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Hilary Gourneau  Fort Peck Assiniboine and Sioux Tribes, Montana 
MS EsEd.
Fort Peck Tribal Head Head Start, United States of America


Dr. Debbie Wilson
PhD, MPH, RN, CNE
Auckland University of Technology, New Zealand

A Culturally Based Intervention to Decrease Stress and Promote Well-being in Reservation-Based Native American Teachers

Ricker, A., Wilson, D.
15-minute Oral Presentation
Wednesday 11 December, 1:50pm

Purpose: Native Americans possess strong cultural identity and view well-being as a balance of physical, emotional, mental, and spiritual health. However, oppression through colonization disrupted this balance resulting in extreme poverty, lack of access to quality education and health care, high rates of morbidity and mortality. Indigenous psychological distress is 2.5 times higher than the general United States population.

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Methods: Using community based participatory research and mixed methods, a tribal-academic team implemented traditional cultural practices as a 5-session intervention for reducing stress and promoting well-being in reservation-based early childhood education teachers. Pre-post-test surveys and focus groups measured intervention effectiveness and feasibility.

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Results: T-tests and Hedges g measured effect size. Contrary to our hypothesis, there was a small positive effect size in self-perceived stress, indicating more stress post intervention. However, depression decreased, with tribal identity and resilience showing positive effect sizes. Qualitative data revealed how lifetime traumas were affecting participants, providing some explanation for increases in stress. Teachers described how sessions helped their psychological health and well-being.

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Conclusion: Utilizing a culturally based intervention to buffer stress and support Indigenous teachers well-being showed promise helping participants recognize their cultural strengths, stress, and need for ongoing support. Results show intervention scale-out is feasible.

© 2024 INHRE Summit @ Auckland University of Technology

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