welfare Act of 1978: Protecting Essential Tribal Interests, 60 U. Colo. L. Rev. 131 (1988); Borders Beyond Borders: Protecting Essential Tribal Relations Off Reservation Under the Indian Child Welfare Act, 15 N. Eng. L. Rev. (2007). The federal government itself was complicit in these efforts, funding the “Indian Adoption Project” (IAP) in the 1950s. Along with the Child Welfare League of America, the IAP’s overt goal was to remove Native children in western states and place them for adoption by white families in eastern states. The Adoption History Project, University of Oregon (2012). Adoption History: Indian Adoption Project (uoregon.edu) 

[3] Supporters of ICWA maintain that the law is based on the political government-to-government relationship between tribes and the federal government and sets the gold standard for culturally appropriate services in child welfare matters. See also, “Indian Child Welfare Act principles: The gold standard of child welfare practices.” Casey Family Programs (2019). Opponents contend that ICWA interferes with states’ rights and is impermissibly based on race. Their two main constitutional arguments are that ICWA violates the 10th Amendment of the Constitution because it “commandeers” – imposes duties on – the states, and that ICWA is an impermissible race-based law that contravenes the Equal Protection clause. 

[4] In general, Native American tribes have inherent authority over their internal affairs to the same extent as state and federal governments. This arises from their pre-existing status as independent sovereigns. Tribes exercise this authority through their own form of government, laws, and judicial systems. The ICWA confirms this authority in its jurisdictional provisions: mandating that the tribe has jurisdiction exclusive as to any state over any child custody proceeding involving a Native child who resides or is domiciled within the reservation of such tribe, except where such jurisdiction is otherwise vested in the state by existing federal law (such as Public Law 280). 25 U.S.C. 1911(a). 

[5] Among the many diverse Native cultures throughout the United States, there are widely shared beliefs and practices that children are a responsibility of both the family and the community. See Tribal Best Practices for Family Engagement Toolkit, National Indian Child Welfare Association (2018). Contemporary Native families and communities also continue to value kinship care, where extended family members and relatives share responsibility for child-rearing, along with their parents. This cultural practice is confirmed in the demographic data, which show that “single-race Native Americans are the group most likely … to live in multigenerational and crowded households. In these “grandfamilies,” Native grandparents were most likely to be responsible for raising their grandchildren (51.1% of all Native kinship-care families). Understanding these worldviews is the foundation of culturally responsive child welfare practice and policy. Patrice H. Kunesh, “How Are the Children? Addressing Covid Mortality in Native Families by Investing in Child Well-Being,” (Missoula, MT: National Native Children’s Trauma Center, (Jan. 2022). How Are the Children? — National Native Children's Trauma Center (nnctc.org). 

[6] Despite the considerable strengths of thriving Native communities, some families continue to struggle, and they may become entangled in state, county, or tribal child welfare systems. These challenges often are rooted in the legacy of unresolved historical trauma. Maria Yellow Horse Brave Heart, Josephine Chase, Jennifer Elkins, & Deborah B. Altschul, “Historical Trauma Among Indigenous Peoples of the Americas: Concepts, Research, and Clinical Considerations,” Journal of Psychoactive Drugs, 43 (4), 282–290 (2011). See also Patrice H. Kunesh, “What We Inherit & What We Send Forth: How Tribes Can Improve Community Well-Being Through Trauma-Informed and Asset-Based Care,” (Missoula, MT: National Native Children’s Trauma Center, (Sept. 2021); John Red Horse, Cecilia Martinez, Pricilla Day, “Family preservation: Concepts in American Indian communities,” National Indian Child Welfare Association and Casey Family Programs (2001) (pdf on file with author). 

[7] An abundance of research has established that tribal self-governance produces the best policy outcomes: when tribes make their own decisions about what development approaches to take, they consistently out-perform external decision makers on matters as diverse as governmental form, natural resource management, economic development, health care and social service provision. Harvard Project on American Indian Economic Development. Research also has well-established that investments in young children through an array of social welfare policies yield “the biggest bang for the buck.” Clea Simon, “Social spending on kids yields biggest bang for the buck.” The Harvard Gazette (July 24, 2019). Rob Gruenwald, “The promise of early childhood development in Indian Country,” Center for Indian Country Development, Federal Reserve Bank of Minneapolis (Nov. 17, 2017). The promise of early childhood development in Indian Country | Federal Reserve Bank of Minneapolis (minneapolisfed.org) 

[8] Long before the ICWA shed light on this crisis, the federal government sanctioned the removal of Native children from their families based on policies aimed at forcibly assimilating them, particularly through boarding schools. For over one hundred years, from 1869 to the late 1970s, under the authority of the Indian Civilization Act of 1819, the federal government supported the removal of hundreds of thousands of Native children from their homes and enrollment at federally funded boarding schools. Children as young as three years old were removed from their families and sent to schools located far away from their families. The first was the Carlisle Indian Boarding School, founded by Richard Henry Pratt on a former military installation in Pennsylvania. Pratt’s motto, “Kill the Indian, and save the man,” foretold the horrific violence and abuse children would suffer in these institutions. Children were punished for speaking their Native languages and conformity to school rules was strictly enforced, from dress to manners to curriculum. Girls were taught domestic skills while boys were trained for industrial jobs. Carlisle became the model for 357 other government operated schools. In 1900, 20,000 Native children were in boarding schools. Twenty-five years later, 60,000 Native children, representing nearly 83% of all Native children, were attending boarding schools, according to the National Native American Boarding School Healing Coalition. Thousands of these children never returned home. When the last school was closed in 1978, generations of survivors carried deep emotional scars from their boarding school traumas.

In addition, the Indian Adoption Project (IAP) further operationalized the federal government’s policy of forced removal of Native children from their families, communities, and cultures. The nonprofit Child Welfare League of America (CWLA), in cooperation with the U.S. Department of Interior Bureau of Indian Affairs, carried out the IAP between 1958 to 1967. In 2001, Shay Bilchik, the CWLA President and CEO, formally apologized for the organization’s participation in the widespread removal of Native children from their homes. K. Balcom, “The Logic of Exchange: The Indian Child Welfare League of America, the Adoption Resource Exchange Movement and the Indian Adoption Project, 1958-1967. Adoption & Culture, 1(1), 5-67 (2007).

Despite ICWA’s intentions and procedural interventions, serious disparities continue to occur. Native children in foster care are represented at nearly two times the level of white children, according to a 2007 report by the National Indian Child Welfare Association (NICWA). For example, according to statistics from the South Dakota Department of Social Services, a Native child is 11 times more likely to be placed in foster care than a white child. In South Dakota, Natives comprise less than 9% of state’s population, but 52% of the kids in South Dakota’s foster care system are Native. See Patrice H. Kunesh, “A Call for an Assessment of the Welfare of Indian Children in South Dakota,” 52 South Dakota Law Review (2007).

[9] 25 U.S.C. § 1901(3) – (5). 

[10] 25 U.S.C. §1901.

[11] After the termination policies of the 1950s and the 1960s era of civil rights, Congress endorsed a suite of sweeping new policies to encourage tribal self-government, including the Indian Self-Determination and Education Assistance Act (ISDEAA) of 1975, the Indian Civil Rights Act of 1976, and the Indian Child Welfare Act of 1978. The ISDEAA fundamentally changed how the U.S. engages with Indian Country, empowering tribes to exercise their sovereignty and control their own affairs. In this new era of self-determination, government agencies must contract with Native nations to provide services for their citizens such as health care, education, and housing, which previously were exclusively provided, and controlled, by the federal government. In the words of tribal leader W. Ron Allen, Chairman of the Jamestown S’Klallam Tribe, “We took charge of our own destinies. We are now capable of meeting our communities’ needs more effectively than any other government. We know our people and are sensitive to their cultural traditions and realities. Our people take comfort in knowing that their governments—not the state or federal government—are making decisions on their behalf.”  

[12] Under the legal doctrine of parens patriae, the government has the inherent authority, both the power and the duty, to protect people who are legally unable to act on their behalf. In the area of minor children, the government and its courts have the duty to intervene to protect the best interests of families in need of services and children whose welfare may be at risk. Congress recognized tribes’ status as parens patriae in ICWA’s jurisdictional mandates and procedural responsibilities to act on behalf of Native children. See Cami Fraser, Protecting Native Americans: The Tribe as Parens Patriae, Michigan Journal of Race and Law Vol. 5 (2000). See generally, Oglala

Sioux Tribe v. Van Hunnik, 993 F.3d 1017 (8th Cir. 2014) (discussing standing of Oglala Sioux Tribe to pursue ICWA claims on behalf of tribal members to maintain tribe's integrity and to promote ICWA's goal of maintaining the security and stability of Indian families); United States v. Santee Sioux Tribe of Nebraska, 254 F.3d 728, 734 (8th Cir. 2001) (under parens patriae doctrine, tribe acts on behalf of all of its members). 

[13] ICWA’s jurisdictional mandates are set out in 25 U.S.C. §1911. See A Practical Guide to the Indian Child Welfare Act, National Indian Law Library (2011). 

[14] 25 U.S.C. §1915. 

[15] The study examined 109 tribal child welfare laws, of which over half were enacted after 2000. For a general summary of these tribal laws, see “Tribal Child Welfare Codes as Sovereignty in Action: A Guide for Tribal Leaders” [Conference Edition]. Rachel Rose, Adrian T. Smith, Mary Beth Jager, Miriam Jorgensen, and Stephen Cornell. 2016. Paper presented at the 2016 National Indian Child Welfare Association Annual Meeting, St. Paul, MN, April 4-6, 2016. National Indian Child Welfare Association, Portland, OR; Native Nations Institute, Tucson, AZ. 

[16] The Bureau of Indian Affairs at the US Department of Interior is responsible for implementing regulations under ICWA and supporting tribal self-governance in child welfare and family services. State child welfare systems similarly are supported by federal funding and policy initiatives. The Children’s Bureau within the US Department of Health and Human Services’ Administration for Children and Families holds the responsibility for implementing federal child and family legislation. https://www.childwelfare.gov.  

[17] Customary adoption is the main focus of a recent report issued by the California Tribal Families Coalition, formed by a consortium of tribal leaders following an extensive review of the state’s compliance with ICWA and its implementation of Cal-ICWA. “Tribal Customary Adoption (TCA) and the Resource Family Approval (RFA) Process: Challenges and Opportunities,” California Tribal Families Coalition, (Dec. 2020). The review found that California “is at the epicenter of ICWA,” with “some of the most divisive and controversial cases.” While the state is at the “cutting edge of innovation and reform,” the report finds that the California child welfare process is still missing important context about tribal customs and opportunities to collaborate with tribes around ICWA compliance. 2020.12.13-TCA-RFA-Report-KAC-draft-2-3.pdf (caltribalfamilies.org) 

[18] In Chapter 4 of the Judicial Branch, establishing the Family Healing Wellness Court as a voluntary program, the Mille Lacs Band sets out several findings and goals around family preservation and strengthening the Band’s traditions:

(a) The Band Assembly hereby finds that the purpose of this chapter is to bring together healing resources, cultural resources, and drug treatment by using a team approach to achieve the healing of the individual, the preservation and reunification of Band families, and the strengthening of Band communities.

(b) The Band Assembly hereby finds that 24 MLBS § 2003 states that Zhawenimaa, to keep the people together as one, is the way of life of the Non-Removable Mille Lacs Band of Ojibwe. The Band’s goal is to restore the circle of peace and harmony by helping those that come before the Court of Central Jurisdiction so that they may experience a good life and the Band will continue to survive.

(c) The Band Assembly hereby finds that Band children and families impacted by substance abuse and mental health disorders are better served by a cooperative process grounded in Band culture and traditional teachings as an alternative to the usual court process.

[19] Tribal Child Welfare Codes as Sovereignty in Action, n. 5. 

[20] Wendy Haight, Cary Waubanascum, David Glesener, Priscilla Day, Brenda Bussey, and Karen Nichols, “The Center for Regional and Tribal Child Welfare Studies: Systems change through relational Anishinaabe worldview,”  Children and Youth Services Review 119 (2020). 

[21] The recent changes to the Red Lake Nation’s human services program, as with the changes in other Minnesota tribes mentioned above, are necessary responses to the exigency of the over-representation of Native children in the Minnesota foster care system. “Nationally, Indigenous children are 1.6 times more likely to be subjects of alleged maltreatment reports than white children. In Minnesota, Indigenous children are 5.4 times more likely than white children to be subjects of … Child Protection Services. … Furthermore, the number of Indigenous children in out-of-home care has increased …[and] Indigenous children in Minnesota have the highest rates of re-entry into out-of-home placement within 12 months following family reunification.” Haight et al. (2020)

[22] Haight et al., referencing a 2010 Canadian study indicating that “poverty and poor housing significantly account for over-representation of Indigenous families with children in out-of-home care.” 

[23] Desi Rodriguez-Lonebear, Nicolás E. Barceló, Randall Akee, and Stephanie Russo Carroll, “American Indian Reservations and COVID-19: Correlates of Early Infection Rates in the Pandemic,” Journal of Public Health Management and Practice 26, vol. 4 (2020): 371–77. https://journals.lww.com/jphmp/toc/2020/07000

[24] Randall Akee and Sarah Reber, “American Indians and Alaska Natives are dying of COVID-19 at shocking rates” (Washington, DC: Brookings Institution, 2021). 

[25] Rodriguez-Lonebear et al. 2020. There is no doubt that poverty and poor housing harm health. According to the National Congress of American Indians, substandard housing makes up 40% of on-reservation housing, compared to 6% of housing outside of Indian Country. The Department of Housing and Urban Development, which oversees the largest housing programs serving Indian Country, has found that:

the overcrowding and physical housing problems of American Indians and Alaska Natives living on reservations and in other tribal areas remain strikingly more severe than those of other Americans. Particular circumstances of tribal areas—remoteness, lack of infrastructure, and complex legal and other constraints related to land ownership—make it extremely difficult to improve housing conditions in those areas.

Nancy Pindus, G. Thomas Kingsley, Jennifer Biess, Diane Levy, Jasmine Simington & Christopher Hayes, U.S. Dep’t Hous. & Urb. Dev., Housing Needs of American Indians and Alaska Natives in Tribal Areas: A Report from the Assessment of American Indian, Alaska Native, and Native Hawaiian Housing Needs (Jan. 2017). https://www.huduser.gov/portal/sites/default/files/pdf/HNAIHousing Needs.pdf

[26] Kunesh, 2022. How Are the Children? — National Native Children's Trauma Center (nnctc.org).

[27] Elizabeth Amon, “A Village Apart: Lummi Nation Creates a Unique Community to Support Families.” The Imprint, Youth & Family News (July 21, 2021). https://imprintnews.org/family/a-village-apart/57033

[28] Patrice H Kunesh, “The Significance of Belonging for Indigenous Peoples: The Power of Place and People—Creating a Vision for Community in Indian Country through Self-Governance and Self-Determination,” Journal of Affordable Housing & Community Development Law 30, no. 1 (2021): 23–46. Vogel’s mission is to create an affordable housing community called Badger Park, a 160-acre subdivision nestled in rolling grassland plains in Eagle Butte. Vogel’s plans include 160 rental units, an elderly community, a 20-unit apartment complex, 35–45 home ownership, and space for community and economic development. The entire park will create 265 family units, housing a total of 1,000–1,500 people. The site also anticipates more park areas and a business center. Achieving their goals requires Vogel and her team to weave together many housing programs and constantly scout new funding opportunities.

Tribal Health Sovereignty and Self-Determination

by Fred Fisher, MPA

In a recent essay we published on the NNCTC blog, Patrice Kunesh writes about “the sticky residue of settler colonialism,” which she defines as “hostile policies aimed at disempowering tribal government and crushing Native culture.” Among the ongoing effects of this colonial residue, as Patrice writes, have been “generations of economic inequities and precarious housing conditions, as well as egregious health disparities, particularly for Native youth.”

I was reminded of Patrice’s comment when I saw this HRSA funding announcement for a Community Health Worker Training Program, because I firmly believe that one of the keys to eliminating colonialism’s hold on the present and future is tribal health sovereignty. For better or worse, the road to tribal health sovereignty still runs through the federal government in many instances. That is the case with this worthy grant program, which I encourage tribal stakeholders to review.

Health care for American Indian and Alaska Native people has always been a core component of the federal trust responsibility to tribal nations. However, since the passage in 1978 of the Indian Education and Self-Determination Act, the federal government has increasingly exercised this trust obligation through a transfer of its authority and control from federal agencies to the tribes themselves. In response to this crucial policy shift, tribes immediately began to lean into the opportunity to recreate health care systems and delivery that are culturally responsive and tailored to community needs.  

In the decades since 1978, many tribal nations have enhanced the design and delivery of health care through efforts to make services culturally responsive and tailored to tribal population and community needs. The results have been impressive both in improved health outcomes and consumer satisfaction.[i] Randall Akee, in a 2018 blog post on the new challenges to the Indian Child Welfare Act, states that his research has “failed to uncover a single example of how removing control, jurisdiction, or authority from tribal governments improves outcomes for American Indian and Alaska Natives.” This aligns with the findings of a  Harvard Project on American Indian Economic Development report, “The Context and Meaning of Family Strengthening in Indian America,” which characterizes effective services to tribal children and families as those that meet the following conditions:   

·        Effective programs and policies are self-determined;

·        Leadership can emerge from many levels of tribal society;

·        “Buy-in” on the part of tribal communities and formal leadership is essential;

·        Effective initiatives are institutionalized;

·        Effective initiatives are spiritual at their core.[ii]

Tribal nations are redefining the nature of health itself to include personal and community well-being and are increasingly designing and delivering programs and services at all levels of Tribal administration and governance that tap into local community assets and resources to promote health and well-being. In most tribal communities, the people who live there—elders, parents, relatives, youth, and others (in development terms, the tribal community’s social capital)—are increasingly being engaged as resources in health promotion as opposed to recipients of health services. This is an important shift in vision that tribal leaders and others with deep cultural understanding are tapping into to realize a more sustainable and positive health future for their children and families.   

Despite the progress that has been made in the exercise of tribal health sovereignty since 1978, the disproportionate impact of the COVID-19 pandemic on American Indian and Alaska Natives exposed many of the remaining gaps in health equity for Native children and families. The Community Health Worker Training Program[ii] may offer an important resource to re-building Native Nations in the aftermath of this public health crisis. The purpose of the programs is: 

·        to enhance the skill and knowledge of current community health worker and increasing the number of local health care workforce to respond to public health needs in underserved communities.

The objectives are: 

·        Expanding local capacity to recruit, train, and support new community health workers by reducing barriers to enrollment in the program (e.g.; support for tuition, health insurance, child care for trainees);

·        Reinforcing and updating current knowledge and expanding the skill sets of health workers;

·        Workforce development and employment; and, perhaps most importantly,

·        Health Equity.  

These goals and objectives appear to offer a good cultural match for many tribal nations. Tribal colleges and universities may be the perfect home for a program like this. I encourage readers to explore entire program announcement and consider applying.  

For more information on Tribal Health Sovereignty and Self-Determination in action, see the following profiles:

Quapaw Community Health Program

Chickaloon Native Village  

Oglala Lakota Nation

Menominee Nation

[i] For a thorough analysis of this transfer of power and authority using the implementation of a dental aide program by the Swinomish Tribe in Washington State as a case study, see: Geoffrey D. Strommer, S.K. Roels, C. P. Mayhew. Tribal Sovereign Authority and Self-Regulation of Health Care Services: The Legal Framework and the Swinomish Tribe’s Dental Health Program

[ii] For an excellent essay on incorporating traditional healing and spiritual practices into public health, see: Healing Historical Trauma: How Native American researchers are turning long-held traditions into novel public health solutions by Jackie Powder in the latest edition of Hopkins Bloomberg Public Health.

[iii] For on-going updates on grants, loans, research, and other health resources that improve health in rural America and in Indian Country, consider becoming an on-line subscriber to the Rural Health Information Hub.

Fred Fisher, MPA, is the NNCTC’s Community Development Advisor.

CBITS–AI: The Conception and Development of a Culturally Responsive Intervention for Trauma

By Deb Klemann, MS, LCPC

The NNCTC is pleased to announce the publication of Cognitive Behavioral Intervention for Trauma in Schools for American Indian Youth (CBITS–AI), our adaptation of Cognitive Behavioral Intervention for Trauma in Schools (CBITS), an in-school group counseling intervention for middle school students. First developed in 2003 by Lisa Jaycox, with a 2nd Edition coauthored by Jaycox, Audra Langley, and Sharon Hoover arriving in 2018, CBITS helps young people develop skills that promote healing from traumatic stress. CBITS is designed to be delivered in schools, helping to eliminate numerous practical and cultural barriers that might stand in the way of caregivers’ ability to ensure that their kids regularly get to therapy appointments.

The NNCTC has been providing training and consultation in CBITS implementation for more than fifteen years, with the understanding that the manualized course of treatment could be further modified by community members to best meet their needs. We have supported numerous clinicians and counselors who have facilitated CBITS group sessions in schools serving tribal communities. These providers working in tribal communities have consistently found, over the years, that CBITS is effective in reducing symptoms of traumatic stress and increasing positive coping strategies.

At the same time, the providers we partner with have shared their belief that portions of the CBITS manual could benefit from alterations that would make it a better cultural fit for American Indian students. Until now, each individual clinician has been responsible for making their own changes to the manual to make it more culturally responsive. Sometimes, this process goes smoothly. But it isn’t always a workable solution. Some CBITS facilitators may have too much on their plate already, or in cases when they aren’t from the local tribe, they may not have the cultural knowledge or permission to carry out a thorough cultural adaptation.

In an attempt to address these obstacles, and with the permission of the CBITS developers, the NNCTC formed a workgroup to guide a cultural adaptation that could be used across tribal communities, including some generalized structural changes, delivery nuances specific to tribal beliefs and customs, and numerous culturally responsive constructs. Based on consistent partner feedback, we also prioritized the promotion of traditional healing methods and students’ connections to their tribe, community, culture, and language as resilience-building factors.

The workgroup guiding the cultural adaptation consisted of NNCTC staff members with clinical experience serving tribal populations, as well as individuals with experience facilitating CBITS in schools serving tribal youth. The group included both tribal and non-tribal participants. Our shared goal was to re-work the intervention so that indigenous methodologies, tribal cultural knowledge, tribal beliefs, and traditional cultural practices serve as its foundations, while retaining the existing core components of CBITS.­­­­­­­­

Some specific examples of changes we made:

1. To promote an indigenous perspective privileging community interconnectedness, we  encourage the counselor/facilitator to self-disclose about themselves more than traditional clinical models would encourage. We recommend that the facilitator identify themselves to the students in relation to the tribe, community, and school, and then lead a discussion with the students about how to maintain confidentiality.

2. The manual uses the American bison as a metaphor for resilience. Of enormous cultural significance to Plains tribes, the bison, like North American tribes, are native to this land. Despite colonizers’ attempts to eliminate the bison population, bison are resilient. They have survived, and their numbers are growing. A herd of bison, confronted with a storm on the Plains, will choose to head directly into the storm, because that is the quickest way through it. The manual uses this image of strength and resilience to encourage students to face difficulties, share their traumatic stories, and overcome anxiety.

3. Psychoeducation (education about mental health issues) is a core component of CBITS. To help students understand common reactions to stress and trauma, CBITS teaches that thoughts, feelings, and behaviors are all connected. To convey this concept in a culturally relevant way, the CBITS-AI manual uses the medicine wheel, a common Native American symbol in teachings and practices related to wellness, health, and balance. Students learn how trauma reactions can impact the interconnectedness and balance of the four directions: mind, body, emotions, and spirit.

These are just a few examples of changes we made in the hope of making CBITS a better cultural fit for tribal youth. We recognize that there are limits to pan-tribal cultural adaptation and that further adaptation to meet the needs of individual tribes and communities may still be needed. We are happy to provide training and technical assistance in the implementation of CBITS-AI and to support community-level adaptations. The complete manual is available for download at no cost through the RAND institute, our partners in bringing this project to fruition. If you would like to request training and/or technical assistance in implementing CBITS–AI, please submit a TTA request, and we will contact you to discuss the details.

Deb Klemann is the NNCTC’s Clinical Consultant. She is an experienced clinical counselor and the lead author of two classroom-based social and emotional learning curricula focused on mitigating the effects of trauma and rooted in the principles of Cognitive Behavioral Therapy, one for adolescents and one for younger children.

Culture Protects Us

As anyone who has lived or worked in tribal communities knows, evidence-based treatments and practices developed by non-tribal researchers and academics are often a poor cultural fit for tribal children and families. One way we at the NNCTC address this issue is by adapting products for tribal communities. Sometimes, though, our partners in tribal communities and agencies tell us that this is not enough. These partners feel that what is most crucially needed are not interventions adapted from Western/Euro-American models but interventions rooted in tribal ways of knowing and being. It is in the hope of addressing this need that our center’s Family Engagement Specialist, Alan Rabideau, along with a community of tribal parents including Shannon Crossbear, years ago began developing a series of trainings under the “Walking the Four Directions” umbrella.

Rooted in the Medicine Wheel teachings of Alan’s Anishnabe heritage, “Walking the Four Directions” takes as its starting point the idea that all the tools for supporting young people are already embedded in historical tribal child-rearing practices. There are “Walking the Four Directions” trainings in family-driven care, strength-based disciplinary practices, wraparound services, and in supporting young people as a recovery coach or peer mentor.

The video below features Shannon Crossbear talking about the foundational principle of “Walking the Four Directions”—the idea that tribal cultures represent a powerful source of protection against many of the risk factors that are common among tribal youth. Let us know if you would like to talk more about one of our “Walking the Four Directions” trainings.

How Are the Children?

Addressing COVID Mortality in Native Families by Investing in Child Well-Being

by Patrice Kunesh

Amidst a raging global pandemic that has claimed over 800,000 American lives, we need to pause to consider the question, “How are the children?” Children are the silent sufferers of some of the most devastating impacts of COVID-19. While recent studies show that COVID-19 seems to be less common and less severe in children, the pandemic has upended the lives of thousands of U.S. children who have lost parents or primary caregivers in the pandemic. Among these COVID “orphans,” a staggering number of Native children have lost parents and caregivers. These children face an “epidemic of mental health challenges,” but only partly because of the COVID-19 pandemic—their well-being should be our top policy priority.

According to a recent study led by the Center for Disease Control and Prevention (CDC), as of June 2021, at least 140,000 American children have lost a parent or caregiver because of the coronavirus. With new variants emerging and surges in COVID cases, the number of COVID orphans is now more than 167,000 children. The Covid Collaborative, a national team of public health and policy experts, predicts these numbers will get worse with each passing day. How many more children will be orphaned due to a COVID-related death of a parent or caregiver?  That number is impossible to predict, but we know that every surge in COVID cases corresponds to an uptick in COVID orphans.

When children’s lives are permanently altered by such devastating losses, their families risk becoming socially and economically destabilized, and the children themselves become more vulnerable to other adverse experiences. The trauma engendered by these circumstances may result in a range of distressing mental health, behavioral, and developmental outcomes. And for non-White children, who account for 65% of those who lost a primary caregiver and who are also at higher risk of trauma exposure regardless of the effects of COVID, such losses are more likely to result in complex traumas that can dramatically alter the course of a life and family. For these non-White children, and particularly for Native youth who have experienced the highest level of caregiver loss, addressing the cascading effects of this trauma will require a host of social supports and interventions that get at the root causes of these disparities. 

Native children experience the highest COVID-related caregiver loss

The COVID-19 pandemic has disproportionately affected Native populations across the country, with infection rates over 3.5 times higher than White Americans and over four times the likelihood of being hospitalized. Overall, Native Americans die from COVID-19 at twice the rate of White Americans. While these reference points of infection and mortality rates describe the general severity of the pandemic, the deeper consequences of COVID are less visible—the children left behind. Native youth have suffered the highest rate of caregiver loss from the pandemic—4.5 times higher than that of White children. This means that 1 of every 168 Native children have lost their primary caregivers to COVID, as compared with 1 of every 310 Black children, 1 of every 412 Hispanic children, and 1 in every 753 White children.

Geography tells another grim story. A recent analysis of American Indian reservations and COVID rates finds “a strong positive correlation across states between the share of Native Americans living on reservations and the SMR [standardized mortality ratio].” Socioeconomic factors related to this vulnerability include poverty, poor living conditions, inadequate health care, and the prevalence of multi-generational families. As a result, a higher percentage of Native children in rural reservations face greater risks of losing a parent or caregiver. For example, in South Dakota, Native children represented 55% of the children who lost a caregiver. The story is similar in other states. Native children represent 39% of total children who have lost primary caregivers in New Mexico, 38% in Montana, 23% in Oklahoma, and 18% in Arizona.

Who are these caregivers? Native families value kinship care, where extended family members such as cousins, aunts and uncles, and grandparents share responsibility for child-rearing, along with their parents. This cultural practice is confirmed in the demographic data, which show that “single-race Native Americans are the group most likely … to live in multigenerational and crowded households. In these “grandfamilies,” Native grandparents were most likely to be responsible for raising their grandchildren (51.1% of all Native kinship-care families). Of course, Native grandparents are at higher risk of being immunocompromised due to older age and poor health factors, putting them at great risk of severe illness and death from COVID.

Single mothers also are the primary caregivers in many Native families, both to their children and to their parents. Moreover, more than half of Native mothers (55%) are the sole household earners, compared to 37% of White mothers. Considering Native women in the context of their families and communities, the concern here is their risk of getting COVID due to their work environment and health issues. Jobs on most reservations are highly concentrated in casino and administrative sectors, basically frontline and public-facing positions with greater exposure to COVID. In addition, Native women are disproportionately susceptible to chronic illnesses, such as cardiovascular disease (American Indian and Alaska Native women die from heart disease at a rate 20-30 percent higher than non-Native women, and Native Hawaiian women at a rate 100 percent higher).

The loss of these caregivers can be tremendously destabilizing. Most children who lose a parent or grandparent during the pandemic will continue living in the same home, but some may need a new family. Native children already have disproportionately high out-of-home placements and face greater risks for foster care or homelessness. New guardians and caregivers of Native children will likely shoulder additional burdens of navigating imposing legal institutions and complex social welfare systems in multiple jurisdictions (tribal, state, and federal) in order to access services and safeguard family connections. Creating a healthier and safer post-pandemic future for these children will require confronting the historic conditions that led to such a tragic health crisis in Indian Country.

Health challenges and fragile infrastructure in Native communities

Since the beginning of the pandemic, Indian Country has suffered devastating human and economic impacts. Well before the virus ripped Native families apart, however, the conditions that gave rise to such dire consequences were clearly evident. COVID-19 has amplified health inequities in American Indian communities because of underfunded and under-resourced health systems, limited access to health services, poor infrastructure, and underlying health disparities.  The sticky residue of settler colonialism—hostile policies aimed at disempowering tribal governments and crushing Native culture—produced generations of economic inequities and precarious housing conditions, as well as egregious health disparities, particularly in Native youth.

One of the main contributors to the high rates of COVID infection and death in Indian Country is the substandard state of housing in many Native communities. According to the Department of Housing and Urban Development, the overcrowding and physical housing problems of American Indians and Alaska Natives living on reservation lands remain strikingly more severe than those of other Americans. The housing crisis became a health crisis in Indian Country, and the pandemic took its toll on Native families. Without more safe and secure housing, Native communities will remain vulnerable to the ravaging consequences of viral diseases. 

Where do we begin to tackle this complex array of challenges? Investing in child well-being is the single most powerful lever we have to create healthier communities, stronger economies, and more flourishing futures for our children. 

Orientation toward people and place for hope and healing

The pandemic has revealed serious vulnerabilities in the social fabric and built infrastructure of Native communities across Indian Country. What is needed is a bold strategy and a comprehensive action plan that will reduce the health risks of the community and vulnerabilities of the children. In this way, the best public health strategy is actually a community development approach. 

As tribal leaders establish new post-pandemic priorities and strategies, a good guide to follow are the recommendations of the Pediatrics and COVID Collaborative studies. Not surprisingly, the most significant suggestions for creating community well-being focus on improving outcomes for children. These strategies should include:

  • Ensuring tribal and federal policies and budget prioritize the health, well-being, and education of Native youth.

  • Advancing equity and eliminating disparities among services and programs.

  • Maintaining children in their families and supporting kinship care.

  • Providing and bolstering child resilience through quality childcare programs.

  • Alleviating childhood poverty and ensuring equality of opportunity, for example by making sure families have access to the Child Tax Credit and Earned Income Tax Credits.

For decades, tribes have steadfastly pursued self-governance to provide basic services to their citizens, including education, health care, public safety, food, and housing. In creating a post-pandemic vision for community strength and wellness, tribal governments will have a critical role in deciding how to build on their unique assets and where to make strategic investments in their people and the places where they live. Two remarkable Indigenous approaches to community investment demonstrate both the legal foundation and integrated social framework needed to execute such a strategy.

For example, the “Inuvialuit Family Way of Living Law,” or Inuvialuit Qitunrariit Inuuniarnikkun Maligaksat, was recently enacted by the Inuvialuit Regional Corporation (IRC), an Inuit community located northeast of Fairbanks, Alaska, in the Northwest Territories of Canada, with the long term goal of the Family Way of Living Law of supporting cohesive Inuvialuit families. Likewise, the Dena’ina Wellness Center, built by the Kenaitze Indian Tribe in Kenai, Alaska, is an integrated healthcare facility that follows the Dene’ Philosophy of Care, a whole-person approach toward wellness that incorporates physical, spiritual, emotional and social health as contributing factors to overall well-being. These holistic approaches to wellness, rooted in Indigenous traditions and ways of being, remind me of my own family’s Lakota way, in which children are called wakanyeja, “little sacred ones” who are nurtured and protected.  

With an orientation toward place, tribal governments can address economic disparities by investing in community infrastructure such as housing, broadband, schools, and roads. Equally important, Native nations should be preparing now to deploy their $1.75 billion allocation from the American Rescue Plan Act fund, and their part of the $1.2 trillion Infrastructure Investment and Jobs Act signed into law last month. This means that tribes will have to consider how to balance and serve their communities and citizens across a spectrum of need and readiness, ensuring that cross-cutting issues such as equity are woven into projects to improve facilities and infrastructure, expand business opportunities, and mitigate impending climate changes. Used wisely, this massive investment opportunity could not only ensure a strong economic recovery, it could change the social and economic trajectory for the next seven generations.  

As the long-term implications of the pandemic are being revealed, we can actually shape those outcomes by the actions that we take today. This challenge is as much a moral imperative as it is a public health mandate. We can honor the lives lost to the pandemic, especially the parents and caregivers, by focusing community investments on child well-being and fostering their optimal healing and resiliency.

About PATRICE

Of Standing Rock Lakota descent, Patrice H. Kunesh is the founder of Peȟíŋ Haha Consulting, a social enterprise committed to fostering social and human capital and pursuing economic equity in Native communities. Previously, Patrice established and led the Center for Indian Country Development at the Federal Reserve Bank of Minneapolis, and has held appointments as the Deputy Under Secretary for Rural Development at the US Department of Agriculture and as the Deputy Solicitor for Indian Affairs at the US Department of the Interior. In addition, she served as in-house counsel to the Mashantucket Pequot Tribe and on the faculty at the University of South Dakota School of Law. Patrice began her legal career at the Native American Rights Fund and recently returned to NARF as the major gifts officer.

 

This essay was commissioned by the National Native Children’s Trauma Center with support from Casey Family Programs, a national operating foundation dedicated to improving the lives of America’s most vulnerable children. The findings and conclusions presented are those of the author alone, and do not necessarily reflect the opinions of Casey Family Programs.

 

Story of Igiugig: Native Sovereignty in Alaska

Check out this newly released short film about the Igiugig Native Village in Alaska, located at the mouth of the Kvichak River, home to the world’s largest salmon run. The Igiugig people have been on a journey toward true self-determination, using their 8,000-year history in the region to inform a plan for stewarding natural resources while ensuring cultural continuity and the health and wellbeing of their children and families. Students from the Harvard Kennedy School worked with Igiugig filmmakers to produce the video, which offers an inspiring view of the possibilities for tribal community development in even the most remote locations in North America.

Connect and Support: A Self-Care Peer Group for Tribal Child Welfare Professionals

“The expectation that we can be immersed in suffering and loss daily and not be touched by it is as unrealistic as expecting to be able to walk through water without getting wet.”

- Dr. Naomi Rachel Remen

Are you a tribal child welfare professional in a program that receives Title IV-B or IV-E funding? Join the National Native Children’s Trauma Center (NNCTC) for a virtual peer group offered through the Capacity Building Center for Tribes, a training and technical assistance center funded by the Children’s Bureau. Meeting biweekly on Zoom over the course of six months, the group will provide a safe space for members to connect, share, and support one another while learning strategies that promote personal and professional wellness.

Each one-hour session will aim to build a community of peer learning and support, united through our work in tribal child welfare. NNCTC staff members Lisa Stark, MSW, Alan Rabideau, and Kimee Wind-Hummingbird will engage participants in conversations, activities, and wellness practices grounded in cultural teachings and practices that support our minds, bodies, spirits, and emotions.

Group members will:

  • Build relationships and learn from tribal child welfare professionals across Indian Country

  • Increase knowledge of culturally based self-care activities

  • Build self-awareness of burn-out, secondary stress, and stress responses

  • Develop skills that will support your whole well-being

Meetings will be held every other Wednesday beginning January 5, 2022, from 2–3 pm EST | 1–2 pm CST | 12–1 pm MST | 11–12 pm PST | 10–1 am AST

Preregistration is required to participate. To increase the comfort of participants, membership is currently limited to those who directly work within tribal child welfare programs that receive Title IV-B and/or IV-E funding. Registrants will be asked to share the tribal child welfare program they represent.

Click here to learn more and register today!

Questions?
Contact Tracy Haney, the Center for Tribes’ Peer Group Coordinator, with questions or suggestions for future peer groups: Tracy.Haney@du.edu.

We hope to see you in a peer group soon!

The Healing Impact of Housing on Tribal Families and Communities

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by Fred Fisher

I would like to begin by thanking Patrice Kunesh for her article for the NNCTC last month. “What We Inherit & What We Send Forth: How Tribes Can Improve Community Well-Being Through Trauma-Informed and Asset-Based Care” summarizes the themes of our first webinar on trauma-informed community development and connects the principles and practices of trauma-informed care to community and economic development efforts on tribal lands and communities. Not long after we hosted the webinar with Patrice and featured her article on the NNCTC website, she was appointed to the Presidential Advisory Council on Community Development. Patrice’s appointment reflects what those of us who have worked with her already know: she is one of the country’s foremost experts in tribal community and economic development, and she brings a wealth of applied policy development experience to her new role. I am excited at the thought that Patrice’s commitment to the application of trauma-informed principles in the planning and development of essential tribal infrastructure and services will influence policy at the highest levels. We at the NNCTC are also excited about our ongoing work with Patrice. Watch this space for Patrice’s future blog articles and recorded interviews, made possible by a partnership with the Indian Child Welfare Programs of the Casey Family Programs (CFP).

The title of this blog post references housing because Patrice, more than anyone else I have worked with, encouraged me to understand the critical role that tribal housing and homeownership play in successful community-development strategies that incorporate health, well-being, and asset development. From 2016-2019, CFP placed me as an Executive Fellow under Patrice’s leadership at the Center for Indian Country Development (CICD) at the Minneapolis Federal Reserve Bank. The CICD’s major initiative during these years was housing and home ownership on tribal lands. In this role, I came to understand that housing security has an unparalleled power to mitigate and reduce the stressors that drive disproportionate numbers of American Indian and Alaska Natives into contact with the child welfare system. This foundational understanding led me to familiarize myself with all of the major USDA Rural Development funding resources and eligibility criteria, along with these programs’ connections to other tribal programs like the HUD 184 tribal housing and homeownership lending program. Despite the fact that Rural Development offers a diverse range of funding streams for which tribes are either eligible or for which there is a tribal set-aside, some tribal leaders, health, and human services directors and staff are unaware of the range of grants, loans, and technical assistance available to meet the housing needs of their clients—or how to advocate for the physical infrastructure needs of the people they serve.

Beyond my own professional development, our team at the CICD achieved a great deal. We organized a nationally representative and diverse group of experts on housing in Indian Country into the National Native Homeownership Coalition, and we developed and facilitated seven subgroups within the coalition that worked on issues ranging from homebuyer readiness, to tribal land leasing and titling, to down-payment assistance strategies. Patrice and her staff provided expert testimony to Congress regarding policy and practice solutions to the many barriers that American Indian and Alaska Native tribes and their people experience with lending on tribal lands. The CICD generated research on issues and policy solutions and best practices in Indian Country and organized national convenings on tribal home ownership, culminating in the 2018 publication of the Tribal Leaders Handbook on Homeownership.

At a recent NNCTC staff meeting, we spoke about the foundational need to assume, based on the prevalence of trauma in tribal communities, that the experience of trauma is in every room we enter, while at the same time promoting and moving towards resilience.[i] The same wisdom applies to the development of housing options and solutions for tribal families ranging from those who are unhoused to those who are looking to invest their own capital (including “sweat equity”) in the development of housing on tribal lands. The provision of housing options for families should embed cultural values along with trauma assumptions and principles into the physical design and development of housing for tribal members.

At the same time, these principles must be incorporated into the financial and lending system that is set up to support first-time borrowers or applicants for credit. For many American Indian and Alaska Native families with children, financial stressors are multiple and often overwhelming. These stressors may trigger multiple overlapping trauma responses in parents, and these responses may impact the entire family. With the understanding that “trauma is in the room” and with trauma-informed principles embedded at the organizational level, tribal housing and home ownership programs can be designed to provide access to resources, to help families repair their credit and develop financial and other skills, and to support them in ways that position them to apply those skills successfully.

It is this kind of understanding, bolstered by resources such as the Tribal Leaders Handbook on Homeownership, that I am working to promote through the new Tribal Community Development section of the NNCTC website. I invite you to explore the various subsections.

Please reach out to me at Fred.Fisher@mso.umt.edu if you have any questions about the resources or connections to other tribal contacts and project.

[i] For a great overview of how tribal leaders and governments have adapted to and become more resilient over time in the face of a federal Indian policy that has resulted in “the wholesale theft of Indian lands and dependency on federal funds and programs… (and created) generations of unemployment, poor health, and shattered families,” read Patrice Kunesh’s “Constant Governments: Tribal Resilience and Regeneration in Changing Times” from Kansas Journal of Law & Pubic Policy, Vol. XIX, No. 1, 2009

What We Inherit & What We Send Forth: How Tribes Can Improve Community Well-Being Through Trauma-Informed and Asset-Based Care

by Patrice Kunesh

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Many years ago, when I was a new mother, a public health nurse came to my home to check on my newborn daughter. She took one look at my four-month baby and then promptly reprimanded me. My baby, she said, was failing to thrive. I had been nursing my baby, as was tradition in my family, but apparently it wasn’t enough. The nurse told me to give my baby expensive store-bought formula and that if I couldn’t take care of her properly, then the county would remove her from my custody. In a daze, I called my mother, herself a mother of thirteen children. She was, of course, concerned for my baby’s well-being. My experience, though, triggered something else for her: memories of experiences on the Standing Rock Reservation where hundreds of children were removed from their families.

Many, including two generations of my family, were sent to federally-operated boarding schools the Carlisle Indian Industrial School in Pennsylvania, and hundreds more were placed into state-sponsored care and adoption for causes related to poverty, such as housing and food insecurity. Thankfully, my baby did thrive and she’s now a mother caring for her own infant. My mother’s story, far more complex than I first realized, became the impetus for my work with Native people and supporting their efforts to become self-determined, thriving communities. Along this journey, I’ve come to better appreciate the weight of our family’s cultural inheritance and the responsibility of tenderly tending to our children and to our children’s children with utmost care.

For most of us, this journey starts in early childhood, a critical period that determines a person’s ability to reach his or her lifelong potential. Children attain their fullest potential when their families and community create holistic systems geared toward early childhood wellness, long-term health, and social and economic well-being.

This progress can be disrupted when a child experiences adversity, stress, or trauma. Exposure to abuse, neglect, discrimination, violence, and other adverse experiences increase a person’s lifelong potential for serious health problems and engaging in risky behaviors, as documented by the landmark Adverse Childhood Experiences (ACE) study.[i] Moreover, childhood trauma is far more pervasive, injurious, and costly than many people realize. The impact of trauma can be subtle, insidious, or outright destructive. As we become more aware of the extent of trauma’s toxic impact on children and society, care providers also are realizing the exceptional value of trauma-informed approaches to treatment and recovery.

Trauma-informed care involves a broad understanding of trauma-inducing events, the wide range of stress reactions, as well as the social and economic factors that influence trauma and stress. Trauma can occur in a single event, or in multiple, repetitive, long-lasting, and collective events; it also affects everyone differently, including the particular expression of trauma. Trauma-informed care acknowledges and considers the pervasive nature of trauma, seeks to understand a person’s life experiences, and promotes environments of healing rather than practices that may inadvertently re-traumatize and cause stress.

A type of trauma particularly pernicious to Native people is historical trauma. According to Maria Yellow Horse Brave Heart, Ph.D., “Indigenous peoples of the Americas have experienced devastating collective, intergenerational massive group trauma and compounding discrimination, racism, and oppression.” This collective phenomenon stems from centuries of disastrous federal policies focused on wresting lands and destroying native cultural bonds. From the colonizing forces of Manifest Destiny to the destruction of family bonds wrought by boarding schools, Native people collectively and cumulatively have endured staggering losses of lives, lands, and lifeways.[ii] Brave Heart further finds that as a collective phenomenon, even those who never experienced the traumatic stressor, such as children and descendants, can still exhibit signs and symptoms of trauma. Importantly, many positive aspects arise from historical trauma and these, such as resilience, posttraumatic growth, and adaptive survival behaviors, deserve equal attention.

The National Native Children’s Trauma Center (NNCTC) at the University of Montana, a program within the National Child Traumatic Stress Network,[iii] is solely focused on improving the ability of service providers to respond to the trauma-related needs of Native American children who, as a general population, are at increased risk of depression, anxiety, low self-esteem, post-traumatic stress disorder (PTSD).[iv] Addressing these impacts requires developing a deep understanding of root causes of the trauma and disrupting influences on Native children and families and finding adaptive ways to cope with, respond to, and heal from trauma, while also creating more supportive and caring communities.

With these promising models in mind, the NNCTC has launched series of webinars on the topic of “Trauma-Informed Tribal Community Development.” This first webinar, held on July 29, 2021, featured Senior Director of Policy and Programs, Marilyn Zimmerman, in conversation with Miriam Jorgensen, Research Director at the University of Arizona’s Native Nations Institute, and Patrice Kunesh, Director of Peȟiŋ Haha Consulting and Development Officer at the Native American Rights Fund. Three themes emerged from this initial discussion: (1) the importance of recognizing the trauma and resiliency of Native people; (2) the critical role of Native self-determination in sustaining community development; (3) a community’s built environment and systems of care together enhance wellness and prospects for a healthy future.

Theme I: Four Rs plus Resiliency

Marilyn set up the discussion describing the four R’s in trauma-centered care: realization, recognition, response, and re-traumatization. Realization involves understanding that trauma is experienced through multiple pathways. For Native people and their communities, within these pathways flow an undulating current of stress stemming from centuries of massive loss, unresolved grief, scarcity, and continual deprivation. Current manifestations of these complex conditions range from chronic hunger, poor or inadequate housing, and lack of health care, all of which require some form of individual intervention as well as an institutional or systems-level response. Recovery from intergenerational trauma will be most effective when community support systems are interwoven with tribal values and culture.

In responding to trauma, Marilyn cautions that more harm and re-traumatization can be inflicted when pathologizing the victims of adversity or stereotyping children and families who live in poverty – shaming and blaming are other forms of trauma and could lead to grave consequences.[v] Equally important is the harm done in equating adversity to destiny – that poverty in itself curtails all hope of positive progress and development. Such a dooming construct of trauma overlooks the whole growth focus of trauma-informed care and the powerful force of resilience, both of the brain and body to manage and recover from severe stress and of the community to overcome its collective adversity. According to Marilyn, “When Tribes are walking in sovereignty, good things happen in the tribal community – suicide reduction, improved housing conditions, and child welfare is directly impacted.”

Theme II. Native Self-Determination Is Necessary for Sustained Development

Miriam Jorgensen picked up the theme of resilience to expand on the trauma-centered concepts to include narratives and strategies deeply rooted in community assets. For Native nations, this means increasing their capacity to heal and restore community well-being through a larger strategic vision embedded in Native nation building, sometimes known as a Seven Generation approach.

Miriam illustrated how many tribes have overcome more than two hundred years of paternalistic federal oversight and severe funding deficiencies[vi] through nation-building practices. This approach to tribal governance promotes the exercise of inherent tribal sovereignty, interrelates traditions and culture, and fosters public-spirited leadership. In recent decades, Native people themselves have redefined the federal role by determining their own priorities, allocating their own resources and directing their own programs. Moreover, cultural values are instilled into every decision and action.[vii] The benefits of nation-building inspired are profound – tribally-driven community investments have resulted in stronger tribal economies and more resilient tribal societies. Most importantly, tribal self-determination is the only federal policy that has ever succeeded in improving the health and wellbeing of Native people.[viii]

Theme III. A Built Environment Trauma-Informed Principles 

Extensive evidence demonstrates trauma’s harmful effects on physical and psychosocial functioning. Trauma-informed care acknowledges trauma’s widespread impacts and delivers care in a manner to promote healing and avoid re-traumatization. A unique opportunity arises when Native nations adopt the trauma-informed care approach in planning infrastructure, such as houses, neighborhoods, and work spaces. The concept of creating trauma-informed physical spaces deserves attention for two reasons. First, it prioritizes important social values such as safety and collaboration. Second, physical aspects of the built environment, such as lighting, housing density, and green space, may either trigger trauma or promote healing and well-being for individuals and communities.

The Cheyenne River Sioux Tribe is a prime example of self-determination in action to address the dire need for safe and affordable housing for its large and growing population.[ix] The Tribe’s housing department is planning and designing a 265-unit subdivision in Eagle Butte, South Dakota, and is using, albeit inadvertently, principles of trauma-informed care to create homes, a neighborhood, and public spaces that promote individual and community well-being.

The Cheyenne River Housing Authority (CRHA) administers the Tribe’s housing programs and federal funds on the reservation. Sharon Vogel, the Housing director, has extraordinary knowledge of the CRST community and culture, having raised her family on the reservation and served in several tribal government positions. Sharon has a vision to transform her community: every reservation family would live in safe, sanitary, and affordable housing in a community with a central social and cultural gathering place. Her current mission is to create an affordable housing community called Badger Park, a 160-acre subdivision nestled in rolling grassland plains in Eagle Butte, that will create 265 family units, housing a total of 1,000 - 1,500 people. The site will also include park and recreation areas as well as a business center.

The hallmarks of Sharon’s success are her inspired leadership and determination to persevere on behalf of her family and community. Her work exemplifies four principles of affordable housing development: self-governance and capacity building; community planning; financial partnerships; and design and sustainability. Throughout this process, she is creating a more agile and responsive government, employing leading edge technology, and working across boundaries in multiple sectors. What makes this work of building homes truly remarkable is that it is being done in a cultural context and on Native homelands in rural South Dakota.[x]

From its conception, the Badger Park subdivision epitomizes a well-planned, intentionally designed, affordable, and sustainable housing development project. Its essential elements include a comprehensive assessment of the community’s actual needs, a community vision that reimagines shelter and shared spaces, and a modernized infrastructure that supports a community network of roads, water systems, and internet service. The potential of this approach cannot be overstated. First, it unifies the place with the people by reconnecting them to their homelands and empowering them to rebuild a community based on their own cultural narrative. Second, it prioritizes people by emphasizing their health, safety, and well-being. Further, it also instills a sincere sense of respect and dignity, qualities rarely considered in the legacy of reservation housing development. Indeed, what Sharon and the CRHA team have accomplished is much more than an affordable housing project. They have inspired pride and worthiness and the possibility of transformational social and economic change for the Cheyenne River Sioux community. It is a vision that sees what ought to be through the lens of what is and endeavors to remove the contradiction between the two.

Conclusion

Indian Country should more intentionally consider trauma-informed approaches in designing and planning its built environment. Trauma-informed approaches have achieved positive outcomes in social programs and community settings. However, trauma-informed approaches have not been widely applied to the built environment. The Cheyenne River Sioux Tribe has demonstrated that the concept of a trauma-informed neighborhood may promote healing for individuals and communities. Evidence of such positive outcomes might derive from using geospatial, population health, and community-engaged approaches, and would have direct implications for public policy and tribal planning, particularly for communities in which residents bear a disproportionate trauma burden. Thus, the built environment is a key setting to influence Indian Country trauma recovery, health, and well-being.



[i] The Centers for Disease Control and Prevention (CDC) defines ACEs as “all types of abuse, neglect, and other potentially traumatic experiences that occur to people under the age of 18.” The concept originated from a large CDC-Kaiser Permanente study from 1995-1997 in which participants received questions about exposure to forms of household dysfunction prior to turning 18. The study found that the more ACEs an individual experienced before 18, the more likely she or he would likely suffer from substance abuse, depression, health problems, or attempt suicide. The more recent 2018 Child Trends’ study found that 45 percent of children in the U.S. have experienced at least one ACE, and one in nine children nationally has experienced three or more ACEs.

A similar study of ACEs in Native children (defined in the scientific literature as American Indian and Alaska Native (AI/AN) in South Dakota found that Native children, as compared to non-Native, displayed higher prevalence of ACEs including abuse, neglect, and household dysfunction. The National Indian Health Board has published a resource hub on ACEs in Indian Country.

[ii] The Meriam Report: The Problem of Indian Administration (1928) was the first government study to demonstrate with extensive data that federal Indian policy in the 19th century had resulted in a travesty of social justice to Native Americans, https://www.narf.org/nill/resources/meriam.html.

[iii] The National Child Traumatic Stress Network (NCTSN) is a federal government-based research within the U.S. Department of Health and Human Services-Substance Abuse and Mental Health Services Administration (SAMHSA), whose mission is straightforward: to facilitate the safety and recovery of every child and family so they can thrive. SAMHSA has been an influential and effective champion of trauma-informed programs and systems that “infuse and sustain trauma awareness, knowledge, and skills into their organizational cultures, practices, and policies.”

[iv] Post-traumatic stress disorder (PTSD) among many Native families was triggered again recently upon the discovery of mass graves at boarding schools in Canada and the U.S. In an attempt to assimilate Native children and break up families, the government forcibly sent them to boarding schools where they often faced brutal abuse, neglect and sometimes death. Those who died are largely believed to have suffered malnutrition, disease or neglect.

[v] A 2018 Child Trends’ study found that 45 percent of children in the U.S. have experienced at least one ACE, and one in nine children nationally has experienced three or more ACEs. Knowing that a child is in a family where there is divorce or in a low-income community often leads people to make negative assumptions and these stereotypes can harm children, lead to discrimination, and even become self-fulfilling prophecies. 

[vi] The U.S. Commission on Civil Rights report Broken Promises: Continuing Federal Funding Shortfall for Native Americans (December 2018), https://www.usccr.gov/pubs/2018/12-20-Broken-Promises.pdf.

[vii] The Indian Self-Determination and Education Assistance Act of 1975 (Public Law 93-638), 88 Stat. 2203 (codified as amended at U.S.C. §§ 450-450m, re-codified at §5301 (Jan. 4, 1975) (ISDEAA). The Act was the result of 15 years of change, influenced by American Indian activism, the Civil Rights Movement, and community development based on grassroots political participation. At its core, self-governance inherently respects tribal institutions, particularly tribal laws and courts, and honors the uniqueness of each tribe’s cultures and histories, especially language and ceremony.

[viii] Joseph P. Kalt and Joseph William Singer, MYTHS AND REALITIES OF TRIBAL SOVEREIGNTY: THE LAW AND ECONOMICS OF INDIAN SELF-RULE, Native Issues Research Symposium, Harvard University December 4-5, 2003 (revised January 2004), https://scholar.harvard.edu/files/jsinger/files/myths_realities.pdf.

[ix] The Tribe’s current enrollment is 22,000, with approximately 8,500 members living on the Reservation. Many of the 16 small communities on CRIR are geographically remote and spread across its reservation, the fourth-largest in the United States. U.S. Department of Interior, Bureau of Indian Affairs, Cheyenne River Agency, https://www.bia.gov/regional-offices/great-plains/south-dakota/cheyenne-river-agency.  

[x] For a more detailed examination of the Cheyenne River Sioux Tribe’s housing project and Sharon Vogel’s approach to community and economic development, see Patrice H. Kunesh, The Power of Place and People–Creating a Vision for Community in Indian Country through Self-Governance and Self-Determination, Journal of Affordable Housing and Community Development Law 2021 (30:1), https://www.americanbar.org/groups/affordable_housing/publications/journal_of_affordable_housing_home/. 

Data-Informed Tribal Planning and Decision-Making, by Fred Fisher

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Editor’s note: If you have visited the new Tribal Community Development pages on the NNCTC website, you may have noticed that we have shared quite a few resources lately. As Fred Fisher and our team are still in the early stages of building awareness of our new Tribal Community Development efforts, we thought it might be helpful to provide context for some of the more complex or less self-explanatory resources. This blog post is the first in what will be a series devoted to individual resources or groups of resources.

As decision-making entities, American Indian and Alaska Native tribes need reliable information, data, assessment tools, and research to make informed decisions and operationalize their strategies. Unfortunately, even as federal and state government, business, and nonprofit entities in the United States become increasingly data-driven, reliable data on American Indian and Alaska Native communities and people remains hard to come by. According to a recent NCAI Report on the Data Gap in Indian Country, AI/AN populations are consistently hard to count and hard to reach, resulting in huge data inequities. AI/AN populations were subject to the largest census undercount of any racial or ethnic group in 2010, they are often misidentified in vital and administrative records, and they experience a persistent digital divide relative to other U.S. groups.[1] Because tribes most often pursue data collection in pursuit of grant and federal program funding, the data that are reliably collected and made available  tend to illustrate the deficits in Indian Country rather than tribal assets and strengths.

Fortunately, there are new and emerging data resources and community mapping tools available to Tribal leaders and their planning staff. These new resources have been designed to assist tribal leaders and planners focus on their Nation’s assets in addition to their unique and historical challenges. Links to a selection of these data resources and tools can be found in the NNCTC’s  Community Development pages. I encourage you to click through and familiarize yourself with these tools. I am always available to provide you with more information and consultation on these and other data resources and tools.  You can contact me directly at fred.fisher@mso.umt.edu or 720-810-2660. You can also complete a request for Training or Technical Assistance on the  NNCTC Website and your request will be routed to me. 

The Casey Community Opportunity Map

The Casey Community Opportunity Map was initially developed by Casey Family Programs as a data resource to support its national Building Communities of Hope initiative. This is an excellent tool for assessing community assets and challenges using data that are associated with the development of healthy and resilient children and strong families. With the awareness that opportunity and challenges vary from tribal community to tribal community, state to state, and from region to region, the Casey mapping tool is constantly evolving. The current version includes information on the impact of COVID-19 and provides users with the ability to disaggregate data indicators by race and ethnicity. Casey’s Data Advocacy Team offers no cost consultation to tribes on ways that tribal administrators and planners can incorporate additional data sets or tribal-specific data elements. These tailored tribal asset maps can be set up to be password protected and confidential.

US Census Interactive Data Tools

  • My Tribal Area is an interactive mapping tool developed by the US Census Bureau in 2017. The tool uses data from the American Community Survey and is updated every five years. The newest version has been updated to reflect findings from the 2020 Census. This simple and easy-to-use tool can assist in the development of demographic and economic profiles for all of the federally recognized tribal nations in the U.S. Data elements include population demographics as well as data on housing, education, employment, and workforce development.

  • US Census Racial Equity Mapping Tools. The US Census Bureau has developed an array of interactive racial equity mapping tools that may be of interest. These include:

  • Community Resilience Estimates in which the user can see data that indicate a community or region’s capacity to absorb a health, social or economic disaster;

  • Response Outreach Mapper that provides access to American Community Survey estimates and other information on difficult-to-survey rural and tribal areas, as well as recommendations on how to improve census response in these areas; and

  • Opportunity Atlas, which provides comprehensive census tract level information on children’s outcomes in adulthood.

A Note of Caution When Using US Census Tools and Data

When using Census-based tools in decision making, it is important to proceed with caution and be aware of the need to triangulate and validate the information with other quantitative and qualitative data sources. 

For a detailed analysis and discussion of the limitations of Indian Country data from the Opportunity Atlas,  see “The Landscape of Opportunity in Indian Country: A Discussion of Data from the Opportunity Atlas” by Donna Feir, PhD, Center for Indian Country Development (2019). Dr. Feir cautions the reader that:

  • The data are problematic in the same way virtually all government data on Native peoples are — being a Native person in the United States is not well approximated by single race classifications.

  • The racial classification of “American Indian or Alaska Native” is likely not the classification of concern for Native peoples and tribal governments. The data includes no information on tribal membership, affiliation, or ancestry. Arguably, for this data to be useful to tribal decision making or other policy, these political classifications are much more important than “race.”[2]

The Center for Indian Country Development

Finally, I want to draw your attention to the increasingly vast array of tribal community and economic development resources available at the Center for Indian Country Development (CICD). Launched in 2015 by the Federal Reserve Bank of Minneapolis, the CICD’s mission is “to support the prosperity of Native Nations through actionable research, policy development, and community collaboration” to “unlock the full economic potential of Indian Country.” Included in the NNCTC’s new Community Development Resource page, you will find links to:

  • Reservation Profiles. This is an easy-to-use data resource tool that provides tribal leaders, planning staff, and program managers with reservation-specific demographic and economic data on reservations with at least 2500 people. The data are from the 2013-2017 American Community Survey. Using a simple drop-down menu, the user selects a specific reservation and instantly has access to a detailed profile that includes a useful age population pyramid on age and gender. Data elements also include educational attainment, employment, median and per capita household income and income by source and type. Poverty rates, housing and home ownership, housing cost burden, and access to broadband services by household are also included. The Reservation Profiles tool provides a quick and immediate snapshot of Reservation population data essential to tribal community planning.

  • An array of high quality and current tribal community and economic development research and analysis. A quick search will give you access to research on the impact of tribally owned enterprises and tribal-member owned business beyond Indian Country, webinar recordings featuring tribal leaders sharing the economic impacts and innovations amid COVID-19, and successful strategies for tribal business diversification, to name a few. Finally, be sure to search the CICD’s website offerings from Research Fellow Donna Feir, PhD, and from Casey Lozar, CICD Director. They, along with their colleagues, provide tons of relevant and timely analyses on the impact of the COVID-19 pandemic on tribal economies, strategies for recovery, and rebuilding Nations.

Stay tuned for more information on the community development resources found on the NNCTC Community Development home page. Please contact me directly at fred.fisher@mso.umt.edu or 720-810-2660 if you would like immediate support; or go to the NNCTC Website and complete a request for Training or Technical Assistance and it will be routed to me.

[1] The State of Tribal Data Capacity in Indian Country: Key Findings from the Survey of Tribal Data Practices. NCAI Policy Resource Center, 2018. pp 1-4.

[2] “The Landscape of Opportunity in Indian Country: A Discussion of Data from the Opportunity Atlas.” Donna Feir, PhD, Center for Indian Country Development, 2019, pp. 11-12.

Announcing the NNCTC's "Trauma-Informed Tribal Community Development Webinar Series"

***Webinar registration is closed. Access the recording here.***

Please join us on July 29 from 11:00-12:30 Mountain Time for the first in a series of webinars developed by the National Native Children’s Trauma Center on the topic of “Trauma-Informed Tribal Community Development.”

This first webinar, moderated by the NNCTC’s Community Development Advisor Fred Fisher, will feature the NNCTC’s Senior Director of Policy and Programs, Marilyn Zimmerman, in conversation with Miriam Jorgensen, Research Director at the University of Arizona’s Native Nations Institute, and Patrice Kunesh, Development Officer at the Native American Rights Fund and Founder/Director of Peȟiŋ Haha Consulting.

Dr. Zimmerman will talk about the development of trauma-informed awareness and systems change in Indian Country, and Dr. Jorgensen and Ms. Kunesh will share their experiences—including research findings, tribal policy developments, and case examples—of the positive role that tribal community and economic development can play in improving outcomes for American Indian and Alaska Native families and children. Our speakers will also share their views on the opportunities currently available to tribal nations in the American Rescue Plan.

For more information, contact Fred Fisher at fredfisher810@gmail.com

Marilyn Zimmerman, PhD

Marilyn Zimmerman, PhD

Miriam Jorgensen, PhD

Miriam Jorgensen, PhD

Patrice Kunesh, JD, MPA

Patrice Kunesh, JD, MPA

Trauma-Informed Tribal Community Development

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Editor’s note: Through a partnership with Casey Family Programs (CFP), Fred Fisher recently joined the NNCTC as our first-ever Community Development Advisor. We are excited to help Fred realize his vision for promoting tribal resilience through community development, and we are honored to have the opportunity to promote our mission in this new area of programming. We asked Fred to say a few words about his plans and about the connection between community development and trauma.

I want to begin by thanking Marilyn Zimmerman and the NNCTC for giving me the opportunity, as Community Development Advisor, to advance their mission through a focus on tribal community and economic development. I have been with Casey Family Programs for the past 24 years, initially serving as the organization’s first Community Development Director in what was then the Helena-Missoula Division. This externally facing position involved developing local, regional, and statewide community collaborations across Montana to improve outcomes for youth in foster care or at risk of involvement with the child welfare system. As a Director with Casey’s Indian Child Welfare Programs for the past ten years, I was detailed to USDA Rural Development, where I provided support to the Obama-era Tribal Promise Zones initiative and to the Center for Indian Country Development at the Federal Reserve Bank of Minneapolis, where my focus was on tribal housing and homeownership and improving educational outcomes for American Indian students.

These experiences have led me to believe in the promise of broadening our approach to addressing many of the most pressing health, mental health, and community-level issues among tribal members. Over the past 20 years, organizations like the NNCTC have begun to fill an enormous gap by equipping human service providers to promote resilience and recovery from the collective and individual traumas that tribal people experience. This work is vital, due to the disproportionate rates of trauma exposure in tribal communities and among American Indians and Alaska Natives more generally. But in addition to this vital work, I hope to promote prevention of the conditions that lead to disproportionate trauma rates in the first place.

I define prevention as “the act of creating conditions in communities that promote the health, safety, and well-being of children and families.” This definition implies a broad, comprehensive, systemic, and collaborative approach. As with all of the NNCTC’s projects, these prevention activities will be grounded in culture, health, safety, and support for all families. By drawing on the strengths of tribal communities and the vision of tribal leaders and administrators, we can support the development of countless opportunities for children and families to thrive.

In my new role at the NNCTC, I will provide consulting and technical assistance on tribal nation building research, strategies, and tools. By reducing insecurities and disparities in the realms of housing, health, finances, and education, tribes can arrest the cycle of disadvantage and trauma that characterizes too many American Indian and Alaska Native children and families.

One of my first efforts at NNCTC will be to develop a hub for community development resources on the NNCTC website. I envision this hub, which is currently in its early stages, as a central repository of freely available resources and information on tribal community and economic development strategies that improve the health, safety, and well-being of American Indian and Alaska Native children and families. These resources and informational products will include links to recorded interviews with national tribal nation building experts, essays and op-eds on tribal community and economic development, links to research on the connection between the built environment and tribal infrastructure on health and well-being, links to practical tools such as the Casey Family Programs’ Community Opportunity Map and the Opportunity Atlas, and opportunities for peer-to-peer consulting.

An introductory centerpiece of this effort will be the hosting of a “Trauma-Informed Nation Building” webinar series sponsored by NNCTC in partnership with Casey Family Programs Indian Child Welfare. I have begun the process of inviting panelists and developing topics for these webinars. Our first webinar in the series will be held on July 29 and will be available afterward in archived form on the NNCTC website.

I look forward to meeting the NNCTC’s tribal partners and peer organizations either virtually or in-person to discuss these topics further. Please contact me at fredfisher810@gmail.com to say hi and share your thoughts and ideas. Be well. 

Addressing Trauma in Tribal Communities: Mandy Smoker Broadus Speaks With Maegan Rides At The Door

NNCTC Director Maegan Rides At The Door speaks with Mandy Smoker Broadus of Education Northwest about the NNCTC’s approach to trauma-informed interventions, centering tribal community experiences in the process of developing programming, and the spectrum of supports we can try to develop when working with communities to address the effects of trauma on tribal children, families, and communities. Read more at Education Northwest.

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